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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...27 Hits 1 – 20 of 536 1 Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment Lam, Yau Wai; Hew, Khe Foon; Jia, Chengyuan. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022 BASE Show details 2 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 3 Writing At the Horizon: How Producing Imagined Narratives Affects Mood Liang, David Yu-Zhong In: Senior Projects Fall 2021 (2021) BASE Show details 4 Évaluation de dispositifs numériques innovants pour l’apprentissage de la lecture et de l’anglais : une expérimentation longitudinale en condition écologique Mandin, Sonia; Loiseau, Mathieu; Bailly, Gérard... In: SFERE 2021 - 2ème édition du Colloque de SFERE-Provence ; https://hal.univ-grenoble-alpes.fr/hal-03187570 ; SFERE 2021 - 2ème édition du Colloque de SFERE-Provence, Mar 2021, Marseille, France (2021) BASE Show details 5 Young refugees in prevocational preparation classes. Who is moving on to the next step? ... : Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt? ... Maué, Elisabeth; Diehl, Claudia; Schumann, Stephan. - : Waxmann, 2021 BASE Show details 6 Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2) Schnoor, Birger; Klinger, Thorsten; Usanova, Irina. - : Universität, 2021. : Hamburg, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021) BASE Show details 7 Young refugees in prevocational preparation classes. Who is moving on to the next step? ; Junge Geflüchtete in Vorbereitungsklassen. Wem gelingt der nächste Schritt? Maué, Elisabeth; Diehl, Claudia; Schumann, Stephan In: Journal for educational research online 13 (2021) 1, S. 105-127 (2021) BASE Show details 8 Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2) Gogolin, Ingrid; Schnoor, Birger; Usanova, Irina. - : Universität, 2021. : Hamburg, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021) BASE Show details 9 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 10 Treating developmental dyslexia using transcranial stimulation combined with a reading stimulation program: A pilot study ... De Castro, Isabela Ciola; Muszkat, Mauro; Vânia Carvalho Lima. - : Zenodo, 2021 BASE Show details 11 Treating developmental dyslexia using transcranial stimulation combined with a reading stimulation program: A pilot study ... De Castro, Isabela Ciola; Muszkat, Mauro; Vânia Carvalho Lima. - : Zenodo, 2021 BASE Show details 12 Longitudinal Effects of the Pandemic and Confinement on the Anxiety Levels of a Sample of Spanish Children in Primary Education Marta Giménez-Dasí; Laura Quintanilla; Marta Fernández-Sánchez In: International Journal of Environmental Research and Public Health; Volume 18; Issue 24; Pages: 13063 (2021) BASE Show details 13 Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years Erica Neri; Leonardo De Pascalis; Francesca Agostini... In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 21 (2021) BASE Show details 14 The Association Between Multilingualism and Executive Function in the Canadian Longitudinal Study on Aging: Results from the Baseline Comprehensive Cohort Winch, Nicole. - : University of Waterloo, 2021 BASE Show details 15 Long-term effects of explicit versus implicit instruction on EFL writing Huimin Ke; Yu Luo; Leslie Piggott... In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021) BASE Show details 16 Un estudio longitudinal de las creencias sobre el aprendizaje de la lengua española de estudiantes chinos Song, Yang In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 9, 2021 (Ejemplar dedicado a: Didáctica de lenguas extranjeras en China: situación actual y perspectivas para el futuro), pags. 105-123 (2021) BASE Show details 17 Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China ... Wang, T; Liu, Yongcan. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 18 Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern Valtin, Renate In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020) BASE Show details 19 Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung Mackowiak, Katja; Beckerle, Christine; Gentrup, Sarah... In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020) BASE Show details 20 Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung Gentrup, Sarah Hrsg.; Mackowiak, Katja Hrsg.; Beckerle, Christine Hrsg.. - : Verlag Julius Klinkhardt, 2020. : Bad Heilbrunn, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020) BASE Show details Page: 1 2 3 4 5...27

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