Ian Davison
Biographic Data
| ID | 9339474 |
|---|---|
| NAME | Ian Davison |
| GIVEN NAMES | Ian |
| FAMILY NAME | Davison |
| SIGNATURE | DAVISON I |
| AFFILIATIONS | Academy of Public Administration |
| ORCID | 0000-0001-9711-0561 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Assessing the Impact of English for Academic Purposes (EAP) Instruction on the Rhetorical Features and Structure of Student Writing in an English Medium Instruction (EMI) University
This study looks at changes in the rhetorical structure and features of L2 university student writing after receiving English for Academic Purposes (EAP) instruction. Previous research suggests that the way ideas are presented in text can vary across different cultures. This potentially means that L2 students, who study in English Medium Instruction (EMI) universities, may have to learn how to organize and arrange their ideas in writing to align …
Assessing the Learning Potential of Second Language Student Interaction in Collaborative Writing
This study examines peer interaction in collaborative writing in second language (L2) learning and assesses how interaction may allow students to learn about correct language use from each other as they write. A small number of studies have found more pronounced improvement in individual writing after students had completed collaborative writing with their peers over a period of time than after learners had completed writing independently under t…
How Does the Use of Cohesive Devices in L2 Individual Writing Change After Writing Collaboratively or Independently
This study looked at how completing collaborative or independent writing can affect the individual writing that students subsequently produce; specifically at how the use of cohesive devices in individual L2 student writing changes as a result of completing these two writing procedures under the same conditions. To do so, this large-scale study (n=128) looked at the use of cohesive devices in individual writing completed before (pre-test) and aft…
The effects of completing collaborative or independent writing on the development of language use in individual writing
This quasi-experimental classroom-based study (n = 128) assessed how individual writing developed after students had completed either collaborative or independent writing; specifically looking at the development of language use in writing and changes in the complexity, accuracy and fluency of individual writing completed before and after either collaborative or independent writing had been carried out. While the complexity and fluency of individu…
Tensions in postgraduate training
Looking to avoid ‘tick box’ supervision? Jackson and Davison suggest both trainees and supervisors need to understand certain tensions and challenges inherent in practice
How to assess children’s virtue literacy
Character education is of growing importance in educational discourse. The Knightly Virtues programme draws on selected classic stories to teach eight moral virtues to nine- to 11-year-olds; it has proved to be hugely popular with UK schools. A finding of the trial was the different levels of ‘virtue literacy’ in faith and non-faith schools. This article outlines the key features of this trial which yielded the positive results and details its me…
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How to assess children’s virtue literacy
Character education is of growing importance in educational discourse. The Knightly Virtues programme draws on selected classic stories to teach eight moral virtues to nine- to 11-year-olds; it has proved to be hugely popular with UK schools. A finding of the trial was the different levels of ‘virtue literacy’ in faith and non-faith schools. This article outlines the key features of this trial which yielded the positive results and details its me…
Tensions in postgraduate training
Looking to avoid ‘tick box’ supervision? Jackson and Davison suggest both trainees and supervisors need to understand certain tensions and challenges inherent in practice
How Does the Use of Cohesive Devices in L2 Individual Writing Change After Writing Collaboratively or Independently
This study looked at how completing collaborative or independent writing can affect the individual writing that students subsequently produce; specifically at how the use of cohesive devices in individual L2 student writing changes as a result of completing these two writing procedures under the same conditions. To do so, this large-scale study (n=128) looked at the use of cohesive devices in individual writing completed before (pre-test) and aft…
The effects of completing collaborative or independent writing on the development of language use in individual writing
This quasi-experimental classroom-based study (n = 128) assessed how individual writing developed after students had completed either collaborative or independent writing; specifically looking at the development of language use in writing and changes in the complexity, accuracy and fluency of individual writing completed before and after either collaborative or independent writing had been carried out. While the complexity and fluency of individu…
Assessing the Learning Potential of Second Language Student Interaction in Collaborative Writing
This study examines peer interaction in collaborative writing in second language (L2) learning and assesses how interaction may allow students to learn about correct language use from each other as they write. A small number of studies have found more pronounced improvement in individual writing after students had completed collaborative writing with their peers over a period of time than after learners had completed writing independently under t…
Assessing the Impact of English for Academic Purposes (EAP) Instruction on the Rhetorical Features and Structure of Student Writing in an English Medium Instruction (EMI) University
This study looks at changes in the rhetorical structure and features of L2 university student writing after receiving English for Academic Purposes (EAP) instruction. Previous research suggests that the way ideas are presented in text can vary across different cultures. This potentially means that L2 students, who study in English Medium Instruction (EMI) universities, may have to learn how to organize and arrange their ideas in writing to align …
EFL/ESL Teaching and Learning (4 works) · Psychology (4 works) · Computer Science (3 works) · Linguistics (3 works) · Philosophy (3 works) · Academic writing (2 works) · Discourse Analysis in Language Studies (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Second Language Acquisition and Learning (2 works)