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Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake
Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner's needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes indoi:10.3390/languages6040210 fatcat:lf5hbxlfwjd4xputv6dxdcldme