Magnus Gustafsson

2025

Redefining Assessment for English-Medium Education

Editorial: Demystifying Written Academic Discourse Through Structured Support Approaches

2024

Proceedings Chalmers Conference on Teaching and Learning 2024

Editorial: The Boundary Condition of Human Interaction for Written Communication

EME-professionals as boundary agents in cross-disciplinary learning environments

2023

The Challenges of Academic Literacy/ies in Teaching Writing: Adaption, Contexts and Conditions

Studying the supervision of PhD writing at a STEAM university – what’s its WAC potential? 

2023

Disciplinary TA:s exploring the reciprocal effects of providing writing feedback in physics

2023

Proceedings Chalmers Conference on Teaching and Learning 2023

Which contextual factors influence writing programme design and what are the consequences for academic and disciplinary literacy?

2023

Reconsideração do Inglês como Língua Franca em Contextos Acadêmico-Científicos / Rethinking English as a Lingua Franca in Scientific-Academic Contexts

Studying the supervision of PhD writing at a STEAM university

2023

Which contextual factors influence writing programme design in engineering education and what are the consequences for disciplinary literacy?

An Exploratory Study Mapping Approaches to Teaching Writing in Engineering

Rethinking English as a lingua franca in scientific-academic contexts. A position statement.

2022

Negotiating the Intersections of Writing and Writing Instruction

Så kan studenter stöttas systematiskt i sitt skrivande

2021

Improved content mastery and written communication through a lab-report assignment with peer review: an example from a quantum engineering course

Multiple dimensions of English medium education - Striving to initiate change, sustainability, and quality in higher education in Sweden

Editorial: EATAW2019: Selected papers from the 10th Conference of the European Association for the Teaching of Academic Writing, Chalmers University of Technology, Gothenburg, Sweden, July, 2019

Supervision of M.Sc. theses using the writing of a scientific article as a framework to increase efficiency and quality of research outcomes

Co-Exploring International Writing Research and Rehearsing Scholarly Performances (CCCC2019)

Faculty and Student Perceptions of the Impacts of Communication in the Disciplines (CID) on Students’ Development as Engineers

The Writing Center in the Writing Program - Peer Tutoring Across Disciplines and Languages

Stepping out of the silos - Training teachers, training trainers (ICLHE2019 - Workshop)

2018

Internalising a threshold concept - what languages and channels are called for?

Writing at work: Transfer of genre knowledge to research writing in the medical field

2018

A ROAD TOWARDS A BETTER WRITING

A little learning is a dangerous thing - EMI, the language problem, and challenges with faculty training courses

A little learning is a dangerous thing - The 'language problem' and select issues with faculty training courses and their impact

Collaborating to constructively align writing assignments on engineering master's programmes

Enhancing the development of students’ disciplinary discourse and content learning in science and engineering through a focus on writing: a comparison between approaches at a Swedish and a UK university.

Modes and affordances for cultivating content faculty in their work to enhance learning through writing

Writing in the disciplines as writing to learn – student disciplinary discourse to enhance learning

Using threshold concepts for testing disciplinary discourse literacy

EMI and Assumptions about Language Proficiency: PROFiLE and Language in the Disciplines

Peer-review-based examination in a PhD-level course: ”Introduction to Research” at the Sahlgrenska Academy, Gothenburg University, Sweden

Editorial: Selected Papers from the 8th C onference of the European Association for the Teaching of Academic Writing, Tallinn University of Technology, Estonia, June 2015

Facilitating Writing in the Tension between the Quasi-Generic and the Multidisciplinary: Chalmers University of Technology.

Writing centres and the turn toward multilingual and multiliteracy writing tutoring

Writing centres and the turn toward multilingual and multilitercy writing tutoring

2016

Covarage and development of academic vocabulary in English medium instruction

PROFiLE (Professional Literacy in English): a longitudinal study of the relationship between English as the medium of instruction and the development of professional English literacy

Using vocabulary as an indicator of development of academic literacy and academic success

2015

Student and supervisor understanding of generic criteria for specific projects – A pilot study in an engineering education context

Workplace scenarios to integrate communication skills and content: A case study

2014

What is the impact of integrating language and content in higher education (ICLHE) ?

Catching Another Wave: WAC at the Graduate Level

What is the impact of integrating language and content in higher education (ICLHE) and how do you study it?

The challenges and benefits of criterion-based assessment: combining feedback channels and exploring criterion-based supervision

Three Strategies for Integrating Writing into STEM curricula and other hard-to-reach places: A Workshop for WAC Specialists and Their Allies in STEM and Related Fields

Chalmers University of Technology and faculty writing: Not mentoring writing researchers but trying to foster writing dimensions of higher education via SOTL

Investigating different types of criteria-based assessment through student data: towards optimization of assessment designs

Student Learning and ICLHE – Frameworks and Contexts

Student Learning and ICLHE – Frameworks and Contexts

Comparing student learning experiences of in-text commentary and rubric-articulated feedback: strategies for formative assessment

Master Level Writing in Engineering and Productive Vocabulary: What does measuring academic vocabulary levels tell us?

Peer-review-based examination of the PhD course ”Introduction to Research” at the Sahlgrenska Academy

MSc and MEng thesis supervision for enhanced learning and disciplinary discourse – making generic criteria meaningful in specific contexts

Multi-Disciplinary, Multi-Lingual Engineering Education Writing Development: A Writing Programme Perspective

A university wide action research project to enhance teaching and learning through constructive alignment

Academic literacies approaches for facilitating language for specific purposes

Collaborating for Content and Language Integrated Learning

From Local Seminars to International Teaching and Learning Exchanges: The Cross-Cultural Collaborations Project

Collaborating for Content and Language Integrated Learning: The Situated Character of Faculty Collaboration and Student Learning

A Design for Intercultural Exchange – An Analysis of Engineering Students’ Interaction with English Majors in a Poetry Blog

Förstärkt lärande och kommunikation trots undervisning på engelska? Aktiviteter för studenter och lärare

Peer Reviewing Across the Atlantic Patterns and Trends in L1 and L2 Comments Made in an Asynchronous Online Collaborative Learning Exchange Between Technical Communication Students in Sweden and in the United States

Being a Linguistic Foreigner - Learning from International Tutoring

Tackling transfer and transferability: ESP/EAP design for learning beyond templates

Vintage WAC: Improving the Learning Impact of WAC

2006

Closing Report for The Swedish Summer Institute 2005. Learners for Change

Writing Literature and Technology: Online Writing and Conversational Learning

Ett nätbaserat verktyg för grammatikträning: Språkutbildning för ingenjörer och visionen om EngOnline

2006

More than medium of instruction: The Bologna process and teaching in English

2005

The Swedish Summer Institute 2004 - Learners for Change