Follow
Elke Stracke
Elke Stracke
Verified email at canberra.edu.au
Title
Cited by
Cited by
Year
A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment
E Stracke
ReCALL 19 (1), 57-78, 2007
3012007
An analysis of written feedback on a PhD thesis
V Kumar, E Stracke
Teaching in Higher education 12 (4), 461-470, 2007
2682007
Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs
E Stracke
System 60, 1-10, 2016
1562016
Feedback and self‐regulated learning: Insights from supervisors’ and PhD examiners’ reports
E Stracke, V Kumar
Reflective practice 11 (1), 19-32, 2010
1242010
Undertaking the journey together: Peer learning for a successful and enjoyable PhD experience
E Stracke
Journal of University Teaching & Learning Practice 7 (1), 111-121, 2010
862010
Examiners’ reports on theses: Feedback or assessment?
V Kumar, E Stracke
Journal of English for academic purposes 10 (4), 211-222, 2011
812011
Realising graduate attributes in the research degree: The role of peer support groups
E Stracke, V Kumar
Teaching in Higher Education 19 (6), 616-629, 2014
772014
Learner perceptions and experiences of pride in second language education
AS Ross, E Stracke
Australian Review of Applied Linguistics 39 (3), 272-291, 2016
602016
The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians
S Anam, E Stracke
TESOL Journal 11 (1), e00440, 2020
402020
Learning experiences in and outside class by successful Vietnamese tertiary students studying English as a foreign language
V Nguyen, E Stracke
Innovation in Language Learning and Teaching 15 (4), 321-333, 2021
312021
Reframing doctoral examination as teaching
V Kumar, E Stracke
Innovations in Education and Teaching International 55 (2), 219-227, 2018
302018
Talking career across disciplines: Peer group mentoring for women academics
A Collins, I Lewis, E Stracke, R Vanderheide
International Journal of Evidence Based Coaching and Mentoring 12 (1), 92-108, 2014
272014
Spotlight on blended language learning: A frontier beyond learner autonomy and computer assisted language learning
E Stracke
ILA (Independent Learning Association) Japan 2007 Conference, 1-13, 2009
242009
Non-native English speaking postgraduate TESOL students in Australia: Why did they come here?
N Inoue, E STRACKE
University of Sydney Papers in TESOL 8, 2013
202013
Encouraging dialogue in doctoral supervision: The development of the feedback expectation tool
E Stracke, V Kumar
International Journal of Doctoral Studies 15, 265, 2020
182020
Conflicting voices: Blended learning in a German university foreign language classroom
E Stracke
Learner autonomy: Autonomy in the classroom, 85-103, 2007
182007
Exploring doctoral students’ perceptions of language use in supervisory written feedback practices–because “feedback is hard to have”
E Stracke, V Kumar
Australian Review of Applied Linguistics 39 (2), 122-138, 2016
132016
ESL students in peer review: An action research study in a university English for Academic Purposes course.
J Hislop, E STRACKE
University of Sydney Papers in TESOL 12, 2017
112017
Communicative validation of interview data
E Stracke
Making a difference: Challenges for applied linguistics, 188-198, 2009
92009
Investigating adult migrant ESL learners’ language learning motivational profile in Australia: Towards a bicultural identity
E Stracke, J Jones, N Bramley, K Csizér, M Magid
The impact of self-concept on language learning, 155-170, 2014
72014
The system can't perform the operation now. Try again later.
Articles 1–20