Items by Sanchez, Hugo
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Number of items: 23.
Halet, K. A. and Sanchez, H., 2017. Forthcoming. Teacher classroom anxiety:a case study of immigrant, in-service teachers of English in East Asia. The European Journal of Applied Linguistics and TEFL
Dunworth, C. and Sanchez, H., 2016. Perceptions of quality in staff-student written feedback in higher education:a case study. Teaching in Higher Education
Sanchez, H., 2015. Conceptualizaciones de contextos pedagógicos y desarrollo de pedagogías apropiadas. In: XIV Seminário de Metodologia do Ensino de Língua Portuguesa, 2015-11-11 - 2015-11-13, Sao Paulo.
Van Praag, B. and Sanchez, H. S., 2015. Mobile technology in second language classrooms:insights into its uses, pedagogical implications, and teacher beliefs. ReCall, 27 (3), pp. 288-303.
Sanchez, H. and Dunworth, C., 2015. Written feedback in higher education:perceived issues, coping strategies and student agency. In: The 22nd International Conference on Learning, 2015-07-09 - 2015-07-11, Madrid.
Sanchez, H. S. and Dunworth, K., 2015. Issues and Agency:Postgraduate student and tutor experiences with written feedback. Assessment and Evaluation in Higher Education, 40 (3), pp. 456-470.
Borg, S. and Sanchez, H. S., 2015. Key Issues in Doing and Supporting Language Teacher Research. In: Borg, S. and Sanchez, H. S., eds. International Perspectives on Teacher Research. Palgrave Macmillan, pp. 1-13. (International Perspectives in English Language Teaching)
Sanchez, H. and Dunworth, C., 2014. Student agency and tutor feedback in higher education. In: Cutting Edges Research Conference: Acknowledging the autonomy, creativity and criticality our students bring with them., 2014-07-01, Canterbury.
Sanchez, H. S. and Borg, S., 2014. Insights into L2 teachers’ pedagogical content knowledge:A cognitive perspective on their grammar explanations. System, 44 (1), pp. 45-53.
Sanchez, H. S., 2014. The impact of self-perceived subject matter knowledge on pedagogical decisions in EFL grammar teaching practices. Language Awareness, 23 (3), pp. 220-233. Item availability may be restricted.
Sanchez, H., 2013. Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations. In: 31st International Conference AESLA 2013, 2013-04-18 - 2013-04-20, La Laguna, Tenerife.
Sanchez, H. and Grimshaw, T., 2013. The Discourses of Feedback in UK Higher Education: Negotiating meanings and identities in the context of marketization. In: The i-Mean Identity and Language Conference, 2013-04-20 - 2013-04-20.
Sanchez, H. S., 2013. A cognitive perspective on pre-service and in-service language teaching. Babylonia, 21 (01), pp. 51-56.
Sanchez, H. S., 2012. Research at the Centre for Applied Linguistics, Universityof Warwick, UK. Language Teaching, 45 (3), pp. 399-400.
Sanchez, H. S., 2011. El impacto de las experiencias previas de aprendizaje de unasegunda lengua en la formación de profesores de idioma extranjero. Revista de Educacion, 3 (7), pp. 121-143.
Sanchez, H., 2010. The impact of teacher training courses on the development of pre-training beliefs. In: ELTED research group meeting. Centre for Applied Linguistics. University of Warwick., 2010-03-24, Coventry.
Sanchez, H. S., 2010. An Investigation into the Relationships among Experience, Teacher Cognition, Context, and Classroom Practice in EFL Grammar Teaching in Argentina. Thesis (Doctor of Philosophy (PhD)). University of Warwick.
Sanchez, H., 2009. The manifestations of grammar-related pedagogical knowledge in the language teaching practices of an EFL secondary school teacher. In: 12th Warwick Postgraduate Conference in Applied Linguistics, 2009-06-17, Coventry.
Sanchez, H. S., 2009. Building up literary reading responses in foreign language classrooms. English Language Teacher Education and Development, 12, 01-13.
Sanchez, H., 2008. The relationship between prior language learning experiences and language teaching practices. In: 11th Warwick Postgraduate Conference in Applied Linguistics, 2008-06-18, Coventry.
Sanchez, H. S., 2007. Book Review: Teacher Cognition and Language Education: Research and Practice by Simon Borg. English Language Teacher Education and Development, 10, pp. 69-71.