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• W2535818964 abstract "Academic literacy courses aim to enable higher education students to participate in their chosen academic fields as fully as possible. However, the extent to which these students transfer the academic skills taught in these courses to their chosen disciplines is still under-researched. This article reports on a study that investigated the potential of dynamic assessment (an assessment approach that blends instruction into assessment) in the transfer of genre features and conceptual knowledge among undergraduate business studies students in a UK public university. The data includes three students’ written assignments (N = nine), interviews (N = three) and business studies tutor (N = three) feedback. Drawing on Vygotskian sociocultural theory of learning and a genre theory based on Systemic Functional Linguistics, the data were analysed. The findings suggest that dynamic assessment may contribute to the transfer of genre features and conceptual knowledge to a new assessment context. Implications of this for academic literacy instruction and assessment design are presented." @default.
• W2535818964 created "2016-10-28" @default.
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• W2535818964 date "2017-01-01" @default.
• W2535818964 modified "2023-09-27" @default.
• W2535818964 title "Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment" @default.
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• W2535818964 doi "https://doi.org/10.1016/j.jeap.2016.10.002" @default.
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