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You searched for +publisher:"Georgia State University" +contributor:("John Murphy"). Showing records 1 – 17 of 17 total matches.

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Georgia State University

1. Hoagland, Merideth. Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development.

Degree: PhD, Applied Linguistics and English as a Second Language, 2016, Georgia State University

  The current study examines the feasibility of task- and genre-based instruction in an English program located in an under-examined region of the People’s Republic… (more)

Subjects/Keywords: Chinese learners; Task-based teaching (TBLT); Genre-based instruction; Western China; Genre pedagogy

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APA (6th Edition):

Hoagland, M. (2016). Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/40

Chicago Manual of Style (16th Edition):

Hoagland, Merideth. “Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development.” 2016. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/40.

MLA Handbook (7th Edition):

Hoagland, Merideth. “Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development.” 2016. Web. 17 Feb 2020.

Vancouver:

Hoagland M. Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/40.

Council of Science Editors:

Hoagland M. Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/alesl_diss/40


Georgia State University

2. Mazzotta, Mizuki. The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes.

Degree: PhD, Applied Linguistics and English as a Second Language, 2017, Georgia State University

  The efficacy of corrective feedback (CF) on writing for second language (L2) development has been much studied in applied linguistics since Truscott’s (1996) polemic… (more)

Subjects/Keywords: Feedback; Second Language Writing; Sociocultural Theory

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APA (6th Edition):

Mazzotta, M. (2017). The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/43

Chicago Manual of Style (16th Edition):

Mazzotta, Mizuki. “The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes.” 2017. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/43.

MLA Handbook (7th Edition):

Mazzotta, Mizuki. “The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes.” 2017. Web. 17 Feb 2020.

Vancouver:

Mazzotta M. The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/43.

Council of Science Editors:

Mazzotta M. The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/alesl_diss/43


Georgia State University

3. Baker, Amanda A. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight… (more)

Subjects/Keywords: Pronunciation teaching; Pronunciation teaching; Teacher cognition; Teacher beliefs; Teacher beliefs; Classroom research; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Baker, A. A. (2011). Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/16

Chicago Manual of Style (16th Edition):

Baker, Amanda A. “Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/16.

MLA Handbook (7th Edition):

Baker, Amanda A. “Pronunciation Pedagogy: Second Language Teacher Cognition and Practice.” 2011. Web. 17 Feb 2020.

Vancouver:

Baker AA. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/16.

Council of Science Editors:

Baker AA. Pronunciation Pedagogy: Second Language Teacher Cognition and Practice. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/16


Georgia State University

4. Lee, Joseph J. A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a… (more)

Subjects/Keywords: Genre analysis; Classroom discourse; Language lesson; Teacher talk; Second language pedagogy; English for specific purposes; Applied Linguistics; First and Second Language Acquisition

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APA (6th Edition):

Lee, J. J. (2011). A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/20

Chicago Manual of Style (16th Edition):

Lee, Joseph J. “A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/20.

MLA Handbook (7th Edition):

Lee, Joseph J. “A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons.” 2011. Web. 17 Feb 2020.

Vancouver:

Lee JJ. A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/20.

Council of Science Editors:

Lee JJ. A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/20


Georgia State University

5. Pettitt, Nicole. SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS.

Degree: PhD, Applied Linguistics and English as a Second Language, 2017, Georgia State University

  The present study examined the language and literacy practices of one ethnolinguistically diverse family literacy English classroom for women who recently migrated to the… (more)

Subjects/Keywords: women; refugee; family literacy; L2 education; adult education; linguistic ethnography

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APA (6th Edition):

Pettitt, N. (2017). SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/42

Chicago Manual of Style (16th Edition):

Pettitt, Nicole. “SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS.” 2017. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/42.

MLA Handbook (7th Edition):

Pettitt, Nicole. “SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS.” 2017. Web. 17 Feb 2020.

Vancouver:

Pettitt N. SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/42.

Council of Science Editors:

Pettitt N. SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/alesl_diss/42


Georgia State University

6. Payant, Caroline A. Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom.

Degree: PhD, Applied Linguistics and English as a Second Language, 2012, Georgia State University

  Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions… (more)

Subjects/Keywords: Third language acquisition; Sociocultural theory; Native and nonnative language mediation; Languaging; Collaborative tasks; Learner beliefs

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APA (6th Edition):

Payant, C. A. (2012). Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/23

Chicago Manual of Style (16th Edition):

Payant, Caroline A. “Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/23.

MLA Handbook (7th Edition):

Payant, Caroline A. “Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom.” 2012. Web. 17 Feb 2020.

Vancouver:

Payant CA. Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/23.

Council of Science Editors:

Payant CA. Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/alesl_diss/23


Georgia State University

7. Aoulou, Eudes H. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2011, Georgia State University

  We know little about how English to Speakers of Other Languages (ESOL) preservice teachers’ prior experiences and beliefs shape their learning process in teacher… (more)

Subjects/Keywords: ESOL Preservice Teachers; Role of Background; Teacher Cognition and Growth; Education

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APA (6th Edition):

Aoulou, E. H. (2011). Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/81

Chicago Manual of Style (16th Edition):

Aoulou, Eudes H. “Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/msit_diss/81.

MLA Handbook (7th Edition):

Aoulou, Eudes H. “Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers.” 2011. Web. 17 Feb 2020.

Vancouver:

Aoulou EH. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/msit_diss/81.

Council of Science Editors:

Aoulou EH. Understanding how ESOL Pre-Services Teachers' Prior Experiences and Background Shape their Processes of becoming L2 (Reading) Teachers. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/msit_diss/81


Georgia State University

8. Findlay, Luciana. Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations.

Degree: PhD, Applied Linguistics and English as a Second Language, 2014, Georgia State University

  Despite the fact that international undergraduate students have been the most studied population in the field of Second Language Writing and that generation 1.5… (more)

Subjects/Keywords: Academic literacy; generation 1.5 students; international students; native-speaking students; faculty's perspectives; 1st year college

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APA (6th Edition):

Findlay, L. (2014). Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/30

Chicago Manual of Style (16th Edition):

Findlay, Luciana. “Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations.” 2014. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/30.

MLA Handbook (7th Edition):

Findlay, Luciana. “Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations.” 2014. Web. 17 Feb 2020.

Vancouver:

Findlay L. Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/30.

Council of Science Editors:

Findlay L. Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/alesl_diss/30

9. Yanez-Pinto, Nancy. Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience.

Degree: PhD, Applied Linguistics and English as a Second Language, 2014, Georgia State University

  The significant role of Graduate Spanish-Teaching Assistants (GSTAs) in Spanish as a foreign language programs at North American universities has not been matched by… (more)

Subjects/Keywords: Case study research; Graduate teaching assistants; Personal practical knowledge; Spanish as a foreign language; Teacher cognition; Language teacher education

…program, Dr. John Murphy. You are the reason I even made it to GSU all those years ago when you… 

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APA (6th Edition):

Yanez-Pinto, N. (2014). Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/31

Chicago Manual of Style (16th Edition):

Yanez-Pinto, Nancy. “Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience.” 2014. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/31.

MLA Handbook (7th Edition):

Yanez-Pinto, Nancy. “Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience.” 2014. Web. 17 Feb 2020.

Vancouver:

Yanez-Pinto N. Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/31.

Council of Science Editors:

Yanez-Pinto N. Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/alesl_diss/31

10. De Buck, Bert Onno. Tracking The Implementation Of A Content And Language Integrated Learning Program: An Intrinsic Case Study.

Degree: MA, Applied Linguistics and English as a Second Language, 2017, Georgia State University

  English language education in Brazilian private school systems is undergoing changes. Several school systems have opted for the implementation of an American high school… (more)

Subjects/Keywords: Content-based Instruction; CBI; CLIL; CLIL Implementation

…Speakers of Other Languages FL – Foreign Language GSU – Georgia State University GTA – Graduate… …program at Georgia State University (GSU) in August 2000. In the summer of 2001 I was… 

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APA (6th Edition):

De Buck, B. O. (2017). Tracking The Implementation Of A Content And Language Integrated Learning Program: An Intrinsic Case Study. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_theses/3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

De Buck, Bert Onno. “Tracking The Implementation Of A Content And Language Integrated Learning Program: An Intrinsic Case Study.” 2017. Thesis, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_theses/3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

De Buck, Bert Onno. “Tracking The Implementation Of A Content And Language Integrated Learning Program: An Intrinsic Case Study.” 2017. Web. 17 Feb 2020.

Vancouver:

De Buck BO. Tracking The Implementation Of A Content And Language Integrated Learning Program: An Intrinsic Case Study. [Internet] [Thesis]. Georgia State University; 2017. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_theses/3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Buck BO. Tracking The Implementation Of A Content And Language Integrated Learning Program: An Intrinsic Case Study. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/alesl_theses/3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Bunting, John D. An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class.

Degree: PhD, Applied Linguistics and English as a Second Language, 2013, Georgia State University

  Despite claims that the use of corpus tools can have a major impact in language classrooms (e.g., Conrad, 2000, 2004; Davies, 2004; O'Keefe, McCarthy,… (more)

Subjects/Keywords: Classroom research; Corpus tools; English for academic purposes; Second language teacher education; Second language writing; Teacher cognition

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APA (6th Edition):

Bunting, J. D. (2013). An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/26

Chicago Manual of Style (16th Edition):

Bunting, John D. “An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/26.

MLA Handbook (7th Edition):

Bunting, John D. “An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class.” 2013. Web. 17 Feb 2020.

Vancouver:

Bunting JD. An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/26.

Council of Science Editors:

Bunting JD. An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/alesl_diss/26

12. Ye, Lijuan. Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction.

Degree: PhD, Applied Linguistics and English as a Second Language, 2011, Georgia State University

  The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in… (more)

Subjects/Keywords: Chinese; Chinese characters; Character teaching; Chinese as a foreign language (CFL); Teacher beliefs; Student beliefs; Delayed Character Introduction (DCI); Immediate Character Introduction (ICI)

…deepest gratitude to my advisor, Dr. John Murphy, for his excellent guidance, constant patience… 

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APA (6th Edition):

Ye, L. (2011). Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/21

Chicago Manual of Style (16th Edition):

Ye, Lijuan. “Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction.” 2011. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/21.

MLA Handbook (7th Edition):

Ye, Lijuan. “Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction.” 2011. Web. 17 Feb 2020.

Vancouver:

Ye L. Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/21.

Council of Science Editors:

Ye L. Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/alesl_diss/21

13. Lukkarila, Lauren. Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom.

Degree: PhD, Applied Linguistics and English as a Second Language, 2012, Georgia State University

  Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that,… (more)

Subjects/Keywords: English as a second language (ESL) writing instruction; Academic writing instruction; Critical pedagogy; Feminist pedagogy; Auto-ethnography

…Stephanie Lindemann, and John Murphy for their helpful feedback, warmth, and willingness to work… 

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APA (6th Edition):

Lukkarila, L. (2012). Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/22

Chicago Manual of Style (16th Edition):

Lukkarila, Lauren. “Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom.” 2012. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/22.

MLA Handbook (7th Edition):

Lukkarila, Lauren. “Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom.” 2012. Web. 17 Feb 2020.

Vancouver:

Lukkarila L. Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2012. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/22.

Council of Science Editors:

Lukkarila L. Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom. [Doctoral Dissertation]. Georgia State University; 2012. Available from: https://scholarworks.gsu.edu/alesl_diss/22

14. Goodwin, Sarah J. Locus of Control in L2 English Listening Assessment.

Degree: PhD, Applied Linguistics and English as a Second Language, 2017, Georgia State University

  In second language (L2) listening assessment, various factors have the potential to impact the validity of listening test items (Brindley & Slatyer, 2002; Buck… (more)

Subjects/Keywords: Language assessment; Assessing listening; Second language testing; Rasch analysis; Audio play control; Stimulated recall in L2 listening

…Lindemann and John Murphy, your research on second language listening, as well as your teachings… 

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APA (6th Edition):

Goodwin, S. J. (2017). Locus of Control in L2 English Listening Assessment. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/37

Chicago Manual of Style (16th Edition):

Goodwin, Sarah J. “Locus of Control in L2 English Listening Assessment.” 2017. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/37.

MLA Handbook (7th Edition):

Goodwin, Sarah J. “Locus of Control in L2 English Listening Assessment.” 2017. Web. 17 Feb 2020.

Vancouver:

Goodwin SJ. Locus of Control in L2 English Listening Assessment. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/37.

Council of Science Editors:

Goodwin SJ. Locus of Control in L2 English Listening Assessment. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/alesl_diss/37

15. Polat, Brittany. Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners.

Degree: PhD, Applied Linguistics and English as a Second Language, 2014, Georgia State University

  Individual differences (IDs) in second language (L2) learning have traditionally been studied as separate, isolated variables (Dörnyei, 2005), but this reductionist approach has led… (more)

Subjects/Keywords: Second language acquisition; English language learners; Individual differences; L2 experience interview; TOEFL; Semantic content analysis

…research: ETS, Language Learning, and Georgia State University. This project would never have… …beginning of my master’s program; Dr. John Murphy, for his insights into being a true teacher; Dr… 

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APA (6th Edition):

Polat, B. (2014). Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/28

Chicago Manual of Style (16th Edition):

Polat, Brittany. “Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners.” 2014. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/28.

MLA Handbook (7th Edition):

Polat, Brittany. “Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners.” 2014. Web. 17 Feb 2020.

Vancouver:

Polat B. Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners. [Internet] [Doctoral dissertation]. Georgia State University; 2014. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/28.

Council of Science Editors:

Polat B. Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners. [Doctoral Dissertation]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/alesl_diss/28

16. Litzenberg, Jason J. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction.

Degree: PhD, Applied Linguistics and English as a Second Language, 2013, Georgia State University

  English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It… (more)

Subjects/Keywords: Lingua Franca; ELF; TESOL; Teacher Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Litzenberg, J. J. (2013). An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/27

Chicago Manual of Style (16th Edition):

Litzenberg, Jason J. “An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction.” 2013. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/27.

MLA Handbook (7th Edition):

Litzenberg, Jason J. “An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction.” 2013. Web. 17 Feb 2020.

Vancouver:

Litzenberg JJ. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/27.

Council of Science Editors:

Litzenberg JJ. An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/alesl_diss/27


Georgia State University

17. Zhang, Weimin. In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction.

Degree: PhD, Applied Linguistics and English as a Second Language, 2008, Georgia State University

  Researchers have explored second language (L2) teachers' knowledge focusing not only on their prior language learning experience, previous L2 teacher education, and teaching practices,… (more)

Subjects/Keywords: EFL Teacher Knowledge; Vocabulary Teaching; Chinese EFL Context; Second Language Teacher Education; Teacher Cognition; Teacher Beliefs; Teacher Practice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zhang, W. (2008). In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/1

Chicago Manual of Style (16th Edition):

Zhang, Weimin. “In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction.” 2008. Doctoral Dissertation, Georgia State University. Accessed February 17, 2020. https://scholarworks.gsu.edu/alesl_diss/1.

MLA Handbook (7th Edition):

Zhang, Weimin. “In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction.” 2008. Web. 17 Feb 2020.

Vancouver:

Zhang W. In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2020 Feb 17]. Available from: https://scholarworks.gsu.edu/alesl_diss/1.

Council of Science Editors:

Zhang W. In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/alesl_diss/1

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