You searched for +publisher:"St. Cloud State University" +contributor:("Choonkyong Kim").
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1.
Ceballos, Megan.
Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/92 
► Comprehending what one reads is the essence of all reading instruction. Much research has been conducted to determine how English reading comprehension is achieved.…
(more)
▼ Comprehending what one reads is the essence of all reading instruction. Much research has been conducted to determine how English reading comprehension is achieved. The simple view of reading (Gough & Tunmer 1986) states that reading is the product of decoding times comprehension. Whether or not second language learners learn to read in English the same way that native English speakers do has not been as highly researched. The purpose of this study is to look at the English oral language skills of syntactic awareness, vocabulary and verbal working memory to see what correlations exist between these abilities and English reading comprehension with native Spanish speakers. Testing was done with third through eight grade participants with equal groups of native English and native Spanish speakers. It was found that the variable of vocabulary was significant to reading comprehension with native English speakers, while working memory was significant to reading comprehension with native Spanish speakers. The difference between native English and native Spanish speaking participants could have implications in the school setting as to how teachers address reading comprehension with second language learners.
Advisors/Committee Members: Choonkyong Kim, James Robinson, Sharon Codgill.
Subjects/Keywords: oral language; working memory; second language learners; reading comprehension
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APA (6th Edition):
Ceballos, M. (2017). Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/92
Chicago Manual of Style (16th Edition):
Ceballos, Megan. “Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/92.
MLA Handbook (7th Edition):
Ceballos, Megan. “Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners.” 2017. Web. 25 Jan 2021.
Vancouver:
Ceballos M. Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/92.
Council of Science Editors:
Ceballos M. Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/92
2.
Lu, Danhua.
Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/93
► The objective of this study is to explore ESL teachers’ perceptions and practices about vocabulary instruction. The research also aims to explore whether teachers’…
(more)
▼ The objective of this study is to explore ESL teachers’ perceptions and practices about vocabulary instruction. The research also aims to explore whether teachers’ beliefs are congruent with their practices. Twenty-five ESL teachers took part in this study. They completed a survey, which could reflect teachers’ belief on vocabulary instruction. Then the research observed three of the participants’ classes for one month. The observation may provide insights into how teachers actually teach vocabulary in class. At the end of the study, the research collected all teaching materials of three observed teachers and had a focus group discussion with them. The results show that participants held a positive attitude towards explicit vocabulary instruction in general but they also supported implicit teaching. From the class observation and focus group study, it can be concluded that some teachers act differently from what they believe. Finally, some pedagogical implications, like suggestions for supervisor, can be drawn from this study.
Advisors/Committee Members: Michael Schwartz, Choonkyong Kim, HungChih Yu.
Subjects/Keywords: vocabulary; beliefs; practices; ESL
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APA (6th Edition):
Lu, D. (2017). Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/93
Chicago Manual of Style (16th Edition):
Lu, Danhua. “Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/93.
MLA Handbook (7th Edition):
Lu, Danhua. “Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction.” 2017. Web. 25 Jan 2021.
Vancouver:
Lu D. Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/93.
Council of Science Editors:
Lu D. Teachers’ Beliefs and Practices: ESL Teachers’ Perceptions of Vocabulary Instruction. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/93
3.
Young, Melissia B.
How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/102
► This is a qualitative study comparing seven points of quantitative data in the areas of phonological awareness, phonics, concepts of print, vocabulary and word…
(more)
▼ This is a qualitative study comparing seven points of quantitative data in the areas of phonological awareness, phonics, concepts of print, vocabulary and word structure, comprehension, writing and overall score, to compare two teaching methods. The main subjects of this study are basal readers, leveled readers and MAP reading scores. The study participants were second grade ESL students in separate classrooms. Although this study touches on the use of sight-words, visual images, context vocabulary, reading time and word play through word use, the main focus of the results are a comparison between two different ways to present reading lessons to students. It is shown in the results that leveled readers can improve reading scores. These results can be used to improve reading instruction in any grade and at all levels.
Advisors/Committee Members: Choonkyong Kim, James Robinson, Edward Sadrai.
Subjects/Keywords: MAP Test; Extensive Reading; Intensive Reading; ESL
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APA (6th Edition):
Young, M. B. (2017). How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/102
Chicago Manual of Style (16th Edition):
Young, Melissia B. “How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/102.
MLA Handbook (7th Edition):
Young, Melissia B. “How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?.” 2017. Web. 25 Jan 2021.
Vancouver:
Young MB. How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/102.
Council of Science Editors:
Young MB. How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/102
4.
Hassan, Ali.
"Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/106
► Research in second language teaching and learning has many aspects to focus on, but this paper will focus on the sociolinguistic issues related to…
(more)
▼ Research in second language teaching and learning has many aspects to focus on, but this paper will focus on the sociolinguistic issues related to language usage and identity. Language usage is the lens that is used to understand the identity of Somali males in America. Language usage in social contexts gives us the opportunity to learn the multiple identities of Somali males in America. Being multilingual and having multiple identities in America is a constant battle for Somali males in America. They are constantly negotiating identity on a day to day basis. The findings are based on three Somali males in America in their early ‘20s who are all enrolled in a 4-year institution in the Midwest. This study sheds light on the identity of Somali males in America through their language usage. This study finds that language learning is more than a simple linguistic system and signs, but it engages the identity of the learned. Language is the number one factor that makes someone Somali according to these participants. Somali males in America are caught between their American community and Somali community. They are not accepted fully in either community. They are too foreign for many Americans, and too American for their Somali community. The findings of this study hope to educate conscious citizens, policy makers, and educators in an effort to reduce, if not eliminate, stereotyping of Somali males in America. Through the language they use in their social settings, we have seen the many different identities they employ and negotiate in their daily lives. Somali males in America have a foot in each of their communities and are constantly figuring who they are.
Advisors/Committee Members: Michael Schwartz, Choonkyong Kim, Rami Amiri.
Subjects/Keywords: language; identity; heritage; Somali; code-switching
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APA (6th Edition):
Hassan, A. (2017). "Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/106
Chicago Manual of Style (16th Edition):
Hassan, Ali. “"Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/106.
MLA Handbook (7th Edition):
Hassan, Ali. “"Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America.” 2017. Web. 25 Jan 2021.
Vancouver:
Hassan A. "Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/106.
Council of Science Editors:
Hassan A. "Where Did You Leave the Somali Language?" Language Usage and Identity of Somali Males in America. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/106
5.
Osorio Naves, Mariel.
Integrating Grammar in Adult TESOL Classrooms in El Salvador.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/107
► In 2008, Borg and Burns explored the beliefs of ELT professionals regarding the integration of Grammar in the adult classrooms. Their study comprised the…
(more)
▼ In 2008, Borg and Burns explored the beliefs of ELT professionals regarding the integration of Grammar in the adult classrooms. Their study comprised the opinions of instructors from different parts of the world, but excluded the Latin American region. This research sought to fill that gap by providing an insight into the region through a sample of 64 EFL professionals in El Salvador. By means of a questionnaire that yielded quantitative and qualitative data, the beliefs of the participants were analyzed. The results of this study showed that the beliefs of the teachers in El Salvador are remarkably similar to those of the original study. Through this research, it was found that teachers greatly favor the integration of grammar with other skills by including it in context. At the same time, teachers’ accounts showed that practical knowledge and experience greatly determine their practices, even over their theoretical knowledge. It is expected that these findings motivate further study in a population that has been highly under-researched so that ELT professionals can inform their practices.
Advisors/Committee Members: Choonkyong Kim, John P. Madden, Elena Kurinski.
Subjects/Keywords: teacher´s beliefs; grammar; integration; EFL
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APA (6th Edition):
Osorio Naves, M. (2017). Integrating Grammar in Adult TESOL Classrooms in El Salvador. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/107
Chicago Manual of Style (16th Edition):
Osorio Naves, Mariel. “Integrating Grammar in Adult TESOL Classrooms in El Salvador.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/107.
MLA Handbook (7th Edition):
Osorio Naves, Mariel. “Integrating Grammar in Adult TESOL Classrooms in El Salvador.” 2017. Web. 25 Jan 2021.
Vancouver:
Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/107.
Council of Science Editors:
Osorio Naves M. Integrating Grammar in Adult TESOL Classrooms in El Salvador. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/107
6.
Mulleneaux, Audra.
English for Specific Purposes (ESP): Which Linguistic Skills Improve and which do not Improve throughout the Duration of an ESP Class?.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/108
► The number of immigrants in the United States workforce has only increased over the past four decades. In fact, “[b]etween 1970 and 2015, the…
(more)
▼ The number of immigrants in the United States workforce has only increased over the past four decades. In fact, “[b]etween 1970 and 2015, the percentage of foreign-born workers in the labor force more than tripled, from 5 percent to 17 percent” (Batalva & Zong, 2017). This statistic brings into question the necessity of English classes for not only day-to-day English, but also specifically for the workplace. English for Specific Purposes (ESP) is a branch of English teaching that is designed to help prepare English Language Learners (ELLs) for a specific career path. This study aimed to analyze the General English (GE) skills for students who participated in an English as a Second Language (ESL) course designed for aspiring Certified Nursing Assistants (CNAs). Students were tested with the BEST Plus verbal and literacy tests before and after participating in the class. A survey with questions regarding students’ educational background and feelings about the CNA ESL class was also distributed. It was discovered that the majority of the students experienced increases in their GE speaking skills. Their literacy skills, on the other hand, did not show much improvement. Regardless of the lack of improvement in their literacy skills, many of the students reported seeing improvements in at least one aspect of their GE skills after taking this class.
Advisors/Committee Members: Choonkyong Kim, James Robinson, Carol Mohrbacher.
Subjects/Keywords: English for Secific Purposes (ESP); Curriculum; Curriculum Design; ESP Curriculum
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APA (6th Edition):
Mulleneaux, A. (2017). English for Specific Purposes (ESP): Which Linguistic Skills Improve and which do not Improve throughout the Duration of an ESP Class?. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/108
Chicago Manual of Style (16th Edition):
Mulleneaux, Audra. “English for Specific Purposes (ESP): Which Linguistic Skills Improve and which do not Improve throughout the Duration of an ESP Class?.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/108.
MLA Handbook (7th Edition):
Mulleneaux, Audra. “English for Specific Purposes (ESP): Which Linguistic Skills Improve and which do not Improve throughout the Duration of an ESP Class?.” 2017. Web. 25 Jan 2021.
Vancouver:
Mulleneaux A. English for Specific Purposes (ESP): Which Linguistic Skills Improve and which do not Improve throughout the Duration of an ESP Class?. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/108.
Council of Science Editors:
Mulleneaux A. English for Specific Purposes (ESP): Which Linguistic Skills Improve and which do not Improve throughout the Duration of an ESP Class?. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/108
7.
Skellett, Caitlin.
Assessing Introversion and Extroversion in a Second Language Setting.
Degree: MA, English, 2017, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/110
► This study aims to create a useful tool for assessing personality in the language classroom by testing a newly created personality test and comparing…
(more)
▼ This study aims to create a useful tool for assessing personality in the language classroom by testing a newly created personality test and comparing it’s results to a previously used and well-known tool. Participants in this study were 51 international students enrolled in the English for Academic Purposes program at a Midwestern
university. They came from various L2 backgrounds including Chinese and Nepali. The new personality testing too was created by simplifying the existing tool’s language and adding context to each question on the test, so that students are tapping into their personality as a language learner instead of their general personality traits. Students took this newly created test, named the Extroversion/Introversion in Language Learning Test (EILLT), and the Myers-Briggs Type Indicator (MBTI) along with an oral language assessment. The researcher compared the results of the three tests looking for correlations. The study showed that the new tool was more effective at assessing personality in the language classroom because it provided statistically significant results when correlating with the language measure while the MBTI did not provide statistically significant results. It also confirmed that participants scored more introverted when they thought of their personality in the language classroom, than when they thought of their overall personality. The researcher recommends the EILLT be utilized by language teachers in the future who want to better understand their students’ personalities so as to best support their students in the classroom.
Advisors/Committee Members: Choonkyong Kim, John Madden, Masha Mikolchak.
Subjects/Keywords: language; personality; personality test; ESL
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APA (6th Edition):
Skellett, C. (2017). Assessing Introversion and Extroversion in a Second Language Setting. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/110
Chicago Manual of Style (16th Edition):
Skellett, Caitlin. “Assessing Introversion and Extroversion in a Second Language Setting.” 2017. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/110.
MLA Handbook (7th Edition):
Skellett, Caitlin. “Assessing Introversion and Extroversion in a Second Language Setting.” 2017. Web. 25 Jan 2021.
Vancouver:
Skellett C. Assessing Introversion and Extroversion in a Second Language Setting. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/110.
Council of Science Editors:
Skellett C. Assessing Introversion and Extroversion in a Second Language Setting. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/110
8.
Ruanglertsilp, Ekkarat.
Thai-English Code-Mixing in Thai Reality Television Shows: The Face Thailand Season Two and The Face Men Thailand Season One.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/116
► This study examines the linguistic phenomena of Thai and English code-mixing on Thai modeling competition reality television shows: The Face Thailand season two and…
(more)
▼ This study examines the linguistic phenomena of Thai and English code-mixing on Thai modeling competition reality television shows:
The Face Thailand season two and
The Face Men Thailand season one. These two shows were chosen because of their higher frequency in the number of code-mixing by bilingual individuals on the shows compared to other Thai reality television shows. The study investigates the relationships of gender and role of the bilingual cast members with the incidences of code-mixing. This is to gain insight into whether the male cast members code-mixed more frequently than the female cast members, and whether the cast members who have the roles of mentor code-mixed more frequently than those who have the roles of contestants. With regard to the investigation, recorded data from each of the reality television shows was collected from the first five episodes, standardized, and analyzed with statistical independent sample T-test. The results revealed that female cast members have a higher number of code-mixing incidents than their male counterparts. However, statistics showed that this number is statistically insignificant. In terms of roles, the results revealed that the mentors code-mixed more frequently than the contestants and the number is statistically significant. These results provided support which both conform to and challenge the existing literature done by a number of researchers in the field. The results also suggested possible reasons which explain why the bilingual cast members on the shows employed the switching between Thai and English in their conversations.
Advisors/Committee Members: Edward Sadrai, Choonkyong Kim, Marla Kanengieter-Wildeson.
Subjects/Keywords: Code-mixing; language and gender; reality television shows; Thai-English code-mixing; code-switching; sociolinguistics
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APA ·
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APA (6th Edition):
Ruanglertsilp, E. (2018). Thai-English Code-Mixing in Thai Reality Television Shows: The Face Thailand Season Two and The Face Men Thailand Season One. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/116
Chicago Manual of Style (16th Edition):
Ruanglertsilp, Ekkarat. “Thai-English Code-Mixing in Thai Reality Television Shows: The Face Thailand Season Two and The Face Men Thailand Season One.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/116.
MLA Handbook (7th Edition):
Ruanglertsilp, Ekkarat. “Thai-English Code-Mixing in Thai Reality Television Shows: The Face Thailand Season Two and The Face Men Thailand Season One.” 2018. Web. 25 Jan 2021.
Vancouver:
Ruanglertsilp E. Thai-English Code-Mixing in Thai Reality Television Shows: The Face Thailand Season Two and The Face Men Thailand Season One. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/116.
Council of Science Editors:
Ruanglertsilp E. Thai-English Code-Mixing in Thai Reality Television Shows: The Face Thailand Season Two and The Face Men Thailand Season One. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/116
9.
Logvinenko, Sofiia.
What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/124
► Many studies suggest that a native language (L1) may influence the second language acquisition (L2). This study is interested in the possible impact of…
(more)
▼ Many studies suggest that a native language (L1) may influence the second language acquisition (L2). This study is interested in the possible impact of L1 orthography on the choice of spelling strategies of Chinese, Arabic, and French speaking learners. Data was collected through a short test in which participants were asked to memorize new English words. Afterwards, they reported strategies which were used in order to learn the spelling. After calculating individual and group average of employed strategies, the most commonly used among them were determined for the members of the same language group, and for all participants as a group. I also wanted to identify which language group would be the most successful in spelling orthographically challenging English words. This empirical study provides evidence that regardless of a native language, the same strategies were used most of the time by all participants. The findings related to accuracy of each language group support the influence of L1 on the spelling process in L2. Implications for ESL teachers are discussed.
Advisors/Committee Members: Choonkyong Kim, Shawn Jarvis, Maria Mikolchak.
Subjects/Keywords: L1; L2; spelling strategies; native language; spelling accuracy; ESL
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APA (6th Edition):
Logvinenko, S. (2018). What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/124
Chicago Manual of Style (16th Edition):
Logvinenko, Sofiia. “What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/124.
MLA Handbook (7th Edition):
Logvinenko, Sofiia. “What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?.” 2018. Web. 25 Jan 2021.
Vancouver:
Logvinenko S. What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/124.
Council of Science Editors:
Logvinenko S. What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/124
10.
Yusuf, Deqa.
The Impact of Time on English Language Learners’ Vocabulary Size.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/127
► This study investigates the Level of receptive vocabulary knowledge of English language learners at different Levels of proficiency at a large mid-western university. The…
(more)
▼ This study investigates the Level of receptive vocabulary knowledge of English language learners at different Levels of proficiency at a large mid-western
university. The 111 participants in this study were international students from various first language backgrounds, who were enrolled in pre-college intensive English courses. The study used a yes/no vocabulary test known as the Vocabulary Size Test (Meara, 1992) to measure students’ receptive vocabulary knowledge. Items in the yes/no test consist of 40 real words and 20 pseudo words. This assessment provided a rough estimate of each learner’s lexical profile. In addition to the yes/no test, learners were surveyed to determine if there was a correlation between their vocabulary size and the specific vocabulary learning strategies, their daily use and practice of English, self-monitoring learning, goals, and motivation. A paired samples t-test was used to compare pre-and post-test for the first 1,000 (1K), the second 1,000, the third 1,000 (3K), and AWL. The results suggest that pre-test and post-test for 1K and 2K, participants show showed some improvement in increasing their receptive vocabulary size. Also, participants who took 3K and AWL pre-test and post-test show significant improvement in their vocabulary size. In addition, there is no significant relationship between improvement and survey strategy answers. Based on the study’s results, pedagogical recommendations were made to help participants increase their vocabulary size.
Advisors/Committee Members: Choonkyong Kim, Michael Schwartz, Semya Hakim.
Subjects/Keywords: ESL; EFL; Vocabulary Size; Yes/no test
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APA (6th Edition):
Yusuf, D. (2018). The Impact of Time on English Language Learners’ Vocabulary Size. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/127
Chicago Manual of Style (16th Edition):
Yusuf, Deqa. “The Impact of Time on English Language Learners’ Vocabulary Size.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/127.
MLA Handbook (7th Edition):
Yusuf, Deqa. “The Impact of Time on English Language Learners’ Vocabulary Size.” 2018. Web. 25 Jan 2021.
Vancouver:
Yusuf D. The Impact of Time on English Language Learners’ Vocabulary Size. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/127.
Council of Science Editors:
Yusuf D. The Impact of Time on English Language Learners’ Vocabulary Size. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/127
11.
Jo, Gilsang.
English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/132
► This study compares the efficacy of the use of wordlists and that of flashcards, the effectiveness of L1 definitions and L2 definitions, the retention…
(more)
▼ This study compares the efficacy of the use of wordlists and that of flashcards, the effectiveness of L1 definitions and L2 definitions, the retention of words with concrete words and abstract words, and the conditions under which concrete and abstract words are better retained-flashcards vs. wordlists and L1 definitions vs. L2 definitions. In the experiment, 24 Chinese ESL students studied 64 low-frequency English words. Of those words 32 words were studied by flashcards and the other 32 through wordlists. Also, 32 were concrete words, and the other 32 abstract words. Also, of the 32 concrete and abstract words, 16 were given L1 definitions and the other 16 L2 definitions. Paired t-tests indicate that there is no statistical difference between the use of flashcards and wordlists. However, a statistically significant difference was found in the superiority of L1 definitions over L2 definitions and in the longer retention of concrete words in comparison to abstract words. Furthermore, it turned out that the choice between flashcards and wordlists did not affect the long-term retention of concrete words and abstract words. However, the use of L1 definitions resulted in a longer retention of concrete words, but not of abstract words. The results carry a great deal of implications since the use of wordlists and L1 definitions has recently been shunned by many researchers, teachers, and students alike for the sake of the use of flashcards and giving definitions in L2 or the target language.
Advisors/Committee Members: Choonkyong Kim, Michael Schwartz, Maria Mikolchak.
Subjects/Keywords: flashcards; wordlists; L1 definitions; L2 definitions; abstract words; concrete words
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APA (6th Edition):
Jo, G. (2018). English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/132
Chicago Manual of Style (16th Edition):
Jo, Gilsang. “English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/132.
MLA Handbook (7th Edition):
Jo, Gilsang. “English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words.” 2018. Web. 25 Jan 2021.
Vancouver:
Jo G. English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/132.
Council of Science Editors:
Jo G. English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/132
12.
Gu, Rui.
An Examination of Singular Third-Person Pronoun Usage Between Spoken and Written English by Chinese ESL Students.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/133
► The objective of this project was to study the use of third-person singular pronouns in Chinese English as a second language (ESL) students’ spoken…
(more)
▼ The objective of this project was to study the use of third-person singular pronouns in Chinese English as a second language (ESL) students’ spoken and written English. Specifically, this research studied the possible interpretations of Chinese students’ inability to use correct third-person pronouns with gender features (i.e. mixing “she” and “he”) while the speaker is speaking spontaneously. This study also examined the indistinguishability between masculine and feminine pronouns in spoken Mandarin Chinese and the effect of transference between the native language (Mandarin Chinese, L1), the target language (English, L2), and the lack of communicative English learning. This study reported the error rate of third-person pronoun usage in both spoken and written English of 48 ESL (English as a second language) Chinese students in a Midwest
university in the U.S. By using the Suppliance in Obligatory Contexts (SOC) strategy, quantitative research procedures, and within-subject design, this study examined and analyzed the difference in third-person pronoun usage between spoken and written English by Chinese ESL students. The research discovered that the Chinese students had more third-person pronoun usage errors in spoken English than in written English, yet more research is needed to make a stronger case. The future implications for Mandarin Chinese ESL students are that they might benefit from high L2 input exposure and sufficient time to self-monitor when speaking in an L2 environment.
Advisors/Committee Members: Choonkyong Kim, Edward M. Sadrai, Tim R. Fountaine.
Subjects/Keywords: TESOL; Pronoun Usage; ESL; Mandarin Chinese; Negative Transference; Competence and Performance
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APA (6th Edition):
Gu, R. (2018). An Examination of Singular Third-Person Pronoun Usage Between Spoken and Written English by Chinese ESL Students. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/133
Chicago Manual of Style (16th Edition):
Gu, Rui. “An Examination of Singular Third-Person Pronoun Usage Between Spoken and Written English by Chinese ESL Students.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/133.
MLA Handbook (7th Edition):
Gu, Rui. “An Examination of Singular Third-Person Pronoun Usage Between Spoken and Written English by Chinese ESL Students.” 2018. Web. 25 Jan 2021.
Vancouver:
Gu R. An Examination of Singular Third-Person Pronoun Usage Between Spoken and Written English by Chinese ESL Students. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/133.
Council of Science Editors:
Gu R. An Examination of Singular Third-Person Pronoun Usage Between Spoken and Written English by Chinese ESL Students. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/133
13.
Koleva, Yulia.
Do Learners use Different Strategies for Learning Concrete vs. Abstract Nouns and Verbs?.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/134
► It is hardly possible to find a learner of a second language who does not use any vocabulary learning strategies. Students might do it…
(more)
▼ It is hardly possible to find a learner of a second language who does not use any vocabulary learning strategies. Students might do it unconsciously. The aim of the study is to investigate the strategies that second language learners use to memorize the meanings of the concrete and abstract nouns and verbs and see if they are different. Twenty-seven participants were recruited for the research. One hour interview was held during which students attempted to memorize new words. The results show that the most commonly used strategies for concrete and abstract nouns and verbs were simple word rehearsal, writing of a word and/or its meaning, sound link, cumulative rehearsal, mnemonic use. According to results of the final test nouns had advantage over verbs within concrete category. No other significant differences were found. As for the strategy choice, the research showed that there is no significant difference in the use of strategies between such categories as concrete nouns, concrete verbs, abstract nouns, and abstract verbs. Only abstract verbs seem to stimulate deeper processing which results in the use of more strategies.
Advisors/Committee Members: Choonkyong Kim, Michael Schwartz, Maria Mikolchak.
Subjects/Keywords: noun; verb; concrete; abstract; strategy; memorization; meaning; ESL; vocabulary; VLS.
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APA (6th Edition):
Koleva, Y. (2018). Do Learners use Different Strategies for Learning Concrete vs. Abstract Nouns and Verbs?. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/134
Chicago Manual of Style (16th Edition):
Koleva, Yulia. “Do Learners use Different Strategies for Learning Concrete vs. Abstract Nouns and Verbs?.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/134.
MLA Handbook (7th Edition):
Koleva, Yulia. “Do Learners use Different Strategies for Learning Concrete vs. Abstract Nouns and Verbs?.” 2018. Web. 25 Jan 2021.
Vancouver:
Koleva Y. Do Learners use Different Strategies for Learning Concrete vs. Abstract Nouns and Verbs?. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/134.
Council of Science Editors:
Koleva Y. Do Learners use Different Strategies for Learning Concrete vs. Abstract Nouns and Verbs?. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/134
14.
Ikar, Abdirahman.
Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/137
► The American Midwest is home to a large number of refugees from Somalia. Numerous studies have explored immigrant communities’ beliefs and strategies for bilingual…
(more)
▼ The American Midwest is home to a large number of refugees from Somalia. Numerous studies have explored immigrant communities’ beliefs and strategies for bilingual development of their children. However, there has only been one study (Abikar, 2013) that explored this topic from the perspective of Somali parents. The aim of this qualitative study was to look at first-generation Somali parents’ beliefs and strategies for bilingual development of their children. 10 first-generation Somali parents were interviewed using semi-structured interview questions. 14 major themes related to their beliefs and strategies were found. Parents in this study perceived a strong relationship between their children’s heritage language and family communication and identity. While acknowledging their important role in children’s heritage language maintenance, parents perceived school as a major factor in their children’s subtractive bilingualism. They expressed their beliefs about the positive impact of bilingualism and their desire for their children to also be literate in Somali. Parents also discussed the role they believed Somali weekend schools should play. Their strategies for bilingual development included requiring only Somali to be spoken in the home, exposing kids to media in Somali, and trips back to Somalia.
Advisors/Committee Members: James Robinson, Choonkyong Kim, Rami Amiri.
Subjects/Keywords: Bilingualism; Somali; Parents; Beliefs; Strategies
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APA (6th Edition):
Ikar, A. (2018). Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/137
Chicago Manual of Style (16th Edition):
Ikar, Abdirahman. “Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/137.
MLA Handbook (7th Edition):
Ikar, Abdirahman. “Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children.” 2018. Web. 25 Jan 2021.
Vancouver:
Ikar A. Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/137.
Council of Science Editors:
Ikar A. Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/137
15.
Quinonez, Mariel.
Spanish-English Code-Switching in American Mainstream TV Series.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/140
► This study examines how English-Spanish code-switching (CS) has evolved throughout time in American mainstream TV shows. More specifically, it looks at the frequency of…
(more)
▼ This study examines how English-Spanish code-switching (CS) has evolved throughout time in American mainstream TV shows. More specifically, it looks at the frequency of CS in shows from the past, 20
th century, versus shows from the present time, 21
st century. Furthermore, it also investigates which gender (males or females) is employing CS more frequently in both time periods. The study focuses on four American TV shows that include English-Spanish bilingual speakers and that are representative of both the past and the present time. The purpose of this study is to observe if the presence of English-Spanish CS is growing or declining in American mainstream TV shows overtime and how gender is playing a role in CS frequency. Results indicated that on average, based on the shows observed only, CS usage has decreased in 21
st century TV shows in comparison to their 20
th century counterparts, and that males are employing CS more frequently than females on average. The first outcome could have been influenced by the number of shows observed being small, therefore, only serve as a representation of CS patterns overtime. Lastly, the second outcome could be attributed to the fact that research (e.g. Fischer 1958, Lavob 1966, Trudgill, 1972) has demonstrated that males tend to utilize more non-standard forms of language than females.
Advisors/Committee Members: Edward Sadrai, Choonkyong Kim, Matt Barton.
Subjects/Keywords: Code-switching; Bilingualism; American TV; Latino culture
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APA (6th Edition):
Quinonez, M. (2018). Spanish-English Code-Switching in American Mainstream TV Series. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/140
Chicago Manual of Style (16th Edition):
Quinonez, Mariel. “Spanish-English Code-Switching in American Mainstream TV Series.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/140.
MLA Handbook (7th Edition):
Quinonez, Mariel. “Spanish-English Code-Switching in American Mainstream TV Series.” 2018. Web. 25 Jan 2021.
Vancouver:
Quinonez M. Spanish-English Code-Switching in American Mainstream TV Series. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/140.
Council of Science Editors:
Quinonez M. Spanish-English Code-Switching in American Mainstream TV Series. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/140
16.
Kraut, Shaya.
Two Steps Forward, One Step Back: A Computer-aided Error Analysis of Grammar Errors in EAP Writing.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/143
► This study consists of a computer-aided error analysis of grammar errors in 70 university placement essays, scores on which resulted in students being either…
(more)
▼ This study consists of a computer-aided error analysis of grammar errors in 70
university placement essays, scores on which resulted in students being either placed in EAP (English for Academic Purposes) Level 1, placed in EAP Level 2, or exempted from the EAP program. Essay scoring happened prior to the study, using the department process whereby each essay was scored by at least two raters using an analytic rubric. An error taxonomy of 16 categories based on Lane and Lange (1999) was used to code the essay data. Data was assembled into a corpus and tagged using the text analysis program UAM (Universidad Autónoma de Madrid) CorpusTool. Results were exported and analyzed with statistical tests. The results of the study validate the EAP placement process. Scores in the language use section of the rubric were highly correlated with total scores, and inter-rater reliability was also found. Errors rates were also found to correlate with language use score, suggesting that raters were responding to grammatical errors in making their assessments. Comparisons between the three placement groups revealed significant differences in error rates between Level 2 and Exempt. Based on the correlations, between-group comparisons, and overall frequency of errors, six error categories were chosen for closer analysis: sentence structure, articles, prepositions, singular/plural, subordinate clauses, and other. The findings suggest that local errors, though often given low priority in textbooks, do significantly impact rater assessment. Results also suggest that error rates do not necessarily decrease with advancing level—some error rates may increase. Though this finding was surprising, it might be attributed in part to the fact that some errors can be evidence of interlanguage development as new forms are acquired. The study concludes with suggestions for teaching and future research.
Advisors/Committee Members: Choonkyong Kim, Edward Sadrai, Tim Fountaine.
Subjects/Keywords: pedagogical grammar; error analysis
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APA (6th Edition):
Kraut, S. (2018). Two Steps Forward, One Step Back: A Computer-aided Error Analysis of Grammar Errors in EAP Writing. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/143
Chicago Manual of Style (16th Edition):
Kraut, Shaya. “Two Steps Forward, One Step Back: A Computer-aided Error Analysis of Grammar Errors in EAP Writing.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/143.
MLA Handbook (7th Edition):
Kraut, Shaya. “Two Steps Forward, One Step Back: A Computer-aided Error Analysis of Grammar Errors in EAP Writing.” 2018. Web. 25 Jan 2021.
Vancouver:
Kraut S. Two Steps Forward, One Step Back: A Computer-aided Error Analysis of Grammar Errors in EAP Writing. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/143.
Council of Science Editors:
Kraut S. Two Steps Forward, One Step Back: A Computer-aided Error Analysis of Grammar Errors in EAP Writing. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/143
17.
Ergen, Lauren Thoma.
Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/146
► This study examines the social-emotional skills of Somali students with limited or interrupted formal education (SLIFE). The participant group was Somali students, age eighteen…
(more)
▼ This study examines the social-emotional skills of Somali students with limited or interrupted formal education (SLIFE). The participant group was Somali students, age eighteen to twenty-one, who self-identified as having limited or interrupted formal education. Participants reported their personal perceptions of their social-emotional skills using a Likert style questionnaire. Some participants were randomly selected to also participate in an interview during which participants provided clarifying examples which supplement the questionnaire data. The questionnaire and interview questions used the five main competencies of social-emotional learning as described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) (2017) to measure the Somali SLIFEs’ social and emotional skills. The five main competencies used in this study are “self-awareness, self-management, social awareness, relationship skills, and responsible decision-making” (CASEL, 2017). The data reflects the students’ perceptions of their social-emotional skills in each of the five main competencies. This study finds that the Somali SLIFE participants self-report as highly competent in all of the five social-emotional skills. Using the questionnaire, they self-rated Relationship Skills as their most highly competent skill and Social Awareness as the competency in which they are least skilled. The interview data provided many examples which support the questionnaire data. However, the interview also provided examples which did not support the data found using the questionnaire. The interview also produced many other themes related to social emotional skills such as the importance of academic skills, the similarities between friends, and a sense of social separation.
Advisors/Committee Members: Choonkyong Kim, James Robinson, Sharon Cogdill.
Subjects/Keywords: SLIFE; Social; Emotional; Somali; Secondary; Social-emotional
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APA (6th Edition):
Ergen, L. T. (2018). Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/146
Chicago Manual of Style (16th Edition):
Ergen, Lauren Thoma. “Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/146.
MLA Handbook (7th Edition):
Ergen, Lauren Thoma. “Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education.” 2018. Web. 25 Jan 2021.
Vancouver:
Ergen LT. Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/146.
Council of Science Editors:
Ergen LT. Social-Emotional Skills of Somali Students with Limited or Interrupted Formal Education. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/146
18.
Carley, Samantha.
Learner Background and Approaches to Vocabulary Learning.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/147
► Language learners have many assets to consider in the process of planning language instruction (Echevarría et al., 2017). One of the most obvious areas…
(more)
▼ Language learners have many assets to consider in the process of planning language instruction (Echevarría et al., 2017). One of the most obvious areas of difficulty in predicting students’ prior knowledge is in vocabulary. Teachers must be aware of their students’ approaches to independently learning new vocabulary in order to plan effective instruction (Nation, 2013; Yang & Wang, 2015; Alharbi, 2015; Echevarría et al., 2017; etc.). Brown (2013) and the pilot for this study have found inconsistencies in students’ approaches. This study sought to determine whether these inconsistencies were predictable based on the variables of gender, academic major, and linguistic background. Participants completed a word card creation task and a demographic and language-learning strategy use survey. The strategy survey and the information from the word cards was compared to the demographic survey. Most variables did not lead to statistically significant results. However, there were statistically significant differences in word card data according to participant linguistic background and gender. If these differences continue to appear in research, teachers could use this information to anticipate and plan efficiently for the needs of their students.
Advisors/Committee Members: Choonkyong Kim, Edward Sadrai, Semya Hakim.
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APA (6th Edition):
Carley, S. (2018). Learner Background and Approaches to Vocabulary Learning. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/147
Chicago Manual of Style (16th Edition):
Carley, Samantha. “Learner Background and Approaches to Vocabulary Learning.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/147.
MLA Handbook (7th Edition):
Carley, Samantha. “Learner Background and Approaches to Vocabulary Learning.” 2018. Web. 25 Jan 2021.
Vancouver:
Carley S. Learner Background and Approaches to Vocabulary Learning. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/147.
Council of Science Editors:
Carley S. Learner Background and Approaches to Vocabulary Learning. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/147
19.
Bassett, Rachel.
Intercultural Adjustment for Teachers Abroad.
Degree: MA, English, 2018, St. Cloud State University
URL: https://repository.stcloudstate.edu/engl_etds/150
► The purpose of this research was to analyze how teachers adjusted to living and teaching overseas. Many teachers choose to move abroad for their…
(more)
▼ The purpose of this research was to analyze how teachers adjusted to living and teaching overseas. Many teachers choose to move abroad for their careers, or for a portion of their careers. It is therefore vital that they adjust to the host culture and host culture within the educational institute, with a level of adaptability and cultural sensitivity. Some teachers appear to adapt well while others seem to struggle, causing distress for themselves and their workplace. The scope of this research was wide, searching for common themes regarding cultural adjustment among those living abroad as teachers. Eleven teachers were interviewed using a qualitative, ethnographic approach. The teachers were all currently teaching abroad or had recently taught abroad (within the last 12 months) in countries outside of the United States. The average length of time abroad was five years. Their responses resulted in a variety of topics concerning cultural adjustment; these were organized into four larger themes, including: 1) positive orientation towards different cultures, 2) school and workplace adjustment, 3) family and home life, and 4) additional factors. The results were then applied as strategies for international schools and international teachers to use to better support teachers’ intercultural adjustment. The implications included seven strategies: 1) hiring teachers with previous experiences abroad or interest in other cultures and languages, 2) providing initial support and orientation programs, 3) choosing a positive mindset towards the host culture, 4) developing a support network with other international teachers and with local people, 5) accepting and valuing cultural differences in the workplace, 6) appreciating the benefits that the differences in cultures offers, and 7) prioritizing immediate family needs. This research should be helpful for both international teachers and schools abroad who hire teachers from overseas in any capacity.
Advisors/Committee Members: James Robinson, Choonkyong Kim, Judith Dorn.
Subjects/Keywords: teachers abroad; teachers overseas; intercultural adjustment; working abroad; culture in the workplace; education
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APA (6th Edition):
Bassett, R. (2018). Intercultural Adjustment for Teachers Abroad. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/150
Chicago Manual of Style (16th Edition):
Bassett, Rachel. “Intercultural Adjustment for Teachers Abroad.” 2018. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/engl_etds/150.
MLA Handbook (7th Edition):
Bassett, Rachel. “Intercultural Adjustment for Teachers Abroad.” 2018. Web. 25 Jan 2021.
Vancouver:
Bassett R. Intercultural Adjustment for Teachers Abroad. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/engl_etds/150.
Council of Science Editors:
Bassett R. Intercultural Adjustment for Teachers Abroad. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/150
20.
Reese, Regina Mae.
Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/10
► Abstract This study examined whether participants enrolled in a university-based intensive English program in the upper Midwest would better comprehend English sentences containing coordinating…
(more)
▼ Abstract
This study examined whether participants enrolled in a
university-based intensive English program in the upper Midwest would better comprehend English sentences containing coordinating conjunctions after rearranging them into fill-in graphic organizers with the assistance of an instruction manual. Participants in the control group were provided with the same sentences but not the fill-in graphic organizers. This study also investigated the experimental and control groups’ attitudes toward the comprehension questions and the experimental group’s perceptions of the usefulness of fill-in graphic organizers and an instruction manual for understanding questions. The results indicated that, even though the experimental group perceived the comprehension questions to be slightly easier than the control group, the fill-in graphic organizers were less effective than sentences alone for correctly answering comprehension questions. Overall, the experimental group considered the fill-in graphic organizers to be somewhat helpful for comprehending questions and perceived the instruction manual as somewhat helpful for rearranging sentences into graphic displays.
Advisors/Committee Members: John Madden, Choonkyong Kim, Sharon Cogdill.
Subjects/Keywords: ESL; coordinating conjunctions; graphic organizers
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APA (6th Edition):
Reese, R. M. (2019). Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/10
Chicago Manual of Style (16th Edition):
Reese, Regina Mae. “Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/10.
MLA Handbook (7th Edition):
Reese, Regina Mae. “Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions.” 2019. Web. 25 Jan 2021.
Vancouver:
Reese RM. Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/10.
Council of Science Editors:
Reese RM. Graphic Organizers: One Strategy for Comprehending Sentences with Coordinating Conjunctions. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/10
21.
Kim, Minsung.
Communication Strategy of Korean EFL Learners.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/5
► The research question of this study is ‘How do the Korean EFL leaners in the U.S. perceive communication strategy?’ The communication strategy is the…
(more)
▼ The research question of this study is ‘How do the Korean EFL leaners in the U.S. perceive communication strategy?’ The communication strategy is the concept that can actually help learner to solve the problem when they encounter during communication. Since the research of communication strategy with Korean students didn’t get heavily attention. Therefore, communication strategy can be a way for Korean learner to improve their communication skill. The perception of communication strategy by Korean students will be figured out in this research. It is expected that the result of this research can give some implication to Korean students and teacher to develop their strategic competence.
For the data collection, in-person interview will be conducted in this research. The author will create an interview question which consist of five aspects: 1) Background of participant 2) preference of using communication strategy 3) using communication strategy based on different situation 4) learning experience of communication strategy 5) perception of communication. Participants will describe their own experience of using communication strategy. The data will be analyzed based on Brown’s taxonomy of communication strategy. Also the author will analyze the results to determine if any trends or patterns would emerge.
Advisors/Committee Members: James Robinson, Choonkyong Kim, Hsueh Lo.
Subjects/Keywords: Communication Strategy; Korean; Korea
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APA (6th Edition):
Kim, M. (2019). Communication Strategy of Korean EFL Learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/5
Chicago Manual of Style (16th Edition):
Kim, Minsung. “Communication Strategy of Korean EFL Learners.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/5.
MLA Handbook (7th Edition):
Kim, Minsung. “Communication Strategy of Korean EFL Learners.” 2019. Web. 25 Jan 2021.
Vancouver:
Kim M. Communication Strategy of Korean EFL Learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/5.
Council of Science Editors:
Kim M. Communication Strategy of Korean EFL Learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/5
22.
Claessens, Elizabeth.
Article Use of English Learners Classified by the Givenness Hierarchy.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/12
► The following research was conducted to understand the use of English articles in referential noun phrases (RNPs) by students from Nepal. English articles, “a/an”…
(more)
▼ The following research was conducted to understand the use of English articles in referential noun phrases (RNPs) by students from Nepal. English articles, “a/an” and “the”, are widely known to be one of the most difficult aspects of English to learn for second language learners of English. This thesis examines the article use of language learners by using the Givenness Hierarchy Framework, an implicational hierarchy of cognitive statuses proposed by Gundel, Hedberg, and Zacharski (1993). The data used for this study were written samples of students from Nepal, who had newly entered a
university in the Midwest, who took a placement test at the beginning of their academic career at that
University. Thirty student placement essays were the materials utilized for this research. The essays were transcribed, the referential noun phrases (RNPs) were identified and numbered, the article use in each RNP was evaluated for English-likeness, and the cognitive status of each RNP was recognized according to the Givenness Hierarchy. The results show the dispersion of the RNPs across the cognitive statuses within the Givenness Hierarchy. Additionally, the results show a high level of English-likeness in each cognitive status category, and frequent non-English-like variations of oversuppliance of “the”, deletion of “a/an”, and deletion of “the”. This research analyzes the cognitive status and English-likeness of the article use of students from Nepal.
Advisors/Committee Members: Edward Sadrai, Choonkyong Kim, Tim Fountaine.
Subjects/Keywords: Articles; Givenness Hierarchy; cognitive status; Nepali; referent
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Manager
APA (6th Edition):
Claessens, E. (2019). Article Use of English Learners Classified by the Givenness Hierarchy. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/12
Chicago Manual of Style (16th Edition):
Claessens, Elizabeth. “Article Use of English Learners Classified by the Givenness Hierarchy.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/12.
MLA Handbook (7th Edition):
Claessens, Elizabeth. “Article Use of English Learners Classified by the Givenness Hierarchy.” 2019. Web. 25 Jan 2021.
Vancouver:
Claessens E. Article Use of English Learners Classified by the Givenness Hierarchy. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/12.
Council of Science Editors:
Claessens E. Article Use of English Learners Classified by the Givenness Hierarchy. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/12
23.
Zaikovskii, Mikhail.
A Corpus Linguistic Analysis of YouTube Coming Out Videos.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/25
► With the spread of the Internet and social media, researchers were presented with a novel object for investigation – YouTube Coming Out videos. Scholars…
(more)
▼ With the spread of the Internet and social media, researchers were presented with a novel object for investigation –
YouTube Coming Out videos. Scholars quickly took up on scrutinizing the phenomenon from various perspectives: as a rhetorical action, an online sanctuary, a tool for developing and spreading the gay collective consciousness, etc. However, in the evolving diversity of studies on
YouTube Coming Out videos, I failed to find any that are concerned with corpus linguistic analysis, which is highly instrumental in disclosing linguistic trends and unusual characteristics of the texts. Therefore, the main aim of the current study is through the means of corpus linguistics to investigate specific lexemes and collocations that have been used by YouTubers in their Coming Out Videos. More specifically, the study focuses on discovering the distribution of lexical items and collocations in the speech of the YouTubers and pinpointing major thematic groups that emerge from these keywords as a result of general qualitative coding. For the purposes of the current study, two hundred and four coming out stories were selected, vetted, and transcribed into the machine-readable format. The transcripts were further analyzed by the medium of corpus linguistics software that enabled revealing lists of keywords, frequencies, collocations, and concordance lines. Redistributing the most frequently occurring single- and multi-word keywords led to identification of emergent properties – in my case, major themes discussed by the narrators. Among the themes this study identified are
Family, Education, Relationship, Social Media, Vlogging, General Gay-Related Items, Sexuality, Coming Out, Profanity, Homophobia, and Religion. The pinpointing and analysis of the themes and frequent collocations have expanded current studies on
YouTube coming out narratives and facilitated better understanding of the contents and rationale behind sharing such deeply personal stories.
Advisors/Committee Members: Edward Sadrai, Choonkyong Kim, Maria Mikolchak.
Subjects/Keywords: gay language; YouTube Coming Out videos; coming out; corpus linguistics; language and sexuality
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APA (6th Edition):
Zaikovskii, M. (2019). A Corpus Linguistic Analysis of YouTube Coming Out Videos. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/25
Chicago Manual of Style (16th Edition):
Zaikovskii, Mikhail. “A Corpus Linguistic Analysis of YouTube Coming Out Videos.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/25.
MLA Handbook (7th Edition):
Zaikovskii, Mikhail. “A Corpus Linguistic Analysis of YouTube Coming Out Videos.” 2019. Web. 25 Jan 2021.
Vancouver:
Zaikovskii M. A Corpus Linguistic Analysis of YouTube Coming Out Videos. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/25.
Council of Science Editors:
Zaikovskii M. A Corpus Linguistic Analysis of YouTube Coming Out Videos. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/25
24.
Shi, Yahui.
The Effect of Pinyin in Chinese Vocabulary Acquisition with English-Chinese Bilingual Learners.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/17
► This study investigates Chinese vocabulary acquisition of Chinese language learners in English-Chinese bilingual contexts; the 20 participants in this study were English native speakers,…
(more)
▼ This study investigates Chinese vocabulary acquisition of Chinese language learners in English-Chinese bilingual contexts; the 20 participants in this study were English native speakers, who were enrolled in a Chinese immersion program in central Minnesota. The study used a matching test, and the test contains seven sets of test items. In each set, there were six Chinese vocabulary words and the English translations of three of them. The six words are listed in one column on the left, and the three translations were in another column on the right. All six Chinese vocabulary words were from the vocabulary list. According to students’ Chinese vocabulary accuracy, I hypothesized Pinyin, which means Chinese phonetic systems, could help English-Chinese bilingual learners acquire Chinese vocabulary. In addition, this study was conducted to investigate if there were correlations between their Chinese proficiency test scores (HSK, Hanyu Shuiping Kaoshi,), the immediate test scores, and the delayed test scores. Results were exported and analyzed with statistical tests. A paired-samples t-test was used to compare the scores with Pinyin condition and without Pinyin condition. The results showed that Pinyin did help in both the immediate test and the delayed test. A person correlation test was used to compare the HSK scores and vocabulary test scores; it showed only one correlation, between the HSK score and the test score of without Pinyin condition on the immediate test. Thus, Pinyin was possibly more helpful to the students who were at a lower level. Based on the study’s results, Pinyin was helpful in Chinese acquisition, especially for beginning learners of Chinese.
Advisors/Committee Members: Choonkyong Kim, Chairperson, John Madden, Zengjun Peng.
Subjects/Keywords: Chinese Vocabulary Acquisition
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APA (6th Edition):
Shi, Y. (2019). The Effect of Pinyin in Chinese Vocabulary Acquisition with English-Chinese Bilingual Learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/17
Chicago Manual of Style (16th Edition):
Shi, Yahui. “The Effect of Pinyin in Chinese Vocabulary Acquisition with English-Chinese Bilingual Learners.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/17.
MLA Handbook (7th Edition):
Shi, Yahui. “The Effect of Pinyin in Chinese Vocabulary Acquisition with English-Chinese Bilingual Learners.” 2019. Web. 25 Jan 2021.
Vancouver:
Shi Y. The Effect of Pinyin in Chinese Vocabulary Acquisition with English-Chinese Bilingual Learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/17.
Council of Science Editors:
Shi Y. The Effect of Pinyin in Chinese Vocabulary Acquisition with English-Chinese Bilingual Learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/17
25.
Park, Hyoyoung.
The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/1
► As light has been shed on notetaking in educational settings, it has been considered as a necessary skill for language learners to be successful…
(more)
▼ As light has been shed on notetaking in educational settings, it has been considered as a necessary skill for language learners to be successful in their academic learning. When students listen for the purpose of comprehension, they have two language options for notetaking: first language (L1) or second language (L2). There have not been many studies on the effects of different notetaking languages on their listening comprehension as well as on the quality of the notes taken. Therefore, the purpose of this study was to compare notes taken in the learners’ L1 compared to L2, and to see if there is a difference in learners’ comprehension and in the quality of learners’ notes. Moreover, the study also aimed to see the correlation among the variables of the lecture comprehension and the quality of the notes.
Twenty undergraduate and graduate students living in the United States, whose L1 is Korean and L2 is English, were recruited for this study. Through within-subject design, all twenty participants experienced both taking notes in L1 and L2 while listening to English academic lectures. Learners’ lecture comprehension was examined by three dimensions: getting main ideas by global questions score (GQS), getting details by local questions score (LQS), and total questions score (TQS). The quality of learners’ notes was examined by three indexes: total words count score (WCS), the number of propositional units score (PUS), and test answerability score (TAS). Nonparametric analysis methods of Wilcoxon Signed-ranks test and Spearman’s rho correlation were carried out because the data set was not normally distributed. The results of Wilcoxon Signed-ranks test were that there was no statistically significant difference in the participants’ comprehension levels or in the quality of their notes, regardless of the language used to take notes. In the correlation analysis of L1 and L2 notes, there were more numbers of correlated variables in L2 notes than in L1 notes. In L1 notes’ correlation analysis, WCS and TAS, and TAS and TQS were highly correlated. In L2 notes’ correlation analysis, WCS and PUS, WCS and TAS, PUS and TAS, TAS and GQS, and TAS and TQS showed correlation.
Teaching implications of the findings are that it will be useful for teachers to be aware of the merits of L1 notetaking and L2 notetaking and to use them strategically and skillfully according to the purpose they have with notetaking. Limitations of the study and some suggestions for further studies follow.
Advisors/Committee Members: John P. Madden, Choonkyong Kim, Kyounghee Seo.
Subjects/Keywords: note-taking; language medium; listening comprehension; listening strategies; quality of notes; note analysis
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APA (6th Edition):
Park, H. (2019). The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/1
Chicago Manual of Style (16th Edition):
Park, Hyoyoung. “The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/1.
MLA Handbook (7th Edition):
Park, Hyoyoung. “The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes.” 2019. Web. 25 Jan 2021.
Vancouver:
Park H. The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/1.
Council of Science Editors:
Park H. The Effect of L1 and L2 Notetaking in Academic Lecture Listening on Listening Comprehension and Analysis of Notes. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/1
26.
Worwa, Whitney.
How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/7
► Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of…
(more)
▼ Abstract
Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of known vocabulary can have an impact on listening comprehension. The focus of this study was the timing of explicit vocabulary instruction and the impact it has on listening comprehension of second language learners. The participants of this study were 24 elementary school age students studying English as a second language. Students had various home languages and levels of English proficiency. Each participant took part in 2 experimental conditions and 1 controlled condition. Each of these conditions altered the timing of vocabulary instruction. Condition 1 received explicit vocabulary instruction of target vocabulary before listening to a text. After the listening task, students completed a multiple-choice assessment that reflected their comprehension of the listening task. Condition 2 received vocabulary instruction after listening to a text. Once the listening task was complete, students took a multiple-choice assessment that reflected their comprehension of the listening task. Condition 3, or the control condition, received no vocabulary instruction before listening to a text and completing the assessment. However, target vocabulary was taught after the assessment was given to ensure students still received instruction on the target vocabulary. This study used a within-subjects design which eliminated the order effect. The results show no significant difference between vocabulary instruction that takes place before listening to a text and vocabulary instruction that takes place after listening to a text. However, the results of this study show a significant difference between vocabulary instruction and no vocabulary instruction at all. This indicates that teaching vocabulary, regardless of the timing, enhances student listening comprehension more than not explicitly teaching vocabulary at all. Based on the results of this study, teachers should explicitly teach vocabulary, in general, because it enhances listening comprehension in English language learners.
Advisors/Committee Members: John Madden, Sharon Cogdill, Choonkyong Kim.
Subjects/Keywords: English learners; listening comprehension; vocabulary; young
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APA (6th Edition):
Worwa, W. (2019). How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/7
Chicago Manual of Style (16th Edition):
Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/7.
MLA Handbook (7th Edition):
Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Web. 25 Jan 2021.
Vancouver:
Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/7.
Council of Science Editors:
Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/7
27.
Knopp, Valerie.
Language Learning Strategies: What I do isn’t always what I say I do.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/24
► This study reviews language learning strategies used by adult English language learners (ELL) in a community-based Adult Basic Education (ABE) Program to determine what…
(more)
▼ This study reviews language learning strategies used by adult English language learners (ELL) in a community-based Adult Basic Education (ABE) Program to determine what gaps there may be between what ELL say they do and what they actually do when employing language learning strategies (LLS). This study looks at factors (age, gender, L1, and level of education in the L1) that might impact the LLS the ELL say they use versus what they actually use in their language learning. This study focuses specifically on adult learners working on improving their academic abilities, preparing for college entrance exams, or improving employment opportunities. The results of this study indicate that all participants used at least one or more LLS for both known and unknown target words with participants who learned to read and write English at an older age using more LLS for unknown words but approximately an equal number of LLS for known words as participants who learned English at an earlier age. The number of LLS participants said that they used versus the number they actually use did not indicate that L1 or gender was a factor.
Advisors/Committee Members: Choonkyong Kim, James Robinson, Isolde Mueller.
Subjects/Keywords: learning strategies; adult basic education; language learning; personality; halo effect; observer's paradox; time use methodology
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APA (6th Edition):
Knopp, V. (2019). Language Learning Strategies: What I do isn’t always what I say I do. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/24
Chicago Manual of Style (16th Edition):
Knopp, Valerie. “Language Learning Strategies: What I do isn’t always what I say I do.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/24.
MLA Handbook (7th Edition):
Knopp, Valerie. “Language Learning Strategies: What I do isn’t always what I say I do.” 2019. Web. 25 Jan 2021.
Vancouver:
Knopp V. Language Learning Strategies: What I do isn’t always what I say I do. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/24.
Council of Science Editors:
Knopp V. Language Learning Strategies: What I do isn’t always what I say I do. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/24
28.
Justin, Madeline.
An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/13
► This paper explores the experiences of an English Language Learners (ELL) teacher in a co-teaching relationship. This paper explains the difficulties that exist in…
(more)
▼ This paper explores the experiences of an English Language Learners (ELL) teacher in a co-teaching relationship. This paper explains the difficulties that exist in the implementation of the co-teaching model, as well as the struggle to create parity in a co-teaching partnership. The existing research presents co-planning, implementing the co-teaching models in the classroom, and creating parity among the co-teaching pair as three important factors in a successful co-teaching model. A contributing factor to the success of both the co-teaching relationship and the implementation of this model in the classroom comes from the support of administration, the school, and the district at large. This paper explains the experience of five ELL co-teachers, their input as to how co-teaching can yet be improved, and their ideal co-teaching scenarios.
Advisors/Committee Members: James Robinson, Choonkyong Kim, James Heiman.
Subjects/Keywords: ELL (English Language Learners); co-teaching; co-teaching models; parity
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APA (6th Edition):
Justin, M. (2019). An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/13
Chicago Manual of Style (16th Edition):
Justin, Madeline. “An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/13.
MLA Handbook (7th Edition):
Justin, Madeline. “An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.” 2019. Web. 25 Jan 2021.
Vancouver:
Justin M. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/13.
Council of Science Editors:
Justin M. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/13
29.
Beatty, Aaron.
A Phenomenological Study of Co-Teaching's Collaborative Decision Making Process in Taiwanese Elementary School.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/14
► Considering the prevalence of the co-teaching model in Taiwan, there is little research describing the partnership's decision-making process. This study uses the phenomenological methodology…
(more)
▼ Considering the prevalence of the co-teaching model in Taiwan, there is little research describing the partnership's decision-making process. This study uses the phenomenological methodology to better understand their lived experience making choices as a team. This project proposes the research question: How do co-teachers make decisions together in the classroom? Semi-structured interviews were conducted with two co-teaching partnerships in Taiwan English education elementary classroom. In this project, the five themes described are shared responsibility, team planning or lack thereof it, dynamic and expectation of roles, beliefs about classroom management and education, differences of belief and background, and unanticipated outcomes and vague disillusionment. Using the theoretical framework of Varghese, Morgan, Johnston, and Johnson (2005) particularly Language Teacher Identity, and Wegner, (1998)
Dimensions of practice as the properties of the community allows for an understanding of the co-teaching decision making process for members in Taiwan elementary school. Analyzing the co-teachers’ decision making in terms of co-teacher identity conflict, discourse socialization and negotiation provides necessary insight. Recommendations involve research for pre-service teachers involving Language Teacher Identity, but specifically with the growing numbers of foreign teachers arriving to Taiwan. The foreign teachers that are coming to teach in Taiwan need available information, and resources pertaining to discourse socialization, and agency in teacher identity. Further research is needed in regards to Language Teacher Identity conflict, agency, and negotiation, as it is an under-researched field for co-teachers to better understand and communicate about these issues. Additionally local education bureaus need to be more effective in dealing with inappropriate designations for foreign teachers in Taiwan with the local private school franchises.
Advisors/Committee Members: James Robinson, Choonkyong Kim, James Heiman.
Subjects/Keywords: Phenomenology; phenomenological; Langauge Teacher Identity; discourse socialization; collaboration; co-teaching; Taiwan; elementary school; teacher conflict; decision-making; ESL; EFL; ELL; private school
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APA (6th Edition):
Beatty, A. (2019). A Phenomenological Study of Co-Teaching's Collaborative Decision Making Process in Taiwanese Elementary School. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/14
Chicago Manual of Style (16th Edition):
Beatty, Aaron. “A Phenomenological Study of Co-Teaching's Collaborative Decision Making Process in Taiwanese Elementary School.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/14.
MLA Handbook (7th Edition):
Beatty, Aaron. “A Phenomenological Study of Co-Teaching's Collaborative Decision Making Process in Taiwanese Elementary School.” 2019. Web. 25 Jan 2021.
Vancouver:
Beatty A. A Phenomenological Study of Co-Teaching's Collaborative Decision Making Process in Taiwanese Elementary School. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/14.
Council of Science Editors:
Beatty A. A Phenomenological Study of Co-Teaching's Collaborative Decision Making Process in Taiwanese Elementary School. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/14
30.
Behan, Greta.
Teacher Perceptions on Effective Teaching Strategies for EFL Students.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/18
► Understanding the effect that educational preparation has on American international teachers’ perception of their effectiveness on delivering curriculum to EFL students abroad has not…
(more)
▼ Understanding the effect that educational preparation has on American international teachers’ perception of their effectiveness on delivering curriculum to EFL students abroad has not been robustly investigated. As a result, this master’s thesis and correlating mixed methods research study will attempt to better understand this phenomenon by having current international American teachers answer two questionnaires to bring to light their perceptions on teacher effectiveness when looking at three categories based on the SIOP model. Teachers will answer one questionnaire about their demographics and another including reflective features about how teachers feel they use EFL strategies from the SIOP model in their classroom. These two questionnaires will be crossed examined to see what variables from the demographic questionnaire effect the perceptions teachers have on their effectiveness. Furthermore, it will investigate what strategies in general teachers are using to support students that are learning English as a foreign language. One of the major findings from this study was that positive motivations and willingness to learn allowed for a higher perception of teacher effectiveness.
Advisors/Committee Members: Choonkyong Kim, James Robinson, Micheal Dando.
Subjects/Keywords: SIOP; teacher effectiveness; efficacy; international; perceptions
Record Details
Similar Records
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Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Behan, G. (2019). Teacher Perceptions on Effective Teaching Strategies for EFL Students. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/18
Chicago Manual of Style (16th Edition):
Behan, Greta. “Teacher Perceptions on Effective Teaching Strategies for EFL Students.” 2019. Masters Thesis, St. Cloud State University. Accessed January 25, 2021.
https://repository.stcloudstate.edu/tesl_etds/18.
MLA Handbook (7th Edition):
Behan, Greta. “Teacher Perceptions on Effective Teaching Strategies for EFL Students.” 2019. Web. 25 Jan 2021.
Vancouver:
Behan G. Teacher Perceptions on Effective Teaching Strategies for EFL Students. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Jan 25].
Available from: https://repository.stcloudstate.edu/tesl_etds/18.
Council of Science Editors:
Behan G. Teacher Perceptions on Effective Teaching Strategies for EFL Students. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/18
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