Lieke Stoffelsma
Biographic Data
| ID | 4609715 |
|---|---|
| NAME | Lieke Stoffelsma |
| GIVEN NAMES | Lieke |
| FAMILY NAME | Stoffelsma |
| SIGNATURE | STOFFELSMA L |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0001-5676-0066 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Responding to Linguistic and Cultural Need: The Design and Evaluation of a Bilingual Storybook Intervention for Bilingual Fante–English Learners in Ghana
In this paper we describe the processes and challenges involved in the design, implementation, and assessment of a small-scale intervention in four primary schools in Ghana’s Central Region that aimed to enhance learners’ mother tongue and bilingual literacy practices whilst at the same time strengthening their sense of cultural identity. Within the framework of Educational Design Research (EDR), this paper describes the steps that were involved …
Testing university students’ morphological awareness of English as a second-language
The recent surge in the morphological awareness literature targeting ESL university students has two limitations: most studies come from Asia, and measures used lack validation within ESL university contexts. The present study expands ESL research towards Africa. We investigated whether linguistic measures of morphological knowledge, normed on monolingual American students, can produce reliable and valid scores when used among English second-lang…
Reading achievement among bilingual children in a postcolonial English context: The Importance of Cross-Linguistic Transfer and Socio-Economic Status
Contains fulltext : 325329.pdf (Publisher’s version ) (Open Access)
Incidental Vocabulary Learning in a Postcolonial English Second Language Context
This study investigated the incidental English second-language (ESL) vocabulary development of 125 science university students over two years, as well as their productive vocabulary knowledge in relation to academic achievement. The study was conducted in Ghana, a typical postcolonial ESL country in West Africa. Results showed that productive knowledge of vocabulary at the 2000, 3000, and 5000-word levels was not mastered in academic year one. In…
The morphology-vocabulary- reading mechanism and its effect on students’ academic achievement in an English L2 context
A closer look at the interactional construction of choral responses in South African township schools
Improving the academic reading proficiency of university students in Ghana: An Educational Design Research approach
This study evaluated the effectiveness of a reading intervention in first-year university courses (Chemistry and Linguistics) in Ghana, emphasising text structure, vocabulary and reading motivation. A between-group design was used to compare experimental (n = 51) and control groups (n = 33) in a pre-test post-test setup. The experimental manipulation consisted of a weekly tutorial session including homework (one semester). The purpose was to inve…
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Improving the academic reading proficiency of university students in Ghana: An Educational Design Research approach
This study evaluated the effectiveness of a reading intervention in first-year university courses (Chemistry and Linguistics) in Ghana, emphasising text structure, vocabulary and reading motivation. A between-group design was used to compare experimental (n = 51) and control groups (n = 33) in a pre-test post-test setup. The experimental manipulation consisted of a weekly tutorial session including homework (one semester). The purpose was to inve…
The morphology-vocabulary- reading mechanism and its effect on students’ academic achievement in an English L2 context
A closer look at the interactional construction of choral responses in South African township schools
Incidental Vocabulary Learning in a Postcolonial English Second Language Context
This study investigated the incidental English second-language (ESL) vocabulary development of 125 science university students over two years, as well as their productive vocabulary knowledge in relation to academic achievement. The study was conducted in Ghana, a typical postcolonial ESL country in West Africa. Results showed that productive knowledge of vocabulary at the 2000, 3000, and 5000-word levels was not mastered in academic year one. In…
Responding to Linguistic and Cultural Need: The Design and Evaluation of a Bilingual Storybook Intervention for Bilingual Fante–English Learners in Ghana
In this paper we describe the processes and challenges involved in the design, implementation, and assessment of a small-scale intervention in four primary schools in Ghana’s Central Region that aimed to enhance learners’ mother tongue and bilingual literacy practices whilst at the same time strengthening their sense of cultural identity. Within the framework of Educational Design Research (EDR), this paper describes the steps that were involved …
Testing university students’ morphological awareness of English as a second-language
The recent surge in the morphological awareness literature targeting ESL university students has two limitations: most studies come from Asia, and measures used lack validation within ESL university contexts. The present study expands ESL research towards Africa. We investigated whether linguistic measures of morphological knowledge, normed on monolingual American students, can produce reliable and valid scores when used among English second-lang…
Reading achievement among bilingual children in a postcolonial English context: The Importance of Cross-Linguistic Transfer and Socio-Economic Status
Contains fulltext : 325329.pdf (Publisher’s version ) (Open Access)
Linguistics (7 works) · Psychology (7 works) · Mathematics education (5 works) · Computer Science (4 works) · Reading and Literacy Development (4 works) · Second Language Acquisition and Learning (4 works) · EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Sociology (3 works)