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Hits 1 – 20 of 22
1
Supporting an effective review of telecollaboration for second language learning by visualising the participation and engagement at Dublin City University
Lee, Hyowon
;
Scriney, Michael
;
Dey-Plissonneau, Aparajita
...
In: Lee, Hyowon orcid:0000-0003-4395-7702 , Scriney, Michael orcid:0000-0001-6813-2630 , Dey-Plissonneau, Aparajita and Smeaton, Alan orcid:0000-0003-1028-8389 (2021) Supporting an effective review of telecollaboration for second language learning by visualising the participation and engagement at Dublin City University. In: Virtual Exchange in Higher Education: Charting the Irish Experience, 17 Sept 2021, Online vs MS Teams. (2021)
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2
High-intensity interval training upon cognitive and psychological outcomes in youth : a systematic review
Alves, Ana R.
;
Dias, Renata
;
Neiva, Henrique P.
. - : MDPI, 2021
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3
Determining efficient post-writing activity for error correction: Self-editing, peer review, or teacher feedback?
Demir, Cuneyt
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 101-117 (2021)
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4
Language-concordant automated telephone queries to assess medication adherence in a diverse population: a cross-sectional analysis of convergent validity with pharmacy claims.
Ratanawongsa, Neda
;
Quan, Judy
;
Handley, Margaret A
...
In: BMC health services research, vol 18, iss 1 (2018)
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5
O impacto da revisão na qualidade de composições de crianças de 4º e 5º ano de escolaridade
Borges, Sandra Maria Medeiros
. - 2018
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6
Teacher self-efficacy research in English as a Foreign Language contexts: A systematic review
Hoang, Thinh
In: Research outputs 2014 to 2021 (2018)
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7
A Systematic Reveiw of Student Self-Report Instruments That Assess Student-Teacher Relationships
Phillippo, Kate L
;
Conner, Jerusha
;
Davidson, Shannon
...
In: Education: School of Education Faculty Publications and Other Works (2017)
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8
A systematic review of language learner strategy research in the face of self-regulation
Boggs, JA
;
Rose, HL
;
Briggs, J
. - 2017
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9
A systematic review of language learner strategy research in the face of self-regulation
Rose, H
;
Briggs, JG
;
Boggs, J
. - 2017
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10
Motivators for resolving or seeking help for gambling problems: A review of the empirical literature
Suurvali, Helen
;
Hodgins, David
;
Cunningham, John
In: Journal of Gambling Studies (2015)
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11
Trauma Narratives in posttraumatic stress disorder: A review
O'Kearney, Richard
;
Perrott, Kelly
In: Journal of Traumatic Stress (2015)
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12
Trauma Narratives in posttraumatic stress disorder: A review
O'Kearney, Richard
;
Perrott, Kelly
In: Journal of Traumatic Stress (2015)
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13
Mental health literacy: Public knowledge and beliefs about mental disorders
Jorm, Anthony F
In: British Journal of Psychiatry (2015)
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14
Mental health literacy: Public knowledge and beliefs about mental disorders
Jorm, Anthony F
In: British Journal of Psychiatry (2015)
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15
Student interview for Place-Based WAC/WID writing instruction in Geology & Geophysics, clip 4 of 17
Place-based WAC/WID Hui
. - 2015
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16
Student interview for Place-Based WAC/WID writing instruction in Management, clip 5 of 13
Place-based WAC/WID Hui
. - 2015
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17
Announcing one s work in PhD theses in computer science: A comparison of Move 3 in literature reviews written in English L1, English L2 and Spanish L1
Soler Monreal, Carmen
. - : Elsevier, 2015
Abstract:
In this paper I explore cross-linguistic rhetorical variation in the Literature Review chapters of 30 doctoral theses of computer science written by English L1 (EngL1), Spanish L1 (SpaL1) and English L2 (EngL2) writers. Using Kwan s (2006) genre-analytical framework (Move 1: Establishing one part of the territory of one s own research; Move 2: Creating a niche; Move 3: Occupying the research niche), I particularly examine how writers present their research in Move 3 (M3). The results show the functional importance of M3 strategies in the computer science PhD thesis LRs. The texts in English present a higher number of occurrences and a wider range of M3 strategies than the SpaL1 texts. However, the SpaL1 texts are more homogeneous in terms of rhetorical distribution. Variation is also found in the linguistic mechanisms the writers of the three groups use to make themselves visible and promote their work. National writing styles, discipline conventions and language barriers to effective interpersonal communication seem to interact with these writers. EAP courses and specific genre-based writing instruction could help emerging writers to successfully manage M3 strategies. ; Soler Monreal, C. (2015). Announcing one s work in PhD theses in computer science: A comparison of Move 3 in literature reviews written in English L1, English L2 and Spanish L1. English for Specific Purposes. 40:27-41. doi:10.1016/j.esp.2015.07.004 ; S ; 27 ; 41 ; 40
Keyword:
Computer science
;
FILOLOGIA INGLESA
;
Literature review
;
Move structure
;
PhD thesis
;
Rhetorical variation
;
Self-mention
;
Self-promotion
URL:
http://hdl.handle.net/10251/63091
https://doi.org/10.1016/j.esp.2015.07.004
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18
Blogs, Wikis, and E-Portfolios: The Effectiveness of Technology on Actual Learning in College Composition
Kennedy, Edith M.
. - 2010
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19
Jörg Ramseger / Matthea Wagener (Hrsg.): Chancenungleichheit in der Grundschule. Ursachen und Wege aus der Krise (Jahrbuch Grundschulforschung, Band 12). Wiesbaden: VS Verlag 2008 (306 S.) [Rezension]
Einsiedler, Wolfgang
In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 1 (2009)
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20
A cohort-driven assessment task for scientific report writing
Chuck, Jo-Anne.
;
Young, Lauren J.
In: Chuck, J & Young, L 2004, 'A cohort-driven assessment task for scientific report writing', Journal of Science Education and Technology, vol. 13, no. 3, pp. 367-376. (2004)
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