| Number of records : 706 | Result 621-630 of 706 for |
Result Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 Next
621. Windsor, A., & Park, S. S. (2014). Designing L2 reading to write tasks in online higher education contexts. Journal of English for Academic Purposes, 14, 95-105.
Location: Type of subjects/data: Students No. of subjects/data: 14 Instruments: Task/ activity, Essay, Interview Method of analysis: thematic analysis Other aspects: Research design: Level of detail: High
Keywords:
EAP; L2 reading to write; Knowledge acquisition; Knowledge creation; Socio-cultural practices; Learning design
622. Shaw, P., Kuteeva, M., & Okamura, A. (2014). Submission letters for academic publication: Disciplinary differences and promotional language. Journal of English for Academic Purposes, 14, 106-117.
Location: Type of subjects/data: academics No. of subjects/data: 29 Instruments: Interview, Document, Questionnaire Method of analysis: journal instructions for authors across 8 disciplines, researchers' perceptions of cover-letter, and submission letters of three scholars were analysed. Other aspects: Research design: Level of detail: Low
Keywords:
Research publication; Occluded genres; Biomedicine; Reviewing practices; Submission letter
623. Wood, D. C., & Appel, R. (2014). Multiword constructions in first year business and engineering university textbooks and EAP textbooks. Journal of English for Academic Purposes, 15, 1-13.
Location: Type of subjects/data: textbooks/ EAP books No. of subjects/data: 10/ 5 Instruments: Text/ textbook Method of analysis: - MWC in the textbook corpus were identified using WordSmith Tools at a frequency cutoff of 25/m words, and a minimum range of 2 textbooks
- their occurrences in EAP book corpus were investigatedOther aspects: Research design: Level of detail: High
Keywords:
English for academic purposes; Multiword constructions; Corpus research; First year textbooks
624. Neumann, H., & McDonough, K. (2014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14-26.
Location: Type of subjects/data: Students No. of subjects/data: 21 Instruments: Task/ activity, Written report/ paper, Questionnaire Method of analysis: - content in the transcripts of collaborative writing discussions and written notes from individual prewriting tasks were identified and classified as reflective, or non-reflective comments
- students' written texts were rated
- the amount of reflective comments and scores on written work by task type and topic were examinedOther aspects: paragraph evaluation grid Research design: Level of detail: Medium
Keywords:
Second language writing; Second language interaction; Collaboration; Group work; Prewriting tasks; Student preferences
625. Hobbs, V. (2014). Accounting for the great divide: Features of clarity in analytic philosophy journal articles. Journal of English for Academic Purposes, 15, 27-36.
Location: Type of subjects/data: Corpus of research articles, Professors of philosophy No. of subjects/data: 1 million words Instruments: Interview, Online discussion/email, (Research articles) Method of analysis: self-mention, average sentence length, standardized type/token ratio (STTR), and directives identified in Analytic and Continental philosophy journal articles were compared. Other aspects: Research design: Level of detail: Low
Keywords:
Philosophy; Corpus linguistics; Self-mention; Directives; Disciplinary discourse
626. Harrington, M., & Roche, T. (2014). Identifying academically at-risk students in an English-as-a-Lingua-Franca university setting. Journal of English for Academic Purposes, 15, 37-47.
Location: Type of subjects/data: students No. of subjects/data: 174 Instruments: Test Method of analysis: accuracy of three measures (academic writing, academic reading and recognition vocabulary) in classifying at-risk students was assessed with logit regression analyses and ROC curves Other aspects: Research design: Level of detail: Low
Keywords:
Vocabulary knowledge; Word recognition; At-risk students; Post-enrolment language assessment; Language testing; Writing
627. Schluer, J. (2014). Writing for publication in linguistics: Exploring niches of multilingual publishing among German linguists. Journal of English for Academic Purposes, 16, 1-13.
Location: Type of subjects/data: linguists No. of subjects/data: 16 Instruments: Interview Method of analysis: content analysis Other aspects: Research design: Level of detail: High
Keywords:
English for academic purposes (EAP); English for research publication purposes (ERPP); Linguistics; Multilingual publishing; Academic multilingualism
628. Basturkmen, H., & von Randow, J. (2014). Guiding the reader (or not) to re-create coherence: Observations on postgraduate student writing in an academic argumentative writing task. Journal of English for Academic Purposes, 16, 14-22.
Location: Type of subjects/data: students No. of subjects/data: 20 Instruments: Task/ activity Method of analysis: - writing samples were scored
- the writing samples were analysed using NVivo10: identification and classification of signals of text organization - cohesive device, identification of concessive relationsOther aspects: Research design: Level of detail: Medium
Keywords:
Argumentative writing; Coherence; Cohesion; Rhetorical relations; Concession
629. Gil-Salom, L., & Soler-Monreal, C. (2014). Writers' positioning in literature reviews in English and Spanish computing doctoral theses. Journal of English for Academic Purposes, 16, 23-39.
Location: Type of subjects/data: literature reviews of PhD theses No. of subjects/data: 20 Instruments: Method of analysis: functional analysis: move-strategy (step) model Other aspects: Research design: Level of detail: High
Keywords:
Research writing; PhD theses; Literature reviews; Evaluation; Rhetorical structure; Variation
630. O'Boyle, A. (2014). ‘You’and ‘I’ in university seminars and spoken learner discourse. Journal of English for Academic Purposes, 16, 40-56.
Location: Type of subjects/data: spoken corpora No. of subjects/data: 2 Instruments: Corpus Method of analysis: - spoken corpora were transcribed and formatted for use by WordSmith Tools (Scott, 2008)
- word frequency lists and 2-5 word I-clusters and U-clusters were generated
- patterns of the use of 'You' and 'I' were comparedOther aspects: Research design: Level of detail: Medium
Keywords:
Pronouns; You; I; Clusters; University classroom; Spoken academic learner discourse
| Result Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 Next |
School of Liberal Arts © 2006