Items by Sanchez, Hugo
|Up a level|
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. and Dunworth, K., 2014. Issues and agency : Postgraduate student and tutor experiences with written feedback. Assessment and Evaluation in Higher Education
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.
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. 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. S., 2009. Building up literary reading responses in foreign language classrooms. English Language Teacher Education and Development, 12, 01-13.
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.