Acceso abierto

A Desperate Call for Process and Post-Process Approach in Lithuanian ESL Classrooms


Cite

Asano, E. (2017). How Much Time Do People Spend on Social Media? Infographic. Retrieved from https://www.socialmediatoday.com/marketing/how-much-time-do-people-spend-social-media-infographic.Search in Google Scholar

Atkinson, D. (2016). Second Language Writing and Culture. In R. M. Manchón &P. K. Matsuda (Eds.), Handbook of Second and Foreign Language Writing (pp. 545–566).10.1515/9781614511335-028Search in Google Scholar

Arteaga-Lara, H. M. (2017). Using the Process-Genre Approach to Improve Fourth-Grade EFL Learners’ Paragraph Writing. Latin American Journal of Content and Language Integrated Learning, 10(2), 217–244.10.5294/laclil.2017.10.2.3Search in Google Scholar

Badger, R. &G. White. 2000. A process genre approach to teaching writing. ELT Journal, 54(2), 153–160.10.1093/elt/54.2.153Search in Google Scholar

Belcher, D., &Braine, G. (1995). Academic Writing in a Second Language: Essays on Research and Pedagogy. Ablex Publishing Corporation.Search in Google Scholar

Bloch, J. (2007). Abdullah’s Blogging: A Generation 1.5 Student Enters the Blogosphere. Language Learning &Technology, 11(2), 128–141.Search in Google Scholar

Breuch, L. K. (2003). Post-Process ‘Pedagogy’: A Philosophical Exercise. In V. Villanueva &K. L. Arola (Eds.), Cross-Talk in Comp Theory: A Reader (pp. 97-125).Search in Google Scholar

Celce-Murcia, M. (2000). Teaching English as a Second or Foreign Language (3rd ed). Heinle &Heinle.Search in Google Scholar

Collier, V. P. (1989). How Long? A Synthesis of Research on Academic Achievement in a Second Language. TESOL Quarterly, 23(3), 509–531.10.2307/3586923Search in Google Scholar

Cummins, J. (2016). Reflections on Cummins (1980), The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue. TESOL Quarterly, 50(4), 940–944. DOI https://doi.org/10.1002/tesq.339.10.1002/tesq.339Open DOISearch in Google Scholar

Česnienė, Z. (2015). Rašymo įgūdžių tobulinimas taikant studentų tarpusavio vertinimo metodą. Pedagogy, 120(4), 61–72Search in Google Scholar

De Freitas Villas Boas, I. (2014). Process Writing in a Product-Oriented Context: Challenges and Possibilities. Revista Brasileira de Lingüística Aplicada, 14(2), 463–490.10.1590/S1984-63982014005000011Search in Google Scholar

Ellis, R. (2002). The Place of Grammar Instruction in the Second/Foreign Curriculum. In E. Hinkel &S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 17–34).Search in Google Scholar

Ferguson, G. (2012). Barbara Seidlhofer: Understanding English as a Lingua Franca. Oxford University Press, 2011. Applied Linguistics, 33(4), 463–465.10.1093/applin/ams035Search in Google Scholar

Hairston, M. (2002). The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing. In D. Jolliffe, D. Keene, M. Trachsel, &R. Voss (Eds.), Against the Grain: A Volume in Honor of Maxine Hairston (pp. 29–44).Search in Google Scholar

Hashemnezhad, H. (2012). A Comparative Study of Product, Process, and Post-process Approaches in Iranian EFL Students’ Writing Skill. Journal of Language Teaching and Research, 3(4), 722–729. DOI doi:10.4304/jltr.3.4.722-729.10.4304/jltr.3.4.722-729Open DOISearch in Google Scholar

Hakuta, K, Butler, Y.G., Witt, D. (2000). How Long Does It Take English Learners to Attain Proficiency? The University of California Linguistic Minority Research Institute. Policy Report 2000–2001. Retrieved from https://web.stanford.edu/~hakuta/Publications/%282000%29%20-%20HOW%20LONG%20DOES%20IT%20TAKE%20ENGLISH%20LEARNERS%20TO%20ATTAIN%20PR.pdf.Search in Google Scholar

Hinkel, E. (2004). Teaching academic ESL writing: practical techniques in vocabulary and grammar. Mahwah, N.J.: L. Erlbaum Associates.10.4324/9781410609427Search in Google Scholar

Hirokawa, K., &Swales, J. (1986). The Effects of Modifying the Formality Level of ESL Composition Questions. TESOL Quarterly, 20(2), 343–345.10.2307/3586551Search in Google Scholar

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. doi:10.1016/S1060-3743(02)00124-810.1016/S1060-3743(02)00124-8Open DOISearch in Google Scholar

Johns, A. M. (1997). Text, role, and context: developing academic literacies. New York: Cambridge University Press.10.1017/CBO9781139524650Search in Google Scholar

Kalan, A. (2014). A Practice-Oriented Definition of Post-Process Second Language Writing Theory. TESL Canada Journal, 32(1), 1–18.10.18806/tesl.v32i1.1196Search in Google Scholar

Kantar TNS. (2017). Žiniasklaidos tyrimų apžvalga 2017. Retrieved from http://www.tns.lt/data/files/Metines_apzvalgos/Kantar_TNS_Metinė_žiniasklaidos_tyrimų_apžvalga_2017m.pdf.Search in Google Scholar

Kent, T. I. (ed. and introd.). (1999). Post-Process Theory: Beyond the Writing-Process Paradigm.Search in Google Scholar

Kroll, B. (1991). Teaching Writing in the ESL Context. In M. Celce-Murcia (Eds.) Teaching English as a second or foreign language (pp. 219–232).Search in Google Scholar

Leki, I. (1995). Coping Strategies of ESL Students in Writing Tasks Across the Curriculum. TESOL Quaterly. 29(2), 235–260. DOI doi.org/10.2307/3587624.10.2307/3587624Open DOISearch in Google Scholar

Lindemann, E. (1982). Rhetoric for writing teachers. New York: Oxford University Press.Search in Google Scholar

Office of Ombudsman for Academic Ethic and Procedures of the Republic of Lithuania. (2018). Petras Baršauskas violated the law on the Adjustment of public and private interests in the civil service. Retrieved from http://www.etika.gov.lt/2018/01/2018-01-17-petras-barsauskas-violated-the-law-on-the-adjustment-of-public-and-private-interests-in-the-civil-service/.Search in Google Scholar

Miliūnaitė, R. (2014). Mokytojai Apie Informacinių Technologijų Poveikį Mokinių Raštingumui. Bendrinė Kalba, 87, 1–16.Search in Google Scholar

Prodromou, L. (1995). The backwash effect: from testing to teaching. English Language Teaching Journal, 21(1), 1–25.10.1093/elt/49.1.13Search in Google Scholar

Pullman, G. (1999). Stepping Yet Again into the Same Current. In T. Kent (Ed.), Post-Process Theory: Beyond the Writing-Process Paradigm (pp. 16–29).Search in Google Scholar

Scollon, S. (1999). Not to Waste Words or Students: Confucian and Socratic Discourse in the Tertiary Classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 13–27).Search in Google Scholar

Smith, K. (2018). 121 Amazing Social Media Statistics and Facts. Retrieved from https://www.brandwatch.com/blog/amazing-social-media-statistics-and-facts/.Search in Google Scholar

Sun, Y.C., Chang, Y.J. (2012). Blogging to Learn: Becoming EF Academic Writers Through Collaborative Dialogues. Language Learning &Technology, 16(1), 43–61.Search in Google Scholar

Ware, P., Kern, R., &Warschauer, M. (2016). The development of digital literacies. In P. K. Matsuda &R. K. Manchón (Eds.), Handbook of second and foreign language writing (pp. 307–28).10.1515/9781614511335-017Search in Google Scholar

Xu, X., &Li, X. (2018). Teaching Academic Writing through a Process-Genre Approach: A Pedagogical Exploration of an EAP Program in China. TESL-EJ, 22(2), 1–21.Search in Google Scholar

Zheng, B., Yim, S., &Warschauer, M. (2016). Social Media in the writing classroom and beyond. In J. I. Liontas (ed.), The TESOL Encyclopedia of English Language Teaching.10.1002/9781118784235.eelt0555Search in Google Scholar

Žindžiuvienė, I. (2003). Rašomosios anglų kalbos ugdymo paradigmos svarbiausios gairės. In Acta paedagogica Vilnensia, 11, 19–28.10.15388/ActPaed.2003.11.9594Search in Google Scholar