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Optimizing Water and Nitrogen Strategies to Improve Forage Oat Yield and Quality on the Tibetan Plateau Using APSIM
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In: Agronomy; Volume 12; Issue 4; Pages: 933 (2022)
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| 2 |
Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake
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In: Languages; Volume 6; Issue 4; Pages: 210 (2021)
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Abstract:
Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner’s needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners’ new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities.
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Keyword:
feedback practices; formative assessment; French-as-a-foreign-language; learner corpora; learner uptake; written corrective feedback
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URL: https://doi.org/10.3390/languages6040210
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| 3 |
La retroacció correctiva oral amb estudiants adults poc escolaritzats
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| 4 |
Studying depression through big data analytics on Twitter
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 5 |
Peer Interaction in the L2 Classroom: A Study among Malaysian ESL Learners
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In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
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| 6 |
INTENTIONAL VS INCIDENTAL ESP VOCABULARY ACQUISITION BY POLITICAL SCIENCE STUDENTS
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In: Advanced Education; 2020: Issue 16; 18-27 ; Передовое образование; 2020: ; 18-27 ; Новітня освіта; 2020: ; 2410-8286 ; 2409-3351 (2020)
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| 7 |
Analysis of Learner Uptake in Response to Corrective Feedback in Advanced Foreign Language Classrooms: A Case in the United States
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In: Applied Linguistics Research Journal, Vol 4, Iss 4, Pp 1-29 (2020) (2020)
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| 8 |
Lost in Uptake Translation: Examining Genre Negotiations in Students’ Writing Performances
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| 9 |
Uptake of Educational Texts in Multilingual Composition Classrooms
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| 10 |
Local Histories of Composition and the Student Writer: Women Students Writing Within, Against, and Beyond Required Classroom Genres
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| 11 |
Corrective Feedback and Learner Uptake by English Learners of Chinese in Advanced Second Language Classrooms in the USA
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In: Applied Linguistics Research Journal, Vol 3, Iss 3, Pp 1-21 (2019) (2019)
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| 12 |
SEMELHANÇAS ENTRE UPTAKE E TRACE: CONSIDERAÇÕES SOBRE TRADUÇÃO
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 13, n. 2 (1997) ; 1678-460X ; 0102-4450 (2019)
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| 13 |
New Directions in Treatments Targeting Stroke Recovery.
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In: Stroke, vol 49, iss 12 (2018)
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| 14 |
The Interpretation of an Evolving Line Drawing
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In: Empirical Comics Research. Digital, Multimodal, and Cognitive Methods ; https://hal.univ-lille.fr/hal-01872997 ; Alexander Dunst; Jochen Laubrock; Janina Wildfeuer. Empirical Comics Research. Digital, Multimodal, and Cognitive Methods, Routledge, pp.197-214, 2018 (2018)
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| 15 |
Corrective feedback and learner uptake in Spanish heritage and second language learner interaction
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| 16 |
JOHN LANGSHAW AUSTIN E A VISÃO PERFORMATIVA DA LINGUAGEM
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 18, n. 1 (2002) ; 1678-460X ; 0102-4450 (2018)
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| 17 |
Constructs of Reflection in Six First-Year Composition Classrooms
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In: Electronic Theses and Dissertations (2017)
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| 18 |
Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.
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| 19 |
Writing Assignments and Student Responses: Uptake in a Fifth-Grade Class
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| 20 |
On the Benefits of Multimodal Annotations for Vocabulary Uptake from Reading
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In: Education Publications (2017)
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