Magda Tigchelaar
Biographic Data
| ID | 6341815 |
|---|---|
| NAME | Magda Tigchelaar |
| GIVEN NAMES | Magda |
| FAMILY NAME | Tigchelaar |
| SIGNATURE | TIGCHELAAR M |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0001-7528-4958 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Understanding text-based studies of linguistic development through goals for academic writing
Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to tex…
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
The NCSSFL‐ACTFL Can‐Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Unlike the European equivalent of the Can‐Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL‐ACTFL statements. Concerns have included whether the difficulty levels of the skills described in the statements match the statements’ assigned profi…
Reflexivity and transnational habitus
Following Sayer’s (2010) examination of reflexivity and habitus, we focus on the transnational habitus (Darvin & Norton 2015) of Aaron, a Chinese international student at a U.S. university. Specifically, we examine how he wrestled with being identified as an ESL learner despite having attended a U.S. high school. Also exploring the relationship between reflexivity and emotions (Flam 2010), we draw on his written work, interviews, and his WeChat c…
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
The NCSSFL‐ACTFL Can‐Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Unlike the European equivalent of the Can‐Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL‐ACTFL statements. Concerns have included whether the difficulty levels of the skills described in the statements match the statements’ assigned profi…
Reflexivity and transnational habitus
Following Sayer’s (2010) examination of reflexivity and habitus, we focus on the transnational habitus (Darvin & Norton 2015) of Aaron, a Chinese international student at a U.S. university. Specifically, we examine how he wrestled with being identified as an ESL learner despite having attended a U.S. high school. Also exploring the relationship between reflexivity and emotions (Flam 2010), we draw on his written work, interviews, and his WeChat c…
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
The NCSSFL‐ACTFL Can‐Do Statements describe what language learners can do at the various ACTFL proficiency sublevels. Unlike the European equivalent of the Can‐Do Statements (the Common European Framework of Reference for Languages), few researchers have assessed the construct validity of the NCSSFL‐ACTFL statements. Concerns have included whether the difficulty levels of the skills described in the statements match the statements’ assigned profi…
Understanding text-based studies of linguistic development through goals for academic writing
Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers’ language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students’ instructional contexts and their writing behaviors as they relate to tex…
Linguistics (3 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Clinical Psychology (1 works) · Clinical Psychology (1 works) · Cognitive psychology (1 works) · Construct (python library (1 works)