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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing Shin, Ji-young; Velázquez, Ashley J.; Swatek, Aleksandra... In: Shin, Ji-young; Velázquez, Ashley J.; Swatek, Aleksandra; Staples, Shelley; & Partridge, R. Scott. (2018). Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing. L2 Journal, 10(3). doi:10.5070/L210337022. Retrieved from: http://www.escholarship.org/uc/item/7wb651t7 (2018) BASE Show details 2 New Insights in the Design and Compilation of Digital Bilingual Lexicographical Products: The Case of the Diccionarios Valladolid-UVa Fuertes-Olivera, Pedro A.; Tarp, Sven; Sepstrup, Peter In: Lexikos; Vol. 28 (2018) ; 2224-0039 (2018) BASE Show details 3 Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition Ene, Estela; Upton, Thomas A. In: Author (2018) BASE Show details 4 An Argument for Writing Assessment Literacy for Multilingual and L2 Writers: Deconstructing Linguistic Bias Carrero, Gabrielle. - : East Carolina University, 2018 BASE Show details 5 Academic English L2 Writing : The Case of Undergraduate Students in Spain Nicholson Guix, Jennifer; Universitat Autònoma de Barcelona. Facultat de Filosofia i Lletres. - 2018 BASE Show details 6 Some evidence of the development of L2 reading-into-writing skills at three levels Chan, Sathena Hiu Chong. - : Castledown, 2018 BASE Show details 7 Chinese postgraduates' explanation of the sources of sentence initial bundles in their thesis writing Li, Liang; Franken, Margaret; Wu, Shaoqun. - 2018 BASE Show details 8 Genre learning through oral interactions: A case study of students’ thesis writing in group writing conferences from sociocultural perspectives Mochizuki, Naoko, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018 BASE Show details 9 Identity and Transdisciplinarity: A Study of L2 Writing Specialist Identity Across Contexts Wilson, Joseph Anthony In: Masters Theses (2018) BASE Show details 10 The Effect of Focused Versus Unfocused Written Corrective Feedback on the Development of University-Level Learners’ Explicit and Implicit Knowledge in an EFL Context Zhang, Tiefu. - : The University of Sydney, 2018. : Faculty of Arts and Social Sciences, Sydney School of Education and Social Work, 2018 BASE Show details 11 Gauging the Association of EFL Learners’ Writing Proficiency and their Use of Metaphorical Language Hoang, Ha; Boers, Frank In: Education Publications (2018) BASE Show details 12 Synchronous small-group collaborative writing via web-based word processing: What facilitates or constrains learners to achieve their goals in summary reports? Cho, Hye Yoon. - 2018 BASE Show details 13 Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study Vyatkina, Nina. - : Elsevier, 2018 BASE Show details 14 Teacher-student collaborative assessment (TSCA) in integrated language classrooms Sun Shuguang; Wen Qiufang In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 369-379 (2018) (2018) Abstract: Assessing students’ productive performance is challenging in China because large class sizes inevitably lead to heavy workloads for teachers. To address this problem, a new method of assessment, teacher-student collaborative assessment (TSCA)—was proposed in 2016 to organize and balance different modes of teacher assessment, self-assessment, peer assessment, and computer-mediated assessment. The present study took one intact class as a case, aiming to explore how TSCA could be carried out efficiently and systematically in the classroom and how students perceived TSCA. Qualitative data obtained include students’ writing drafts and revision, interview, and reflective journals of the students and the teacher. Interview data indicated that the students responded to this type of assessment positively and thought they benefited greatly from the teacher’s instruction and peer discussion. This was triangulated by the students’ reflections in which all the students spoke highly of TSCA and agreed that this method was a good way to pinpoint their weaknesses and help them learn how to revise their essay better. The students reported that they formed a new perception of self-assessment and self-revision and felt that a lot was gained. Keyword: classroom-based research; l2 writing; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; Special aspects of education; teacher-student collaborative assessment; writing assessment URL: https://doi.org/10.17509/ijal.v8i2.13301 https://doaj.org/article/babe265efe4042c29d8920c8c2ac0ca1 BASE Hide details 15 New Insights in the Design and Compilation of Digital Bilingual Lexicographical Products: The Case of the Diccionarios Valladolid-UVa Pedro A. Fuertes-Olivera; Sven Tarp In: Lexikos, Vol 28, Pp 152-176 (2018) (2018) BASE Show details 16 Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction Thanyawatpokin, Benjamin; Dizon, Gilbert. - : Universitat Politècnica de València, 2018 BASE Show details

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