Volume 10 - February 2019 / Written Assignments and Dissertations in Distance Learning within the TESOL Context

Editorial (of Vol. 10, No 1)
Section One Intro: Academic writing (pp. 7-8), Guest Editors: Polyxeni Manoli, Makrina Zafiri, and Vasilios Zorbas
Greek students’ views on academic writing in Distance Learning within the TESOL context (pp. 9-20), Polyxeni MANOLI, Makrina ZAFIRI, Vasilios ZORBAS
Academic writing in distance learning programs: The tutors’ perspective (pp. 21-30), Evdokia KARAVAS & Vasilios ZORBAS
A preliminary genre-based analysis of M.A. dissertation abstracts written in a Greek TESOL distance learning environment (pp. 31-46), Anna-Maria HATZITHEODOROU
Academic writing: Conformity and beyond A brief note (pp. 47-51), Christine CALFOGLOU
Book review: Stylish Academic Writing (pp. 52-65), Sofia Panaghis
Section Two Intro: Feedback on academic assignments (pp. 66, 67), Guest Editors: Christine Calfoglou, Anastasia Georgountzou, and Alexia Giannakopoulou
An interview with Professor Dana Ferris (pp. 68, 71), Christine Calfoglou
Interface between feedback, assessment and distance learning written assignments (pp. 72-99), Dina TSAGARI
Unravelling the complexities of tutors’ feedback in distance education (pp. 100-116), Evangelia KARAGIANNI
A pilot study on conditions under which assessment of and feedback on written assignments affect learning (pp. 117-133), Ifigenia KOFOU
Assignment feedback in distance education: How do students perceive it? (pp. 134-153), Georgia KREONIDOU & Vassilia KAZAMIA
The impact of feedback on Distance Education students’ learning process (pp. 154-169), Valentina PEROUKIDOU & Ifigenia KOFOU
Students’ perceptions regarding the strengths and weaknesses of written feedback in distance learning: The case of the TESOL M.Ed. of the HOU (pp. 170-187), Eleni TRIGONAKI
Let feedback make the connection: Battling isolation in Distance Learning - The case of the MEd in TESOL students of the Hellenic Open University (pp. 188-209), Despoina MALIOTAKI
Peer feedback processes in Distance Education: The giver-receiver experience (pp. 210-237), Anastasia GEORGOUNTZOU & Christine CALFOGLOU
Section Three Intro: Assignments, dissertations and research (pp. 238-240), Guest Editors: Ifigenia Kofou, Kosmas Vlachos, and Athanasios Karasimos
A case study to compare the effects of different practices applied when assessing language learners (pp. 241-264), Maria GORGOGETA & Kosmas VLACHOS
Analyzing the efficacy of Moodle towards in-service EFL teachers’ development: the case of the HOU (pp. 265-286), Evangelia THEOHARI
Conducting action research for written assignments in the M.Ed. in TESOL of the H.O.U: a case study (pp. 287-293), Marina KOLLATOU
Exploring the implementation of CLIL-based Science lessons in the Greek School EFL context (pp. 294-313), Dimitra HASOGIA & Kosmas VLACHOS
Greek EFL teachers’ views and practices regarding teaching and the factors affecting them: a mini scale research (pp. 314-319), Maria GIDARAKOU
Conducting academic research for a dissertation: the perspective of a graduate on available tools and difficulties encountered (pp. 320-327), Valentina PEROUKIDOU
A small-scale study on research issues by interviewing TESOL post-graduate students at the Hellenic Open University (pp. 328-340), Ifigenia KOFOU
Section Four Intro: Links between written assignments, thematic modules and the classroom (pp. 341-342), Guest Editor: Maria Stathopoulou
The impact of HOU written assignments on student teachers’ practices within the IFLC framework: exploring attitudes and beliefs (pp. 343-368), Maria GLAVA & Christina STAVRAKI
The effect of the written assignments on teaching practice: The case of the Hellenic Open University’s M.Ed. in TESOL (pp. 369-409), Effrosyni KATAROPOULOU
Investigating the impact of Content and Language Integrated Learning (CLIL) on EFL oral production: a preliminary research on fluency and quantity (pp. 410-426), Gina PASCHALIDOU
Challenges in ESP/EAP Teaching at a Greek University: ‘Inter-scientificity’ in interdisciplinary fields (pp. 427-440), Ekaterini NIKOLAREA