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Author: André Mottart
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SECONDARY SCHOOL TEACHERS' BELIEFS FOR TEACHING WRITING ACROSS THE CURRICULUM
V. Van Vooren, M. Valcke, A. Mottart - INTED2019 Proceedings - pages 9860-9866.
EXPLICIT REVISION INSTRUCTION IN HIGHER EDUCATION WRITING
V. Van Vooren, A. Mottart, J. Vlieghe - INTED2019 Proceedings - pages 762-765.
WRITING ACROSS CONTENT AREAS IN DUTCH AND FLEMISH SECONDARY EDUCATION
A. Mottart, F. Devos, V. Van Vooren, P.H. van de Ven - EDULEARN18 Proceedings - pages 3487-3494.
SEVENTH GRADERS’ GRAMMATICAL KNOWLEDGE: A COMPARATIVE STUDY
F. Devos, V. Van Vooren, A. Mottart - EDULEARN17 Proceedings - pages 7367-7371.
SECONDARY-SCHOOL PUPILS’ METACOGNITION FOR SPELLING: MUCH ADO ABOUT NOTHING?
F. Devos, V. Van Vooren, A. Mottart - EDULEARN16 Proceedings - pages 6319-6324.
DIGITAL MEDIA WRITING TOOLS: THE THEORY OF WRITING CURRICULA AND THE REALITY OF TEACHING PRACTICES
D. Laire, J. Casteleyn, A. Mottart - EDULEARN15 Proceedings - pages 3258-3263.
THE IMPACT OF A DIGITAL WRITING TOOL ON LEARNERS’ SECOND LANGUAGE ACQUISITION: AN EXPLORATORY STUDY IN HIGHER EDUCATION
D. Laire, J. Casteleyn, A. Mottart - INTED2015 Proceedings - pages 6855-6860.
STUDENTS' SELF-EFFICACY BELIEFS FOR WRITING
V. Van Vooren, F. Devos, A. Mottart - INTED2015 Proceedings - pages 2804-2810.