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Ruta crítica profesionalizante: una experiencia pedagógica poslicenciatura en traducción
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In: Mutatis Mutandis: Revista Latinoamericana de Traducción, ISSN 2011-799X, Vol. 12, Nº. 1, 2019 (Ejemplar dedicado a: La investigación en enseñanza y aprendizaje de la traducción y la interpretación en el contexto latinoamericano: Realidades, adaptaciones, acciones), pags. 100-125 (2019)
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| 82 |
Regulating self, others’ and group motivation in online collaboration
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| 83 |
We Found Language in a Lonely Place: A Rumination Into Quieting the Fears of EL Students and Quieting Our Own Fears about Effectively Tutoring Them
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In: Tutor's Column (2019)
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The game “Autonomous Me” as a reflection tool for learning foreign languages ; O jogo “Eu Autônomo” como um instrumento de reflexão para a aprendizagem de línguas estrangeiras
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In: Revista Horizontes de Linguistica Aplicada; Vol. 18 No. 1 (2019); 81-106 ; Revista Horizontes de Linguistica Aplicada; v. 18 n. 1 (2019); 81-106 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v18i1 (2019)
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| 85 |
Chinese EFL Teachers’ Written Feedback on Expository Argumentation (EA): a Sociocognitive Perspective
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| 86 |
Collaborative Robotics: More Than Just Working in Groups
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In: Educational Technology Faculty Publications and Presentations (2018)
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| 87 |
Lexicographic refinements in stationary possibilistic Markov Decision Processes
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In: ISSN: 0888-613X ; International Journal of Approximate Reasoning ; https://hal.archives-ouvertes.fr/hal-02124080 ; International Journal of Approximate Reasoning, Elsevier, 2018, 103, pp.343-363. ⟨10.1016/j.ijar.2018.10.011⟩ ; https://www.sciencedirect.com/journal/international-journal-of-approximate-reasoning (2018)
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| 88 |
HealthyClassroom - a proof-of-concept study for discovering students’ daily moods and classroom emotions to enhance a learning-teaching process using heterogeneous sensors
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In: Dao, Minh-Son, Dang-Nguyen, Duc-Tien orcid:0000-0002-2761-2213 , Kasem, Asem and Tran-The, Hung (2018) HealthyClassroom - a proof-of-concept study for discovering students’ daily moods and classroom emotions to enhance a learning-teaching process using heterogeneous sensors. In: 7th International Conference on Pattern Recognition Applications and Methods, 16 - 18 Jan, 2018, Funchal, Madeira, Portugal. ISBN 978-989-758-276-9 (2018)
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| 89 |
Comments on Student Papers: Student Perspectives
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In: Journal of Writing Assessment, vol 11, iss 1 (2018)
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| 90 |
Основные направления оптимизации процесса обучения в высшей школе ... : THE MAIN DIRECTIONS OF OPTIMIZATION OF EDUCATIONAL PROCESS IN HIGH SCHOOL ...
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| 91 |
Mehrsprachigkeit in der Basisbildung. Prinzipien, Anregungen, Perspektiven ; Plurilingualism in Basic Education. Principles, suggestions, perspectives
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In: Magazin erwachsenenbildung.at (2018) 33, 10 S. (2018)
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| 92 |
Mehrsprachigkeit in der Basisbildung. Prinzipien, Anregungen, Perspektiven ... : Plurilingualism in Basic Education. Principles, suggestions, perspectives ...
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| 93 |
Classifying Urgency : A Study in Machine Learning for Classifying the Level of Medical Emergency of an Animal’s Situation
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| 94 |
Calgary Working Papers in Linguistics, Volume 30, Fall 2018 ...
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Unkn Unknown. - : Calgary Working Papers in Linguistics, 2018
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| 95 |
Interactive technologies in teaching a foreign language at higher educational establishment
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In: International Letters of Social and Humanistic Sciences ; 71 ; 54-59 (2018)
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| 96 |
An Investigation of EFL writing strategies and cohesion of Kuwaiti undergraduate students
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AL-ZANKAWI, MAISOUN. - : Trinity College Dublin. School of Education. Discipline of Education, 2018
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Abstract:
APPROVED ; This study is the first of its kind in Kuwait. It aims to help writing curricula designers and teachers of writing at The University of Kuwait and hopefully those of the other Kuwaiti (and maybe other Arab) universities better their performance and change their approaches to L2 writing with all its details and features, to help students write better cohesive and coherent texts and improve the quality of their writing. This study was designed to investigate the writing strategies Kuwait undergraduate students who are studying English as a foreign language (EFL) use in their writing. The study aimed to explore the theoretical framework of the sociocognitive approach to EFL writing from students? perspective, as well as their use of cohesive devices. Specifically, the study aimed to address research questions relevant to the following areas: (a) the strategies Kuwaiti college students utilize in writing as well as any distinctions in the use of strategies by male and female students; (b) the influence of utilizing Arabic as a first language (L1) when composing in English as a second language (L2); (c) the characteristics of the texts in terms of cohesion and quality; (d) and the relationship between strategy use and text characteristics. This study is significant in that it applies the sociocognitive approach to English learning to understand the writing behaviours of students in EFL classrooms in Kuwait. The results may also generalize to other EFL students in the Arabian Gulf, because the role of English in the education systems across the Gulf area is highly similar. The study followed a mixed methods research design utilizing the following research instruments, questionnaires, think-aloud protocols, semistructured interviews, and textual analysis of students written products for triangulation purposes. The participants in this study were 128 Kuwaiti college students of English in the first and second year of study at Kuwait University, College of Arts. The findings of the study suggest the participants of this study, who generally come from the same educational and cultural backgrounds, show similar experiences with respect to writing in English. Consistent with the sociocognitive approach, these experiences may play a considerable role in the difficulties and problems they encounter in the writing process and the strategies they utilize. The main study findings relate to the influence of L1 on L2 writing, cohesion, gender, and the relationship between strategy use and text characteristics. To clarify, most students are proactive in taking some actions before they start writing in English (e.g., planning strategies) and in making some efforts at revision. The analysis indicated participants use their L1 in a variety of problematic ways, rather than as a potential strategic tool. Regarding cohesion, the findings revealed a notable difference in the students? use of cohesive devices in terms of frequency. Students frequently used certain types of cohesive devices (reference, conjunction, and lexical) while neglecting to use the others (substitution and ellipsis). The analysis also revealed the correlation coefficient between writing scores and reference cohesive device is positive and statistically significant, because only the reference cohesive device was highly correlated with score. In addition, strategy use and approaches to writing vary depending on the gender of the participant. The females tended to score better on their texts than the males, as females tended to be more strategic and organized. The results suggest the participants need to be exposed to different writing skills and genres, along with the effective writing strategies, to improve their writing. The findings of this study may result in subsequent improved student learning outcomes in the teaching and learning of L2 writing, specifically in Kuwait. The results may help writing Kuwaiti EFL curricula designers and teachers of writing change their approaches to L2 writing through integrating the cognitive and social models to writing instruction, to help students write better cohesive texts and improve the quality of their writing. Thus, support for a sociocognitive approach for the teaching of EFL writing is provided in this study. The result of the study may provide teachers with a broader context of EFL writing strategies for Arabic English language learners. Key words: EFL writing strategies, composing process, language learning, cohesion, sociocognitive approach.
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Keyword:
cohesion; composing process; EFL writing strategies; language learning; sociocognitive approach
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URL: http://hdl.handle.net/2262/84047
http://people.tcd.ie/alzankam
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| 97 |
ACULTURAÇÃO: DIFICULDADE NO PROCESSO DE ENSINO E APRENDIZAGEM DO ALUNO IMIGRANTE EM PORTUGAL
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A proposal to improve narrative texts at the University using Genre Theory ; Propuesta para mejorar los textos narrativos en el Universidad usando la Teoría del Género
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| 99 |
Introducing Global Issues in A Language Classroom: Knowing Other Cultures by Analysing Multimodal Texts from NGOs
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Benefits bilingual children should have when learning English as a Third language
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