Papers by Hanne Wacher Kjærgaard
ICERI2019 Proceedings, 2019
EDULEARN proceedings, 2017
This article reports on the preliminary findings of an investigation of student beliefs, attitude... more This article reports on the preliminary findings of an investigation of student beliefs, attitudes, and practices in relation to written corrective feedback in the context of the teaching of English in lowersecondary education in Denmark. The study is related to an intervention study carried out in three 8thgrades involving three teachers, introducing technology as the mediating tool for feedback. Results show a positive perceived impact of the intervention among the students.
Synergies Pays Scandinaves, 2019
Cet article décrit brièvement la situation des langues étrangères au Danemark tout en présentant ... more Cet article décrit brièvement la situation des langues étrangères au Danemark tout en présentant la stratégie nationale récemment introduite dans le système de l'éducation nationale pour renforcer l'éducation des langues étrangères au Danemark. Cette présentation implique également une description du nouveau centre national des langues étrangères (The Danish National Center for Foreign Languages) ainsi qu'une analyse d'un certain nombre des défis auxquels le centre doit faire face.De plus, l'article présente quelques initiatives entreprises par ce nouveau centre national.
Journal of Educational Multimedia and Hypermedia, 2016
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The Sign of the V: Papers in Honour of Sten Vikner, 2019
The aim of this paper is to discuss how formative feedback (FB) on written language production ca... more The aim of this paper is to discuss how formative feedback (FB) on written language production can complement and at times replace grammar teaching in the context of a communicative foreign language (L2) classroom. This is illustrated with results from two research projects where formative FB contributes to developing the L2 learners' grammatical awareness. In the communicative approach to language teaching, grammatical awareness is a necessary component for achieving communicative competence, but grammar is not a goal in itself. In this approach, the teaching of grammatical items is planned according to communicative needs and can either be chosen in advance, as preparation for a task (a pre-emptive approach), or take place as a reaction to production (a reactive approach). Formative corrective FB can be considered as a reactive approach to grammar teaching.
Journal of Educational Multimedia and Hypermedia, 2016
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Papers by Hanne Wacher Kjærgaard