Djuddah A.J. Leijen- PhD
- Head of Department at University of Tartu
Djuddah A.J. Leijen
- PhD
- Head of Department at University of Tartu
About
17
Publications
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265
Citations
Introduction
Current institution
Additional affiliations
September 2008 - present
Publications
Publications (17)
The inclusion of peer feedback activities into the academic writing process has become common practice in higher education. However, while research has shown that students perceive many features of peer feedback to be useful, the actual effectiveness of these features in terms of measurable learning outcomes remains unclear. The aim of this study w...
In the project Bwrite (Academic Writing in the Baltic States: Rhetorical Structures through Cultures and Languages), we aim to address the lack of an empirically grounded holistic understanding of non-Anglophone writing traditions by mapping the academic writing traditions in the national languages of the Baltic States: Estonian, Latvian, and Lithu...
This position paper takes the dichotomy between the unified context for teaching writing and writing research in North America and the diversified contexts for writing in Europe as its point of departure to outline several challenges such diversification in Europe may present to students and staff in higher education. The paper further argues for t...
This ethnographic case-study examines the impact of asynchronous written feedback comments on the peer feedback process within one doctorate writing group. The doctorate students were interviewed retrospectively about their perceptions of effective feedback comments. Affective components (e.g. hedging devices) and effective components (e.g. revisio...
This study uses both qualitative and quantitative research methods in a mixed-methods approach to investigate whether the principled use of author-devised cover letters (CLs) within doctorate writing groups can result in more useful reviewer feedback comments than would be attained through the use of instructor-devised writing assessment rubrics. I...
At one Estonian university, we have designed a course to support the writing skills of doctorate students who need to write scientific articles for publication in their L2 English. We provide this support by placing these students into small discipline-specific writing groups where they periodically give and receive written feedback on their draft...
For most students, academic discourse is a relatively new genre when they start their university studies, whereas transferring skills learned in other domains has proven difficult (Tardy 2006). Hence, academic literacy is a key factor in scaffolding the students’ learning process and giving them confidence in operating as professionals. Process wri...
The use of peer feedback to support student writing is increasingly popular among second language writing teachers. However, the effect peer feedback has on the revision and the writing process remains unclear. Technological advances have made the application of peer feedback in the L2 writing context more accessible. As a result, there is a growin...
Background. Writing or text production is considered an inherent social activity, cognitively demanding, and genre specific and are, therefore, used as the framework to study second language writing in a higher educational establishment. The assumption is that providing students with a structure that will sup- port social interaction, aid the cogni...
We explored doctoral supervisors’ explanations for students’ lack of progress toward gaining their degree and describe the activities that supervisors said they take on such occasions. Data were collected using semi-structured interviews from 21 supervisors specializing in the fields of natural and educational sciences and then analyzed using thema...
This article gives an overview of a study conducted at the University of Tartu aiming to chart the prevalence of and types of academic written assignments from the perspective from teachers and students. Charting academic writing was considered the first step to better understand writing needs and opportunities in order to find support to develop a...
Despite teachers including peer feedback as a tool to support the “learning” process of writing, only in the last few years has considerable progress been made in gaining a better understanding of how, when, and whether peer feedback influences the writing process positively. It has been the introduction of web-based peer review systems that is cur...
This article discusses some of the ambiguities related to the concept of reflection in education, and presents an alternative approach for determining the focus and quality of students’ reflection. Accordingly, the focus of reflection can vary from a concrete technical aspect of an experience to the broader societal context of that experience, and...
Questions
Question (1)
I want to perform a k-means analysis of data which consists only of nominal features. The output feature being YES/NO and many of the predicting variables being YES/NO or belonging to a category of 3/4 levels. I have been looking for R-code to perform the analysis, but as I am a newbie with R, and K-means, I find myself lost. If somebody has similar data and has found the means to do so, all the help would be useful.
