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Liou, Hsien-Chin; Chen, Wen-Feng – Taiwan Journal of TESOL, 2018
In this study, a quasi-experimental within-subject design was adopted to examine the intervention effects of teaching academic formulaic sequences (FS) for writing with one intact class consisting of 15 EFL third-year college students. Fifty target FSs were chosen from five recently compiled academic formulas lists (mostly derived through corpus…
Descriptors: Quasiexperimental Design, Questionnaires, Undergraduate Students, Academic Discourse