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Analyzing Non-Textual Content Elements to Detect Academic Plagiarism
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| 402 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 403 |
Actívate: Exploring an Equitable Computer Science Education for Spanish-Speaking Students
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In: Student Research and Creative Activity Fair (2021)
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| 404 |
Examining Ideologies of Homogeneity and Pluralism in the United States.
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In: Student Research and Creative Activity Fair (2021)
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| 405 |
Actívate: Exploring an Equitable Computer Science Education for Spanish Speaking Students
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In: Theses/Capstones/Creative Projects (2021)
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| 406 |
Pedagogy or Andragogy?: Which teaching method produces successful ESL tutoring that involves musical activities?
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In: Theses/Capstones/Creative Projects (2021)
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| 407 |
Labor-Based Grading Contracts in the Multilingual FYC Classroom: Unpacking the Variables
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In: Graduate Theses and Dissertations (2021)
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| 408 |
Turkic Interlingua: A Case Study of Machine Translation in Low-resource Languages
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In: Graduate Theses and Dissertations (2021)
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| 409 |
The inequitable consequences of school disciplinary policies on Black girls in Ohio
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In: Journal of Global Education and Research (2021)
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| 410 |
“Be Valiente”: Investigating Ethnic Identity Through Digital Storytelling with Latinx Fourth-Grade Students
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In: Graduate Theses and Dissertations (2021)
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| 411 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 412 |
ESOL Educational Programs for Secondary SLIFE: Planning for Educational Equity
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In: Graduate Theses and Dissertations (2021)
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| 413 |
Cross-cultural differences to implement the social practice research of college students’ overseas volunteer work
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In: University of South Florida M3 Center Publishing (2021)
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| 414 |
“Practice basic hygiene, and you’ll stay healthy”: How primary school reading textbooks transmitted cultural education in the Soviet Union
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In: University of South Florida M3 Center Publishing (2021)
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| 415 |
A Multilingual and Contrastive Approach to Phraseological Translation: The Parallel Corpus GRAFE ; Un enfoque multilingüe y contrastivo de la traducción fraseológica: el corpus paralelo GRAFE
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In: CLINA Revista Interdisciplinaria de Traducción Interpretación y Comunicación Intercultural; Vol. 6 Núm. 2 (2020); 51-69 ; CLINA Revista Interdisciplinaria de Traducción Interpretación y Comunicación Intercultural; Vol. 6 No. 2 (2020); 51-69 ; 2444-1961 ; 10.14201/clina202062 (2021)
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| 416 |
Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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Abstract:
This research was developed within the framework of ED.INVEST (HUM356) Research Groups financed by the Junta de Andalucia (Spain), with the project "Multilingual Communication and Citizenship Technologies" and the project "Accessible scientific writing course in Moodle to be taught in Spanish, German, English, Italian, and Catalan", financed by the Department of Planning Quality and Evaluation at the University of Granada. Reference PID14-05/Code 14-05. ; The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing selfregulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing. ; Junta de Andalucia European Commission HUM356 ; Department of Planning Quality and Evaluation at the University of Granada PID14-05/Code 14-05
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Keyword:
Argumentative self-efficacy; Didactics of written language; Genre-based writing instruction; Multilingual scientific essay; Rhetorical moves; Technologies for writing communication; University; Writing metacognition
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URL: http://hdl.handle.net/10481/70855
https://doi.org/10.3390/math9172119
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| 417 |
Dissemination of Corporate Web Information in Spanish: The Case of the US Healthcare Sector
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| 418 |
Internet Presence and Multilingual Dissemination in Corporate Websites: A Portrait of Spanish Healthcare SMEs
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| 419 |
How is Web Content in Easy Language Localised? Current Trends and Open Questions
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In: International Conference on Translation and Interpreting of Specialized Discourses: Theoretical and Practical Approaches to Accessibility (2021) (2021)
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| 420 |
Multilingual negotiations: the place and significance of translation in multilingual poetry
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In: Coolabah; No 30 (2021): Translation, Poetry and Creative Practice; 34-46 ; 1988-5946 (2021)
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