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., & Meier, M. (2024). Transfer Transdisziplinär: Digitaler Feedbackdialog zur Unterstützung von Lehr- und Lernprozessen in den Geistes- und Naturwissenschaften. Projektposter, präsentiert auf der Digital Learning Expo "Innovationen teilen. Kooperationen finden". Technische Universität Dresden, Deutschland.

 

Schluer, J. (2022). Language-aware feedback provision in digital environments. Poster, präsentiert auf der 16th International Conference of the Association for Language Awareness (ALA 2022) "Language Awareness for the Next 30 Years". São Paulo State University, Campus Bauru, Brasilien.

 

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, 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, 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.