"Escribir para aprender o Aprender a escribir’": una revisión crítica de las prácticas de enseñanza English as a Foreign Language (EFL) en escritura en universidades sauídes
DOI:
https://doi.org/10.7203/realia.24.15867Palabras clave:
escritura, EFL, estudiante saudí, prácticasde aprendizaje, L2
Resumen
Desarrollar el dominio de la escritura en inglés siempre ha sido un desafío para el alumnado de nivel 2 en general y para el alumnado saudí en particular. A pesar de la presencia generalizada de departamentos de inglés en universidades saudíes desde la década pasada, los resultados y logros son desalentadores. Este artículo investiga de cerca esta situación, tratando de encontrar los aspectos que pueden explicar esta debilidad. Para ello se revisan los más importantes estudios empíricos y teóricos relacionados con el contexto saudí. Este trabajo presenta una panorámica general sobre cómo las habilidades de escritura en inglés han evolucionado en Arabia Saudita en el pasado reciente, y detalla los desafíos que enfrentan no solo el alumnado saudita de nivel 2 sino también los profesionales involucrados en la enseñanza del idioma inglés en este país. Además, se ofrece una visión de las principales innovaciones pedagógicas llevadas a cabo en este terreno y se sugiere un camino de desarrollo futuro.
Descargas
Biografía del autor/a
Sahal Alshammari
Citas
Al-Asmari, A. (2013). Practices and Prospects of Learner Autonomy: Teachers’ Perceptions. English Language Teaching, 6, 1–10. https://doi.org/10.5539/elt.v6n3p1
Alhaisoni, E. (2012). The effect of writing proficiency onwriting planning strategy use: A case study of Saudi learners of English. International Journal of Linguistics, 4(3), 78–100.
Alhammad, T. (2010, 02 12). The Education Dilemma in Saudi Arabia. Retrieved from https://www.thecrimson.com/article/2010/2/12/saudi-education-students-school/
Alhareth, A., Dighrir, Y. A., & ., I. (2014). The assessment process of pupils’ learning in Saudi education system: a literature review. American Journal of Educational Research, 2(10), 883–891.
Al-Hattab, A. A. M. (2006). Self-esteem and writing achievement of Saudi EFL students in secondary schools (Unpublished doctoral dissertation). Taibah University, Saudi Arabia.
Al-Johani, H. M. (2009). Finding a way forward : the impact of teachers’ strategies, beliefs and knowledge on teaching English as a foreign language in Saudi Arabia (Doctoral dissertation, University of Strathclyde, Glasgow, Scotland, UK). Retrieved from http://oleg.lib.strath.ac.uk/R/?func=dbin-jump-full&object_id=11539
Aljumah, F. (2012). Saudi learner perceptions and attitudes towards the use of blogs in teaching English writing Course for EFL Majors at Qassim University. English Language Teaching, 5(1), 100–116. https://doi.org/10.5539/elt.v5n1p100
Alkaff, A. (2013). Students’ attitudes and perceptions towards learning English. Arab World English Journal, 4(2), 239–250. Retrieved from https://pdfs.semanticscholar.org/26a2/e742be3c8d348e6d4ddee63ad9d7a12af0f1.pdf
Al-Khairy, M. H. (2013). English as a foreign language learning de-motivational factors as perceived by Saudi undergraduates. European Scientific Journal, 9(32), 1857–7881.
Alkhatib, N. I. M. (2015). Written corrective feedback at a Saudi University: English language teachers’ beliefs, students’ preferences, and teachers’ practices (Doctoral dissertation, University of Essex). Retrieved from https://pdfs.semanticscholar.org/665a/469d13408a617f024522902eeecabe211e80.pdf? _ga=2.159787325.1046011234.1586264733-1092603067.1572904032
Alkhatnai, M. (2011). Learning styles of EFL Saudi college-level students in online and traditional educational environments (Doctoral dissertation, Indiana University of Pennsylvania). Retrieved from ncys.ksu.edu.sa/sites/ncys.ksu.edu.sa/files/Language18.pdf
Alkubaidi, M. A. (2014). The Relationship between Saudi English Major University Students’ Writing Performance and Their Learning Style and Strategy Use. English Language Teaching, 7, 83–95. https://doi.org/10.5539/elt.v7n4p83
Almalki, M. M. (2014). Teacher perception of a New English as a Foreign Language (EFL) curriculum in Saudi Arabia (Master’s thesis, State University of New York, Fredonia, NY). Retrieved from http://hdl.handle.net/1951/65435
Almuhailib, B. (2016). Professors’ and students’ perceptions towards English writing challenges at Qassim University of Saudi Arabia (Master’s thesis, State University of New York, Fredonia, NY). Retrieved from http://hdl.handle.net/1951/69340
Almutairi, N. H. (2008). The Influence of Educational and Sociocultural Factors on the Learning Styles and Strategies of Female Students in Saudi Arabia (Doctoral dissertation, Leicester University, Leicester, UK). Retrieved from https://lra.le.ac.uk/bitstream/2381/10217/1/2007almutairinhsphd.pdf
Alnefaie, S. K., & Gritter, K. (2016). Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalised status. Cogent Education, 3(1).
Alnofal, A. I. (2003). Arabic First Language Writing and English Second Language Writing Processes: a Comparative Study (Unpublished doctoral dissertation). University of Kansas.
Al-Otaibi, G. (2004). Language learning strategy use among Saudi EFL students and its relationship to language proficiency level, gender and motivation (Doctoral dissertation, Indiana University of Pennsylvania, United States – Pennsylvania). Retrieved from https://search.proquest.com/docview/305099041?pq-origsite=gscholar
Alrabai, F. (2007). The role of intrinsic motivation in learning English as a foreign language by Saudi EFL learners (Unpublished doctoral dissertation). University of Newcastle, Australia.
Alrabai, F. (2014a). A model of foreign language anxiety in the Saudi EFL context. English Language Teaching, 7(7), 82–101. http://dx.doi.org/10.5539/elt.v7n7p82
Alrabai, F. (2014b). Motivational practices in English as a foreign language classes in Saudi Arabia: Teachers beliefs and learners perceptions Fakieh Alrabai. Arab World English Journal, 5(1), 224–246.
Alrabai, F. (2017a). Exploring the Unknown: The Autonomy of Saudi EFL Learners. English Language Teaching, 222–233. https://doi.org/10.5539/elt.v10n5p222
Alrabai, F. (2017b). From teacher dependency to learner independence: a study of Saudi learners’ readiness for autonomous learning of English as a foreign language, Learning and Teaching in Higher Education: Gulf Perspectives. Gulf Perspectives, 14(1), 1–28. http://doi.org/10.18538/lthe.v14.n1.262
Alrabai, F. (2017c). Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language. English Linguistics Research, 6(4), 1–12. https://doi.org/10.5430/elr.v6n4p1
Alrabai, F., & Moskovsky, C. (2016). The Relationship between Learners’ Affective Variables and Second Language Achievement. Arab World English Journal, 7(2), 77–103. http://dx.doi.org/10.2139/ssrn.2814796
Alrashidi, O., & Phan, H. (2015). Education context and English teaching and learning in the Kingdom of Saudi Arabia: an overview. English Language Teaching, 8(5), 33–44. http://dx.doi.org/10.5539/elt.v8n5p33
Al-Rubaye, M. H. K. (2015). Meta-discourse in the academic writing of EFL and ESL Arabic-speaking Iraqi graduate students (Master’s thesis, Missouri State University, MSU Graduate Theses. 17). Retrieved from https://bearworks.missouristate.edu/theses/17
Al-Saraj, T. M. (2014). Foreign language anxiety in female Arabs learning English: Case studies. Innovation in Language Learning and Teaching, 8(3), 257–278. https://doi.org/10.1080/17501229.2013.837911
Al-Seghayer, K. (2005). Teaching English in Saudi Arabia: Slowly but steadily Changing. In G. Braine (Ed.), Teaching English to the World: History, Curriculum, and Practice (pp. 125–134).
Al-Seghayer, K. (2014). The four most common constraints affecting English teaching in Saudi Arabia. International Journal of English Linguistics, 4(5), 17–26. http://dx.doi.org/10.5539/ijel.v4n5p17
Alshahrani, A., & Storch, N. (2014). Investigating teachers’ written corrective feedback practices in a SaudiEFL context: How do they align with their beliefs, institutional guidelines, and students’ preferences? Australian Review of Applied Linguistics, 37(2), 101–122. https://doi.org/10.1075/aral.37.2.02als
Alshammari, S. R. (2016). Improving Saudi English learners’ second-language acquisition in argumentative writing through self-regulated strategy development (Doctoral dissertation, University of Kansas, Kansas, USA). Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/21995/ Alshammari_ku_0099D_14579_DATA_1.pdf?sequence=1&isAllowed=y
Alshammari, S. R. (2017). Data Driven Learning and teaching of prepositions in ESL: A study of Arab learners. International Journal of Educational Research and Innovation (IJERI), 12, 153–168. Retrieved from https://www.upo.es/revistas/index.php/IJERI/article/view/3809
Alshammari, S. R. (2018a). The effectiveness of STOP and DARE in planning and drafting argumentative writing: A case of Saudi College Level Students The effectiveness of STOP and DARE in planning and drafting. Arab World English Journal (AWEJ), 9(1), 350–364. http://dx.doi.org/10.2139/ssrn.3151123
Alshammari, S. R. (2018b). Experiential study in learning English writing: An inquiry into Saudi learners’ concerns. International Journal of English Linguistics, 8(4), 181–191. https://doi.org/10.5539/ijel.v8n4p181
Al-Subahi, A. (1991). Teaching English in the Gulf (Saudi Arabia), Dar Al Funoon Printing Pressa. Jeddah.
Al-Zarah, L. N. (2008). An investigative study of the female initial teacher preparation program in Saudi Arabia in an Islamic context: Perception of the key participants (Doctoral dissertation, Durham University). Retrieved from http://etheses.dur.ac.uk/1893/
Applebee, A. N., & Langer, J. A. (2009). What is happening to the teaching of writing? English Journal, 98(5), 18–28. Retrieved from https://www.jstor.org/stable/40503291
Bacha, N. N. (2002). Developing learners’ academic writing skills in higher education: A study for educational reform. Language and Education, 16(3), 161–177. https://doi.org/10.1080/09500780208666826
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. https://doi.org/10.1093/elt/54.2.153
Bailey, K. M. (n.d.). ELT advantage: Content-based instruction (a distance learning course). Boston, MA: Heinle & Heinle.
Bakry, M. S., & Alsamadani, H. A. (2015). Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development. Procedia - Social and Behavioral Sciences, 182, 89–97. https://doi.org/10.1016/j.sbspro.2015.04.742
Barnawi, O. Z., & Al-Hawsawi, S. (2017). English education policy in Saudi Arabia: English Language Education Policy in the Kingdom of Saudi Arabia: Current trends, issues and challenges. English Language Education Policy in the Middle East and North Africa, 13, 199–222. https://doi.org/10.1007/978-3-319-46778-8_12
Berlin, L. M. (2007). Contextualizing College ESL Classroom Praxis. In and others (Ed.), (Vol. 29). Mahwah, NJ: Lawrence Erlbaum Associates.
Beuningen, C. G. V., Jong, N. H. D., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1–41. https://doi.org/10.1111/j.1467-9922.2011.00674.x
Bosede, S. S., Helen, B., & Oluwakemi, O. (2015). English language prepositions: An Albatross for English Language learners In Nigeria. International Journal of English and Literature, 6(6), 103–108. https://doi.org/10.5897/IJEL2015.0783
Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The Development of Writing Abilities (11-18). London: Macmillan Education.
Brookes, A., & Grundy, P. (1990). Writing for Study Purposes: A Teacher’s Guide to Developing Individual Writing Skills. Cambridge: Cambridge University Press.
Camp, W. G. (2001). Formulating and Evaluating Theoretical Frameworks for Career and Technical Education Research. Journal of Vocational Education Research, 26(1), 4–25. Retrieved from https://scholar.lib.vt.edu/ejournals/JVER/v26n1/camp.html
Cheung, Y. L. (2018). The effects of writing instructors’ motivational strategies on student motivation. Australian Journal of Teacher Education, 43(3), 55–73. Retrieved from https://files.eric.ed.gov/fulltext/EJ1174216.pdf
Dewey, J. (1938). Experience and Education. New York: Macmillan Company.
Education First-English Proficiency Index (EF-EPI) . (2018). Report. Retrieved from https://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v8/ef-epi-2018-english.pdf
Education First-English Proficiency Index (EF-EPI). (2019). Report. Retrieved from https://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf
Elyas, T. (2008). The attitude and the impact of the American English as a global language within the Saudi education system. Novitas-ROYAL. Research on Youth and Language, 2(1), 28–48. Retrieved from http://www.novitasroyal.org/elyas.pdf
Elyas, T., & Picard, M. (2010). Saudi Arabian educational history: Impacts on English language teaching. Business and Society: Contemporary Middle Eastern Issues, 3(2), 136–145. https://doi.org/10.1108/17537981011047961
Ezza, E. S. (2010). Arab EFL Learners’ Writing Dilemma at Tertiary Level. English Language Teaching, 3(4), 33–39. https://doi.org/10.5539/elt.v3n4p33
Farahani, M. (2014). From spoon feeding to self-feeding: are Iranian EFL learners ready to take charge of their own learning? Electronic Journal of Foreign Language Teaching, 11(1), 98–115. Retrieved from https://e-flt.nus.edu.sg/v11n12014/farahani.pdf
Fareh, S. (2010). Challenges of teaching English in the Arab world: why can’t EFL programs deliver as expected? Procedia-Social and Behavioral Sciences, 2(2), 3600–3604. https://doi.org/10.1016/j.sbspro.2010.03.559
Fareh, S. (2014). Macrolinguistic Errors in Arab EFL Learners’ Essays. Procedia - Social and Behavioral Sciences, 141, 923–933. https://doi.org/10.1016/j.sbspro.2014.05.161
Ferris, D. R. (1997). The Influence of Teacher Commentary on Student Revision. TESOL Quarterly, 31(2), 315–315. https://doi.org/10.2307/3588049
Ferris, D. R., Pezone, S., Tade, C. R., & Tinti, S. (1997). Teacher Commentary on Student Writing: Descriptions & Implications. Journal of Second Language Writing, 6(2), 155–182. https://doi.org/10.1016/S1060-3743(97)90032-1
Flower, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale, IL: Southern Illinois University Press.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Freire, P. (1970). Pedagogy of the oppressed. London: Bloomsbury Publishing PLC.
Gardner, R. C. (1985a). Hodder Arnold.
Gardner, R. C. (1985b). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C., & Macintyre, P. D. (1991). An instrumental motivation in language study: Who says it isn’t effective? . Studies in Second Language Acquisition, 13(1), 57–72. https://doi.org/10.1017/S0272263100009724
Gherwash, G. (2015). From text to context: literacy practices of native speakers of Arabic in Arabic and English (Doctoral dissertation, Purdue University, Open Access Dissertations. 653). Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/653
Grami, G. M. A. (2005). The effect of teachers? Written feedback on ESL students? Perception: a study in a Saudi ESL university-level context. Annual Review of Education, Communication and Language Sciences. Annual Review of Education, Communication and Language Sciences, 2. Retrieved from https://www.kau.edu.sa/files/0005407/researches/57365_27606.pdf
Grami, G. M. A. (2010). The Effects of Integrating Peer Feedback into University-Level ESL Writing Curriculum: A Comparative Study in a Saudi Context (Master’s thesis, Newcastle University). Retrieved from https://www.kau.edu.sa/files/0005407/researches/57369_27610.pdf
Grami, G. M. A. (2012). Online Collaborative Writing for ESL Learners Using Blogs and Feedback Checklists. English Language Teaching, 5(10), 43–48. https://doi.org/10.5539/elt.v5n10p43
Guilloteaux, M. J., & Dőrnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77.
Haddad, M. T. (2018). The impact of L1 transfer on the interaction of EFL students with English prepositions. International Forum of Teaching and Studies, 14(2), 20–26. Retrieved from https://pdfs.semanticscholar.org/66e3/b5f1930f2f6604824450ac8fcf7380c4bf62.pdf
Halliday, M. A. K., & Martin, J. R. (1993). Writing Science: Literacy and Discursive Power. London / Washington, D.C.: The Falmer Press.
Hamouda, A. (2011). A study of students and teachers’ preferences and attitudes towards correction of classroom written errors in Saudi EFL context. English Language Teaching, 4(3), 128–141. https://doi.org/10.5539/elt.v4n3p128
Homstad, T., & Thorson, H. (1994). Writing Theory and Practice in the Second Language Classroom: A Selected Annotated Bibliography (Vol. 8). Retrieved from http://writing.umn.edu/isw/assets/pdf/publications/Homstad_Thorson94.pdf
Hussein, A., & Mohammad, M. (2011). Negative L1 impact on L2 writing. International Journal of Humanities and Social Science, 1(18), 184–195. Retrieved from http://www.ijhssnet.com/view.php?u=http://www.ijhssnet.com/journals/Vol_1_No_18_Special_Issue/22.pdf
Ismail, S. (2010). Arabic and English persuasive writing of Arabs from a contrastive rhetoric perspective (Doctoral dissertation, Indiana University of Pennsylvania). Retrieved from https://knowledge.library.iup.edu/etd/632
Javid, C., Farooq, M., & Gulzar, M. (2012). Saudi English-major undergraduates and English teachers’ perceptions regarding effective ELT in the KSA: A comparative study.European Journal of Scientific Research, 85(1), 55–70.
Javid, C. Z., & Umer, M. (2014). Proceeding of the Global Summit on Education GSE 2014 . In and others (Ed.), Global Summit on Education GSE 2014, March, 4-5, Kuala Lumpur, Malaysia (pp. 4–5). Retrieved from http://ir.uv.es/t97FAfA
Kaplan, R. (1966). Cultural thought patterns in inter-cultural education. Language Learning. A Journal of Research in Language Studies, 16(1-2), 1–20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
Kennedy, M. L. (1998). Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies. Westport, USA: Greenwood press.
Khan, I. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248–1257. Retrieved from https://ssrn.com/abstract=2857304
Kharma, N., & Hajjahj, A. (1997). Errors in English among Arabic speakers: Analysis and remedy. Lebanon: York Press.
Khuwaileh, A. A., & Shoumali, A. A. (2000). Writing errors: A study of the writing ability of arab learners of academic English and Arabic at university. Language, Culture and Curriculum, 13(2), 174–183. https://doi.org/10.1080/07908310008666597
Knoch, U., Rouhshad, A., Oon, S. P., & Storch, N. (2015). What happens to ESL students’ writing after three years of study at an English medium university. Journal of Second Language Writing, 28, 39–52. https://doi.org/10.1016/j.jslw.2015.02.005
Knoch, U., Rouhshad, A., & Storch, N. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing, 21, 1–17. https://doi.org/10.1016/j.asw.2014.01.001
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003
Lado, R. (1957). Linguistics across Cultures: Applied Linguistics and Language Teachers. Ann Arbor: University of Michigan Press.
Liu, W. C., Wang, J. C. K., & Ryan, R. M. (2016). Building Autonomous Learners: Perspectives from Research and Practice using Self-Determination Theory. Singapore: Springer. Retrieved from https://doi.org/10.1007/978-981-287-630-0
Mahboob, A., & Elyas, T. (2014). English in the Kingdom of Saudi Arabia. World Englishes, 33(1), 128–142. https://doi.org/10.1111/weng.12073
Mcmullen, M. G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? . System, 37(3), 418–433. https://doi.org/10.1016/j.system.2009.05.001
Moffett, J. (1968). Teaching the Universe of Discourse. Boston: Houghton Mifflin.
Mohammad, T., & Hazarika, Z. (2016). Difficulties of learning EFL in KSA: Writing skills in context. International Journal of English Linguistics, 6(3), 105–117. https://doi.org/10.5539/ijel.v6n3p105
Mu, C. (2005, May 30-Jun 1). A Taxonomy of ESL Writing Strategies. Redesigning Pedagogy: Research, Policy, Practice, Singapore (pp. 1–10). Retrieved from https://eprints.qut.edu.au/secure/64/1/congjun-mu_paper.doc
Naheed, U. (2011). Problems of Multi-ability Academic English Writing Classes in Arab Countries. English Journal, 2(2), 230–242. Retrieved from https://awej.org/images/AllIssues/Volume2/Volume2Number2April2011/9.pdf
Ostler, E. S. (1987). English in parallels: A comparison of English and Arabic prose. In U. Connor, R. B. Kaplan, et al. (Eds.), Writing Across Languages: Analysis of L2 text (pp. 169–185). Reading, Massachussets: Addison-Westley.
Programme for International Student Assessment (PISA). (2015). Report. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf
Rajab, H. (2013). Developing speaking and writing skills of L1 Arabic EFL learners through teaching of IPA phonetic codes. Theory and Practice in Language Studies, 3(4), 653–659. https://doi.org/10.4304/tpls.3.4.653-659
Schmitt, N. (Ed.). (2010). An introduction to Applied Linguistics (Second Edition). London:Hodder & Stoughton Ltd.
Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379–392. https://doi.org/10.1080/01434632.1986.9994254
Shukri, N. A. (2014). Second language writing and culture: Issues, challenges from the Saudi learners’ perspective. Arab World English Journal, 5(3), 190–207. Retrieved from https://www.awej.org/images/AllIssues/Volume5/Volume5number3September/15.pdf
Silva, T. (1990). Second language composition instruction: developments, issues, and directions in ESL. In B. Kroll (Ed.), Second Language Writing (Cambridge Applied Linguistics). Research Insights for the Classroom (pp. 11–23). Cambridge University Press. https://doi.org/10.1017/CBO9781139524551.005
Silva, T. (1993). Toward an Understanding of the Distinct Nature of L2 Writing: The ESL Research and Its Implications. TESOL Quarterly, 24(4), 657–667. https://doi.org/10.2307/3587400
Sternberg, R. J. (2017). Intelligence and competence in theory and practice. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 9–24). The Guilford Press.
Storch, N., & Hill, K. (2008). What happens to international students’ English after one semester at university? Australian Review of Applied Linguistics, 31(3), 1–17. https://doi.org/10.2104/aral0804
Strickland, O. L. (2001). An instrument’s conceptual base: It’s link to theory. Journal of Nursing Measurement, 9(1), 3–4. https://doi.org/10.1891/1061-3749.9.1.3
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Truscott, J. (1996). The Case Against Grammar Correction in L2 Writing Classes. Language Learning. A Journal of Research in Language Studies, 46, 327–369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Waninge, F., Dörnyei, Z., & Bot, K. (2014). Motivational Dynamics in Language Learning: Change, Stability, and Context. The Modern Language Journal, 98(3), 704–723. https://doi.org/10.1111/modl.12118
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12(1), 1–23. Retrieved from http://aabri.com/manuscripts/11834.pdf
Wiseman, A. W. (2010). The use of evidence for educational policymaking: Global contexts and international trends. Review of Research in Education, 34(1), 1–24. https://doi.org/10.3102/0091732X09350472
Zaid, M. (1993). Comprehensive analysis of the current system of teaching English as a foreign language in the Saudi Arabian intermediate schools (Unpublished doctoral dissertation). University of Colorado, USA.
Publicado
Cómo citar
-
Resumen2498
-
PDF 1104
-
EPUB 81
-
HTML 199
-
XML 345
Número
Sección
Licencia
Los artículos publicados en esta revista están sujetos a los siguientes términos:
1. La Universitat de València es la editora de Research in Education and Learning Innovation Archives (REALIA) y conserva los derechos patrimoniales (copyright) de lo publicado en la revista, si bien permite y propicia la reutilización de las mismas bajo una licencia copyleft.
2. Los textos publicados en esta revista están –si no se indica lo contrario– bajo una licencia Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0).
La revista anima a sus autores a difundir y dar mayor visibilidad a las investigaciones que publique en Research in Education and Learning Innovation Archives (REALIA) por lo que le informa de que al publicar con nosotros:
- El autor conserva los derechos de autor aunque cede a la revista el derecho de la primera publicación
- El trabajo se publica con una licencia Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0).
- Auto-archivo: Se autoriza y recomienda a los autores difundir su trabajo en Internet en repositorios institucionales, y otras páginas personales o institucionales, para favorecer su visibilidad y citación, siempre indicando claramente que el trabajo se publicó por primera vez en esta revista
Artículos similares
Enviar un artículo
Idioma
Información
Palabras clave
