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Developing International EFL/ESL Scholarly Writers / Donna Bain Butler.

By: Contributor(s): Material type: TextTextSeries: Studies in Second and Foreign Language Education [SSFLE] ; 7Publisher: Berlin ; Boston : De Gruyter Mouton, [2015]Copyright date: ©2015Description: 1 online resource (296 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781614513780
  • 9781501500855
  • 9781614512691
Subject(s): DDC classification:
  • 808/.042
LOC classification:
  • P301.5.A27 B88 2015
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Foreword -- Preface -- Acknowledgments -- Contents -- Part I: Combining Research with Instruction -- 1. Making a Difference in the Academic Writing of International Graduate Students -- 2. What We Know About Academic Writer Challenges and Differences -- 3. Determining What International Student Writers Know and Can Do -- Part II: Learner-User Research -- 4. Research Population Representativeness and Research Methods -- 5. Performance Enhancing Measures -- 6. Variables Influencing Strategic Competence -- Part III: Learner-User Perspectives -- 7. Profiles -- 8. Developing Learner-User Agency -- Part IV: Learner-User Centered Pedagogy -- 9. Connecting Learning with Teaching -- 10. Coda Chapter: Transformation in a Nutshell -- References -- Key Definitions -- Appendix -- Index
Summary: This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781614512691

Frontmatter -- Foreword -- Preface -- Acknowledgments -- Contents -- Part I: Combining Research with Instruction -- 1. Making a Difference in the Academic Writing of International Graduate Students -- 2. What We Know About Academic Writer Challenges and Differences -- 3. Determining What International Student Writers Know and Can Do -- Part II: Learner-User Research -- 4. Research Population Representativeness and Research Methods -- 5. Performance Enhancing Measures -- 6. Variables Influencing Strategic Competence -- Part III: Learner-User Perspectives -- 7. Profiles -- 8. Developing Learner-User Agency -- Part IV: Learner-User Centered Pedagogy -- 9. Connecting Learning with Teaching -- 10. Coda Chapter: Transformation in a Nutshell -- References -- Key Definitions -- Appendix -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)