Hanne Roothooft
Biographic Data
| ID | 6479097 |
|---|---|
| NAME | Hanne Roothooft |
| GIVEN NAMES | Hanne |
| FAMILY NAME | Roothooft |
| SIGNATURE | ROOTHOOFT H |
| AFFILIATIONS | Universidad Pública de Navarra (UPNA) |
| ORCID | 0000-0002-8911-8026 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Students’ beliefs about written corrective feedback in two foreign language contexts
While there is a large body of research supporting the effectiveness of written corrective feedback (WCF), few studies have investigated learners’ beliefs about WCF, even though beliefs can impact on WCF effectiveness. Moreover, very few studies have focused on learners from different contexts, studying different target languages. To fill this gap, the present study administered questionnaires to two groups of university students: Spanish as a fo…
The reading rainbow of young multilingual learners
Reading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these var…
Spanish lecturers’ beliefs about English medium instruction
More and more European universities are implementing English Medium Instruction (EMI) programs, but such policies tend to be top-down and pay insufficient attention to contextual factors such as the degree of internationalization of the universities involved, or the actual subject taught and the perceived role of English in that subject. To understand such contexts better, it is essential to listen to the voices of the professionals actually invo…
Using the L1 in university-level EMI
English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that multilingualism in the classroom is accepted or even positively embraced. However, some studies in expand…
Investigating the interrelationship between rated L2 proficiency and linguistic complexity in L2 speech
A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback
A relatively small number of studies on beliefs about oral corrective feedback (CF) have uncovered a mismatch between teachers’ and students’ attitudes which is potentially harmful to the language learning process, not only because students may become demotivated when their expectations are not met, but also because teachers appear to be reluctant to provide oral CF. One of the reasons why teachers may feel this way seems to be that they are worr…
The relationship between adult EFL teachers' oral feedback practices and their beliefs
The relationship between adult EFL teachers' oral feedback practices and their beliefs
A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback
A relatively small number of studies on beliefs about oral corrective feedback (CF) have uncovered a mismatch between teachers’ and students’ attitudes which is potentially harmful to the language learning process, not only because students may become demotivated when their expectations are not met, but also because teachers appear to be reluctant to provide oral CF. One of the reasons why teachers may feel this way seems to be that they are worr…
Investigating the interrelationship between rated L2 proficiency and linguistic complexity in L2 speech
Using the L1 in university-level EMI
English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that multilingualism in the classroom is accepted or even positively embraced. However, some studies in expand…
Spanish lecturers’ beliefs about English medium instruction
More and more European universities are implementing English Medium Instruction (EMI) programs, but such policies tend to be top-down and pay insufficient attention to contextual factors such as the degree of internationalization of the universities involved, or the actual subject taught and the perceived role of English in that subject. To understand such contexts better, it is essential to listen to the voices of the professionals actually invo…
Students’ beliefs about written corrective feedback in two foreign language contexts
While there is a large body of research supporting the effectiveness of written corrective feedback (WCF), few studies have investigated learners’ beliefs about WCF, even though beliefs can impact on WCF effectiveness. Moreover, very few studies have focused on learners from different contexts, studying different target languages. To fill this gap, the present study administered questionnaires to two groups of university students: Spanish as a fo…
The reading rainbow of young multilingual learners
Reading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these var…
Psychology (7 works) · EFL/ESL Teaching and Learning (5 works) · Second Language Learning and Teaching (5 works) · Linguistics (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Corrective Feedback (3 works) · English as a foreign language (3 works) · Foreign language (3 works) · Mathematics education (3 works)