Diane Pecorari
Biographic Data
| ID | 3429106 |
|---|---|
| NAME | Diane Pecorari |
| GIVEN NAMES | Diane |
| FAMILY NAME | Pecorari |
| SIGNATURE | PECORARI D |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0001-5299-8982 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
English reading expectations in Swedish higher education
In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an e…
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood.The ability of teachers in the EMI environment (i.e.disciplinary or 'content' teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of inst…
English proficiency, pedagogy, and confidence
English-medium instruction (EMI) lecturers in many European universities already command high English proficiency, leaving open the question of what else shapes their classroom practice. We surveyed 978 STEM teachers across 21 Swedish universities to examine how self-rated language proficiency, pedagogical training, and teaching self-efficacy relate to preferred teaching approaches (interactive, organised, transmissive, unreflective). Logistic-re…
Generative AI
Plagiarism and English for academic purposes
Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum. Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and ca…
Perspectives on Positive Academic Ethics
Predatory Conferences
At the Crossroads of Tesol and English Medium Instruction
Special Topic Issue of Tesol Quarterly, Autumn 2018 At the Crossroads of Tesol and English Medium Instruction
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Plagiarism in second-language writing
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from …
Plagiarism
Plagiarism can be defined broadly as an illegitimate and deceptive intertextual relationship.
English Textbooks in Parallel‐Language Tertiary Education
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in …
Good and original
Good and original
At the Crossroads of Tesol and English Medium Instruction
Plagiarism in second-language writing
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from …
English Textbooks in Parallel‐Language Tertiary Education
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in …
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood.The ability of teachers in the EMI environment (i.e.disciplinary or 'content' teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of inst…
English proficiency, pedagogy, and confidence
English-medium instruction (EMI) lecturers in many European universities already command high English proficiency, leaving open the question of what else shapes their classroom practice. We surveyed 978 STEM teachers across 21 Swedish universities to examine how self-rated language proficiency, pedagogical training, and teaching self-efficacy relate to preferred teaching approaches (interactive, organised, transmissive, unreflective). Logistic-re…
Good and original
English Textbooks in Parallel‐Language Tertiary Education
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in …
Plagiarism
Plagiarism can be defined broadly as an illegitimate and deceptive intertextual relationship.
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Plagiarism in second-language writing
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from …
Special Topic Issue of Tesol Quarterly, Autumn 2018 At the Crossroads of Tesol and English Medium Instruction
At the Crossroads of Tesol and English Medium Instruction
Perspectives on Positive Academic Ethics
Predatory Conferences
Generative AI
Plagiarism and English for academic purposes
Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum. Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and ca…
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood.The ability of teachers in the EMI environment (i.e.disciplinary or 'content' teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of inst…
English proficiency, pedagogy, and confidence
English-medium instruction (EMI) lecturers in many European universities already command high English proficiency, leaving open the question of what else shapes their classroom practice. We surveyed 978 STEM teachers across 21 Swedish universities to examine how self-rated language proficiency, pedagogical training, and teaching self-efficacy relate to preferred teaching approaches (interactive, organised, transmissive, unreflective). Logistic-re…
English reading expectations in Swedish higher education
In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an e…
Psychology (8 works) · Computer Science (7 works) · Second Language Learning and Teaching (7 works) · Mathematics education (6 works) · Sociology (6 works) · Linguistics (5 works) · Pedagogy (5 works) · Second Language Acquisition and Learning (5 works) · Academic integrity and plagiarism (4 works) · EFL/ESL Teaching and Learning (4 works)