G
Gert Rijlaarsdam
Researcher at University of Amsterdam
Publications - 208
Citations - 3657
Gert Rijlaarsdam is an academic researcher from University of Amsterdam. The author has contributed to research in topics: Writing process & Reading (process). The author has an hindex of 32, co-authored 197 publications receiving 3270 citations. Previous affiliations of Gert Rijlaarsdam include Umeå University & Katholieke Universiteit Leuven.
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L1 use during L2 writing: an empirical study of a complex phenomenon
TL;DR: Results indicate that all participants used their L1 while writing in their L2 to some extent, although this varied among conceptual activities, and L2 use appears to be positively related to L2 text quality for Goal setting, Generating ideas, and Structuring, but negatively related for Self-instructions and Metacomments.
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Relations Between Writing Processes and Text Quality: When and How?
TL;DR: This paper investigated the relation between cognitive activities and text quality: are qualitatively different texts preceded by different distributions of cognitive activities? The main assumption was that the same cognitive activity might have a different impact, depending on the moment it is engaged in during the writing process.
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Observational learning and the effects of model-observer similarity.
TL;DR: The authors examined the effects of similarity in competence between model and observer on the effectiveness of observational learning in argumentative writing and found that weak learners learn more from focusing their observations on weak models, whereas better learners learn from focusing on good models.
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Observational Learning and Its Effects on the Orchestration of Writing Processes
TL;DR: The authors examined why observational learning positively affects learning outcomes of new writing tasks and focused on the effects of observational learning on the temporal organization of writing processes and on the subsequent influence on text quality.
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The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL
Elke Van Steendam,Elke Van Steendam,Gert Rijlaarsdam,Gert Rijlaarsdam,Lies Sercu,Huub van den Bergh,Huub van den Bergh +6 more
TL;DR: This article showed that instruction in revision is necessary for the effectiveness of global feedback and that dyadic emulation needs to be preceded by observation and practice, with the aim to determine the most effective combination of instruction and emulation for revision.