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You searched for subject:(Qualitative write analysis). Showing records 1 – 2 of 2 total matches.

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Université de Montréal

1. Lapaige, Véronique. La santé publique globalisée.

Degree: 2008, Université de Montréal

Subjects/Keywords: Santé publique globalisée; Globalizing public health; Théorie interactive; Interactive theory; Modèle théorique/conceptuel; Theoretical/conceptual model/framework; Paradigme de la complexité/non-linéarité; Complex non-linear paradigm, Non-linearity; Transdiciplinarité; Transdisciplinarity; Globalisation (mondialisation); Globalization, public health; Santé publique; Public health; Gouvernance globale; Global governance; Gouvernance orientée publiquement; Publicly oriented governance; Méthodologie/recherche qualitative; Qualitative research/method; Analyse qualitative en mode écriture; Qualitative write analysis; Cadrage synchro-diachronique; Combined synchronic diachronic perspective; Causalité circulaire; Circular causality; Dialectique; Dialectics; Crises; Crises; Propositions; Recommendations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lapaige, V. (2008). La santé publique globalisée. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/6670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lapaige, Véronique. “La santé publique globalisée.” 2008. Thesis, Université de Montréal. Accessed December 05, 2020. http://hdl.handle.net/1866/6670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lapaige, Véronique. “La santé publique globalisée.” 2008. Web. 05 Dec 2020.

Vancouver:

Lapaige V. La santé publique globalisée. [Internet] [Thesis]. Université de Montréal; 2008. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1866/6670.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lapaige V. La santé publique globalisée. [Thesis]. Université de Montréal; 2008. Available from: http://hdl.handle.net/1866/6670

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Otago

2. Wall, Bunjong. Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation .

Degree: University of Otago

Most composition studies focus on students’ writing processes and written products without integrating reading into their research activities. More recently, researchers have acknowledged the reciprocal reading-writing relationship and begun to examine reading-to-write or discourse synthesis processes. Research shows that discourse synthesis is cognitively demanding and that most second language writers lack linguistic, mental, and sociocultural resources to perform this task effectively. Existing studies have not emphasised the role of self-directed speech as a self-regulatory strategy while students read multiple texts in order to write. This thesis addresses this gap in the literature. Informed by sociocultural theoretical notions that cognition is socially mediated and that speech is instrumental in learning and development, this qualitative multiple-case-studies thesis examined how five Thai EFL tertiary students applied their knowledge and skills, following explicit concept-based instruction on discourse synthesis, textual coherence, and argumentation. The researcher designed and delivered a four-week intervention in which the learning concepts, materials, and verbalisation were instrumental in promoting conceptual understanding and reading-to-write performance. Explicitly taught verbalisation or self-directed speech, together with learning materials specifically designed as schemes for task orientation, was a key for self-regulation as participants read multiple texts in order to compose an argument essay. The study adopted an activity theoretical framework and microgenetic analysis. The analysis aimed to describe the participants as social beings and to outline their self-regulation as it unfolded during a mediated reading-to-write activity. Data from a pre-task questionnaire on strategy use and from a post-task written self-reflection form together with video-recorded data during the end-of-intervention discourse synthesis task and interview data were triangulated to examine how reading-to-write activities were mediated and regulated. Findings were organised around four main themes: participants as readers and writers of English, essay argument structure, microgenetic findings of unfolding self-regulatory behaviour during the discourse synthesis activity, and developmental gains as perceived by the participants during concept-based instruction. The findings in this study show that participants’ reading and writing difficulties and argumentation were, in part, shaped by the social, historical and cultural factors in the Thai EFL context, and that participants’ strategic application of verbalisation and learning materials mediated their developmental changes and self-regulation. During the discourse synthesis task, participants used self-directed speech as a strategy and demonstrated varying degrees of self-regulation over various task aspects. Successful task completion indicated purposeful mediated learning with strong orientation towards the task, based on conceptual understanding, specific goals,… Advisors/Committee Members: Feryok, Anne (advisor).

Subjects/Keywords: sociocultural theory; reading-to-write; writing-from-sources; discourse synthesis; microgenetic analysis; activity theory; self-regulation; verbalisation; self-directed speech; strategies; argumentation; coherence; EFL/ESL composition; academic writing; Thai EFL context; metacognition; second language writing; integrated writing task; concept-based instruction; Systemic Theoretical Instruction; Vygotsky; Gal'perin; Leont'ev; qualitative research; orientation; execution; control; self-regulation model; internalisation; Toulmin; verbal data; self-questioning; self-instruction; conceptual development; microgenetic development; microgenetic episode; case study design; mediation; scientific concept; private speech; CHAT; SCOBA; verbalisation training; reading-writing connection; STI; task orientation; object-regulation; other-regulation; private speech of adult learners; talking-to-learn; reciprocal skills; reciprocal concepts; reading-writing relationship; speaking and writing; self-regulatory strategy; explicit mediation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wall, B. (n.d.). Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/5577

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Wall, Bunjong. “Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation .” Doctoral Dissertation, University of Otago. Accessed December 05, 2020. http://hdl.handle.net/10523/5577.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Wall, Bunjong. “Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation .” Web. 05 Dec 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Wall B. Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation . [Internet] [Doctoral dissertation]. University of Otago; [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10523/5577.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Wall B. Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/5577

Note: this citation may be lacking information needed for this citation format:
No year of publication.

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