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Download full textGarcia-Pinar, Aranzazu – International Journal of English Studies, 2022
Given the ubiquity of digital technologies in all sorts of academic contexts, it is generally assumed that many undergraduates' writing tasks will include verbal and visual modes these days. The interweaving of different modes allows students to express different multidisciplinary and individual identities while they become agents and designers of…
Descriptors: Undergraduate Students, English for Special Purposes, Second Language Learning, Engineering Education
Browning, Peter; Highet, Katy; Azada-Palacios, Rowena; Douek, Tania; Gong, Eleanor Yue; Sunyol, Andrea – London Review of Education, 2022
Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…
Descriptors: Second Language Learning, Second Language Instruction, Colonialism, Educational Change
Direct linkMartínez-Fernández, J. R.; Corcelles, M.; Bañales, G.; Castelló, M.; Gutiérrez-Braojos, C. – Electronic Journal of Research in Educational Psychology, 2016
Introduction: In this study, the conceptions of learning and writing of a group of undergraduates enrolled in a teacher education programme were identified. The relationship between them were analysed, and a set of patterns of beliefs about learning and writing were defined. Finally, the relation between these patterns and the quality of a text…
Descriptors: Foreign Countries, Undergraduate Students, Preservice Teachers, Teacher Education Programs
Guasch, Teresa; Espasa, Anna; Alvarez, Ibis M.; Kirschner, Paul A. – Distance Education, 2013
The need for supporting student writing has received much attention in writing research. One specific type of support is feedback--including peer feedback--on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online…
Descriptors: Collaborative Writing, Feedback (Response), Electronic Learning, Writing Processes
