Person:
Rodas Brosam, Elisabeth Luisa

Birth Date

1978-03-12

ORCID

0000-0002-6518-6243

Scopus Author ID

59657137200

Afiliación

Universidad de Cuenca, Cuenca, Ecuador

País

Ecuador

Organizational Units

Organizational Unit

Universidad de Cuenca

La Universidad de Cuenca fue creada bajo el Creada bajo la presidencia de Jerónimo Carrión y Palacio, el 15 de octubre de 1867 como Corporación Universitaria del Azuay, con el objetivo de ofrecer educación superior en la región y romper el monopolio de la Universidad Central de Quito. Inicialmente, contó con facultades de Teología, Jurisprudencia y Medicina. En 1897, bajo la influencia de la Revolución Liberal, fue reconocida como universidad propiamente dicha, pasando a llamarse Universidad del Azuay. En 1926, adoptó su nombre actual, Universidad de Cuenca.

Job Title

Profesor (T)

Last Name

Rodas Brosam

First Name

Elisabeth Luisa

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Now showing 1 - 10 of 12

Taking a closer look together. Written and oral feedback in a faculty writing group
(2024) Rodas Brosam, Elisabeth Luisa
Peer response writing groups support faculty in their development as scholarly writers around the globe. Nevertheless, little is known about feedback provision inside these groups. This work analyses written and oral comments in a faculty writing group to determine how feedback progressed as meetings developed. Results indicate that participants shifted from mainly correcting or giving directions to eliciting clarification, confirmation or information. Similarly, orally retaken comments (oral comments that referred to previous written comments) changed from discussing linguistic accuracy issues to centring on the content and cohesion/coherence of the text, with most of the latter prompting exchanges among participants. With continued participation members moved from mainly offering corrections to establishing a dialogue with authors. In writing groups faculty safely engage in peer feedback practices that enrich texts and writers.
Methodological Guidelines for Focus Groups with Children from Developing Regions
(2023) Peñaherrera Vélez, María José; Ochoa Avilés, Angélica María; Arpi Becerra, Nancy Consepción; Rodas Brosam, Elisabeth Luisa; Zuñiga Carpio, Gabriela Alexandra; Jerves Hermida, Elena Monserrath
Qualitative research with children has gained recognition in recent years. Nevertheless, special considerations should be analyzed before conducting focus groups with children from developing countries where methodological guidelines are scarce. This article provides methodological guidelines for conducting focus groups with children from developing countries based on an extensive literature review and our experience in urban and rural areas in Ecuador. Peculiarities of urban and rural contexts are highlighted, and child- friendly strategies are proposed. We conclude that focus groups can be conducted successfully with urban and rural children from low-and-middle- income countries if their specific circumstances, such as language and cultural diversity, are contemplated and all the materials are tested beforehand
Self-managed peer writing groups for the development of EFL literacy practices
(2021) Colombo, Laura; Rodas Brosam, Elisabeth Luisa
Peer response writing groups present several benefits in language learning classrooms. However, they are usually supervised by the instructor and thus become time consuming when carried out in class. This descriptive case study offers a model for extramural peer feedback and analyzes 12 meeting transcriptions of four undergraduate EFL writing groups implemented outside class time as support for an academic writing course with limited time for student interaction. These peer response groups were organized to: 1) provide participants with an additional audience, 2) open a space to practice the L2 in an authentic communicative situation, and 3) engage in peer review activities, a literacy practice associated with scientificacademic writing. Based on the data analysis of participant interactions, three main themes emerged according to what the members talked about: interacting as authors and reviewers of research articles, using the L2 in authentic communicative situations, and talking about and enacting literacy practices Although the experience of these writing groups was mainly positive, one of the limitations was their short lifespan, which prevented additional training to model peer response that would help facilitate the interaction among the participants, an important consideration to achieve beneficial peer feedback and to scaffold the process
Doctoral Writing Groups for the Advancement of Dissertation and Publication Writing
(2023) Rodas Brosam, Elisabeth Luisa
In writing groups (WGs), participants exchange drafts so that their partners’ feedback can be used to improve writing. These groups accompany participants while they face authentic dissertation or publication writing projects, are linked to situated and real demands, and promote participants’ engagement. Nevertheless, this type of pedagogical initiative continues to be uncommon, especially in Latin America. This qualitative exploratory study analyses participants’ perspectives about the benefits and drawbacks found in joining doctoral WGs in the Humanities and Social Sciences. It focuses on three separate sets of doctoral writing groups implemented and facilitated within the last eight years in Argentina. Despite some drawbacks, participants considered these groups as valuable not only for the advancement of dissertation and publication writing, but also as horizontal spaces to develop as scholarly writers. Higher education institutions worldwide could benefit from similar pedagogical initiatives to enhance and promote research writing at the graduate level.
Interdisciplinarity as an opportunity in argentinian and ecuadorian writing groups
(2021) Colombo, Laura; Rodas Brosam, Elisabeth Luisa
At the university level, writing groups have shown to be useful to teach and learn research writing as well as to advance academic-scientific publication and to discover collaboration opportunities among members from different disciplinary fields. At the same time, peer review, an important practice in the academic sphere, is learned within the groups through mutual peer feedback. A key feature of a writing group’s formation and progress is connected to how it is organised. One of the variables that seems to influence a group is interdisciplinarity. Nevertheless, the impact of the greater or lesser disciplinary distance in a group’s functioning has not been analysed in depth to determine its advantages or disadvantages. This article analyses interdisciplinarity of writing groups in two Latin American countries. In Argentina, the writing groups were formed by master's and doctoral students in the process of writing their thesis, while the writing groups in Ecuador were formed by early career academics and experienced research professors. The analysis of interview and group session transcriptions of the groups in both countries indicates that disciplinary distance mainly presents advantages if the distance is not too great, if there is, as one member put it, a ‘close distance.’ In this sense, research writing becomes, it seems, a meeting point for members, facilitating enriching exchanges.
Lenguaje, aprendizaje de lenguas extranjeras, inglés e interculturalidad: una perspectiva ecuatoriana
(2021) Rodas Brosam, Elisabeth Luisa; Rodas Pacheco, Fabián Darío
Language, as part of individuals’ everyday lives, has been defined and redefined constantly in different ways, making it possible to know the local context that surrounds them as well as the outside world. On the other hand, with the passing of time, language, at a global level, has become an essential part of the official educational curriculum and, in recent decades, part of the teaching and learning of foreign languages. The purpose of this descriptive literature review is to share a series of elements and concepts to complement or reinforce readers’ current knowledge about language and its role in the teaching and learning of foreign languages, as well as the importance of English and itslink with interculturality today. Primary and secondary sources were considered if directly connected to the topic under review (between 2000-2020) and authors whose seminal work has contributed to the disciplinary field. Language, as a means of human communication, allows the development of communicative competence, but more importantly, it gives way for individuals to know and interact in a better way with the people who live around them
Ventajas y desafíos de la interdisciplinaridad en grupos de escritura latinoamericanos según sus miembros
(2019) Rodas Brosam, Elisabeth Luisa; Colombo, Laura
Juntos escribimos: espacios para escribir ciencia sin interrupciones
(2024) Rodas Brosam, Elisabeth Luisa
University researchers face mounting pressure to conduct and disseminate their re- search findings, which often are important to measure career advancement, enhance scientific standing, and obtain funding for future investigations. Although scientific publications play a central role in higher education, their writing process is usually relegated to the background. In response, writing groups, where the main activity is to write during an uninterrupted time in the company of others, offer a viable strategy to move manuscripts forward toward publication. This descriptive case study examines the implementation of such a writing group within an Ecuadorian public university, shedding light on the motivations and expectations of its participants at the start of the initiative. Descriptive statistics was used as well as a thematic analysis of the information obtained through a short, online, anonymous survey. The findings highlight researchers’ continued quest for ways to enhance their academic writing skills and stress the need for dedicated spaces specifically for focused writing.
Writing groups in Ecuador as support for academics on the road to publication
(2018) Rodas Brosam, Elisabeth Luisa; Colombo, Laura
Innovation: a case study of an english teachers’ induction
(2019) Rodas Brosam, Elisabeth Luisa
The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives Little attention, resulting in work-related stress at the beginning of an instructor’s teaching contract. Consequently, not only the quality of teaching is affected but also the teachers’ motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers’ job-related stress during the first week of classes, thus helping to créate a learning environment where the program, its teachers, and its students benefit as a whole.