Items by Sanchez, Hugo
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Number of items: 23.
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)
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
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. 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.
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. 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., 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.
Conference or Workshop Items
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.
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. 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., 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., 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., 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., 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., 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.