Reiteration relations in EFL student academic writing and the effects of online learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F16%3A00093548" target="_blank" >RIV/00216224:14640/16:00093548 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Reiteration relations in EFL student academic writing and the effects of online learning

Popis výsledku v původním jazyce

Lexical cohesion significantly contributes to a text’s thematic progression, and by means of it to perceived coherence. Therefore, the ability to express lexical cohesive relations represents one of the areas of learners’ inter-language that are to be developed in foreign language instruction. The paper reports on the development of lexical cohesion (namely the class of reiteration) in EFL undergraduate and postgraduate academic writing as a result of participation in a purely online academic writing course involving no face-to-face interaction. The course was delivered at Masaryk University, Brno, Czech Republic. To determine the effect of the treatment, a quasi-experimental one-group pre-test post-test design was followed, with the genre of argumentative essay assigned for both measures.

Název v anglickém jazyce

Reiteration relations in EFL student academic writing and the effects of online learning

Popis výsledku anglicky

Lexical cohesion significantly contributes to a text’s thematic progression, and by means of it to perceived coherence. Therefore, the ability to express lexical cohesive relations represents one of the areas of learners’ inter-language that are to be developed in foreign language instruction. The paper reports on the development of lexical cohesion (namely the class of reiteration) in EFL undergraduate and postgraduate academic writing as a result of participation in a purely online academic writing course involving no face-to-face interaction. The course was delivered at Masaryk University, Brno, Czech Republic. To determine the effect of the treatment, a quasi-experimental one-group pre-test post-test design was followed, with the genre of argumentative essay assigned for both measures.

Druh

O - Ostatní výsledky

CEP obor

AI - Jazykověda

OECD FORD obor

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Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů