Reading and writing

28 Titel

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

Alle Elemente

  • Presentación

    Luanda Sito
    |Abstract
    = 182 veces | HTML (ESPAÑOL (ESPAÑA))
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    = 134 veces| | EPUB (ESPAÑOL (ESPAÑA))
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    DOI: https://doi.org/10.17533/udea.ikala.361026

  • Construcción de definiciones especializadas: evaluación del conocimiento terminológico intracategorial en la inserción disciplinar de la carrera de Ingeniería Civil Industrial

    Paula Morgado Fernández
    |Abstract
    = 233 veces | PDF (ESPAÑOL (ESPAÑA))
    = 110 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 12 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.355423

  • ChatGPT como herramienta para mejorar la expresión escrita en inglés como lengua extranjera

    Alicia Ricart
    1-16
    |Abstract
    = 2008 veces | PDF (ESPAÑOL (ESPAÑA))
    = 1169 veces| | EPUB (ESPAÑOL (ESPAÑA))
    = 41 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 2 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
    = 952 veces | PDF (ENGLISH)
    = 620 veces| | EPUB (ENGLISH)
    = 32 veces| | HTML (ENGLISH)
    = 2 veces|
    DOI: https://doi.org/10.17533/udea.ikala.353501

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

    Mari Mar Boillos, Ángel Freddy Rodríguez Torres
    312-331
    |Abstract
    = 1628 veces | VISOR (ESPAÑOL (ESPAÑA))
    = 47 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 737 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 59 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n2a02

  • Presentation

    Doris Correa
    288-289
    |Abstract
    = 274 veces | PDF (ESPAÑOL (ESPAÑA))
    = 112 veces| | PDF (ENGLISH)
    = 68 veces|
    DOI: https://doi.org/10.17533/udea.ikala.349652

  • 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
    = 1092 veces | HTML (ESPAÑOL (ESPAÑA))
    = 64 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 17 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 520 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a04

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

    Wilder Yesid Escobar-Almeciga, Janina Brutt-Griffler
    84-104
    |Abstract
    = 1998 veces | HTML (ENGLISH)
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 781 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v27n1a05

  • 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
    = 1316 veces | PDF (ENGLISH)
    = 816 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
    = 1042 veces | PDF (ESPAÑOL (ESPAÑA))
    = 869 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 98 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 23 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n2a01

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

    Cecilia Serpa
    77-96
    |Abstract
    = 1037 veces | PDF (ESPAÑOL (ESPAÑA))
    = 646 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
    = 1020 veces | PDF (ENGLISH)
    = 439 veces| | HTML (ENGLISH)
    = 40 veces| | VISOR (ENGLISH)
    = 22 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a05

  • 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
    = 785 veces | PDF (ENGLISH)
    = 536 veces| | HTML (ENGLISH)
    = 33 veces| | VISOR (ENGLISH)
    = 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
    = 632 veces | PDF (ESPAÑOL (ESPAÑA))
    = 514 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 18 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 20 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
    = 1228 veces | PDF (ENGLISH)
    = 617 veces| | HTML (ENGLISH)
    = 16 veces| | VISOR (ENGLISH)
    = 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
    = 926 veces | PDF (ESPAÑOL (ESPAÑA))
    = 998 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 55 veces| | VISOR (ESPAÑOL (ESPAÑA))
    = 100 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n01a04

  • Comprehension of Written Texts: Reconceptualizing 21st century challenges

    Giovanni Parodi Sweis, Tomás Moreno-de-León, Cristobal Julio
    775-795
    |Abstract
    = 2107 veces | PDF (ESPAÑOL (ESPAÑA))
    = 1038 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
    = 1409 veces | PDF (ESPAÑOL (ESPAÑA))
    = 871 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n03a07

  • 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
    = 925 veces | PDF (ESPAÑOL (ESPAÑA))
    = 511 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 22 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
    = 727 veces | PDF (ESPAÑOL (ESPAÑA))
    = 391 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 56 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a14

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

    Ana Enriqueta Vine-Jara
    475-491
    |Abstract
    = 1450 veces | PDF (ESPAÑOL (ESPAÑA))
    = 889 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 134 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
    = 627 veces | PDF (ESPAÑOL (ESPAÑA))
    = 555 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 113 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
    = 1472 veces | PDF (ENGLISH)
    = 491 veces| | HTML (ENGLISH)
    = 130 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n02a10

  • 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
    = 1038 veces | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 616 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
    = 1955 veces | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 1015 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v25n01a14

  • 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
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    DOI: https://doi.org/10.17533/udea.ikala.v25n01a05

  • 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
    = 1110 veces | PDF (ESPAÑOL (ESPAÑA))
    = 462 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 260 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
    = 633 veces | PDF (FRANÇAIS (CANADA))
    = 353 veces| | HTML (FRANÇAIS (CANADA))
    = 39 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v24n03a10