Page: 1 2 3 4 5 6 7 8 9... 585
| 81 |
Using Issues in Honors Education to Teach Argumentation
|
|
|
|
In: Honors in Practice -- Online Archive (2022)
|
|
BASE
|
|
Show details
|
|
|
| 82 |
Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing
|
|
|
|
In: Embargoed Master's Theses (2022)
|
|
BASE
|
|
Show details
|
|
|
| 83 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
|
|
|
|
In: Dissertations, Theses, and Student Research: Department of English (2022)
|
|
BASE
|
|
Show details
|
|
|
| 84 |
Investigating Religious Education Students’ Awareness and Use of Theological Commons for Term Paper Writing and Research: Implications for Improving Students’ Research Skills
|
|
|
|
In: Library Philosophy and Practice (e-journal) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 85 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
|
|
|
|
In: Doctoral Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 86 |
An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 87 |
The negotiation of authorial persona in dissertations literature review and discussion sections
|
|
|
|
In: Russian Journal of Linguistics, Vol 26, Iss 1, Pp 51-73 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 88 |
An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 89 |
Argumentación y tabú en publicidad
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 115-132 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 90 |
Producción de textos narrativos en el aula de historia: análisis lexicométrico de una propuesta interdisciplinaria
|
|
|
|
In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 32-49 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 91 |
L' esthétique de l’hétérogénéité dans Dites-moi le songe d’Abdelfattah Kilito
|
|
|
|
In: Voix Plurielles; Vol. 19 No. 1 (2022); 48-61 ; 1925-0614 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 92 |
Visite en Pologne, au Liberatorium: Livres d'artiste
|
|
|
|
In: Voix Plurielles; Vol. 19 No. 1 (2022); 89-98 ; 1925-0614 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 93 |
Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
|
|
|
|
In: Journal on Empowering Teaching Excellence (2022)
|
|
BASE
|
|
Show details
|
|
|
| 94 |
Stance-taking: reporting verbs in EFL undergraduate theses: reporting verbs in citations in EFL undergraduate theses ; Stance-taking: reporting verbs in citations in EFL undergraduate theses
|
|
|
|
In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 37 n. 3 (2021) ; 1678-460X ; 0102-4450 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 95 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 96 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 97 |
Defending Difference: Translingualism in the Composition Classroom
|
|
|
|
In: All Graduate Plan B and other Reports (2022)
|
|
BASE
|
|
Show details
|
|
|
| 98 |
STUDENTS’ PROBLEMS OF ACADEMIC WRITING COMPETENCIES, CHALLENGES IN ONLINE THESIS SUPERVISION, AND THE SOLUTIONS: THESIS SUPERVISORS’ PERSPECTIVES
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 123-147 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 99 |
FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 98-122 (2022) (2022)
|
|
Abstract:
This qualitative case study investigated factors affecting EFL university students’ use of teacher written feedback. Ten Yemeni EFL university students participated in this study. Data included students’ written essays, teacher written feedback, and semi-structured interviews. Students’ use of teacher written feedback was analysed using an adapted rating scheme. Thematic analysis was used for analysing the interviews. The results revealed that the major factors affecting students’ use of teacher written feedback are feedback-related factors (teachers’ use of correction symbols, legibility of written feedback, explicitness of written feedback, and wording of written feedback) and student-related factors (students’ emotional responses towards teacher written feedback and students’ previous literacy experience). Understanding the impact of these factors on students’ utilisation of teacher written feedback may help teachers to provide constructive and effective written feedback to their students. Training EFL students on how to utilise teacher written feedback successfully is important for improving the practice of teacher written feedback.
|
|
Keyword:
efl; factors; Language and Literature; P; P1-1091; Philology. Linguistics; teacher written feedback; utilisation of feedback; writing
|
|
URL: https://doaj.org/article/f6c22b3f2f95405e85f50f26770d24f5
https://doi.org/10.15639/teflinjournal.v33i1/98-122
|
|
BASE
|
|
Hide details
|
|
|
| 100 |
Writing other people's voices : between compromises, treasons and reciprocities ; Écrire les voix d'autres personnes : entre engagements, trahisons et réciprocités
|
|
|
|
In: Nouvelle Revue Synergies Canada; No. 15 (2022): La notion de « voix » en sociolinguistique et sciences sociales ; 2292-2261 (2022)
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8 9... 585 |
|
