Florentina Nicolás-Conesa
List of John Benjamins publications for which Florentina Nicolás-Conesa plays a role.
2024 The impact of adjunct instruction on EFL academic writing at university Journal of Immersion and Content-Based Language Education 12:2, pp. 162–191 | Article
Adjunct instruction (AI), a form of content-based instruction, can provide students with opportunities to learn disciplinary discourse in context. Few studies have explored the extent to which AI affects students’ written production over time. This study aims to analyze the impact of a 60-hour… read more
2023 Chapter 3. Overview of methodological procedures in research on written corrective feedback processing Research Methods in the Study of L2 Writing Processes, Manchón, Rosa M. and Julio Roca de Larios (eds.), pp. 60–81 | Chapter
This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are… read more
2020 Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback: A longitudinal study in an out-of-school context Writing and Language Learning: Advancing research agendas, Manchón, Rosa M. (ed.), pp. 145–182 | Chapter
This study sheds light on the learning affordances of task repetition in writing by analyzing the effects of exact task repetition (2 iterations of the same task) and procedural task repetition (2 task types, each one performed twice over 6 months) aided with written corrective feedback (WCF).… read more
2020 Chapter 11. L2 writers’ processing of written corrective feedback: Depth of processing via written languaging Languaging in Language Learning and Teaching: A collection of empirical studies, Suzuki, Wataru and Neomy Storch (eds.), pp. 241–266 | Chapter
In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118… read more