Ágnes Hódi
Biographic Data
| ID | 5971856 |
|---|---|
| NAME | Ágnes Hódi |
| GIVEN NAMES | Ágnes |
| FAMILY NAME | Hódi |
| SIGNATURE | HÓDI Á |
| AFFILIATIONS | University of Szeged |
| ORCID | 0000-0003-0325-1449 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Low-Proficiency Students’ Cognitive and Affective Engagement with Combined Audio and Indirect Written Feedback in an EFL Writing Class
The importance of learners’ cognitive and affective engagement with teachers’ feedback has been recognized, but they remained underexplored. To bridge this gap, this qualitative research aims to understand the dynamics of low-proficiency English learners’ cognitive and affective engagement with a teacher’s combined modes of feedback (CMF) in an Indonesian EFL context. A class of first-semester learners, working individually and in pairs, wrote na…
Language Assessment Literacy Development
Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practice…
EFL teachers’ language assessment literacy training needs
Teachers are responsible for their students' assessment; therefore, they need assessment knowledge and skills to professionally engage in an effective educational assessment. However, research showed that language teachers had insufficient assessment language assessment literacy (LAL). Thus, this study aimed to explore the components of the LAL construct in the Yemeni context and to assess Yemeni EFL teachers' LAL training needs. For this purpose…
Gender differences in second-graders’ text format-specific reading achievements, reading motivation, and their relationships
International doctoral students’ socialization into English academic writing proficiency
International doctoral students from non-native English-speaking (NNES) backgrounds often encounter challenges in writing their publications and doctoral dissertations. Drawing upon the language socialization theory (LST) of Duff, this study investigates how novice scholars integrate into their academic communities as they develop their English academic writing (EAW) abilities. Eighteen doctoral students representing diverse first-language backgr…
Interactions Among Text Formats and Reading Processes in Young Learners' L1 Reading Literacy
Reading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models by integrating text formats (continuous, mixed, and non‐continuous) and cognitive processes involved i…
What support do international doctoral students claim they need to improve their academic writing in English
Novice scholars from non-native English-speaking (NNES) backgrounds tend to encounter challenges in their doctoral education related to scholarly writing in English. This study investigated the support that NNES doctoral students perceive as crucial for achieving their desired proficiency in English academic writing (EAW). A survey was conducted during the 2021–2022 academic year, involving 255 NNES international doctoral students studying in 65 …
Reflection of Family Transference in Group Psychotherapy for Preadolescents
This is a detailed account of an 18-month course of psychoanalytically oriented psychotherapy for preadolescent children. The authors show how developmental aspects of early adolescence have to be understood in order to contain and work with the group's preoccupations. Intensely ambivalent feelings about separation and independence are expressed and enacted in the group. Transferential and realistic aspects of the group's relationship to the ther…
No prominent works on this page.
Reflection of Family Transference in Group Psychotherapy for Preadolescents
This is a detailed account of an 18-month course of psychoanalytically oriented psychotherapy for preadolescent children. The authors show how developmental aspects of early adolescence have to be understood in order to contain and work with the group's preoccupations. Intensely ambivalent feelings about separation and independence are expressed and enacted in the group. Transferential and realistic aspects of the group's relationship to the ther…
What support do international doctoral students claim they need to improve their academic writing in English
Novice scholars from non-native English-speaking (NNES) backgrounds tend to encounter challenges in their doctoral education related to scholarly writing in English. This study investigated the support that NNES doctoral students perceive as crucial for achieving their desired proficiency in English academic writing (EAW). A survey was conducted during the 2021–2022 academic year, involving 255 NNES international doctoral students studying in 65 …
EFL teachers’ language assessment literacy training needs
Teachers are responsible for their students' assessment; therefore, they need assessment knowledge and skills to professionally engage in an effective educational assessment. However, research showed that language teachers had insufficient assessment language assessment literacy (LAL). Thus, this study aimed to explore the components of the LAL construct in the Yemeni context and to assess Yemeni EFL teachers' LAL training needs. For this purpose…
Gender differences in second-graders’ text format-specific reading achievements, reading motivation, and their relationships
International doctoral students’ socialization into English academic writing proficiency
International doctoral students from non-native English-speaking (NNES) backgrounds often encounter challenges in writing their publications and doctoral dissertations. Drawing upon the language socialization theory (LST) of Duff, this study investigates how novice scholars integrate into their academic communities as they develop their English academic writing (EAW) abilities. Eighteen doctoral students representing diverse first-language backgr…
Interactions Among Text Formats and Reading Processes in Young Learners' L1 Reading Literacy
Reading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models by integrating text formats (continuous, mixed, and non‐continuous) and cognitive processes involved i…
Low-Proficiency Students’ Cognitive and Affective Engagement with Combined Audio and Indirect Written Feedback in an EFL Writing Class
The importance of learners’ cognitive and affective engagement with teachers’ feedback has been recognized, but they remained underexplored. To bridge this gap, this qualitative research aims to understand the dynamics of low-proficiency English learners’ cognitive and affective engagement with a teacher’s combined modes of feedback (CMF) in an Indonesian EFL context. A class of first-semester learners, working individually and in pairs, wrote na…
Language Assessment Literacy Development
Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practice…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Student Assessment and Feedback (4 works) · Literacy (3 works) · Academic writing (2 works) · Cognition (2 works) · Computer Science (2 works) · Educational and Psychological Assessments (2 works) · EFL/ESL Teaching and Learning (2 works)