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Cited by (8)

Cited by eight other publications

Ferreira, Cristiane Gomes, Maria Lúcia Castanheira & Terezinha Cristina da Costa Rocha
2025. A participação de estudantes Surdos em práticas de letramentos acadêmicos e a construção de oportunidades de aprendizagem. Caderno Pedagógico 22:5  pp. e15216 ff. DOI logo
Abad Olaya, José Vicente & Alejandro Uribe Zapata
2023. Escritura Colaborativa Digital en los Semilleros de Investigación para la Formación en Literacidades. Colombian Applied Linguistics Journal 25:2  pp. 16 ff. DOI logo
Ma, James
2023. Perspective Chapter: Developing a Semiotic Awareness of Argumentation in Academic Writing for Studies in Higher Education. In Higher Education - Reflections From the Field - Volume 3 [Education and Human Development, 5], DOI logo
Ma, James
2023. The intertextuality of argumentation: a semiotic approach to academic writing in higher education. Language and Semiotic Studies 9:1  pp. 14 ff. DOI logo
Rodrigues Tognato, Maria Izabel Rodrigues Tognato, Thais Martins Do Nascimento & Lidia Stutz
2023. LETRAMENTOS ACADÊMICOS NA FORMAÇÃO INICIAL DE PROFESSORES DE LÍNGUAS: ESCRITA E ORALIDADE PELA INTERNACIONALIZAÇÃO. Revista Educação e Linguagens 12:24  pp. 291 ff. DOI logo
Bailly, Sophie & Véronique Lemoine-Bresson
2020. Apprendre à écrire en anglais scientifique dans le secteur Lansad en master : quelles aides pour l’autonomisation des étudiants?. Revue internationale de pédagogie de l’enseignement supérieur 36:2 DOI logo
Romero González, Alba Naroa & Manuela de las Nieves Álvarez Álvarez
2019. La construcción de la voz de autor: trayectoria a través de una titulación de grado. Contextos Educativos. Revista de Educación :24  pp. 233 ff. DOI logo
Oliva Girbau, Angels & Marta Milian Gubern
2013. Construcción de la identidad académica a través del inglés como lengua extranjera en alumnos de primero. REDU. Revista de Docencia Universitaria 11:1  pp. 59 ff. DOI logo

This list is based on CrossRef data as of 4 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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