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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...11 Hits 1 – 20 of 205 1 LA PRODUCTION ECRITE EN FRANÇAIS L2 : focus sur le processus de formulation Gunnarsson-Largy, Cecilia. - : HAL CCSD, 2022 In: https://hal.archives-ouvertes.fr/tel-03640707 ; Linguistique. Université Toulouse – Jean Jaurès, 2022 (2022) BASE Show details 2 Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature Jolley, Jason R; Maimone, Luciane In: L2 Journal, vol 14, iss 1 (2022) BASE Show details 3 Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners Xu, Jun In: L2 Journal, vol 14, iss 1 (2022) BASE Show details 4 Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study Shannaq, Alena. - : Auckland University of Technology, 2021 Abstract: Previous research has investigated challenges facing international second language (L2) first year undergraduate students in their attempts to adapt to the norms of academic writing at higher education (HE) institutions with English as the medium of institution (EMI). However, there does not seem to be a great deal of longitudinal research that investigates academic discipline-specific writing experiences of such students in New Zealand (NZ) in the early 21st century. Therefore, the main aim of the present research is to explore the challenges that international L2 speakers encounter throughout the first year of their university studies and the strategies they employ to deal with these challenges. The study details the changes in students’ perceptions of these challenges and the accompanying changes in strategies over the period of an academic year. Furthermore, the research investigated students’ earlier learning experiences on preparatory academic English courses, such as IELTS, and discusses the usefulness of such courses for students’ subsequent academic writing. This study uses the academic literacies approach as a theoretical framework as this approach recognises the influence of the sociocultural context in which students undertake university study on the development of their academic writing skills in HE. The design of the research is informed by a social constructionist worldview and adopts an embedded multiple case study approach. The data collection method involved interviews with the study participants at set times during the academic year and the scrutiny of assignment instructions, marking criteria, students completed assignments and lecturer feedback. The data was analysed using the NVivo software which allowed for the rise to the emergent themes. This research identified key challenges that international second language (L2) first year undergraduate students encounter with regards to their writing practices in HE institutions in NZ. They involve challenges following academic writing conventions, challenges understanding and following assignment requirements, challenges interpreting feedback, and challenges involved in completing assignments on time. Students identified that although some of the skills and knowledge acquired in their English for Academic Purposes courses and the Foundation Programme, such as the knowledge of the APA norms, were somewhat relevant to their current undergraduate writing practices, the knowledge and skills acquired in IELTS courses was not seen as relevant. Furthermore, the findings show the importance of socio-psychological phenomena, i.e. students’ self-efficacy, agency, and motivation, when dealing with their writing challenges. The research findings also indicate the relationship between these socio-psychological phenomena and the time constraints under which most students operate. The research contributes to empirical knowledge by identifying the challenges that international L2 first year undergraduate students encounter in HE institutions in NZ and suggests practical steps that may assist students in better preparing themselves for the academic writing demands of English academy. The research offers insights to university lecturers, as well as for pre-degree educators as to how and when, during their first year of study, these students could best be helped. Keyword: Academic literacies; Academic writing; L2 learners; Longitudinal case study URL: http://hdl.handle.net/10292/14320 BASE Hide details 5 Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling Dressen-Hammouda, Dacia In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021) BASE Show details 6 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 7 Oltre "no buono". L'espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili ... De Meo, Anna; Maffia, Marta. - : University of Salento, 2021 BASE Show details 8 TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ... Stockton, Richard. - : Open Science Framework, 2021 BASE Show details 9 TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ... Stockton, Richard. - : Open Science Framework, 2021 BASE Show details 10 Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing Choo-Mui Cheong; Xinhua Zhu; Wandong Xu In: Sustainability ; Volume 13 ; Issue 22 (2021) BASE Show details 11 Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing Hayley Anne Cannizzo In: Education Sciences ; Volume 11 ; Issue 8 (2021) BASE Show details 12 Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners Miriam Akoto In: Languages ; Volume 6 ; Issue 3 (2021) BASE Show details 13 Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ... Shadrova, Anna; Linscheid, Pia; Lüdeling, Anke. - : Zenodo, 2021 BASE Show details 14 Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ... Shadrova, Anna; Linscheid, Pia; Lüdeling, Anke. - : Zenodo, 2021 BASE Show details 15 L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China ; Percepciones de los escritores de L2 sobre revisión por pares de manera cara a cara y anónima: Datos de China Kim, Sugene; Lan, Yizhou. - : Universidad de Granada, 2021 BASE Show details 16 Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring Arroyo González, Rosario; Fernández Lancho, Eric; De la Hoz Ruiz, Javier. - : Informing Science Institute, 2021 BASE Show details 17 Discovering collocations via data-driven learning in L2 writing Wu, Yi-ju Ariel. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021 BASE Show details 18 Working with Multilingual Student Writers Purdue Writing Lab In: Purdue Writing Lab/Purdue OWL Creative Materials (2021) BASE Show details 19 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 20 Unveiling oral and writing skills of low-literate learners of L2 Italian: from research to teaching practice Maffia, Marta. - : EUT Edizioni Università di Trieste, 2021 BASE Show details Page: 1 2 3 4 5...11

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