Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Temple University" +contributor:("Kozaki, Yoko"). Showing records 1 – 18 of 18 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Temple University

1. Ono, Leslie. Coherence in Quantitative Longitudinal Language Program Evaluation.

Degree: 2018, Temple University

Teaching & Learning

Ed.D.

In recent years, foreign language program evaluation has gained greater attention among language educators, program administrators, and evaluators. Increased demands for… (more)

Subjects/Keywords: Foreign language education; Educational evaluation; English as a second language;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ono, L. (2018). Coherence in Quantitative Longitudinal Language Program Evaluation. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,495808

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

Chicago Manual of Style (16th Edition):

Ono, Leslie. “Coherence in Quantitative Longitudinal Language Program Evaluation.” 2018. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,495808.

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

MLA Handbook (7th Edition):

Ono, Leslie. “Coherence in Quantitative Longitudinal Language Program Evaluation.” 2018. Web. 22 Jul 2019.

Vancouver:

Ono L. Coherence in Quantitative Longitudinal Language Program Evaluation. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,495808.

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

Council of Science Editors:

Ono L. Coherence in Quantitative Longitudinal Language Program Evaluation. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,495808

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


Temple University

2. Doe, Timothy Jonathan. ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS.

Degree: 2017, Temple University

Teaching & Learning

Ed.D.

The development of speaking fluency is a major goal for many EFL language learners and several researchers have proposed frameworks for… (more)

Subjects/Keywords: Education; Cognitive psychology; Language;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Doe, T. J. (2017). ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,475911

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

Chicago Manual of Style (16th Edition):

Doe, Timothy Jonathan. “ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS.” 2017. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,475911.

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

MLA Handbook (7th Edition):

Doe, Timothy Jonathan. “ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS.” 2017. Web. 22 Jul 2019.

Vancouver:

Doe TJ. ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,475911.

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

Council of Science Editors:

Doe TJ. ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,475911

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


Temple University

3. Brown, Kathleen Annette. An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program.

Degree: 2009, Temple University

CITE/Language Arts

Ed.D.

The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an… (more)

Subjects/Keywords: Education, Curriculum and Instruction; Education, Administration; curriculum reform; evaluation; Japanese university; needs assessment; Rasch analysis; survey development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brown, K. A. (2009). An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,66807

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

Chicago Manual of Style (16th Edition):

Brown, Kathleen Annette. “An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program.” 2009. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,66807.

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

MLA Handbook (7th Edition):

Brown, Kathleen Annette. “An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program.” 2009. Web. 22 Jul 2019.

Vancouver:

Brown KA. An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,66807.

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

Council of Science Editors:

Brown KA. An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,66807

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


Temple University

4. Apple, Matthew Thomas. The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

This research examined the relationships between the Big Five human personality traits, favorable social conditions, and foreign language classroom speaking confidence. Four… (more)

Subjects/Keywords: English as a Second Language; Educational Psychology; Personality Psychology; Big Five; English as a Foreign Language; English education in Japan; ID in SLA; Rasch measurement analysis; Social Anxiety

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Apple, M. T. (2011). The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,127286

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

Chicago Manual of Style (16th Edition):

Apple, Matthew Thomas. “The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students.” 2011. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,127286.

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

MLA Handbook (7th Edition):

Apple, Matthew Thomas. “The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students.” 2011. Web. 22 Jul 2019.

Vancouver:

Apple MT. The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,127286.

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

Council of Science Editors:

Apple MT. The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,127286

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


Temple University

5. Aotani, Masayasu. FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

The holistic listening comprehension of 112 Kyoto University students, operationalized as TOEFL iBT listening (long listening), was investigated with a battery of… (more)

Subjects/Keywords: Foreign Language Instruction; English as a Second Language; Educational Tests and Measurements; holistic; listening; Rasch; reading; subskills; TOEFL

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aotani, M. (2011). FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,137835

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

Chicago Manual of Style (16th Edition):

Aotani, Masayasu. “FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH.” 2011. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,137835.

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

MLA Handbook (7th Edition):

Aotani, Masayasu. “FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH.” 2011. Web. 22 Jul 2019.

Vancouver:

Aotani M. FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,137835.

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

Council of Science Editors:

Aotani M. FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,137835

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


Temple University

6. Kimura, Harumi. A Self-Presentational Perspective on Foreign Language Listening Anxiety.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

This study uses a self-presentational framework to investigate second language listening anxiety (L2 listening anxiety) among university students learning English in Japan… (more)

Subjects/Keywords: Educational Psychology; English as a Second Language; Foreign Language Instruction; anxiety; L2 listening; learner psychology; self-consciousness; self-presentation; TESOL

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kimura, H. (2011). A Self-Presentational Perspective on Foreign Language Listening Anxiety. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,157205

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

Chicago Manual of Style (16th Edition):

Kimura, Harumi. “A Self-Presentational Perspective on Foreign Language Listening Anxiety.” 2011. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,157205.

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

MLA Handbook (7th Edition):

Kimura, Harumi. “A Self-Presentational Perspective on Foreign Language Listening Anxiety.” 2011. Web. 22 Jul 2019.

Vancouver:

Kimura H. A Self-Presentational Perspective on Foreign Language Listening Anxiety. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,157205.

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

Council of Science Editors:

Kimura H. A Self-Presentational Perspective on Foreign Language Listening Anxiety. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,157205

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


Temple University

7. Nishitani, Atsuko. A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; a Rasch analysis; grammar tests; item difficulty; multiple choice; processability theory; sentence repetition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nishitani, A. (2012). A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,176422

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

Chicago Manual of Style (16th Edition):

Nishitani, Atsuko. “A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory.” 2012. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,176422.

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

MLA Handbook (7th Edition):

Nishitani, Atsuko. “A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory.” 2012. Web. 22 Jul 2019.

Vancouver:

Nishitani A. A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,176422.

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

Council of Science Editors:

Nishitani A. A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,176422

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


Temple University

8. Tanaka, Mitsuko. The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning.

Degree: PhD, 2014, Temple University

Applied Linguistics

Learning kanji (i.e., the Chinese characters utilized in the Japanese writing system) is unique for learners of Japanese who speak Chinese as their… (more)

Subjects/Keywords: Language arts; Educational psychology; Education;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tanaka, M. (2014). The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,252406

Chicago Manual of Style (16th Edition):

Tanaka, Mitsuko. “The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning.” 2014. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,252406.

MLA Handbook (7th Edition):

Tanaka, Mitsuko. “The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning.” 2014. Web. 22 Jul 2019.

Vancouver:

Tanaka M. The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,252406.

Council of Science Editors:

Tanaka M. The effects of affective variables and kanji growth on L1 Chinese JSL learners' kanji learning. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,252406


Temple University

9. Leeming, Ian Paul. EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM.

Degree: PhD, 2014, Temple University

Applied Linguistics

Small groups are integral for many activities in the foreign language classroom and their pedagogical importance is well established. Despite the widespread use… (more)

Subjects/Keywords: Education; Language;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Leeming, I. P. (2014). EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,268203

Chicago Manual of Style (16th Edition):

Leeming, Ian Paul. “EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM.” 2014. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,268203.

MLA Handbook (7th Edition):

Leeming, Ian Paul. “EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM.” 2014. Web. 22 Jul 2019.

Vancouver:

Leeming IP. EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,268203.

Council of Science Editors:

Leeming IP. EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,268203


Temple University

10. Visgatis, Brad. English-Related Out-of-Class Time Use by Japanese University Students.

Degree: 2014, Temple University

Teaching & Learning

Ed.D.

This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal… (more)

Subjects/Keywords: English as a second language; Higher education; Education;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Visgatis, B. (2014). English-Related Out-of-Class Time Use by Japanese University Students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,293717

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

Chicago Manual of Style (16th Edition):

Visgatis, Brad. “English-Related Out-of-Class Time Use by Japanese University Students.” 2014. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,293717.

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

MLA Handbook (7th Edition):

Visgatis, Brad. “English-Related Out-of-Class Time Use by Japanese University Students.” 2014. Web. 22 Jul 2019.

Vancouver:

Visgatis B. English-Related Out-of-Class Time Use by Japanese University Students. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,293717.

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

Council of Science Editors:

Visgatis B. English-Related Out-of-Class Time Use by Japanese University Students. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,293717

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


Temple University

11. Neff, Peter Edward. Peer Review Use in the EFL Writing Classroom.

Degree: 2015, Temple University

CITE/Language Arts

Ed.D.

This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four… (more)

Subjects/Keywords: English as a second language;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neff, P. E. (2015). Peer Review Use in the EFL Writing Classroom. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,329896

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

Chicago Manual of Style (16th Edition):

Neff, Peter Edward. “Peer Review Use in the EFL Writing Classroom.” 2015. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,329896.

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

MLA Handbook (7th Edition):

Neff, Peter Edward. “Peer Review Use in the EFL Writing Classroom.” 2015. Web. 22 Jul 2019.

Vancouver:

Neff PE. Peer Review Use in the EFL Writing Classroom. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,329896.

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

Council of Science Editors:

Neff PE. Peer Review Use in the EFL Writing Classroom. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,329896

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


Temple University

12. Lake, J. Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self.

Degree: PhD, 2015, Temple University

Teaching & Learning

Positive psychology is rapidly developing as a field in psychology. Many constructs associated with positive psychology have been developed but relationships have… (more)

Subjects/Keywords: Educational psychology; Psychology; Foreign language education;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lake, J. (2015). Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,357658

Chicago Manual of Style (16th Edition):

Lake, J. “Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self.” 2015. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,357658.

MLA Handbook (7th Edition):

Lake, J. “Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self.” 2015. Web. 22 Jul 2019.

Vancouver:

Lake J. Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,357658.

Council of Science Editors:

Lake J. Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,357658


Temple University

13. Obermeier, Andrew Stanton. Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains.

Degree: 2015, Temple University

Language Arts

Ed.D.

Multiword units (MWUs) is a term used in the current study to broadly cover what second language acquisition (SLA) researchers refer to… (more)

Subjects/Keywords: Foreign language education; Educational psychology;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Obermeier, A. S. (2015). Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,360635

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

Chicago Manual of Style (16th Edition):

Obermeier, Andrew Stanton. “Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains.” 2015. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,360635.

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

MLA Handbook (7th Edition):

Obermeier, Andrew Stanton. “Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains.” 2015. Web. 22 Jul 2019.

Vancouver:

Obermeier AS. Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,360635.

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

Council of Science Editors:

Obermeier AS. Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,360635

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


Temple University

14. Weaver, Christopher Todd. JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

Willingness to communicate (WTC) arose out of the search for a construct to explain why some people are more likely to speak… (more)

Subjects/Keywords: Education, Educational Psychology; Interlocutor Effect; Willingness to communicate

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Weaver, C. T. (2010). JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,65448

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

Chicago Manual of Style (16th Edition):

Weaver, Christopher Todd. “JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS.” 2010. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,65448.

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

MLA Handbook (7th Edition):

Weaver, Christopher Todd. “JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS.” 2010. Web. 22 Jul 2019.

Vancouver:

Weaver CT. JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,65448.

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

Council of Science Editors:

Weaver CT. JAPANESE UNIVERSITY STUDENTS' WILLINGNESS TO USE ENGLISH WITH DIFFERENT INTERLOCUTORS. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,65448

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


Temple University

15. Rylander, John William. EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD.

Degree: PhD, 2017, Temple University

Applied Linguistics

This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of… (more)

Subjects/Keywords: English as a second language; Sociolinguistics; Curriculum development;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rylander, J. W. (2017). EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,474057

Chicago Manual of Style (16th Edition):

Rylander, John William. “EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD.” 2017. Doctoral Dissertation, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,474057.

MLA Handbook (7th Edition):

Rylander, John William. “EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD.” 2017. Web. 22 Jul 2019.

Vancouver:

Rylander JW. EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,474057.

Council of Science Editors:

Rylander JW. EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,474057


Temple University

16. Matsumura, Yuko. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

Although studies of lexical inferencing indicate that second language learners frequently encounter difficulties inferring lexical meaning from context, lexical inferencing, or deriving… (more)

Subjects/Keywords: Education, Curriculum and Instruction; English as a Second Language; EFL learners; lexical inferencing; reading; vocabulary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Matsumura, Y. (2010). FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,99794

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

Chicago Manual of Style (16th Edition):

Matsumura, Yuko. “FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.” 2010. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,99794.

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

MLA Handbook (7th Edition):

Matsumura, Yuko. “FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.” 2010. Web. 22 Jul 2019.

Vancouver:

Matsumura Y. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,99794.

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

Council of Science Editors:

Matsumura Y. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,99794

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


Temple University

17. Kanda, Makiko. DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS.

Degree: 2015, Temple University

Language Arts

Ed.D.

This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning… (more)

Subjects/Keywords: Foreign language education;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kanda, M. (2015). DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,355716

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

Chicago Manual of Style (16th Edition):

Kanda, Makiko. “DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS.” 2015. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,355716.

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

MLA Handbook (7th Edition):

Kanda, Makiko. “DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS.” 2015. Web. 22 Jul 2019.

Vancouver:

Kanda M. DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,355716.

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

Council of Science Editors:

Kanda M. DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,355716

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


Temple University

18. Meyers, Philip Carey. INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks.… (more)

Subjects/Keywords: Foreign Language Education; Education, Educational Psychology; generation; incidental; language; memory; vocabulary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meyers, P. C. (2010). INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,65656

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

Chicago Manual of Style (16th Edition):

Meyers, Philip Carey. “INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS.” 2010. Thesis, Temple University. Accessed July 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,65656.

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

MLA Handbook (7th Edition):

Meyers, Philip Carey. “INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS.” 2010. Web. 22 Jul 2019.

Vancouver:

Meyers PC. INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS. [Internet] [Thesis]. Temple University; 2010. [cited 2019 Jul 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,65656.

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

Council of Science Editors:

Meyers PC. INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,65656

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

.