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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 Page: 1 2 3 Hits 1 – 20 of 42 1 Closing The English Language Proficiency Gap In Post-Secondary Education In Canada Lothian-Hendrix, Priscilla In: Dissertations (2021) BASE Show details 2 Let's play a game while writing. Zhou, Lin. - : University of Hawai'i at Manoa, 2020 BASE Show details 3 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details 4 The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University Fahim, Norah. - 2019 BASE Show details 5 Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos de los Ríos, CV In: Reading Research Quarterly, vol 53, iss 4 (2018) BASE Show details 6 Exploring science literacy of English learners in K - 16 learning environments Roo, Anna Karin. - 2018 BASE Show details 7 Digital Literacy in Academic Settings: Synchronous Collaborative Writing among Linguistically Diverse Students Yim, Soobin. - : eScholarship, University of California, 2017 In: Yim, Soobin. (2017). Digital Literacy in Academic Settings: Synchronous Collaborative Writing among Linguistically Diverse Students. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0bh1s43v (2017) BASE Show details 8 Input-rich Writing Tasks and Student Writing on an English Language Proficiency Test Montee, Megan J In: Applied Linguistics and English as a Second Language Dissertations (2017) BASE Show details 9 Cognition and Rhetoric in English Language Learners' Writing: A Developmental Study Hadidi, Ali. - 2017 BASE Show details 10 Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum Murphy, Greer Alison. - : eScholarship, University of California, 2016 In: Murphy, Greer Alison. (2016). Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/9nr63427 (2016) Abstract: This study examined how English as a Second Language (ESL) and Writing program faculty at a professional liberal arts college partnered with faculty across the curriculum to help international students learn to write from sources and avoid unintentional plagiarism. Eight participants joined a series of action research professional development workshops. In these workshops, faculty focused on defining plagiarism in both academic and professional settings, designing culturally inclusive assignments, reviewing multilingual student writing, and talking to international students about plagiarism. By the time workshops concluded, participants had synthesized their work into a toolkit of best practices for addressing source-based writing in discipline-specific ways.Data collection relied on faculty (transcripts of interviews and workshops, reflective journals, syllabi, and other academic documents) and student sources (samples or drafts of assignments submitted in writing-intensive classes). Data analysis adopted a descriptive approach to investigating participants’ lived experiences in teaching international students about academic honesty and ethical use of sources. Participants felt they made progress in developing nuanced vocabulary to distinguish appropriate (effective) from inappropriate (ineffective) borrowing, in understanding institutional processes and pressures that helped or hindered their work with international students.Participants reported changing their pedagogy and assuming further responsibility for addressing source-based writing with international in appropriate and discipline-specific ways. They also recognized their work was far from done. Improving communication and shared governance, increasing accountability systems, and centralizing institutional research efforts all emerged as priorities. So did providing training for adjunct instructors. Workshop faculty were proud of what they achieved, but doubted if their efforts would be recognized or reciprocated by colleagues, international students, or the institution. The findings of this study suggest that professional liberal arts schools have much to gain from collaborative, action research-based professional development. Learning community workshops can be a force for positive pedagogical change. But such change will not take place overnight. Overseas enrollment in U.S. institutions of higher education continues to grow and diversify. Small, tuition-driven universities should embrace action research as a viable method of faculty development and a valuable means for fostering international student retention and achievement. Keyword: Educational leadership; English as a second language; Faculty development; International students; Plagiarism and intertextuality; Rhetoric and composition; Sociolinguistics; Writing across the curriculum URL: http://www.escholarship.org/uc/item/9nr63427 http://n2t.net/ark:/13030/m50p5mpk BASE Hide details 11 Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course Otto, Kara. - : eScholarship, University of California, 2016 In: Otto, Kara. (2016). Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/60018671 (2016) BASE Show details 12 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY ... Benson, Susan Dianne. - : Digital Repository at the University of Maryland, 2016 BASE Show details 13 IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT Alshammari, Sahal Rghailan. - : University of Kansas, 2016 BASE Show details 14 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 15 Survival of the Fittest: The Role of Linguistic Modification in Nursing Education Moore, Brenda Strauch In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015) BASE Show details 16 "Upward Bound is College Bound": Pre-College Outreach Programs' Sponsorship of Academic Writing Wight, Shauna In: Doctoral Dissertations (2015) BASE Show details 17 High school teacher perspectives and practices: second language writing and language development Gilliland, Betsy. - : Taylor & Francis, 2015 BASE Show details 18 Written Corrective Feedback: A Review of Studies since Truscott (1996) Yuan-Yuan Meng In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015) BASE Show details 19 The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation Elturki, Eman. - 2015 BASE Show details 20 THE INFLUENCE OF LEARNING STYLES ON CHINESE STUDENTS' ATTITUDES TOWARD PEER FEEDBACK: DEVELOPING A SURVEY TOOL FOR PEER FEEDBACK TRAINING Huang, Weiwei. - 2015 BASE Show details Page: 1 2 3

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