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Student engagement with teacher and automated feedback on L2 writing
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43 |
Social learning analytics in online language learning: Challenges and future directions
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45 |
Learning to write for academic purposes:Specificity and second language writing
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46 |
Metadiscursive nouns: Interaction and cohesion in abstract moves
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47 |
Faces of English Education:Students, Teachers, and Pedagogy
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49 |
Intervention and revision: Expertise and interaction in text mediation
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Abstract:
Many EAL (English as an Additional Language) scholars enlist text mediators’ support when faced with the challenges of writing for international publication. However, the contributions these individuals are able to make in improving scientific manuscripts remains unclear, especially when language professionals such as English teachers do this work. In this article, we explore this topic by examining how three mediators employed their very different expertise and brought different processes to bear on the same discussion section of a medical manuscript written by a novice scholar in China. We find that successfully mediated texts are often the result of an interplay between the mediator’s expertise and the relationship between the participants. Our findings contradict those of previous studies that question the role of English teachers in this process and have the potential to inform both text mediation practices and revision studies.
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URL: https://ueaeprints.uea.ac.uk/id/eprint/66276/ https://doi.org/10.1177/0741088317722944 https://ueaeprints.uea.ac.uk/id/eprint/66276/1/Accepted_manuscript.pdf
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50 |
What is technicality? A Technicality Analysis Model for EAP vocabulary
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54 |
“We must conclude that…”:A diachronic study of academic engagement
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57 |
Chinese academics writing for publication:English teachers as text mediators
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58 |
Methods and methodologies in second language writing research
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