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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 56 1 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 2 Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom Knouzi, Ibtissem. - 2018 Abstract: Grounded in sociocultural theory (SCT) of mind and a social-constructivist view of learning, the present study analyzed in depth the construction of Zones of Proximal Development (ZPD) among an experienced teacher and her students over the duration of a pre-university academic English writing course. The research (a) investigated the teacher’s perceptions of the factors that facilitated the creation of opportunities for learning, (b) analyzed classroom dynamics, participation, and interaction patterns over time to identify the instructional choices most conducive to learning, and (c) examined the factors that facilitated or hindered 3 focal students’ take up of opportunities for learning. Multiple sources of data included in-depth teacher interviews, observation and coding of 70 hours of classroom instruction, the teacher’s and students’ stimulated recalls on selected episodes of classroom interactions, and documents such as handouts, students’ assignments, and the teacher’s feedback on students’ writing. The teacher’s interviews revealed a dialectic relationship between two types of facilitative factors she implemented: (a) emotional sustenance, achieved by building rapport with students, maintaining dependable codes of academic behavior, and balancing senses of challenge and attainment in students and (b) four instructional design and pedagogical choices: establishing continuity between course components, monitoring students’ progress, providing several types of assistance, and then later withholding assistance to encourage students’ self-regulation. A microgenetic analysis of two instructional units showed how continuity was established through the use of advanced organizers and clear intertextual links. The gradual decrease of teacher talk over the units gave room for active student participation and engagement. Case studies of 3 focal students revealed that these students valued different mediational tools according to their individual developmental histories and goals. They all showed evidence of investment and intentionality with stronger students commanding a larger repertoire of strategies and showing more understanding of the course design and the teacher’s goals. In sum, the findings indicate that opportunities for learning within the ZPD were constructed through the overlap of multiple interacting factors including emotional sustenance, effective instructional practices, individualized support, and students’ self-regulation and investment. Implications are suggested for deconstructing the ZPD, understanding academic writing teaching and learning, and further research. ; Ph.D. Keyword: 0456; English as a Second Language; English for Academic Purposes; Second Language Writing; Socio-cultural Theory; Zone of proximal development URL: http://hdl.handle.net/1807/91978 BASE Hide details 3 Tutoring Writing, Transmitting Culture: Investigating Tutors' and Students' Beliefs about Good Writing and a Writer's Voice in an Afterschool Literacy Program Kohls, Robert Alfred. - 2016 BASE Show details 4 Collaborative Writing in a Computer-supported Classroom: Mediation and Self-assessed Beliefs and Attitudes about Writing Lin, Meng-ying Daphne. - 2015 BASE Show details 5 Pedagogical Stylistics and Concept-based Instruction: An Investigation into the Development of Voice in the Academic Writing of Japanese University Students of English Fogal, Gary G.. - 2015 BASE Show details 6 The Impact of Collaborative Computer-mediated Communication on the Emergence of Voice and the Improvement of Overall Writing Quality of L2 Learners Turetken, Jessica. - 2015 BASE Show details 7 Do adult ESL learners and their teachers goals for improving grammar in writing correspond? Zhou, Ally A.; Busch, Michael; Cumming, Alister In: Language awareness. - Abingdon : Routledge 23 (2014) 3, 234-254 OLC Linguistik Show details 8 Web-based Concordancing and Other Reference Resources as a Problem-solving Tool for L2 Writers: A Mixed Methods Study of Korean ESL Graduate Students’ Reference Resource Consultation Yoon, Choongil. - 2014 BASE Show details 9 Assessing Integrated Writing Tasks for Academic Purposes: Promises and Perils Cumming, Alister In: Language assessment quarterly. - New York, NY [u.a.] : Routledge, Taylor and Francis Group 10 (2013) 1, 1-8 OLC Linguistik Show details 10 Book Reviews Cumming, Alister; Macqueen, Susy In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 35 (2013) 3, 565-566 OLC Linguistik Show details 11 Multiple Dimensions of Academic Language and Literacy Development Cumming, Alister In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 1, 130-152 OLC Linguistik Show details 12 Foreword Ortega, Lourdes; Cumming, Alister; Ellis, Nick C. In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 1, v OLC Linguistik Show details 13 Comparative research, research syntheses, and adopting instruments in second language writing Cumming, Alister In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 21 (2012) 3, 298-299 BLLDB OLC Linguistik Show details 14 Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners Jun, Seung Won. - 2012 BASE Show details 15 Social Support Networks for Literacy Engagement among Culturally Diverse Urban Adolescents Wilson, Jennifer. - 2012 BASE Show details 16 Adolescent literacies in a multicultural context Cumming, Alister (Hrsg.). - London [u.a.] : Routledge, 2012 BLLDB UB Frankfurt Linguistik Show details 17 Diagnostic Writing Assessment: The Development and Validation of a Rating Scale by KNOCH, UTE CUMMING, ALISTER In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 95 (2011) 3, 476-477 OLC Linguistik Show details 18 Chapelle, C. A., Enright, M. K. and Jamieson, J. M. (eds.): Building a validity argument for the Test of English as a Foreign Language. New York and London: Routledge, Taylor & Francis Group, 2008. 370 + XIII pp. [Rezension] Cumming, Alister In: Language testing. - London : Sage 27 (2010) 2, 286-288 BLLDB OLC Linguistik Show details 19 Language assessment in education: tests, curricula, and teaching Cumming, Alister In: Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press 29 (2009), 90-100 BLLDB OLC Linguistik Show details 20 Analyzing English L1 and L2 Paraphrasing Strategies Through Concurrent Verbal Report and Stimulated Recall Protocols McInnis, Lara. - 2009 BASE Show details Page: 1 2 3

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