Publications/ Publikationen

Schluer, J. (2024). Foreword. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 9–10). Digital Society: Vol. 76. Transcript. [open access]

Schluer, J. (2024). Introduction to digital feedback in research and teaching: The project, the conference, the current book. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 13–32). Digital Society: Vol. 76. Transcript. [open access]

Schluer, J. (2024). Redesigning TESOL courses with digital feedback: Reflections on modifications and suggestions for future exploration. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 35–62). Digital Society: Vol. 76. Transcript. [open access]

Schluer, J. (2024). Guiding and inspiring teachers to incorporate feedback in course and task design: An interactive feedback taxonomy. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 75–95). Digital Society: Vol. 76. Transcript. [open access]

Schluer, J. (2024). Learner engagement through feedback processes on – and inspired by – social media. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 215–245). Digital Society: Vol. 76. Transcript. [open access]

Schluer, J. (2024). Using chatbots for feedback exchanges in educational settings. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 281–311). Digital Society: Vol. 76. Transcript. [open access]

Schluer, J. (2024). AI avenues for future research and teaching practice on digital feedback. In J. Schluer (Ed.), Digital feedback in higher education: Teaching practices, student voices, and research findings (pp. 313–331). Digital Society: Vol. 76. Transcript. [open access]

 

Schluer, J., & Brück-Hübner, A. (2024). Diversity of pedagogical feedback designs: Results from a scoping review of feedback research in higher education. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2378336 [open access, advance online publication]

 

Schluer, J., & Liu, Y. (2024). Peer feedback in intercultural online communication: Theoretical and practical considerations for English language teaching. In R. Lietz, M. Mendes de Oliveira, L. Conti, & F. Lenehan (Eds.), Sprache und Interkulturalität in der digitalen Welt / Language and interculturality in the digital world (pp. 121–154). Forum Angewandte Linguistik (F.A.L.): Vol. 70. Peter Lang. [open access e-book]

 

Brück-Hübner, A., & Schluer, J. (2023). Was meinst du eigentlich, wenn du von "Feedback" sprichst? Chancen und Grenzen qualitativ-inhaltsanalytischer Scope-Reviews zur Herausarbeitung von Taxonomien zur Beschreibung didaktischer Szenarien am Beispiel "Feedback". Themenheft "Forschungssynthesen in der Mediendidaktik". MedienPädagogik 54 (Research Syntheses), pp. 125–166. https://doi.org/10.21240/mpaed/54/2023.11.29.X [Themenheft Forschungssynthesen in der Mediendidaktik. Ansätze und Herausforderungen. Herausgegeben von Svenja Bedenlier, Katja Buntins, Annika Wilmers und Michael Kerres.]

 

Schluer, J. (2023). Digitales Feedback didaktisch gedacht: Überblick und Anwendungsbeispiel. Perspektiven auf Lehre. Journal for Higher Education and Academic Development 3(2), pp. 1–14. https://doi.org/10.55310/jfhead.42

 

Schluer, J., Rütti-Joy, O., & Unger, V. (2023). Feedback literacy. In Philipp, T., & T. Schmohl (Eds.). Handbook transdisciplinary learning (pp. 155–164). Transcript Verlag. ISBN: 978-3-8394-6347-5 [open access e-book]

 

Schluer, J. (2022). Pre-service teachers’ perceptions of their digital feedback literacy development before and during the pandemic. International Journal of TESOL Studies, 4(3), 15–32. doi:10.46451/ijts.2022.03.03 [Special Issue: “Teaching and teacher development in technology-enhanced language learning” (Guest Editors: Lindsay Miller & Junjie Gavin Wu).]

 

Schluer, J. (2022). Individuelle Lernunterstützung durch multimodales Feedback: Potenziale digitaler Medien in heterogenen Gruppen. In N. Harsch, M. Jungwirth, M. Stein, Y. Noltensmeier, & N. Willenberg (Eds.). Diversität Digital Denken – The Wider View. Eine Tagung des Zentrums für Lehrerbildung der Westfälischen Wilhelms-Universität Münster vom 08. bis 10.09.2021 (pp. 237–246). Schriften zur allgemeinen Hochschuldidaktik: Vol. 8. Münster: WTM-Verlag. ISBN: 978-3-95987-177-8

 

Schluer, J. (2021). Multimodales Feedback lernförderlich gestalten: Möglichkeiten und Herausforderungen für (angehende) Fremdsprachenlehrkräfte. Zeitschrift für Fremdsprachenforschung (ZFF), 32(2), 157–180.

 

Schluer, J. (2021). Exploring L2 readers’ metacultural competence through a video-based cooperative approach. In A. Peters & N. F. Mundt (Eds.). Cultural linguistics applied. Trends, directions and implications (pp. 205–234). Duisburger Arbeiten zur Sprach- und Kulturwissenschaft/ Duisburg Papers on Research in Language and Culture: Vol. 127. Berlin: Peter Lang. ISBN: 978-3-631-84332-1

 

Schluer, J. (2021). Digitales Feedback mittels Screencasts in der Lehrkräfteausbildung: Rezeptions- und Produktionsperspektiven. In M. Eisenmann & J. Steinbock (Eds.). Sprache, Kulturen, Identitäten: Umbrüche durch Digitalisierung. Dokumentation zum 28. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung Würzburg 2019 (pp. 161–175). Beiträge zur Fremdsprachenforschung: Vol. 16. Baltmannsweiler: Schneider Verlag Hohengehren. ISBN: 978-3-8340-2089-5

 

Schluer, J. (2020). Individual learner support in digital ELT courses: Insights from teacher education. Special Issue: ELT in the Time of the Coronavirus 2020 (Part 2). International Journal of TESOL Studies, 2(3), 41–63. https://www.tesolunion.org/journal/details/info/aNjYu5ZDQz/Individual-Learner-Support-in-Digital-ELT-Courses:-Insights-from-Teacher-Education

 

Schluer, J. (2020). Feedbackvideos erstellen lernen: Praxisbericht zur Förderung digitaler Feedback-Kompetenzen im Lehramtsstudium. [Learning to create feedback videos: Practical experience report about the development of digital feedback skills in teacher education.] Themenspecial: Digitale Medien im Lehramtsstudium. [Special Issue: Digital media in teacher education.] Tübingen: Leibniz-Institut für Wissensmedien. https://www.e-teaching.org/praxis/erfahrungsberichte/feedbackvideos-erstellen-lernen-praxisbericht-zur-foerderung-digitaler-feedback-kompetenzen-im-lehramtsstudium

 

Schluer, J. (2020). Screencast Feedback: Feedbackvideos in der Lehrkräfteausbildung. [Screencast Feedback: Feedback videos in teacher education.] Beitrag zur Digital Learning Map von e-teaching.org. [Entry in the Digital Learning Map at e-teaching.org.] Tübingen: Leibniz-Institut für Wissensmedien. https://www.e-teaching.org/community/digital-learning-map/feedbackvideos-in-der-lehrkraefteausbildung-screencast-feedback

 

Finkbeiner, C., & Schluer, J. (2018). Stimulated Recall als Zugang zu mentalen Prozessen in der Fremdsprachenforschung. [Stimulated recall as a means to investigate mental processes in the field of foreign language research.] In K. Aguado, C. Finkbeiner, & B. Tesch (Eds.). Lautes Denken, "Stimulated Recall" und Dokumentarische Methode: Rekonstruktive Verfahren in der Fremdsprachenlehr- und -lernforschung (pp. 27–49). Language Culture Literacy: Vol. 10. Frankfurt am Main: Peter Lang. ISBN: 978-3-631-74719-3

 

Schluer, J. (2018). Videobasierter Stimulated Recall zur Erforschung von Wort- und Konzeptbewusstheit. [Using video-based stimulated recall in order to investigate lexical and conceptual awareness.] In K. Aguado, C. Finkbeiner, & B. Tesch (Eds.). Lautes Denken, "Stimulated Recall" und Dokumentarische Methode: Rekonstruktive Verfahren in der Fremdsprachenlehr- und -lernforschung (pp. 177–197). Language Culture Literacy: Vol. 10. Frankfurt am Main: Peter Lang. ISBN: 978-3-631-74719-3

 

Schluer, J. (2018). Looking at and beyond the lexical surface in L2 reading comprehension: Insights from a video-based study. Language Awareness, 27(1–2), 113-135. Special Issue “Languages for Life - Educational, Professional and Social Contexts: Selected papers from the 13th International Conference of the Association for Language Awareness, WU Vienna, July 2016” (Guest Editors: Rankin, T., & Stegu, M.). doi:10.1080/09658416.2018.1435672

 

Finkbeiner, C., & Schluer, J. (2018). Language awareness in the teaching of reading and writing. In P. Garrett & J. M. Cots (Eds.). The Routledge handbook of language awareness (pp. 108–123). Routledge handbooks in linguistics. New York: Routledge. Print-ISBN: 9781138937048. E-book ISBN: 9781315676494

 

Schluer, J. (2017). Wortbewusstheit und Konzeptbewusstheit beim Lesen fremdsprachiger Texte: Theoretische Überlegungen und empirische Erkenntnisse. [Lexical awareness and conceptual awareness when reading foreign-language texts: Theoretical considerations and empirical insights.] Zeitschrift für Fremdsprachenforschung (ZFF), 28(2), 181–208.

 

Finkbeiner, C., & Schluer, J. (2017). Developing prospective teachers' diagnostic skills through collaborative video analysis: Focus on L2 reading. Language Awareness, 26(4), 282–303. doi:10.1080/09658416.2017.1415916

 

Finkbeiner, C., & Schluer, J. (2017). Forschendes Lehren und Lernen in einer videobasierten kooperativen Lernumgebung: Ein kompetenzorientiertes Professionalisierungsmodell. [Research-based teaching and learning in a video-based cooperative learning environment: A competence-based professionalization model.] In P. Handler, K. Kaindl, & H. Wochele (Eds.), Ceci n'est pas une festschrift. Texte zur Angewandten und Romanistischen Sprachwissenschaft für Martin Stegu [That's not a festschrift. Texts on applied and Romance linguistics for Martin Stegu] (pp. 169–185). Berlin: Logos Verlag. ISBN: 978-3-8325-4527-7

 

Schluer, J. (2017). Review Article/ Rezension: Rabe, Frank. 2016. Englischsprachiges Schreiben und Publizieren in verschiedenen Fachkulturen. Wie deutschsprachige Forscher mit der Anglisierung der Wissenschaftskommunikation umgehen. [Writing and publishing in English across different disciplines. How German-speaking researchers handle the Englishization of academic communication.] Zeitschrift für Angewandte Linguistik, 67(1), 205–213. doi:10.1515/zfal-2017-0025

 

Schluer, J. (2016). Raising awareness of culture in academic communication: A workshop concept. In L. Lopriore & E. Grazzi (Eds.), Intercultural communication. New perspectives from ELF (pp. 447–471). Rome: Roma Tre Press. ISBN: 9788897524632 [open access]

 

Schluer, J. (2015). English as a lingua franca in linguistics? A case study of German linguists’ language use in publications. In R. Plo-Alastrué & C. Pérez-Llantada (Eds.), English as a scientific and research language. Debates and discourses: English in Europe, Volume 2 (pp. 233–260). Language and social life: Vol. 3. Berlin, Boston: De Gruyter Mouton. ISBN: 9781614516378

 

Schluer, J. (2014). Writing for publication in linguistics: Exploring niches of multilingual publishing among German linguists. Journal of English for Academic Purposes, 16, 1–13. doi:10.1016/j.jeap.2014.06.001

Schluer, J. (2017, September 29). Lexikalische und konzeptuelle Herausforderungen beim Lesen in einer Fremdsprache. [Lexical and conceptual challenges when reading in a foreign language.] Poster presentation at The 27th DGFF Conference on "Teaching languages"/ "Sprachen lernen integriert - global, regional, lokal". Deutsche Gesellschaft für Fremdsprachenforschung (DGFF), Universität Jena, Jena, Deutschland.

 

Schluer, J. (2017, June 13). Cultural awareness in academic ELF: A multi-perspective approach. Poster presentation at The Tenth Anniversary Conference of English as a Lingua Franca (ELF 10), University of Helsinki, Helsinki, Finland.

 

Schluer, J. (2013, September 6). Raising awareness of culture in research communication: A multi-perspective approach. Poster presentation at The Sixth International Conference of English as a Lingua Franca (ELF 6), Roma Tre University, Rome, Italy.