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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 4 5...8 Hits 1 – 20 of 142 1 CAF across proficiency levels and profiles: an investigation of ESL student writings in an English placement test Avci, Arzu. - 2022 BASE Show details 2 Cross-linguistic transfer of writing strategies : interactions between foreign language and first language classrooms Forbes, Karen. - Blue Ridge Summit : Multilingual Matters, 2021 BLLDB UB Frankfurt Linguistik Show details 3 Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021) BASE Show details 4 Intertextuality in foreign-language academic writing in English. A mixed-methods study of university students’ writing products and processes in source-based disciplinary assignments ... Wiemeyer, Leonie. - : Universität Bremen, 2021 BASE Show details 5 Second language academic writing: What’s the target? Chason, Lisa R.. - 2021 BASE Show details 6 Using Analytic Rubrics to Support Second Language Writing Development in Online Tasks Rock, Kristin Naomi. - : University of Hawai'i at Manoa, 2021 BASE Show details 7 Second Language Writing: A Study of the Learning and Teaching of Academic Writing in a Networked Culture Pokharel, Ramesh Kumar. - : University of Toronto, 2021 BASE Show details 8 “Sorry If My Words Aren’t Right”: Writing Studies’ Partnership with Second Language Writing to Support Translingual Students in the Anglo-Canadian Classroom Wright-Taylor, Christin. - : University of Waterloo, 2021 BASE Show details 9 Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach Abuhasan, Wlla. - : Université d'Ottawa / University of Ottawa, 2021 BASE Show details 10 Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses García Montes, Paloma. - : Universitat Politècnica de València, 2021 BASE Show details 11 Writing in the ESL classroom: challenges, tasks, and feedback Pires, Ana Cristina Félix. - 2020 BASE Show details 12 Self-Efficacy and Designing and Teaching Online Academic Writing Courses for Multilingual Writers Tercero, Tanya M.. - : The University of Arizona, 2020 BASE Show details 13 “So if I use varied sentence structure, I’ll get better marks”?: Syntactic complexity and metalinguistic understanding in Malaysian secondary schools Zainal Anuar, NN. - : University of Exeter, 2020. : Graduate School of Education, 2020 BASE Show details 14 Let's play a game while writing. Zhou, Lin. - : University of Hawai'i at Manoa, 2020 BASE Show details 15 Written Feedback In Second Language Writing: Perceptions Of Vietnamese Teachers And Students Nguyen, Phuong Anh. - : Victoria University of Wellington, 2020 Abstract: Writing can be very challenging for ESL students since they need to overcome the changes associated with academic writing styles and their mechanics in order to improve their writing skills (Hyland & Hyland, 2006). In Vietnam, English is known as a foreign language in all public and private schools, and writing is a compulsory component. It is unavoidable that students will make errors in their writing development process, and feedback is a fundamental requirement to reduce these errors. Even if giving feedback costs a great deal of time, it can be the most significant investment of writing instructors (Ferris, 2002). In the last 20 years, many studies have examined a wide range of issues in academic writing, including the types of feedback, and stakeholders’ perceptions about feedback; however, the results have been contradictory. Mahmud (2016) revealed that teachers are often forced to use their own writing experience and intuitive criteria due to the lack of information on how to give feedback. Nevertheless, researchers tend to focus on either students’ or teachers’ perceptions, or both teachers’ and students’ perceptions, about different types of feedback in writing (Atmaca, 2016). In Vietnam, there are few studies about students’ and teachers’ perceptions of written feedback. This study investigated the views of both Vietnamese students and teachers on peer feedback, direct feedback, indirect coded feedback, indirect un-coded feedback, and self-feedback to fulfil the gap. Thirty-six university students in Finance and Banking and two senior English teachers participated in this study. Due to the unexpected pandemic, the researcher changed the study from in-class to online. This qualitative research employs questionnaires and interviews. The pre-questionnaire in class before the outbreak of coronavirus in Vietnam, but the rest of the questionnaire surveys and interviews were collected online because the school had shut down. The students were grouped into two separate online groups on Facebook with their classmates, and they were asked to complete five surveys about five different types of feedback. The findings revealed some similarities between teachers’ and students’ perceptions of feedback in L2 writing. In terms of similarities, both teachers and students agreed that feedback played an important role in L2 writing learning and teaching. Teachers and students believed that feedback could affect L2 learners’ cognitive engagement in writing and some types of feedback could affect learners’ psychology. Moreover, training was necessary to improve peer feedback in both quality and quantity of feedback and to help students use this type of feedback more effectively. The results from teachers’ interviews and students’ surveys also revealed the discrepancies between teachers’ and students’ perceptions of feedback in L2 writing. This study concludes that using appropriate types of teacher feedback can boost students’ confidence to improve their writing skills in the long term. Keyword: corrective feedback; perceptions; second language writing URL: http://hdl.handle.net/10063/9411 BASE Hide details 16 Learners as Writers: A Case Study of EFL Creative Writing Resources and Practices in Indonesia ... HENNY HERAWATI. - : Monash University, 2019 BASE Show details 17 What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program ... Velazquez, Ashley J. - : Purdue University Graduate School, 2019 BASE Show details 18 What's the 'Problem' Statement? An Investigation of Problem-based Writing in a First Year Engineering Program ... Velazquez, Ashley J. - : Purdue University Graduate School, 2019 BASE Show details 19 Examining writing: research and practice in assessing second language writing Shaw, Stuart D.; Weir, Cyril J.. - : Cambridge University Press, 2019 BASE Show details 20 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details Page: 1 2 3 4 5...8

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