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Affordances of online technologies for academic writing instruction in a foreign language : an exploration in individual and collaborative settings Universiteit Gent
Learning to think and write together: collaborative synthesis writing supported by a script and a video-based model Universiteit Gent
'Drie hoofden onder één hoodie': de meerwaarde van online groepswerk om syntheses te leren schrijven Universiteit Gent
Affordances of web 2.0 technologies for collaborative advanced writing in a foreign language Universiteit Gent
Can online collaboration yield a positive effect on academic writing in a foreign language? If so, what exactly is the value, compared to individual writing, and (how) does it translate to better output? These are the central questions addressed in this paper. Second language (L2) writing research has long highlighted the benefits of collaboration in terms of both L2 learning and text quality. Most recently, the positive effect of co-ownership ...
Web 1.0 und 2.0 im Schreibfertigkeitsunterricht: zwei Unterrichtsvorhaben mit fortgeschrittenen DaF-Lernern Universiteit Gent
Exploring the potential of dialogical and trialogical systems in language learning: Web 1.0 and Web 2.0 applications in FL writing proficiency courses Universiteit Gent
The socio-constructivist approach has made a significant contribution to computer assisted language learning through its focus on peer collaboration and negotiation of meaning. The present paper shows how these insights can be applied to foster advanced foreign language (FL) writing skills. Based on our experience with FL writing proficiency courses in Flemish higher education, we discuss two practical applications of virtual learning ...
Summary writing from aural input: (how) can an online learning module help to foster students' skills for this complex task? Universiteit Gent
The experimental case study presented here explores the use of CALL (Computer-Assisted Language Learning) for the complex task U+201Cwriting a summary from aural inputU+201D. This is a common task in Applied Language Studies bachelor programmes that combines several language and cognitive skills and is therefore likely to cause cognitive overload. The aim is to find out to what extent students can be supported in the management of this overload ...
Blended learning im universitären Fachsprachenunterricht: eine Fallstudie im Fach Wirtschaftsdeutsch an der Universität Gent Universiteit Gent
Bietet Blended Learning, hier: die Kombination von Präsenzunterricht mit individuellem Online-Lernen, im universitären Fachsprachenunterricht einen Mehrwert gegenüber dem reinen Präsenzunterricht? Wenn ja, worin liegt dieser Mehrwert konkret und welche Bedingungen müssen dafür erfüllt sein? Wie erfahren die Studenten einen derartig zweigeteilten Lernweg, wo liegen ihrer Ansicht nach Schwächen und Stärken? Dies sind die zentralen Fragestellungen ...