Publications
Flores-Aravena, A. and Tapia-Ladino, M. (2024). What do STEM+ Students from Two Chilean Universities do with their Teachers' Written Feedback Comments Recorded in their Drafts and how is this Related to their Final Grades?. Latin American Journal of Educational Studies, 54(1), 281-304.
Muñoz, R. and Correa, R. (2023). Relationship between motivation and academic performance of students in the English language. Logos Journal (Scielo) University of La Serena. Logos Vol. 33 No. 2 (2023).
Sagredo-Ortiz, S., Tapia-Ladino, M. & Kloss-Medina, S. (2023). Teaching Writing from the Teacher's Discourse in a Chilean Bilingual School Context. Revista Tecnológica-Educativa Docentes 2.0, 16(2), 84-91
Sagredo, S., Tapia-Ladino, M. and Kloss, S. (2023) Academic writing from the teaching discourse in four disciplinary areas of a Chilean university. In University Training. Vol 16(5), 17-26.
Tapia-Ladino, M., Correa, R., Arancibia, B. (2023). Written feedback with Gender Adjustment Comments (GAC) by mode in three university disciplinary areas. In Perspectiva Educacional Journal. Vol 62, No2.
Tapia-Ladino, M. and Correa, R. (2022) Implementation of academic writing feedback in two university disciplines. Journal of University Training. Vol 15. N° 6.
Correa, R., Tapia-Ladino, M., & Arancibia, B. (2021). Written Comments on Undergraduate Theses Written in Spanish as a First Language and English as a Foreign Language. Signum: Estudos da Linguagem, 24(1), 62-79.
Ávila Reyes, N., Figueroa, J. Calle-Arango, L., Morales, S. (2021). “Academic Writing Experiences: A Longitudinal Study with Diverse Students”. Education Policy Analysis Archives. 29(158).
Pérez, R., and Flores, J. (2018). Students' decisions about the teacher's types of written feedback on short stories in English. Logos: Journal of Linguistics, Philosophy and Literature, 28(2), 248-264
Tapia Ladino, M. De la Ho, M. and Sáez, K. (2020) What do writers do with the written comments (ce) offered by professors to undergraduate seminars in English teaching programs?. Alpha Journal, ISSN 0718-2201. No. 51.
Ávila Reyes, N., Espinosa, M.J., & Figueroa, J. (2020). Feedback for teaching writing: 5 principles for effective writing feedback. Practices for Educational Justice, 6, Center for Advanced Studies in Educational Justice
Correa, R., Flores, J. (2018). Students' decisions about the teacher's types of written feedback on short stories in English. Logos Magazine (Scielo) University of La Serena. Logos vol.28 no.2.
Tapia Ladino, M. Arancibia, B. and Correa, R. (2017) Feedback with Gender Adjustment Written Comments (CEAG) in the process of preparing thesis of Teacher Training Programs. Journal of Modern Languages. (SCOPUS) No. 50. Pp. 175 – 192
Meza, M. and Tapia Ladino, M. (2016). How is the appropriation of the Lesson Plan genre guided by the provision of written comments in pedagogical practice in an English teacher training program in Chile? No. 44 Second semester. Folios Magazine. Colombia. Pp. 137 – 150.
Tapia Ladino, M. Arancibia, B. and Correa, R. (2016). The role of written comments in the construction of the thesis from the perspective of thesis students and tutors. Revista Universitas Psicologica. vol.15, n.4, pp.1-14. ISSN 1657-9267.
Tapia Ladino, M. (2014). Written comments: a genre oriented towards achieving another genre in the academic writing process. Onomázein Journal. 30: 254-268.