Reading and writing

28 Items

Covers teaching, learning, acquisition and other aspects related to this topic.

All Items

  • Presentation

    Luanda Sito
    |Abstract
    = 51 veces | PDF (ESPAÑOL (ESPAÑA))
    = 60 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 5 veces|
    DOI: https://doi.org/10.17533/udea.ikala.361026

  • Constructing Specialized Definitions: An Assessment of Intracategorial Terminological Knowledge within Disciplinary Integration in an Industrial Engineering Program

    Paula Morgado Fernández
    |Abstract
    = 144 veces | PDF (ESPAÑOL (ESPAÑA))
    = 87 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 7 veces|
    DOI: https://doi.org/10.17533/udea.ikala.355423

  • ChatGPT as a Tool to Improve Written Expression in English as a Foreign Language

    Alicia Ricart
    1-16
    |Abstract
    = 1610 veces | PDF (ESPAÑOL (ESPAÑA))
    = 1028 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 34 veces|
    DOI: https://doi.org/10.17533/udea.ikala.354584

  • TikTok/Flipgrid for Foreign Language Learning in Higher Education: A Case Study

    Carmen Pérez-Sabater, Enrique Cerezo-Herrero, Inmaculada Barbasán Ortuño
    1-19
    |Abstract
    = 789 veces | PDF
    = 499 veces| | EPUB
    = 26 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353501

  • Presentation

    Doris Correa
    288-289
    |Abstract
    = 218 veces | PDF (ESPAÑOL (ESPAÑA))
    = 107 veces| | PDF
    = 57 veces|
    DOI: https://doi.org/10.17533/udea.ikala.349652

  • Academic Writing in Higher Education Programs in Ecuador: Representations Among Students

    Mari Mar Boillos, Ángel Freddy Rodríguez Torres
    312-331
    |Abstract
    = 1320 veces | VISOR (ESPAÑOL (ESPAÑA))
    = 44 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 662 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 56 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a02

  • Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis

    Wilder Yesid Escobar-Almeciga, Dr. Janina Brutt-Griffler
    84-104
    |Abstract
    = 1838 veces | HTML
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 700 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a05

  • Reading in Distracting Settings: The Role of Inhibition and Setting Goals in the Comprehension of Digital Academic Texts

    Pamela Ramírez-Peña, Claudia Paz Pérez-Salas, Bernardo Riffo-Ocares, Raquel Cerdán Otero
    66-83
    |Abstract
    = 841 veces | HTML (ESPAÑOL (ESPAÑA))
    = 58 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 13 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 466 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a04

  • Face-to-Face and Virtual Academic Writing Tutoring Sessions: What Can Be Learnt from their Didactic Strategies?

    Juan Antonio Núñez Cortés, María Constanza Errázuriz, Adrián Neubauer Esteban, Claudia Parada
    643-660
    |Abstract
    = 1170 veces | PDF
    = 747 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a10

  • Reading in Print and Digital Formats: A Study with Young University Students in Spain

    María Elche, Santiago Yubero, Elisa Larrañaga
    269-281
    |Abstract
    = 859 veces | PDF (ESPAÑOL (ESPAÑA))
    = 823 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 97 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 21 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n2a01

  • Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam

    Orlando Vian Junior, Fabiane Dalben de Faria
    61-76
    |Abstract
    = 694 veces | PDF
    = 505 veces| | HTML
    = 33 veces| | VISOR
    = 8 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a08

  • Textual Metafunction: A Basis for Academic Literacy in Constitutional Law

    Ilene Rojas García
    167-182
    |Abstract
    = 542 veces | PDF (ESPAÑOL (ESPAÑA))
    = 476 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 18 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 18 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a01

  • Fostering Written Production of Review Texts among EFL University Students Through a Genre-Based Approach

    Diana Carolina Durán
    117-138
    |Abstract
    = 1031 veces | PDF
    = 582 veces| | HTML
    = 16 veces| | VISOR
    = 5 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n02a10

  • Incidence of Multimodality and Genre-based Pedagogy on Second Grade Students’ Writing of Descriptive Reports

    Carmen Luz Maturana Araneda, Bárbara Gálvez Fredes
    19-39
    |Abstract
    = 813 veces | PDF (ESPAÑOL (ESPAÑA))
    = 952 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 53 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 94 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a04

  • Teaching Writing in Higher Education: A Pedagogical Experience with the ‘Flow Chart Description’ Macro-Genre

    Cecilia Serpa
    77-96
    |Abstract
    = 888 veces | PDF (ESPAÑOL (ESPAÑA))
    = 616 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 42 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 7 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a02

  • SFL in Solomon Islands: A Framework for Improving Literacy Practices in Primary School

    Marie Quinn
    207-223
    |Abstract
    = 876 veces | PDF
    = 408 veces| | HTML
    = 37 veces| | VISOR
    = 22 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a05

  • Comprehension of Written Texts: Reconceptualizing 21st century challenges

    Giovanni Parodi Sweis, Tomás Moreno-de-León, Cristobal Julio
    775-795
    |Abstract
    = 1886 veces | PDF (ESPAÑOL (ESPAÑA))
    = 980 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n03a10

  • Using Reading Alouds in Early Childhood Teacher Preparation Programs at University of Cádiz

    Ester Trigo-Ibanez, Paula Rivera-Jurado, Susana Sánchez-Rodríguez
    605-624
    |Abstract
    = 1224 veces | PDF (ESPAÑOL (ESPAÑA))
    = 767 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n03a07

  • Academic Writing: Perceptions of Students of Human Sciences and Engineering Sciences at a Chilean University

    Ana Enriqueta Vine-Jara
    475-491
    |Abstract
    = 1223 veces | PDF (ESPAÑOL (ESPAÑA))
    = 834 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 133 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a02

  • An Analytical View of Writing in Graduate School: A Review of Documented Practices in Latin America

    Pilar Mirely Chois-Lenis, Héctor Iván Guerrero-Jiménez, Rocío Brambila-Limón
    535-556
    |Abstract
    = 556 veces | PDF (ESPAÑOL (ESPAÑA))
    = 545 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 109 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a09

  • Collaborative Writing of Argumentative Essays in an EFL Blended Course: Chilean Pre-Service Teachers’ Perceptions and Self-Assessment

    Lucía Ubilla-Rosales, Lilian Gómez-Álvarez, Katia Sáez-Carrillo, Paulo Etchegaray-Pezo
    307-327
    |Abstract
    = 1318 veces | PDF
    = 466 veces| | HTML
    = 123 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a10

  • Self-Efficacy for the Learning of Academic Writing in ESL Mediated by WebQuest-Wiki in a Group of Pre-Service Language Teachers in Mexico

    Kalinka Velasco-Zárate, José Manuel Meza-Cano
    289-305
    |Abstract
    = 871 veces | PDF (ESPAÑOL (ESPAÑA))
    = 492 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 20 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a07

  • Academic Journals as a Pedagogic Strategy to Develop Generic and Specific Skills Among Foreign Language Pre-Service Teachers

    Martha Cecilia García-Chamorro, Monica Tatiana Rolong-Gamboa, Liseth María Villar-Guerra
    329-351
    |Abstract
    = 681 veces | PDF (ESPAÑOL (ESPAÑA))
    = 387 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 56 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a14

  • Effects of Collaborative and Non-Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

    Azadeh Rajaei, Seyed Hassan Talebi, Shirin Abadikhah
    55-73
    |Abstract
    = 1562 veces | HTML
    = 0 veces| | PDF
    = 770 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n01a05

  • Analysing Textual Data As a Methodology to Approach Argumentation: A Research Work Among Undergraduate Students from Chilean Universities

    Nadia Peralta, Mariano Castellaro, Cristián Santibanez
    209-227
    |Abstract
    = 949 veces | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 582 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n01a02

  • Force in the Construction of the Theoretical Framework in Scientific Papers: A Systemic-Functional Linguistics Approach

    Norma Patricia Barletta, Diana Chamorro, Jorge Mizuno
    75-91
    |Abstract
    = 1757 veces | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 931 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n01a14

  • Lexical Skills in the Formal and Informal Writing of Students of Spanish as a Second Language and as a Heritage Language: A Comparative Study

    Rosalva Alamillo
    503-519
    |Abstract
    = 1010 veces | PDF (ESPAÑOL (ESPAÑA))
    = 429 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 252 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a12

  • Practices among French-as-a-foreign-language learners when writing a summary in the Paroles de FLE LMOOC

    Rana Hasan Kandeel
    487-502
    |Abstract
    = 522 veces | PDF (FRANÇAIS (CANADA))
    = 320 veces| | HTML (FRANÇAIS (CANADA))
    = 39 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a10