Results 81 to 90 of about 18,665 (264)

Where the Brake Slips: A Feedback View of the Micro‐Drama Platform

Systems Research and Behavioral Science, EarlyView.
Johnny Chan
wiley   +1 more source

Designing Feedback and Assessment for GenAI‐Assisted Digital Multimodal Composition in L2

TESOL Quarterly, EarlyView.
Abstract The rapidly evolving use of GenAI leads to a crucial need for new approaches to instruction and assessment of language skills in DMC tasks. The study adopted a convergent mixed‐methods design within an 11‐week action research framework. The study was conducted with 12 Turkish tertiary‐level L2 learners based on a process‐genre pedagogy to ...
Sibel Söğüt, Ergün Cihat Çorbacı, Volker Hegelheimer   +2 more
wiley   +1 more source

Assessment of Digital Multimodal Composing: Toward Ethical and Responsible Use of Generative AI

TESOL Quarterly, EarlyView.
Abstract This Research Issues paper outlines the theoretical and practical foundations for assessing GenAI‐mediated DMC, with a particular focus on frameworks for ethical authorship, diverse assessment approaches and methods, and flexible quality criteria and rubrics.
Dong‐shin Shin, Youngjoo Yi, Tony Cimasko   +2 more
wiley   +1 more source

A Generic Structure Analysis of Arabic and English Response Letters to Complaints

RUDN Journal of Language Studies, Semiotics and Semantics
Our study aims to examine the generic structure of responses letters to complaints in Arabic and English. A corpus of 80 letters was collected from Algerian Arabic users, EFL learners as well as American and British native speakers of English.
Noureddine Derki
doaj   +1 more source

Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model

TESOL Quarterly, EarlyView.
Abstract Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation.
Danling Li, Kai Guo
wiley   +1 more source

Tracing the Change in the Status of a Language Teacher in University Governance through English Medium Instruction

TESOL Quarterly, EarlyView.
Abstract This article examines how a top‐down English medium instruction (EMI) decision changed a language teacher's status and participation in faculty governance in a graduate engineering school at a national university in Japan. Using a longitudinal single‐case design, the study follows one language teacher across the period from policy announcement
Ikuya Aizawa, Yuka Akiyama
wiley   +1 more source

A GENRE-FOCUSED ANALYSIS OF SCIENTIFIC ABSTRACTS IN THE FIELD OF VETERINARY MEDICINE

Studia Universitatis Babeş-Bolyai. Philologia
A Genre-Focused Analysis of Scientific Abstracts in the Field of Veterinary Medicine. This paper explores genre analysis and its reflection on the discourse surrounding ESP texts while identifying prevalent rhetorical structures in scientific abstracts.
Simona Catrinel AVARVAREI
doaj   +1 more source

Genre analysis today

Revue belge de philologie et d'histoire, 1997
L'A. met l'accent sur l'importance de la dimension institutionnelle dans la construction et l'interpretation des genres. Il s'attache a demontrer quelques-unes des strategies communicatives que mettent en oeuvre differents discours : sortant du champ strictement litteraire, il envisage tour a tour le discours promotionnel (publicite, offres d'emploi ...
openaire   +2 more sources

“Heroes Like Me”—Envisioning Possibilities for Enacting Culturally Inclusive Digital Multimodal Literacies

TESOL Quarterly, EarlyView.
Abstract In fostering asset‐based literacy and language teaching in classroom and digital spaces, this study draws on OmoBerry, an educational YouTube channel, to demonstrate how educators can enact culturally inclusive digital multimodal language and literacy instructions with African immigrant youth.
Akinkunmi Oseni, Vaughn W. M. Watson
wiley   +1 more source

GenAI‐Assisted Digital Multimodal Composing in TESOL Teacher Education

TESOL Quarterly, EarlyView.
Abstract This study explored how pre‐service TESOL teachers integrated GenAI tools into a Digital Multimodal Composing (DMC) project, composing a website, at a Hong Kong university. Specifically, it explored their decision‐making and cognitive engagement in the DMC process when they had autonomy in the use of GenAI tools.
Benjamin Luke Moorhouse, Christoph A. Hafner, Tsz Ying Ho   +2 more
wiley   +1 more source