Bibliografías temáticas / "writing, higher education, English"

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Literatura académica sobre el tema ""writing, higher education, English""

Autor: Grafiati
Publicado: 11 de marzo de 2023

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Artículos de revistas sobre el tema ""writing, higher education, English""

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Yundayani, Audi. "ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION". Journal of English Language and Literature (JELL) 2, n.º 01 (22 de agosto de 2018): 1–8. http://dx.doi.org/10.37110/jell.v2i01.11.

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The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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Sukandi, Syayid Sandi y Riny Dwitya Sani. "EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education". Al-Ta lim Journal 24, n.º 1 (25 de febrero de 2017): 37–46. http://dx.doi.org/10.15548/jt.v24i1.266.

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This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia
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Sulistyowati, Titis y Sri W. Surachmi. "INTRODUCING LOCAL WISDOM THROUGH NARRATIVE: TEACHING ENGLISH IN HIGHER EDUCATION". Indonesian EFL Journal 6, n.º 1 (24 de febrero de 2020): 81. http://dx.doi.org/10.25134/ieflj.v6i1.2641.

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It is very important to introduce and continue the local narrative and their values to the next generation. This paper is part of a larger research on narrative writing for higher education level students organized in a genre writing class. In this paper, the writers focus on exploring the students� understanding of moral values in the local narratives constructed during genre writing activities. This paper also describes the teacher�s feedback on the students� writing quality. This study involved 20 students from the English Education Department of Muria Kudus University. Guided questions were used in the interview session to explore the students� understanding of the local narratives and moral values. The review of students� papers was used to analyze the teacher�s feedback to explore the students� quality of writing. Keywords: local wisdom; narrative; character building; writing.
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Cabral, Maria L. "Portuguese Higher Education Graduates’ Views on Academic Writing". International Journal of Education 12, n.º 1 (6 de marzo de 2020): 75. http://dx.doi.org/10.5296/ije.v12i1.16625.

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This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.
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Azizov, Solijon. "IMPROVING STUDENTS’ PARAGRAPH WRITING SKILLS THROUGH BLENDED LEARNING TECHNOLOGIES AT HIGHER PEDAGOGICAL EDUCATION". American Journal of Social Science and Education Innovations 04, n.º 10 (1 de octubre de 2022): 6–15. http://dx.doi.org/10.37547/tajssei/volume04issue10-02.

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Composing a paragraph in English is almost the same as writing an essay, namely by consisting of three main parts (introduction (topic sentence), body (supporting sentences), conclusion (concluding sentence)) to deliver a message to the readers. Because of this feature of teaching students how to create paragraphs under the proper instruction in practice, blended learning technologies enable both teachers and students to adapt the educational environment for the system of improving their (learners’) paragraph writing skills in the digital era of educational development. This study investigates the potential of blended learning technologies on students’ writing skills, especially paragraph writing in English as a foreign language (EFL). It examines students’ most improved EFL writing areas and perceptions while utilizing blended learning technologies to foster their paragraph writing skills in a systematic way. In this experiment, two groups of EFL writing course students participated during the first-semester 2021-2022. A mixed-method design was implemented into the experiment: course evaluation questionnaires, achievement tests, and students’ portfolios on writing tasks. Findings of the investigations illustrated that most of the participants’ mistakes were in composing topic sentences, creating ideas, and providing concluding sentences coherently and cohesively. The study showed that blending learning technologies in the environment of higher pedagogical education assisted both teachers and students to conduct lessons on the writing skills in a more effective and convenient way.
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Özkayran, Ali y Emrullah Yılmaz. "Analysis of Higher Education Students’ Errors in English Writing Tasks". Advances in Language and Literary Studies 11, n.º 2 (30 de abril de 2020): 48. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.48.

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The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable
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Hapsari, Yulia, Esti Junining y Devinta Puspita Ratri. "THE NEED OF ENGLISH AT HIGHER EDUCATION". Indonesian EFL Journal 3, n.º 1 (12 de septiembre de 2017): 31. http://dx.doi.org/10.25134/ieflj.v3i1.651.

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Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education
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Maldin, Siska Amelia. "INTEGRATING TOPIC TYPE STRATEGY TO INCREASE VOCATIONAL HIGHER EDUCATION STUDENTS WRITING SKILL". ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 13, n.º 1 (30 de julio de 2022): 155–60. http://dx.doi.org/10.33373/as.v13i1.4399.

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Teaching English in Vocational Higher Education are designed not only to achieve students’ competence in obtaining English for academic matters but also to achieve skilled aspect for preparing learners in the industrial field, especially in writing skill. Thus, effective strategies should be delivered to achieve the goals of gaining students’ competence in writing skills. One of the strategies implemented is topic types which are expected to enhance students writing skills. This study is designed by using the library research method, which claimed that this topic types strategy might encourage students to generate ideas especially to help them in managing ideas before writing.
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Shpit, E. I. y V. N. Kurovskiy. "Academic Writing in English in the Structure of Higher Education in Russia". Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, n.º 2 (10 de marzo de 2020): 83–91. http://dx.doi.org/10.31992/0869-3617-2020-29-2-83-91.

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Intensification of research work at engineering universities of Russian Federation leads to the increase of publication activity of graduate and PhD students in high-impact English language journals. However, the level of academic writing skills still remains rather low. On one hand, it results from the fact that the majority of applicants to engineering institutions have only basic knowledge of a foreign language. On the other hand, the curriculums of most Russian universities do not include developing academic writing skills as a stand-alone discipline or a part of the “Foreign Language” discipline. This paper aims at considering the main constituents of academic writing in a foreign language, such as the current state policy in higher education, the content of academic writing for engineering specialties, the publication process participants, the available resources for developing and improving the required skills in the realities of university language education; as well as identifying the external factors which create favorable conditions for developing academic writing skills of engineering students.
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Kisnanto, Yustina Priska. "THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK ON HIGHER EDUCATION STUDENTS’ WRITING ACCURACY". Jurnal Pendidikan Bahasa dan Sastra 16, n.º 2 (19 de diciembre de 2016): 121. http://dx.doi.org/10.17509/bs_jpbsp.v16i2.4476.

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AbstractWith the higher demand of accuracy on students’ writing in university level, the present study examines the effect of direct and indirect written corrective feedback (WCF) on students’ L2 writing accuracy. The study was conducted in a six-week period with 43 Indonesian university student participants majoring IT. The results of the pre- and post-writing tests showed that 1) the writing accuracy improvement of the students receiving direct WCF was statistically significant while the writing accuracy improvement of the students given the indirect WCF treatment was not; 2) the accuracy improvement in the untreatable error rate of the direct WCF group was the most significant compared to all types of error in both WFC student groups. The study concludes that considering the students’ current English proficiency level and learning setting with limited English exposure, written corrective feedback, especially the direct one, helps the university students improve their writing accuracy.Keywords: corrective feedback, L2 writing, higher education
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Tesis sobre el tema ""writing, higher education, English""

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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Noonkhan, Khampee. "EFL writing development among Thai university students : "do students benefit from the explicit inclusion of discourse structure to develop their writing?"". Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367119/.

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The objectives of this study are to assist Thai university students to develop their writing by using a teaching approach that focuses on the introduction of discourse within a genre approach based on the teaching and learning cycle of Feez (1998). This approach is considered suitable for an approach to teaching writing focused on discourse, because its design requires English language teachers to consider the importance of the whole text. It allows students to view texts as a whole, not in separated sentences, especially when they organise and connect ideas during writing. The study draws on both qualitative and quantitative approaches. The quantitative approach concentrates on the development of the students‟ writing by comparing the mean scores from the initial and final writings of students. Forty students were requested to complete four writing assignment during the course. The data were analysed by employing a pair sample t-test to compare initial and final scores. The iii qualitative approach deals with how peer feedback helps promote reader awareness and the attitudes of students and teachers. The qualitative data were gathered by various instruments, such as questionnaires, interviews, students‟ reflective writing, peer feedback, and so on. The results of the study revealed that: 1) students can perform better in writing ability, demonstrated from the overall scores. There is significant difference (p<.05) between the overall mean score in the final assignment and the initial assignment; 2) students are concerned about how to provide sufficient information for the readers. They understand the role of the writer, which is to provide more information for the readers, and are aware of the role of the reader; 3) the use of peer feedback is beneficial for students, and it also promotes student awareness of the sense of audience; 4) The attitudes of the students and teachers were positive towards teaching that focused on discourse structure. The students found that it was useful for them, because they realised how to connect and organise cohesive text; 5) most of the teachers noted that it was beneficial to be introduced to the way of teaching writing through approach focusing on discourse structure. 6. The modified version of Feez‟ cycle of teaching and learning is beneficial and support students to improve their writing through the course. 7. Portfolio assessment is an effective measure that helps students gauge their progress and allows them to see their writing improves in later drafts. 8. Students‟ reflective writing helps them promote their awareness of readers during the course.
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Hudson, Lizel Sandra Ann. "Enhancing academic writing competence in radiography education". Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1554.

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Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011
This thesis records a study undertaken by a radiography lecturer at a satellite campus of a University of Technology (UoT) in the Western Cape Province of South Africa. The study investigated the academic writing practices of first year Radiation Science learners and focused on an intervention to assist learners to enhance their academic writing competence. Three research questions were addressed: 1. What did radiography learners perceive to be the factors that enabled and constrained their academic writing competence during the first year of academic study?; 2. What were the 2010 first year learners’ perceptions of the changes in their academic writing following an academic writing intervention?; and 3. According to the 2010 first year lecturers, how did the academic writing of the learners change following the intervention? To answer these questions, the research comprised two qualitative approaches: firstly a case study approach, to gain an in-depth understanding of learner writing in radiography; then the insights gained allowed for the design of an appropriate academic writing intervention, carried out in two action research spirals. Thereafter the intervention was evaluated for its impact on learners’ writing competence. The findings and interpretations from this study culminated in a forward looking model that is recommended for use by radiography educators to enhance first year learners’ academic writing competence. The model reflects a zone for the optimal enhancement of academic writing competence for entry-level learners. This ‘zone’ is created in the region of overlap of three contributing factors: collaborative guidance and support, peer mentoring and technology. The model also represents applicable underlying theories (critical theory, constructivism, and academic literacies theory) which provide the theoretical framework for enhanced academic writing competence.
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Micek, Timothy A. Steffensen Margaret S. "Effects of dedicated reading on ESL writing". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510426.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Bruce W. Hawkins, Sandra M. Metts, David L. Tucker. Includes bibliographical references (leaves 179-184) and abstract. Also available in print.
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Withrow, Mark H. Hesse Douglas Dean. "Enhancing students' relationship with language instructional strategies for teaching reading and writing /". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115232.

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Thesis (D.A.)--Illinois State University, 1990.
Title from title page screen, viewed December 1, 2005. Dissertation Committee: Douglas D. Hesse (chair), Glenn A. Grever, Ronald J. Fortune, Janice Neuleib, Fay F. Bowren. Includes bibliographical references (leaves 209-218) and abstract. Also available in print.
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Moglen, Daniel Justin. "Social Environments, Writing Support Networks, and Academic Writing| A Study of First Year International Graduate Students". Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264425.

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This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the academic year. The dissertation focuses on four students, Luiza from Brazil, Camila from Chile, Q from Korea, and Kira from China as illustrative examples of the social environments that students have as well as trajectories of writing development. The focal students participated in three interviews throughout the year and written texts were also collected at three time points (at the end of the fall, winter, and spring quarters). Findings from the students’ social environments suggest that students tend to gravitate towards co-nationals in social settings. In terms of receiving writing support, students in the study relied primarily of colleagues and friends, followed by professors. Writing tutors and family members were sought out the least for writing support. Peers tended to be more accessible and approachable than professors, while professors were rated as more helpful than peers. In terms of the writing development of the students, this study focuses on clausal, phrasal, and lexical complexity. Findings from the textual analysis portion suggest that the writing of the focal students became more complex based on these measurements. In particular, students generally scored higher on the number of modifiers per noun phrase measure throughout the year, suggesting that their noun phrases were becoming more complex, although there were some deviations to this pattern. Also, students used more words from the academic word list and field specific jargon throughout the year. The implications of this study are relevant to writing professors, STEM professors, international student services, and the university as a whole.

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Evans, Michelle J. "Writing in English as a foreign language within higher education in Vietnam : an investigation of the genres, writing processes and perceptions of ten Vietnamese students". Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/103502/.

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Increasing numbers of Vietnamese students write in English as a foreign language for university and employment purposes. This research study explored the writing of ten higher education students in Hanoi and Ho Chi Minh City. In the first of its kind in Vietnam, the study establishes the types of writing or genres, in English, that participants had undertaken over their life course. Although participants reported a significant standardisation of genres at lower levels of education, they had been expected to produce a wider range of genres at either undergraduate or MA level, or for employment purposes. This included the need to write for research, science and business purposes. Participants were generally ill-prepared to take on these writing challenges. The findings indicate that a form of genre needs-analysis and genre pedagogy at undergraduate level could be implemented to support English language teachers and students to scaffold writing activities and to help prepare graduates for the type of writing expected of them within MA-level courses and employment. The participants valued assignments and writing that helped them to develop their thinking; they appreciated learning to write in a way that would be useful for employment and academic study and were motivated by gaining high scores and receiving positive feedback from teachers. Having the opportunity to write about familiar topics in a more creative way was also highly regarded. Participants felt they had experienced challenges when they first engaged in critical thinking, when they had to brainstorm for ideas and when they wrote introductions. During writing activities, participants positioned themselves and their arguments as Vietnamese citizens with a sense of pride and loyalty to their national identity. Participants were audience aware and used only material that would be deemed socially and politically correct within Vietnam. Many features of the sociocultural context played a role in the genres participants had written, the writing processes they engaged in and their perceptions of writing activities. The prevalence of English as a lingua franca and international research-writing conventions were evident. Traditional teaching approaches and grammar-based assessment and testing practices within Vietnam also featured significantly in participant’s experiences of writing in English. These structural forces, as well as other historical, cultural and political realities presented themselves more evidently than personal or idiographic in the writing experiences and writing processes of the participants.
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Capps, John S. "Revising English 01 : the creation of a developmental reading and writing course /". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164549/.

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Murray, Sean. "Composition incorporated turbo capitalism, higher education, and the teaching of writing /". Diss., Online access via UMI:, 2007.

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Poverjuc, Oxana. "A longitudinal case study of students’ perceptions of academic writing and of themselves as academic writers : the writing experiences of five students who spoke English as an additional language". Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/34608/.

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This thesis explores how students who spoke English as an additional language (EAL) learned to write in a new discourse community, the difficulties they encountered and the changes that occurred in their perceptions of academic writing and of themselves as academic writers. The existing literature reported that learning to write disciplinary assignments is an interactional and dynamic process, encompassing not only writing and reading but also social interactions occurring among novice and more experienced members of the discourse community. Nevertheless, previous studies suggested that HE institutions still tend to hold narrow views on academic writing and to provide little attention to its teaching. Essentially, many studies are limited because they have examined how isolated factors (i.e. tutor written feedback or use of guidelines) impacted on student writing, overlooking the complexity of interactions that can come into play and influence student writing. This research adopted a longitudinal case study to investigate in-depth the writing experiences of five EAL students. To conduct this exploratory project, I employed constructivist and interpretivist approaches and multiple methods such as selfcompletion questionnaire, semi-structured interviews and analysis of tutors‘ feedback sheets and handbooks. This project suggests that indeed learning to write in HE was an active and dynamic process, encompassing interactions with members of the discourse community (tutors, peers and teacher-assistants), with the training system (taught module courses, writing assignments, academic writing class, CELTE support) and with institutional artefacts (samples of previously written work, published guidelines and assessment criteria). Despite a number of literacy practices designed to make the departmental conventions and expectations transparent, there was a level of invisibility of the conventions students were expected to adopt in their writing. As a result, students‘ writing experiences were fraught with tensions and conflicts that influenced their perceptions of academic writing and of themselves as academic writers.
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Libros sobre el tema ""writing, higher education, English""

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Leist, Susan R. Mondschein. Writing to teach; writing to learn in higher education. Lanham, Md: University Press of America, 2006.

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1950-, Lea Mary R. y Stierer Barry, eds. Student writing in higher education: New contexts. Buckingham: Society for Research into Higher Education & Open University Press, 2000.

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1958-, Coffin Caroline, ed. Teaching academic writing: A toolkit for higher education. London: Routledge, 2003.

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Sheena, Gardner, ed. Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press, 2012.

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Changing spaces: Writing centres and access to higher education. Stellenbosch, S.A: Sun Press, 2011.

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Patti, See y Taylor, Bruce, 1947 Feb. 19-, eds. Higher learning: Reading and writing about college. Upper Saddle River, N.J: Prentice-Hall, 2001.

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Youga, Janet Martha. Readings are writings: A guide to reading and writing well. Upper Saddle River, N.J: Prentice Hall, 1996.

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Patti, See y Taylor, Bruce, 1947 Feb. 19-, eds. Higher learning: Reading and writing about college. 2a ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2006.

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Higher learning: Reading and writing about college. 3a ed. Boston: Pearson, 2012.

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Elder, Dana C. Essential strategies: Integrating reading and writing. New York: Macmillan, 1994.

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Capítulos de libros sobre el tema ""writing, higher education, English""

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Starfield, Sue. "Student Writing in Higher Education". En Second Handbook of English Language Teaching, 861–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_45.

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Buripakdi, Adcharawan y Napapat Thongwichit. "Reconceptualization of English Creative Writing Instruction in Thai Higher Education". En International Perspectives on Creative Writing in Second Language Education, 65–84. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183914-6.

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Huo, Xiangying. "Study Findings 2: A Non-native English Language Instructor’s Experiences at a Higher Institution Writing Center". En Higher Education Internationalization and English Language Instruction, 119–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60599-5_7.

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Ren, Zhaoying y Richard Hitchcock. "Influences of Chinese Cultural Patterns of Thinking on Discourse Organisation in English Dissertation Writing". En Transnational Higher Education in the Asian Context, 149–60. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034946_10.

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Zhao, Cecilia Guanfang. "Theory-Based Approach to Academic Writing Assessment in Higher Education: A Conceptual Framework for Assessment Design and Development". En Assessing the English Language Writing of Chinese Learners of English, 137–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92762-2_9.

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Yaylı, Demet y A. Suresh Canagarajah. "The Processes Behind RA Introduction Writing Among Turkish Arts and Science Scholars". En Key Issues in English for Specific Purposes in Higher Education, 111–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70214-8_7.

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Maisarah, Ira, Sufiyandi, Muhammad Fadhli y Reza Satria Rinaldi. "Writing a Research Report in Higher Education: Problems and Solutions for English and Non English Students". En Proceedings of the 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021), 80–88. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-19-0_10.

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Bozbıyık, Merve y Hacer Hande Uysal. "A Closer Look at the Doctoral Writing Practices in an English-Medium Instruction University in Turkey". En English as the Medium of Instruction in Turkish Higher Education, 175–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88597-7_9.

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Gardner, Sheena. "Pedagogical insights from contrastive studies of English and Chinese writers in the BAWE corpus". En Academic writing across languages: multilingual and contrastive approaches in higher education, 105–26. Wien: Böhlau Verlag, 2019. http://dx.doi.org/10.7767/9783205208815.105.

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Rheindorf, Markus. "Doing stance and engagement: Austrian graduate students’ awareness of reporting signal and attitude in German (L1) and English (L2)". En Academic writing across languages: multilingual and contrastive approaches in higher education, 209–32. Wien: Böhlau Verlag, 2019. http://dx.doi.org/10.7767/9783205208815.209.

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Actas de conferencias sobre el tema ""writing, higher education, English""

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
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Igonina, G. V. "Teaching English Academic Writing in Higher Education Institutions". En Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.78.

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Liu, Xiaoyi. "Dynamic Evaluation Method of English Writing for College Students". En 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.115.

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Li, Meijing. "Research on College English Writing Teaching Mode Based on Corpus". En 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.116.

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Wang, Shunling. "A Study of English Writing Center in Canadian Higher Education and Its Implications on College English Writing Teaching". En 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.89.

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De, Aparajita, Helene Krauthamer, Cherie Ann Turpin y Ada Vilageliu-Diaz. "English at the Intersection". En 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.12.

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This paper discusses how four faculty from the English BA program have responded to the crises faced during 2020 and beyond: the pandemic, the transition to online teaching, and the ongoing struggle for racial justice. First, Dr. Krauthamer provides an overview of the discussions held during our “Read and Meet” series of weekly, virtual conversations, including faculty from other programs and colleges, alumni, current students, and community members. With 24 sessions in 2020, this series resulted in a reading list of Black Lives Matter materials that we are using in our courses and the submission of a grant to the National Endowment of the Humanities. Dr. De presents how we can “understand and reconcile with some blind spots on conversations about identities and their intersections with the complexities of belonging in the 21st century.” In her words, she is concerned with “how can [one] facilitate a conversation on antiracism without also acknowledging the incompleteness of the ontology of race in the US.” Next, Dr. Turpin presents how she teaches by example, demonstrating how, in her words, “Black feminists are in a unique position to fight for a pedagogical practice that is socially progressive so that the next generation of academics will, indeed, come from the very classroom population from where we have taught.” Dr. Vilageliu-Diaz presents how these conversations can be extended to the community through her community writing project, “StoryTime,” a weekly program where children see and create their own stories. In her words, “There are many ways community-engaged writing and teaching can occur, and one of them is by collaborating with schools and supporting their diversity, equity, and inclusion efforts.”
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Liu, Zhipeng. "Task-based Teaching Approach and English Writing Teaching". En Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.187.

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Vicente, Romero de Ávila Serrano, Sarai Diaz García, Laura Asensio Sánchez, Jose Antonio Lozano Galant, Amparo Moyano Enríquez de Salamanca, Rocío Porras Soriano, Elisa Poveda Bautista et al. "Developing speaking competences in technical English for Spanish civil engineering students". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5564.

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Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English skills that can rarely be worked in the classroom (i.e. speaking, negotiating and conversing), encouraging debate, participation, and fostering their self-confidence to speak about technical-English topics in public. Although the students’ level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students’ lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students’ demand for engineering classes taught in English.
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Lu, Yi y Mu Sun. "Reform in the Teaching of College English Writing by Using Big Data". En 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.88.

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Sari, Dita Lupita y Choirun Niswatin. "The Design of E-Learning System to Support Academic Writing Skills for Engineering Students of Vocational Higher Education". En 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221405470555.

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Informes sobre el tema ""writing, higher education, English""

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Hemelt, Steven, Kevin Stange, Fernando Furquim, Andrew Simon y John Sawyer. Why is Math Cheaper than English? Understanding Cost Differences in Higher Education. Cambridge, MA: National Bureau of Economic Research, noviembre de 2018. http://dx.doi.org/10.3386/w25314.

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang y Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Colón-Muñiz, Anaida, Magaly Lavadenz y Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, octubre de 2022. http://dx.doi.org/10.15365/ceel.ihes2022.

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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically diverse students in preschool–12 settings; (2) delineate the process and results of an examination of the alignment between the standards for Teacher Education, School Counseling and Educational Administration/ Leadership Credential Programs and the California English Learner Roadmap; and (3) offer tools that can support the urgent need for a more precise alignment of the educator expectations and the CA English Learner Roadmap to meet the needs of California’s English Learner and Multilingual student population.
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha y Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas y Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, febrero de 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas y Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, febrero de 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, mayo de 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, mayo de 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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