Asynchronous Peer Assessment in ESL College Composition Curriculum: An Investigation of the Influence of Students' Learning Styles on Their Perceptions in USA Context

Text Registration

Asynchronous Peer Assessment in ESL College Composition Curriculum: An Investigation of the Influence of Students' Learning Styles on Their Perceptions in USA Context

Status

Published

on 17 Dec 2020

Year of Creation

2020

Hany Zaky

Registration Number

TX0008933733

on 17 Dec 2020

The U.S. Copyright record (Registration Number: TX0008933733) dated 17 Dec 2020, pertains to an electronic file (eService) titled "Asynchronous Peer Assessment in ESL College Composition Curriculum: An Investigation of the Influence of Students' Learning Styles on Their Perceptions in USA Context" created in 2020. The copyright holder is Hany Zaky, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Hany Zaky.

Hany Zaky

Application Details

Registration Number

TX0008933733

Registration Date

12/17/2020

Year of Creation

2020

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Personal Authors

Hany Zaky

Notes

Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: Asynchronous Peer Assessment in ESL College Composition Curriculum: An Investigation of the Influence of Students' Learning Styles on Their Perceptions in USA Context

Author Statement: Hany Zaky Citizenship: not known Authorship: text

Notes

Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: Asynchronous Peer Assessment in ESL College Composition Curriculum: An Investigation of the Influence of Students' Learning Styles on Their Perceptions in USA Context

Author Statement: Hany Zaky Citizenship: not known Authorship: text

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