Browsing by Author "De Luca, Rosemary"
Co-authors for Rosemary De Luca
Supervised by Rosemary De Luca
Showing up to 5 theses - most recently added to Research Commons first.
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Student agency in collaborative writing: A sociocognitive perspective
(The University of Waikato, 2020)There is a vast amount of literature on collaborative writing in second language teaching and learning, much of it inspired by Storch (2002 - 2015). Although the topic of collaborative writing has been researched extensively, ... -
Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university
(The University of Waikato, 2019)Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This qualitative case study aims to ... -
Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School
(University of Waikato, 2016)Recognised as an educationally desirable goal, the development of learner autonomy (LA) has been extensively implemented and researched in various settings. Many have advocated that the goal can be achieved in a conventional ... -
Bridging the mismatches between the lecturers’ and students’ beliefs about the value of written feedback on their assignments: A Private Malaysian University Case Study
(University of Waikato, 2015)This multi-method, qualitative study seeks to examine issues surrounding the purposes and roles of the written feedback provided by Malaysian lecturers in a private university on assessed student assignments written in ... -
An Integration of a Process Approach and Formative Assessment into the Development of Teaching and Learning of ESL Writing in a Malaysian University: A Sociocultural Perspective
(University of Waikato, 2014)A review of relevant literature indicates that assessment of students’ academic writing needs to include formative as well as summative feedback, especially when process approaches to the teaching of writing are adopted. ...