板条箱
发表于 2025-3-21 18:42:16
书目名称English for Academic Purposes in the EMI Context in Asia影响因子(影响力)<br> http://impactfactor.cn/if/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia影响因子(影响力)学科排名<br> http://impactfactor.cn/ifr/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia网络公开度<br> http://impactfactor.cn/at/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia网络公开度学科排名<br> http://impactfactor.cn/atr/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia被引频次<br> http://impactfactor.cn/tc/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia被引频次学科排名<br> http://impactfactor.cn/tcr/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia年度引用<br> http://impactfactor.cn/ii/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia年度引用学科排名<br> http://impactfactor.cn/iir/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia读者反馈<br> http://impactfactor.cn/5y/?ISSN=BK0320643<br><br> <br><br>书目名称English for Academic Purposes in the EMI Context in Asia读者反馈学科排名<br> http://impactfactor.cn/5yr/?ISSN=BK0320643<br><br> <br><br>
人造
发表于 2025-3-21 23:04:51
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束缚
发表于 2025-3-22 01:47:53
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Ringworm
发表于 2025-3-22 06:58:39
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口味
发表于 2025-3-22 11:57:58
https://doi.org/10.1007/978-1-4842-1666-8iting among lower-level EAP (English for Academic Purposes) learners at a Sino-British university in China. The study introduced an argument-based learning design, which incorporated a series of student-centred dialogical argumentation activities, within an EAP classroom setting. To assess the inter
尽责
发表于 2025-3-22 16:15:52
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尽责
发表于 2025-3-22 18:56:08
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合唱队
发表于 2025-3-22 23:47:16
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Outmoded
发表于 2025-3-23 04:52:17
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肿块
发表于 2025-3-23 09:07:45
https://doi.org/10.1007/978-981-15-2478-3erials are often limited in their coverage of topics. Although constraints will remain, the challenge could be mitigated by granting students more agency in assessment tasks, conforming to recent calls for assessment . learning. This chapter will evaluate the practice of allowing students to choose