This thesis concerns the use of reflective portfolios by teachers of English as a second language to assist non-native speakers in Hong Kong universities to complete their studies in English. Findings reported in this thesis contribute to an enhanced understanding of the connection between second language acquisition, portfolios and reflection
Notes
Submitted to the School of Education of the Faculty of Arts and Education, Deakin University
Degree conferred 2010
Thesis (Ph.D.)--Deakin University, Victoria, 2009
Bibliography
Includes bibliographical references (leaves 226-251)
