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Journal articles on the topic 'Strategies for writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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2

Carter‐Templeton, Heather. "Writing productivity strategies." Nurse Author & Editor 31, no. 2 (2021): 33–35. http://dx.doi.org/10.1111/nae2.20.

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3

Wolf, Rita, and Tommy Thomason. "Writing Coaches: Their Strategies for Improving Writing." Newspaper Research Journal 7, no. 3 (1986): 43–49. http://dx.doi.org/10.1177/073953298600700305.

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4

Stevens, Dannelle D., and Carol Sue Englert. "Making Writing Strategies Work." TEACHING Exceptional Children 26, no. 1 (1993): 34–39. http://dx.doi.org/10.1177/004005999302600109.

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5

Sherwood, Phyllis A., James A. Reinking, and Andrew W. Hart. "Strategies for Successful Writing." College Composition and Communication 38, no. 2 (1987): 238. http://dx.doi.org/10.2307/357739.

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6

Syahid, Abdul. "Writing strategies by beginning authors of academic genre." Journal on English as a Foreign Language 9, no. 1 (2019): 20. http://dx.doi.org/10.23971/jefl.v9i1.952.

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<p>Aimed at identifying what writing strategies four beginning authors used and examining how these strategies facilitated their writings, a collective case study describing and comparing the beginning authors was carried out to provide insights into the issue. The authors were teachers of English in English departments at four Indonesian universities, and were selected on the basis of a recommendation by the editor of some books in which their written products were published. To gain a far better understanding of the cases, two data forms (questionnaires and interview notes) were collec

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7

Fine, Gary Alan, and Laurel Richardson. "Writing Strategies: Reaching Diverse Audiences." Contemporary Sociology 20, no. 3 (1991): 488. http://dx.doi.org/10.2307/2073786.

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8

손병용. "Writing Strategies of Male Writers." Journal of English Cultural Studies 6, no. 2 (2013): 117–39. http://dx.doi.org/10.15732/jecs.6.2.201312.117.

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9

Chandler, Daniel. "Writing strategies and writers' tools." English Today 9, no. 2 (1993): 32–38. http://dx.doi.org/10.1017/s0266078400000341.

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10

Qashoa, Sulaiman Hasan Hussein. "English Writing Anxiety: Alleviating Strategies." Procedia - Social and Behavioral Sciences 136 (July 2014): 59–65. http://dx.doi.org/10.1016/j.sbspro.2014.05.288.

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11

DONIN, JANET, ROBERT J. BRACEWELL, CARL H. FREDERIKSEN, and MIKE DILLINGER. "Students' Strategies for Writing Instructions." Written Communication 9, no. 2 (1992): 209–36. http://dx.doi.org/10.1177/0741088392009002002.

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12

Lumpkin, Angela. "Strategies for Learning Through Writing." Kappa Delta Pi Record 50, no. 3 (2014): 130–34. http://dx.doi.org/10.1080/00228958.2014.931151.

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13

Purves, Alan C., Karen L. Greenberg, Harvey S. Wiener, and Richard A. Donovan. "Writing Assessment: Issues and Strategies." College Composition and Communication 38, no. 2 (1987): 213. http://dx.doi.org/10.2307/357723.

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14

Vaughan, T. B., and Laurel Richardson. "Writing Strategies: Reaching Diverse Audiences." Statistician 40, no. 4 (1991): 466. http://dx.doi.org/10.2307/2348755.

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15

Romadhon and Edy Waloyo. "EXPLORING WRITING STRATEGIES OF BILINGUAL." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 5, no. 2 (2020): 179. http://dx.doi.org/10.24235/eltecho.v5i2.5036.

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16

Pagana, Kathleen Deska. "Writing Strategies to Demystify Publishing." Journal of Continuing Education in Nursing 20, no. 2 (1989): 58–63. http://dx.doi.org/10.3928/0022-0124-19890301-05.

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17

Jackson, M. W. "Writing as Learning: Reflections on Developing Students’ Writing Strategies." Higher Education Research & Development 10, no. 1 (1991): 41–52. http://dx.doi.org/10.1080/0729436910100104.

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18

Staal, Laura A. "WRITING MODELS: STRATEGIES FOR WRITING COMPOSITION IN INCLUSIVE SETTINGS." Reading & Writing Quarterly 17, no. 3 (2001): 243–48. http://dx.doi.org/10.1080/10573560121054.

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19

Kang, Sukjin, Junmo Jo, and Taehee Noh. "A Study on Writing Process Components and Writing Strategies in Argumentative Writing." Journal of The Korean Association For Research In Science Education 33, no. 7 (2013): 1418–30. http://dx.doi.org/10.14697/jkase.2013.33.7.1418.

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20

Han, Chenrong. "The Effectiveness of Application of Writing Strategies in Writing Instruction." Journal of Language Teaching and Research 8, no. 2 (2017): 355. http://dx.doi.org/10.17507/jltr.0802.19.

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Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner’s writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situati

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21

Cohen, Andrew D. "Feedback on Writing." Studies in Second Language Acquisition 13, no. 2 (1991): 133–59. http://dx.doi.org/10.1017/s027226310000992x.

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The article first calls attention to research on learner strategies and to the significant role that verbal report data have played in such research. While various research methods have been used to describe such strategies, verbal report measures are being used more and more as a means for describing cognitive processes in such areas as communicating, translating, test taking, and language learning. The article focuses just on the use of verbal report in describing learner strategies in language learning and language using. It is noted that information on learner strategies has evolved from p

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22

Ismiati, Ismiati, and Erlin Pebriantika. "DESIGNING STRATEGIES FOR UNIVERSITY STUDENTS’ WRITING SKILL." Journal of Languages and Language Teaching 8, no. 1 (2020): 8. http://dx.doi.org/10.33394/jollt.v8i1.2210.

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In the process of teaching and learning English writing skill, some strategies which are considered appropriate for a certain group of learners, may not suitable for other groups as each group has its own problems and needs in writing. Therefore, teaching learning strategies for English writing requires to be continuously developed. This study aims to design strategies based on the students’ writing needs and problems as the development of the previous common implemented strategies in writing course classes at English Study Program of Cordova University, West Sumbawa Regency. The research subj

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23

Cowart, David, Alec McHoul, and David Wills. "Writing Pynchon: Strategies in Fictional Analysis." American Literature 63, no. 1 (1991): 153. http://dx.doi.org/10.2307/2926591.

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24

MacNealy, Mary Sue. "Strategies for Empirical Research in Writing." College Composition and Communication 51, no. 1 (1999): 134. http://dx.doi.org/10.2307/358974.

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25

Welton, RH, and PG Morton. "Strategies for writing an effective resume." Critical Care Nurse 15, no. 3 (1995): 118–19. http://dx.doi.org/10.4037/ccn1995.15.3.118.

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26

Smith, M. Cecil, and Russell N. Carney. "Strategies for Writing Successful AERA Proposals." Educational Researcher 28, no. 1 (1999): 42. http://dx.doi.org/10.2307/1176564.

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27

Lee, Inhye. "Audience-Address Strategies in KAP Writing." Journal of the International Network for Korean Language and Culture 13, no. 3 (2016): 169–98. http://dx.doi.org/10.15652/ink.2016.13.3.169.

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28

Zsigmond, István. "Writing Strategies for Fostering Reading Comprehension." Procedia - Social and Behavioral Sciences 180 (May 2015): 1698–703. http://dx.doi.org/10.1016/j.sbspro.2015.05.073.

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29

VAN WIJK, CAREL, and TED SANDERS. "Identifying Writing Strategies Through Text Analysis." Written Communication 16, no. 1 (1999): 51–75. http://dx.doi.org/10.1177/0741088399016001003.

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30

Carey, Linda, and Lois Josephs Fowler. "Strategies for Writing: Theories and Practices." College Composition and Communication 37, no. 3 (1986): 302. http://dx.doi.org/10.2307/358047.

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31

Yasuda, Sachiko. "Revising strategies in ESL academic writing." Journal of Asian Pacific Communication 14, no. 1 (2004): 91–112. http://dx.doi.org/10.1075/japc.14.1.07yas.

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This article presents a case study that analyzes the revising processes of three Japanese ESL students in academic writing contexts. Much previous research into the revision strategies used by L1 and L2 writers has been conducted in experimental-like settings rather than naturally occurring situations. In contrast, the present study seeks to show what writers are doing during revision in their L2 academic essay writing in naturally occurring situations. The results indicate that the three students had very different revising strategies and very different perceptions of the role that revision p

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32

Mukheriee, Rila. "Ways of Seeing, Strategies of Writing." Asian review of World Histories 3, no. 1 (2015): 1–9. http://dx.doi.org/10.12773/arwh.2015.3.1.001.

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33

Valdez, Anna M. "Writing for publication: Strategies for success." Teaching and Learning in Nursing 16, no. 2 (2021): 103–4. http://dx.doi.org/10.1016/j.teln.2021.01.001.

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34

Lee, Lai Fong, Sian Hoon Teoh, Geethanjali Narayanan, Yuen Fook Chan, and Gurnam Kaur Sidhu. "Writing Strategies used by Malaysian ESL Undergraduates." Social and Management Research Journal 12, no. 2 (2015): 15. http://dx.doi.org/10.24191/smrj.v12i2.5022.

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Writing strategies are deemed important to enable learners to write well in academic contexts in higher education. This study examined the writing strategies of English as Second Language (ESL) undergraduates in higher education to look into the type of writing strategies they use. The five categories of writing strategies focused on were rhetorical strategies, metacognitive strategies, cognitive strategies, communicative strategies, and social/affective strategies. The sample of this study comprised 40 students from the social science disciplines in a local public university. The instrument u

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35

Leo, Krista. "Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada." TESL Canada Journal 29 (October 3, 2012): 157. http://dx.doi.org/10.18806/tesl.v29i0.1115.

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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this grou

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36

Ismiati, Ismiati, and Iin Lailatul Fitria. "COMBINING DIARY AND GUIDED STRATEGIES FOR WRITING DIFFICULTIES." Journal of Languages and Language Teaching 9, no. 1 (2021): 14. http://dx.doi.org/10.33394/jollt.v9i1.3096.

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Complexities of English writing still become big challenges for university students who study English as their majority. Diary and guided writing are two strategies which are commonly separately implemented in writing classes. Among the number of the strengths, there must be the weaknesses when Diary and guided strategies are separately practiced for writing class. Implementing diary writing strategy without continuously guidance may not optimally help students reducing the writing difficulties. This study tried to combine both of the strategies to identify and reduce the students’ writing dif

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37

Raoofi, Saeid, Massoud Binandeh, and Saifullah Rahmani. "An Investigation into Writing Strategies and Writing Proficiency of University Students." Journal of Language Teaching and Research 8, no. 1 (2017): 191. http://dx.doi.org/10.17507/jltr.0801.24.

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This paper reports on an investigation into the relationship between writing strategy use and L2 writing proficiency. Although research into language learning strategies is extensive, only a few studies have addressed L2 writing strategies of university students. 312 undergraduate students learning English as a second language took a writing proficiency test and completed a writing strategy questionnaire. The results of the study showed that the participants generally had a relatively high level of ESL writing strategy use. It was also found that Effort regulation strategy and metacognitive st

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38

Kieft, Marleen, Gert Rijlaarsdam, David Galbraith, and Huub Bergh. "The effects of adapting a writing course to students' writing strategies." British Journal of Educational Psychology 77, no. 3 (2007): 565–78. http://dx.doi.org/10.1348/096317906x120231.

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39

Zaheer, Samreen, and Wasima Shehzad. "An Exploration of Undergraduates Writing Motivational Strategies." Global Social Sciences Review V, no. IV (2020): 67–75. http://dx.doi.org/10.31703/gssr.2020(v-iv).08.

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The development of SRL strategies is an important challenge for teachers and learners in the context of academic writing. In addition, research in the essential field of academic writing is lacking, which adheres to traditional teaching methods and techniques for language teaching. The current study tends to fill the gap by exploring the undergraduates writing motivational strategies and gender differences. This project aims to analyze the contextual factors, including the cultural impact of their choice of techniques used in English writing tasks. Data was collected via self-reported question

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40

Umamah, Atik, and Bambang Yudi Cahyono. "Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 25–35. http://dx.doi.org/10.17509/ijal.v10i1.24958.

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This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and soc

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41

Hayajneh, Walleed S., Raed M. Khodair, and Muawia M. AbuGhazal. "Writing Anxiety among Adolescents and its Relationship with Metacognitive Writing Strategies and Writing Self-Efficacy." Journal of Educational & Psychological Sciences 20, no. 03 (2019): 59–94. http://dx.doi.org/10.12785/jeps/200302.

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42

Gibriel, Mariam. "Investigating Writing Strategies, Writing Anxiety and Their Effects on Writing Achievement : A Mixed Method Design." Journal of AsiaTEFL 16, no. 1 (2019): 429–36. http://dx.doi.org/10.18823/asiatefl.2019.16.1.33.429.

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43

Evdash, V. M., and N. N. Zhuravleva. "Strategies for Overcoming University Researchers’ Writer’s Block." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (2020): 80–88. http://dx.doi.org/10.31992/0869-3617-2020-29-7-80-88.

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This paper reveals the importance of overcoming writer’s block for university researchers as second language writers. The idea and materials for the paper come from the experience of the Center for Academic Writing “Impulse” at the University of Tyumen, Russia. The target audience of the Center is the university faculty and researchers who have a lack of time to immerse in the writing process, rather they mainly want to obtain an immediate tangible result. However, our research shows that they often get frustrated by their inability to complete their writing piece because they get stuck at dif

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44

Perrin, Daniel, and Maureen Ehrensberger-Dow. "Journalists' language awareness: inferences from writing strategies." Revista Alicantina de Estudios Ingleses, no. 19 (November 15, 2006): 319. http://dx.doi.org/10.14198/raei.2006.19.18.

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What journalists want to do is not always what they actually do as they sit at their computer workstations writing news based on source texts. This article focuses on journalists' writing behavior and their writing strategies in a sample of 17 case studies. Data was collected with progression analysis, a multi method approach combining ethnographic observation and interviews with computer logging and retrospective verbalizations. With this approach, it is possible to make inferences about the awareness journalists have of their language and their language use. The explorative findings show tha

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45

Carvajal Ciprés, Margarita, Daniel Eudave Muñoz, and María Guadalupe Muñoz Macías. "Redactar un resumen. Estrategias y dificultades." Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana 55, no. 2 (2018): 1–13. http://dx.doi.org/10.7764/pel.55.2.2018.7.

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46

Faulkner, Sandra L. "Writing Practice." International Review of Qualitative Research 10, no. 3 (2017): 238–41. http://dx.doi.org/10.1525/irqr.2017.10.3.238.

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In a narrative poem, the author demonstrates her writing practice and the everyday work and life challenges to that practice. The poet suggests, through example, strategies for readers to begin and maintain their writing practices.

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47

Matsumoto, Kazuko. "Research Paper Writing Strategies of Professional Japanese EFL Writers." TESL Canada Journal 13, no. 1 (1995): 17. http://dx.doi.org/10.18806/tesl.v13i1.658.

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Four Japanese university professors were interviewed on their processes and strategies for writing a research paper in English as a Foreign language (EFL). The results show that these professional EFL writers use strategies similar to those used by skilled native English and proficient ESL writers as reported in previous studies, have an explicit view of writing as a nonlinear dynamic process and as a way of discovering meaning and ideas, supplement writing at the computer with writing with pen and paper, and basically do not rely on L1 Japanese in the EFL writing process. It was also found th

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48

White, Geoffrey. "NIH Research Grant Writing: Tips and Strategies." International Journal of Experimental Dental Science 2, no. 2 (2013): 0. http://dx.doi.org/10.5005/ijeds-2-2-vii.

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49

Hare, Thomas Blenman. "Reading Writing and Cooking: Kūkai's Interpretive Strategies." Journal of Asian Studies 49, no. 2 (1990): 253–73. http://dx.doi.org/10.2307/2057296.

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Contemporary readers of philosophy, literary criticism, and related modes of discourse face a constant challenge. Even as we doubt, or indeed, fain to reject outright, the adequacy of traditional understandings of language, we are compelled to follow its insidious rules, and in rebellion we succumb to complicity with the system we suspect. The mechanics of interpretation, the possibility of consensus on the meaning of any given word, the relation between language and physical reality or thought, the hope for communication—all these things are thrown open to severe suspicion, and even under ind

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50

Widodo, Suyud, and Ninuk Lustyantie. "Improving Drama Script Writing through Modeling Strategies." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 2, no. 2 (2016): 23–32. http://dx.doi.org/10.21009/ijlecr.022.04.

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