Raffaella Negretti

Collaborative writing regulation: a comparative case study of co-regulation and socially shared regulation in higher education

2025

Doctoral education at the intersection of academia and the professions in Europe: towards innovative writing pedagogies

Beyond academic writing: the transformative potential of multi-genre tasks

Developing a Micro-Curriculum for Critical AI Literacy in a PhD-Level Academic Writing Course

Educating doctoral writers at the intersection of industry and academia

Plenary Talk: Ecologies of transformation in multilingual writing - Challenges and prospects for pedagogy and research

Beyond academic writing: task development with hybrid genres in a doctoral course

2024

Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing

2024

Integrating Home and International Students in HE: Academic and Social Effects of Pair Work PBL Assignments Online

2024

Learning to write in the era of AI: Hazards and possibilities

2024

Social regulation of learning in interdisciplinary groupwork

Sharing the knowledge: training doctoral students to write beyond academia

2023

Embedding students’ academic writing development in early-career disciplinary lecturers’ practice

Chat GPT – hjälp eller hinder?

2023

Tracking social regulation of learning in interdisciplinary group work

2023

Ana Bocanegra-Valle (ed.): APPLIED LINGUISTICS AND KNOWLEDGE TRANSFER: EMPLOYABILITY, INTERNATIONALISATION AND SOCIAL CHANGES

2023

Individual experiences of intercultural group work in engineering education over time: beyond 'home' and 'international' labels

2023

Case studies

2023

Introduction to the special issue: Innovation in L2 writing task design

2023

The silent tribe: Mapping the variety of researchers’ science communication practices across STEM disciplines

2023

Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication

2023

Using Narratives to Document Social Regulation of Learning in Interdisciplinary Groupwork

Akademiska uppdrag måste förenas med hållbart arbetsliv

2022

Science stories: researchers' experiences of writing science communication and the implications for training future scientists

Scientific communication beyond academia: writing practices and scientists’ experiences

Metacognition in Academic Writing: Learning Dimensions

2022

Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback

Practices and experiences of science communication: what scientists write beyond academia

2022

Setting the stage(s) for English for Research and Publication Purposes: Authors, audiences, and learning the craft

Plenary Talk NFEAP 2021: Setting the stage(s) for research writing - Actors, audiences, and learning the craft

2021

Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

Communicating to heterogeneous audiences: How STEM PhD students manipulate conventions and achieve agency in research writing

Exploring and supporting metacognitive awareness and disciplinary literacy during laboratory work

2021

Searching for metacognitive generalities: Areas of convergence in learning to write for publication across doctoral students in science and engineering

2021

Metacognitive convergences in research writing

Förstärkt fysiklärande med hjälp av laborationslogg

2021

Glöm inte forskningen när doktoranderna lär sig kommunicera

2020

Scientific Communication Beyond Academia. A report from the GENIE-funded Project: Scientific communication and metacognition: Thinking outside the box

2020

English for Specific Playfulness? How doctoral students in Science, Technology, Engineering and Mathematics manipulate genre

2019

English for Specific Playfulness? How doctoral students find fun in the development of genre knowledge, authorial voice, and genre innovation

2019

Scaffolding L2 academic reading and self-regulation through task and feedback

2019

Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature

2019

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

2018

Scaffolding genre knowledge and metacognition: insights from an L2 doctoral research writing course

Writing at work: Transfer of genre knowledge to research writing in the medical field

Genre analysis and its role in the writing for research process: insights from a study on scientific publication in English

Contextualized Writing Pedagogy for Genre Awareness in Higher Education: Challenges and Opportunities in STEM Education, WAC, and WID

2017

Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students

Visualizing genre knowledge: metacognitive scaffolds in the L2 writing for research classroom.

Visualizations of genre as a pedagogical tool in the PhD 'writing-for-research' classroom

2016

Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines

2015

“Lunch Keeps People Apart”: The Role of English for Social Interaction in a Multilingual Academic Workplace

Publishing in English: Experiences of Italian humanities scholars living and writing abroad

Students’ and teachers’ perceptions of genre goals: self-regulation and performance of students writing a BA essay in literature

Academic communication in a digital age: Poster proceedings of the 2014 Languages for Specific Purposes Conference

Looking back from the centre: Experiences and perspectives of Italian academic living/working abroad

Metacognitive Judgments and Rhetorical Effectiveness in Writing by Graduate Learners of Academic English

"Lunch keeps people apart": Social interaction in a multilingual workplace

Small talk in an international academic workplace: the role of English in the establishment of interpersonal relationships

The qualitative nature of metacognitive judgments and the rhetorical effectiveness of writing by L2 graduate students.

Metacognition in student academic writing

2012

Metacognition in student academic writing: A longitudinal study of metacognitive awareness and its relation to task perception and evaluation of performance.

Pathos and metaphor in English academic discourse: Graduate students' response to uses of rhetoric in the introductions to published articles.

2011

Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers

Metacognition and Genre Awareness in L2 Academic Reading and Writing

What works in LSP: the GAME project

Issues of epistemology, ontology, and disciplinary discourse in the introductions to academic articles: EAL graduate students’ perspectives

Internet and Research Methodologies for SLA

A conversational analysis approach to Internet Interaction for ESL learners

1999

Web based activities and SLA: a conversation analysis approach

Authoring for language education on the Internet