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Results: 141
Number of items: 141
  • Open Access
    van Dijk, A. C. (2024). Effects of instruction in writing-to-learn in different disciplines and types of education. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Okkinga, M., Gelderen, A. J. S. V., Schooten, E. V., Steensel, R. V., & Sleegers, P. J. C. (2023). Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension. Reading and Writing, 36(10), 2549-2575. https://doi.org/10.1007/s11145-022-10359-2
  • Open Access
    Van Dijk, A., Van Gelderen, A., & Kuiken, F. (2023). Writing-to-learn in biology and mathematics teacher education: Promoting students’ topic knowledge and insight. Frontiers in Education, 8, Article 1094156. https://doi.org/10.3389/feduc.2023.1094156
  • Open Access
    Van Dijk, A., Van Gelderen, A., & Kuiken, F. (2022). Effects of Instruction in Writing-to-Learn on Low-Achieving Adolescents in Biology and Mathematics Classes. Education Sciences, 12(9), Article 595. https://doi.org/10.3390/educsci12090595
  • Open Access
    van Dijk, A., van Gelderen, A., & Kuiken, F. (2022). Which types of instruction in writing-to-learn lead to insight and topic knowledge in different disciplines? A review of empirical studies. Review of Education, 10(2), Article e3359. https://doi.org/10.1002/rev3.3359
  • Open Access
    van Batenburg, E., Oostdam, R., van Gelderen, A., Fukkink, R., & de Jong, N. (2020). The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. International Journal of Applied Linguistics, 171(2), 153-190. https://doi.org/10.1075/itl.18027.van
  • Open Access
    van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., Fukkink, R. G., & de Jong, N. H. (2020). Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability. Language Teaching Research, 24(4), 434-455. https://doi.org/10.1177/1362168818804258
  • Open Access
    van Steensel, R. C. M., Oostdam, R., & van Gelderen, A. (2019). Affirming and undermining motivations for reading and associations with reading comprehension, age and gender. Journal of Research in Reading, 42(3-4), 504-522. https://doi.org/10.1111/1467-9817.12281
  • Open Access
    van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., Fukkink, R. G., & de Jong, N. H. (2019). Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. The Modern Language Journal, 103(1), 308-326. https://doi.org/10.1111/modl.12545
  • van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., & de Jong, N. H. (2018). Measuring L2 speakers' interactional ability using interactive speech tasks. Language Testing, 35(1), 75-100. https://doi.org/10.1177/0265532216679452
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