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Heike Neumann
Concordia University
11Publications
5H-index
59Citations
Publications 11
Newest
#1Heike Neumann (Concordia University)H-Index: 5
#2Sarah Leu (McGill University)H-Index: 1
Last.Kim McDonough (Concordia University)H-Index: 20
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Abstract Researchers have called for the development of new pedagogical strategies to help students learn how to integrate source information into their own texts effectively (Casanave, 2017; Hu, 2015). Since these strategies are tied to particular pedagogical contexts, their development has to be preceded by a careful examination of the context where they will be implemented. To that end, the current study examined how students use sources in their own writing at an English-medium university in...
2 CitationsSource
#1Heike Neumann (Concordia University)H-Index: 5
#2Nina Padden (Concordia University)
Last.Kim McDonough (Concordia University)H-Index: 20
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ABSTRACTPast research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationshi...
Source
#1Kim McDonough (Concordia University)H-Index: 20
#2Heike Neumann (Concordia University)H-Index: 5
Last.Nicolas Hubert-Smith (Concordia University)
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#1Heike Neumann (Concordia University)H-Index: 5
#2Kim McDonough (Concordia University)H-Index: 20
Abstract In second language (L2) writing classrooms, prewriting discussions are one of the most commonly used collaborative activities ( Fernandez Dobao, 2012 , Storch, 2005 ), yet there has been little research about their relationship to students’ written texts. Recent L2 writing research has examined the textual features of co-constructed texts (e.g., Elola and Oskoz, 2010 , Kuiken and Vedder, 2002 , Storch and Wigglesworth, 2007 ), whereas the pretask planning literature has focused mainly o...
22 CitationsSource
This study focuses on the pedagogical applications of structural priming research in an English for academic purposes (EAP) context, investigating whether priming activities are an effective tool for eliciting production of target grammatical structures. University students across four EAP classes carried out a total of 6 information-exchange activities over a 13-week semester. Some students received information-exchange activities that provided models of the target structures (e.g., primes), wh...
9 CitationsSource
Even though collaborative prewriting tasks are frequently used in second language (L2) writing classes (Fernandez Dobao, 2012; Storch, 2005), they have not been as widely researched as other tasks, such as collaborative writing and peer review. This article examines the effectiveness of collaborative prewriting tasks at encouraging English for Academic Purposes (EAP) students to engage in critical reflection while brainstorming the content and organization of written texts. Drawing upon data fro...
1 CitationsSource
#1Heike Neumann (Concordia University)H-Index: 5
#2Kim McDonough (Concordia University)H-Index: 20
Abstract Despite their prevalence in second language (L2) writing classrooms, prewriting discussions have not been widely investigated in terms of their relationship to students' written texts. Furthermore, students' preferences for individual or collaborative work have not been considered in terms of their potential impact on the quality of either prewriting tasks or written texts. The current study investigates the relationships among students' preferences for collaboration, the format of prew...
6 CitationsSource
Abstract In the language assessment literature, grammatical ability is widely accepted as a key component of second language (L2) ability in general and L2 writing ability in particular. Indicators of grammatical ability have been investigated in L2 writing research, but the indicators L2 writing teachers attend to when determining grammatical ability levels of their students have not been studied. Furthermore, there is no research on what students know about their teachers’ assessment criteria ...
6 CitationsSource
#1Heike NeumannH-Index: 5
#2Kim McDonoughH-Index: 20
#1Pavel Trofimovich (Concordia University)H-Index: 24
#2Kim McDonough (Concordia University)H-Index: 20
Last.Heike Neumann (Concordia University)H-Index: 5
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11 CitationsSource
12