Drawing upon sequential online surveys and interviews with undergraduate students, this study unveiled the entanglement among accessibility, understanding and usefulness of AC for assessment and learning. It uncovered the different effectiveness of varied ways of tutors introducing AC to students and students’ expectations of how tutors could implement AC in assessment and teaching. It highlighted and substantiated the necessity of shifting from the prevailing product to a process- and future-oriented approach to contextualising and aligning AC with assessment tasks, learning outcomes and feedback and thereby harnessing the accessibility of AC for students.
The article can be accessed via https://www.tandfonline.com/doi/full/10.1080/13562517.2022.2129964
Dr Taguhi Sahakyan's new proposal for enhancing the quality of research is published in TESOL Quarterly https://doi.org/10.1002/tesq.3210. Member checking is one of the key instruments ensuring the quality of qualitative research which is commonly associated with participants' approval of data accuracy. Considering the multiple drawbacks of the traditional member-checking methods, this article presents an alternative...
Dr Diana Mazgutova's open-access article co-authored with Dr Gareth McCray has been published in Emerging Technologies and Writing: Pedagogy and Research special issue of Frontiers in Communication journal. In our exploratory study, we focus on revision as a fundamental part of the writing process that is particularly important in the production of high-quality academic writing. We examine the application...
Prof. Alice Deignan's new book about linguistic challenges in primary to secondary school transition accepted for publication
We are delighted to announce that CLER’s Alice Deignan, along with Duygu Candarli & Florence Oxley have had their new book accepted for publication! Please click here for further details.