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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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Teachers’ Experiences Incorporating English Language Learners Funds of Knowledge Into Scripted Curricula
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In: Middle and Secondary Education Dissertations (2021)
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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica, Vol 40, Iss 1, Pp 59-74 (2021) (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS
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In: TEFLIN Journal, Vol 32, Iss 1, Pp 50-71 (2021) (2021)
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Designing Student Participation in Synchronous Writing Instruction
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THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 1, Pp 1-10 (2020) (2020)
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English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 40, 2020, pags. 59-74 (2020)
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Supporting English Learners through Practice-Based Research
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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Structuring Peer Review Activities for Beginning Learners of German as a Second or Foreign Language
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In: German Journal Sprache Literatur Kultur (2019)
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Der Einfluss der Nominalgruppenstruktur auf die Groß-/Kleinschreibung - Eine empirische Untersuchung im 2. und 6. Shuljahr ...
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Writing and Deafness: State of the Evidence and Implications for Research and Practice
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In: Education Sciences ; Volume 9 ; Issue 3 (2019)
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Der Einfluss der Nominalgruppenstruktur auf die Groß-/Kleinschreibung - Eine empirische Untersuchung im 2. und 6. Shuljahr
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 24 (2019) 46, S. 83-101 (2019)
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