Vera Busse
Biographic Data
| ID | 2474782 |
|---|---|
| NAME | Vera Busse |
| GIVEN NAMES | Vera |
| FAMILY NAME | Busse |
| SIGNATURE | BUSSE V |
| AFFILIATIONS | Carl von Ossietzky Universität Oldenburg |
| ORCID | 0000-0002-3754-5130 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Can algorithm-based feedback help students to write better? A meta-analysis exploring surface- and deep-level outcomes
Effects of peer feedback and self-assessment on writing
Structured Abstract Background In the demanding process of argumentative writing in a foreign language, structured formative feedback may serve as a form of scaffolding. Especially student feedback might be beneficial due to the learner's active participation in the feedback process. Aim The study investigated the effects of structured formative peer feedback and self-assessment on argumentative writing quality and genre knowledge at secondary sc…
Improving writing through evidence-based teaching
Structured Abstract Background Writing plays a crucial role in educational achievement in general and the successful transition from primary to secondary school. The aim of the present quasi-experimental study was to investigate the effect of a writing intervention on primary students’ writing performance and writing motivation. Method The sample included 846 children (Grades 3-4) across nine schools. The intervention was delivered through studen…
From research to classroom
Research has identified effective writing practices, yet translating them into everyday classroom instruction remains challenging. This study investigates how primary school teachers implemented a multi-component writing intervention after participating in professional development (PD). Using an explanatory sequential mixed-methods approach, we analyzed both quantitative and qualitative data to identify factors influencing intervention uptake. Te…
Responding to migration-related diversity in the classroom
Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, Mage = 8.67 years) worked on one textbook unit (five 45-min lessons). Teachers supplemented the unit with translingual scaffolds and en…
Text quality and changing perceptions of teacher feedback and affective-motivational variables
Introduction Feedback can support students’ writing and has the potential to enhance writing motivation and reduce writing anxiety. However, for feedback to fulfill its potential, it has to be accepted by students and perceived as motivating. Methods In this study, we investigate changes in less proficient English as a foreign language (EFL) students’ ( N = 53) writing motivation and affect, as well as their perceptions of teacher feedback and ho…
Herausforderungen beim Verfassen von Texten in der Sekundarstufe – Eine differenzielle Untersuchung nach Migrationshintergrund und Familiensprachen
Während die empirische Bildungsforschung literale Kompetenzen wie Lesen und Orthographie an weiterführenden Schulen recht umfassend in den Blick nimmt, gibt es vergleichsweise wenige Studien, die Texttiefenmerkmale untersuchen. Unser Beitrag analysiert instruktionale und argumentative Texte einer Stichprobe von Lernenden ( N = 208) in Jahrgang 9 an nichtgymnasialen Schulformen und nimmt dabei differentielle Analysen nach Migrationshintergrund und…
What beliefs about writing guide EFL curricula? An analysis of relevant policy documents for teaching English at German secondary schools
Although curricular analyses are of crucial importance for curricular development, documents for teaching writing in English as a foreign language [EFL] in Germany have not yet received much attention. Our study explores what beliefs about writing guide educational policy documents for teaching EFL in Germany. Using Ivanič’s (2004) discourses of writing [DoW] as a theoretical lens, we conduct a curricular analysis of 11 curricula for lower second…
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way
Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, Mage = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingu…
Plurilingualism in Europe
This article explores adolescent students’ attitudes toward learning English and other European languages studied at secondary school. The study is based on 2255 qualitative responses to a survey conducted in Bulgaria, Germany, the Netherlands, and Spain. The data reveal that, although differences between countries shape the experience of foreign language learning in different ways, students in all four countries are highly aware of the global st…
Intercultural language teaching and learning
Understanding Language and Literacy Development
Intercultural competence. Interpersonal communication across culture (7th edition)
Vera BusseUniversity of Oldenburg, Oldenburg, [email protected]© 2014 Vera Busse
International perspectives on motivation
Written Corrective Feedback in Second Language Acquisition and Writing
Corrective Feedback, Individual Differences and Second Language Learning
Fremdsprachen lehren und lernen
An exploration of motivation and self-beliefs of first year students of German
Why do first-year students of German lose motivation during their first year at university
This article explores motivational changes of first-year students enrolled on German degree courses at two major UK universities. It reports on the qualitative data obtained by a longitudinal mixed-methods study, and focuses on the interplay between students' motivation and the higher education learning environment. In particular, the article aims to shed light on the significant decrease in intrinsic motivation experienced by students over the c…
Bilingual Competence and Bilingual Proficiency in Child Development
Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts
Teaching and Researching Motivation
Language Use and Language Learning in CLIL Classrooms
Towards an Understanding of Language Learner Self-Concept
Clil
An exploration of motivation and self-beliefs of first year students of German
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way
Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, Mage = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingu…
Towards an Understanding of Language Learner Self-Concept
Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts
Responding to migration-related diversity in the classroom
Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, Mage = 8.67 years) worked on one textbook unit (five 45-min lessons). Teachers supplemented the unit with translingual scaffolds and en…
Language Use and Language Learning in CLIL Classrooms
Clil
Why do first-year students of German lose motivation during their first year at university
This article explores motivational changes of first-year students enrolled on German degree courses at two major UK universities. It reports on the qualitative data obtained by a longitudinal mixed-methods study, and focuses on the interplay between students' motivation and the higher education learning environment. In particular, the article aims to shed light on the significant decrease in intrinsic motivation experienced by students over the c…
Towards Multilingual Education. Basque Educational Research from an International Perspective
Bilingual Competence and Bilingual Proficiency in Child Development
Teaching and Researching Motivation
Maintaining Control
Towards Multilingual Education. Basque Educational Research from an International Perspective
Posh Talk
Maintaining Control
Teaching and Researching Motivation
Language Use and Language Learning in CLIL Classrooms
Towards an Understanding of Language Learner Self-Concept
Clil
Bilingual Competence and Bilingual Proficiency in Child Development
Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts
Written Corrective Feedback in Second Language Acquisition and Writing
Corrective Feedback, Individual Differences and Second Language Learning
Fremdsprachen lehren und lernen
An exploration of motivation and self-beliefs of first year students of German
Why do first-year students of German lose motivation during their first year at university
This article explores motivational changes of first-year students enrolled on German degree courses at two major UK universities. It reports on the qualitative data obtained by a longitudinal mixed-methods study, and focuses on the interplay between students' motivation and the higher education learning environment. In particular, the article aims to shed light on the significant decrease in intrinsic motivation experienced by students over the c…
Intercultural competence. Interpersonal communication across culture (7th edition)
Vera BusseUniversity of Oldenburg, Oldenburg, [email protected]© 2014 Vera Busse
International perspectives on motivation
Intercultural language teaching and learning
Understanding Language and Literacy Development
Plurilingualism in Europe
This article explores adolescent students’ attitudes toward learning English and other European languages studied at secondary school. The study is based on 2255 qualitative responses to a survey conducted in Bulgaria, Germany, the Netherlands, and Spain. The data reveal that, although differences between countries shape the experience of foreign language learning in different ways, students in all four countries are highly aware of the global st…
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way
Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, Mage = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingu…
What beliefs about writing guide EFL curricula? An analysis of relevant policy documents for teaching English at German secondary schools
Although curricular analyses are of crucial importance for curricular development, documents for teaching writing in English as a foreign language [EFL] in Germany have not yet received much attention. Our study explores what beliefs about writing guide educational policy documents for teaching EFL in Germany. Using Ivanič’s (2004) discourses of writing [DoW] as a theoretical lens, we conduct a curricular analysis of 11 curricula for lower second…
Text quality and changing perceptions of teacher feedback and affective-motivational variables
Introduction Feedback can support students’ writing and has the potential to enhance writing motivation and reduce writing anxiety. However, for feedback to fulfill its potential, it has to be accepted by students and perceived as motivating. Methods In this study, we investigate changes in less proficient English as a foreign language (EFL) students’ ( N = 53) writing motivation and affect, as well as their perceptions of teacher feedback and ho…
Herausforderungen beim Verfassen von Texten in der Sekundarstufe – Eine differenzielle Untersuchung nach Migrationshintergrund und Familiensprachen
Während die empirische Bildungsforschung literale Kompetenzen wie Lesen und Orthographie an weiterführenden Schulen recht umfassend in den Blick nimmt, gibt es vergleichsweise wenige Studien, die Texttiefenmerkmale untersuchen. Unser Beitrag analysiert instruktionale und argumentative Texte einer Stichprobe von Lernenden ( N = 208) in Jahrgang 9 an nichtgymnasialen Schulformen und nimmt dabei differentielle Analysen nach Migrationshintergrund und…
Responding to migration-related diversity in the classroom
Although calls for responding to migration-related diversity in education are not novel, few studies have examined linguistic and affective outcomes of diversity-sensitive approaches for vocabulary teaching. This article reports on an intervention study in which beginner English-foreign-language learners (N = 51, Mage = 8.67 years) worked on one textbook unit (five 45-min lessons). Teachers supplemented the unit with translingual scaffolds and en…
Can algorithm-based feedback help students to write better? A meta-analysis exploring surface- and deep-level outcomes
Psychology (19 works) · EFL/ESL Teaching and Learning (17 works) · Linguistics (15 works) · Mathematics education (14 works) · Computer Science (11 works) · Pedagogy (9 works) · Second Language Learning and Teaching (9 works) · Writing and Handwriting Education (7 works) · Artificial Intelligence (6 works) · Foreign language (6 works)