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Edição
Título
Autores
Volume 8, Nº 4 (2022)
Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback
Carr N., Wicking P.
PDF
(Eng)
Volume 8, Nº 3 (2022)
Digital Support for Teaching Punctuation in Academic Writing in English
Ivanova M., Arupova N., Mekeko N.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Writing Task Complexity, Task Condition and the Efficacy of Feedback
Ghaderi E., Rouhi A., Nemat Tabrizi A., Jafarigohar M., Hemmati F.
PDF
(Eng)
Volume 8, Nº 1 (2022)
Integrating Digital Multimodal Composition into EFL Writing Instruction
Maghsoudi N., Golshan M., Naeimi A.
PDF
(Eng)
Volume 8, Nº 4 (2022)
The Effect of Coded Focused and Unfocused Corrective Feedback on ESL Student Writing Accuracy
Deng C., Wang X., Lin S., Xuan W., Xie Q.
PDF
(Eng)
Volume 11, Nº 1 (2025)
Author-Related Concepts in Academic Writing Revisited: A Scoping Review
Tikhonova E., Raitskaya L.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Writing Feedback from a Research Perspective
Raitskaya L., Tikhonova E.
PDF
(Eng)
Volume 8, Nº 3 (2022)
Cognitive Predictors of Coherence in Adult ESL Learners’ Writing
Saeed A., Everatt J., Sadeghi A., Munir A.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief
Mujtaba S., Singh M., Zhang T., Ahmed N., Parkash R.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback
Mamad A., Vígh T.
PDF
(Eng)
Volume 8, Nº 3 (2022)
Rhetorical Structure of Applied Linguistics Research Article Discussions: A Comparative Cross-Cultural Analysis
Ahmadi L.
PDF
(Eng)
Volume 8, Nº 4 (2022)
Accuracy Gains from Unfocused Feedback: Dynamic Written Corrective Feedback as Meaningful Pedagogy
Kurzer K.
PDF
(Eng)
Volume 8, Nº 1 (2022)
The Effects of Extensive Journal Writing on the Vietnamese High-School Students’ Writing Accuracy and Fluency
Pham V., Tran T., Nguyen N.
PDF
(Eng)
Volume 8, Nº 2 (2022)
An In-Depth Glimpse into Research on Academic Writing
Raitskaya L., Tikhonova E.
PDF
(Eng)
Volume 8, Nº 2 (2022)
Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills
Wardhana D.
PDF
(Eng)
Volume 6, Nº 4 (2020)
Lexical Bundles of L1 and L2 English Professional Scholars: A Contrastive Corpus-Driven Study on Applied Linguistics Research Articles
Fajri M., Kirana A., Putri C.
PDF
(Eng)
Volume 8, Nº 2 (2022)
The Use and Development of Lexical Bundles in Arab EFL Writing: A Corpus-driven Study
Sanosi A.
PDF
(Eng)
Volume 6, Nº 4 (2020)
A Pre-Experimental Study on a Process-Genre Approach for Teaching Essay Writing
Bin-Hady W., Nasser A., Al-Kadi A.
PDF
(Eng)
Volume 8, Nº 2 (2022)
Nominal Stance in Cross-disciplinary Academic Writing of L1 and L2 Speakers in Noun + that Constructions
Kirmizi O., Kirmizi G.
PDF
(Eng)
Volume 6, Nº 4 (2020)
Mapping the Current Research Agenda on Scholarly Publishing: Scopus-Indexed Reviews
Tikhonova E., Raitskaya L.
PDF
(Eng)
Volume 6, Nº 3 (2020)
Seven Deadly Sins: Culture’s Effect on Scholarly Editing and Publishing
Raitskaya L., Tikhonova E.
PDF
(Eng)
Volume 7, Nº 4 (2021)
Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19
Montaner-Villalba S.
PDF
(Eng)
Volume 6, Nº 2 (2020)
Overcoming Cultural Barriers to Scholarly Communication in International Peer-Reviewed Journals
Raitskaya L., Tikhonova E.
PDF
(Eng)
Volume 7, Nº 4 (2021)
A Telecollaboration Project on Giving Online Peer Feedback: Implementing a Multilateral Virtual Exchange During a Pandemic
Ennis M., Verzella M., Montanari S., Sendur A., Simeonova Pissarro M., Kaiser S., Wimhurst A.
PDF
(Eng)
Volume 10, Nº 4 (2024)
Appliances of Generative AI-Powered Language Tools in Academic Writing: A Scoping Review
Raitskaya L., Tikhonova E.
PDF
(Eng) PDF
(Rus)
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Dicas:
  • Palavras-chave são sensíveis a maiúsculas
  • Preposições e conjunções ingleses são ignoradas
  • Busca é feita por todos os palavras-chave (agente AND experimentador) por omissão
  • Use OR para pesquisar um termo exato, ex.: educação OR formação
  • Use parênteses para criar frases complexas, ex.: arquivo de ((revistas OR conferências) NOT teses)
  • Para pesquisar uma frase precisa use aspas duplas, ex.: "investigações científicas"
  • Exclua uma palavra utilizando o sinal - (hífen) ou operador NOT; ex.: concurso-de beleza ou concurso NOT de beleza
  • Use * como caractere-coringa, ex.: científic* recuperará as palavras "científico", "científicos", etc.