+publisher:"Temple University" +contributor:("Nation, I. S. P.")

Temple University

1. Monoi-Yamaga, Naoko. English Activities in International Understanding Lessons in a Japanese Public Elementary School.

Degree: 2010, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,84985

► CITE/Language Arts p>Ed.D. p>This study was an investigation of public elementary school students' affective changes through English Activities of international understanding lessons at Japanese public… (more)

Subjects/Keywords: English as a Second Language; Education, Early Childhood; EFL; English Education; International Posture; International Understanding; Public Elementary School; WTC

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

APA (6^th Edition):

Monoi-Yamaga, N. (2010). English Activities in International Understanding Lessons in a Japanese Public Elementary School. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,84985

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

Chicago Manual of Style (16^th Edition):

Monoi-Yamaga, Naoko. “English Activities in International Understanding Lessons in a Japanese Public Elementary School.” 2010. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,84985.

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

MLA Handbook (7^th Edition):

Monoi-Yamaga, Naoko. “English Activities in International Understanding Lessons in a Japanese Public Elementary School.” 2010. Web. 23 Jan 2021.

Vancouver:

Monoi-Yamaga N. English Activities in International Understanding Lessons in a Japanese Public Elementary School. [Internet] [Thesis]. Temple University; 2010. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,84985.

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

Council of Science Editors:

Monoi-Yamaga N. English Activities in International Understanding Lessons in a Japanese Public Elementary School. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,84985

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

Temple University

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

Degree: 2010, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,99794

► CITE/Language Arts p>Ed.D. p>Although studies of lexical inferencing indicate that second language learners frequently encounter difficulties inferring lexical meaning from context, lexical inferencing, or deriving… (more)

▼ CITE/Language Arts p>Ed.D. p>Although studies of lexical inferencing indicate that second language learners frequently encounter difficulties inferring lexical meaning from context, lexical inferencing, or deriving lexical meaning from contextual analysis, constitutes an essential part of reading comprehension. Two main purposes motivated the current study. The first purpose was to investigate how 139 Japanese EFL learners performed in lexical inferencing tasks and the second purpose concerned to what degree their linguistic and extralinguistic knowledge sources were related to lexical inferencing and which knowledge sources contributed to successful lexical inferencing. Linguistic knowledge sources were categorized into lexical knowledge (recognition vocabulary and collocation), syntactic knowledge (syntactic property of words and sentence-level grammar), and discourse knowledge of cohesion and coherence (conjunction, pronoun reference, and discourse prediction). Extralinguistic knowledge sources concern background knowledge related to the topic of texts. The participants were relatively successful at the lexical inferencing tasks for two reasons. First, the lexical density of the texts was controlled so that almost all of the non-target words were at the 2,000 word frequency level, a comprehensible level for the participants in this study. Second, the data were analyzed in a way that gave the participants credit for acquiring partial knowledge of the semantic features of the target words. All the knowledge sources were significantly correlated with lexical inferencing, and a hierarchical multiple regression identified the three best predictors of lexical inferencing. Discourse prediction was the best predictor of lexical inferencing due to the similarities of the cognitive processes of bridging information gaps through scrutinizing textbase input. The second best predictor was written receptive vocabulary size, the most fundamental component of deriving meaning in a text. It was followed by text-related background knowledge. Other significant, but minor predictors were knowledge of the part-of-speech of words and syntax, both of which are constituents of sentence-level processing. Collocational knowledge and knowledge associated with discourse-processing constituents were not significant predictors of lexical inferencing. To summarize, three semantically oriented knowledge sources, i.e., discourse prediction, recognition vocabulary, background knowledge, were more important predictors of lexical inferencing than structurally oriented knowledge sources such as part-of-speech and syntax. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David, Nation, I. S. P., Webb, Stuart Alexander, Daulton, Frank E., Kozaki, Yoko.

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

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APA (6^th 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 (16^th Edition):

Matsumura, Yuko. “FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.” 2010. Thesis, Temple University. Accessed January 23, 2021. 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 (7^th Edition):

Matsumura, Yuko. “FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.” 2010. Web. 23 Jan 2021.

Vancouver:

Matsumura Y. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. [Internet] [Thesis]. Temple University; 2010. [cited 2021 Jan 23]. 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

3. Takagi, Kristy King. Predicting Academic Success in a Japanese International University.

Degree: 2011, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,127937

► CITE/Language Arts p>Ed.D. p>The purpose of this study was to determine which types of student application information, as well as demographic information obtained through a… (more)

Subjects/Keywords: Educational Tests and Measurements; Educational evaluation; English as a Second Language; academic success in Japan; hensachi rankings; HSGPA in Japan; Japanese entrance examinations; Japanese higher education; TOEFL

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

APA (6^th Edition):

Takagi, K. K. (2011). Predicting Academic Success in a Japanese International University. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,127937

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

Chicago Manual of Style (16^th Edition):

Takagi, Kristy King. “Predicting Academic Success in a Japanese International University.” 2011. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,127937.

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

MLA Handbook (7^th Edition):

Takagi, Kristy King. “Predicting Academic Success in a Japanese International University.” 2011. Web. 23 Jan 2021.

Vancouver:

Takagi KK. Predicting Academic Success in a Japanese International University. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,127937.

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

Council of Science Editors:

Takagi KK. Predicting Academic Success in a Japanese International University. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,127937

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

Temple University

4. Matikainen, Tiina Johanna. Semantic Representation of L2 Lexicon in Japanese University Students.

Degree: 2011, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,133319

► CITE/Language Arts p>Ed.D. p>In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize… (more)

▼ CITE/Language Arts p>Ed.D. p>In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent. Data from a sentence completion task was completed by 244 participants, who were shown sentence contexts in which they chose between L2 word pairs sharing a common equivalent in the students' first language, Japanese. The data were analyzed using the statistical analyses available in the programming environment R to quantify the participants' ability to discriminate between synonymous and non-synonymous use of these L2 word pairs. The results showed a strong bias against synonymy for all word pairs; the participants tended to make a distinction between the two synonymous items by assigning each word a distinct meaning. With the non-synonymous items, lemma frequency was closely related to the participants' success in choosing the correct word in the word pair. In addition, lemma frequency and the degree of similarity between the words in the word pair were closely related to the participants' overall knowledge of the non-synonymous meanings of the vocabulary items. The results suggest that the participants had a stronger preference for non-synonymous options than for the synonymous option. This suggests that the learners might have adopted a one-word, one-meaning learning strategy (Willis, 1998). The reasonably strong relationship between several of the usage-based statistics and the item measures from R suggest that with exposure learners are better able to use words in ways that are similar to native speakers of English, to differentiate between appropriate and inappropriate contexts and to recognize the boundary separating semantic overlap and semantic uniqueness. Lexical similarity appears to play a secondary role, in combination with frequency, in learners' ability to differentiate between appropriate and inappropriate contexts when using L2 word pairs that have a single translation in the L1. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David, Childs, Marshall, Willis, Martin, Nation, I. S. P., Webb, Stuart Alexander.

Subjects/Keywords: Language; Linguistics; L2 lexical knowledge; lexical similarity; semantic relatedness; usage-based statistics; word frequency

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

APA (6^th Edition):

Matikainen, T. J. (2011). Semantic Representation of L2 Lexicon in Japanese University Students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,133319

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

Chicago Manual of Style (16^th Edition):

Matikainen, Tiina Johanna. “Semantic Representation of L2 Lexicon in Japanese University Students.” 2011. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,133319.

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

MLA Handbook (7^th Edition):

Matikainen, Tiina Johanna. “Semantic Representation of L2 Lexicon in Japanese University Students.” 2011. Web. 23 Jan 2021.

Vancouver:

Matikainen TJ. Semantic Representation of L2 Lexicon in Japanese University Students. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,133319.

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

Council of Science Editors:

Matikainen TJ. Semantic Representation of L2 Lexicon in Japanese University Students. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,133319

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

Temple University

5. Miura, Tsuyuki. Motivational trajectories of successful foreign language learners: Six biographical case studies.

Degree: 2011, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,138294

► CITE/Language Arts p>Ed.D. p>This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories… (more)

▼ CITE/Language Arts p>Ed.D. p>This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six learners who have achieved high proficiency in English. Unlike a large body of conventional foreign language learning motivational research, which has primarily been conducted using quantitative methodologies, this study employs two non-conventional approaches, a combination of learners' biographies and case study research. The primary purpose of the study is to holistically explore successful English learners' motivational trajectories and their learning histories in the Japanese context. To this end, foreign language learning motivation is conceptualized and illustrated as a dynamically changing construct that plays an important role in the process of foreign language learning. In the literature review, longitudinal studies concerning foreign language learning motivation and autobiographical studies and case studies that are relevant to this study are examined. The central research question is what motivational trajectories and learning histories these highly proficient learners have had, and how these learners have sustained their learning motivation over time and eventually achieved high proficiency while in an EFL (English as a foreign language) environment. The participants are six Japanese adults who have achieved high levels of English proficiency and who use English in their jobs. The design used in this case study involves both holistic and specifically focused analyses, by which each participant's learning history is collected through individual interviews. The author reports each participant's learning history, and the initial proposition concerning motivational change and salient motivational sources found in the participants' learning histories are collectively analyzed and discussed. Exploring the data concerning how the participants have maintained foreign language learning motivation resulting in the idea that sustained motivation is not always present in successful foreign language learning and that the key to success involves a cognitive change from a state in which motivation is present to one in which a more intentional psychological force, commitment to learning, develops. Based on this thought, a model illustrating the key to success in foreign language learning in the EFL context is presented. The results provide new, engaging, and important information to people who are seriously involved in foreign language learning in EFL contexts, where the majority of learners fail to attain high levels of foreign language proficiency after receiving years of formal education. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David, Nation, I. S. P., Sawyer, Mark, Takeuchi, Osamu, Irie, Kay.

Subjects/Keywords: Foreign Language Instruction; English as a Second Language; commitment to learning; English learning history; foreign language learning; learner motivation; motivational change; multiple case studies

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

APA (6^th Edition):

Miura, T. (2011). Motivational trajectories of successful foreign language learners: Six biographical case studies. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,138294

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

Chicago Manual of Style (16^th Edition):

Miura, Tsuyuki. “Motivational trajectories of successful foreign language learners: Six biographical case studies.” 2011. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,138294.

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

MLA Handbook (7^th Edition):

Miura, Tsuyuki. “Motivational trajectories of successful foreign language learners: Six biographical case studies.” 2011. Web. 23 Jan 2021.

Vancouver:

Miura T. Motivational trajectories of successful foreign language learners: Six biographical case studies. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,138294.

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

Council of Science Editors:

Miura T. Motivational trajectories of successful foreign language learners: Six biographical case studies. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,138294

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

Temple University

6. Ogawa, Kyoko. EFL learner autonomy and unfamiliar vocabulary learning.

Degree: 2012, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,174127

► CITE/Language Arts p>Ed.D. p>The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985)… (more)

Subjects/Keywords: Education; Language; autonomy; EFL; Rasch Rating Scale; Self Determination Theory; vocabulary learning; Vocabulary Self-Collection

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APA (6^th Edition):

Ogawa, K. (2012). EFL learner autonomy and unfamiliar vocabulary learning. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,174127

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

Chicago Manual of Style (16^th Edition):

Ogawa, Kyoko. “EFL learner autonomy and unfamiliar vocabulary learning.” 2012. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,174127.

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

MLA Handbook (7^th Edition):

Ogawa, Kyoko. “EFL learner autonomy and unfamiliar vocabulary learning.” 2012. Web. 23 Jan 2021.

Vancouver:

Ogawa K. EFL learner autonomy and unfamiliar vocabulary learning. [Internet] [Thesis]. Temple University; 2012. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,174127.

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

Council of Science Editors:

Ogawa K. EFL learner autonomy and unfamiliar vocabulary learning. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,174127

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

Temple University

7. Tsubaki, Mayumi. Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis.

Degree: 2012, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,207588

► CITE/Language Arts p>Ed.D. p>This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is… (more)

▼ CITE/Language Arts p>Ed.D. p>This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six at the low involvement load (need index 1, search index 1, and evaluation index 0, total index 2). Immediately and one week after completing the graphic organizer task, vocabulary knowledge was measured using three vocabulary tests that tested different levels of vocabulary knowledge: a translation test, a difficult multiple-choice test, and an easy multiple-choice test. Quantitative analyses of data from 291 university and college students in Japan were conducted, and audio-recordings from five pairs were analyzed to examine learning processes. Repeated measures MANOVA and ANOVAs revealed significant differences between the conditions of the two involvement loads in the translation test and the easy multiple-choice test, but not in the difficult multiple-choice test. The effects of Task and Time were statistically significant, but there was no interaction. There were significant differences between the immediate test and delayed test observed in the translation test and the easy multiple-choice test, but not with the difficult multiple-choice test. The current study supports the involvement load hypothesis, but caution is advised. Even though the high involvement load graphic organizers yielded more vocabulary retention than those with less involvement load in two out of the three vocabulary tests, the differences in mean scores were small and extensive differences were not observed in the participants' discussions. Additional statistical analysis indicated that the three vocabulary tests measured three levels of vocabulary knowledge. Determining the effectiveness of graphic organizers for vocabulary learning was only mildly successful as forcing greater involvement load proved to be challenging. p>Temple University – Thesesp> Advisors/Committee Members: Nation, I. S. P., Beglar, David, Childs, Marshall, Allen-Tamai, Mitsue, Murphey, Tim.

Subjects/Keywords: English as a second language; Foreign language instruction; Educational psychology; English as a Foreign Language; Graphic Organizers; Second Language Instruction; The Involvement Load Hypothesis; Vocabulary Instruction

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

APA (6^th Edition):

Tsubaki, M. (2012). Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,207588

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

Chicago Manual of Style (16^th Edition):

Tsubaki, Mayumi. “Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis.” 2012. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,207588.

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

MLA Handbook (7^th Edition):

Tsubaki, Mayumi. “Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis.” 2012. Web. 23 Jan 2021.

Vancouver:

Tsubaki M. Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis. [Internet] [Thesis]. Temple University; 2012. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,207588.

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

Council of Science Editors:

Tsubaki M. Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,207588

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

Temple University

8. Onoda, Sakae. Self-regulation and its relation to motivation and proficiency.

Degree: 2011, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,210107

► Educational Psychology p>Ed.D. p>This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated… (more)

▼ Educational Psychology p>Ed.D. p>This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency…p> Advisors/Committee Members: Beglar, David, Sawyer, Mark, Nation, I. S. P., Gu, Peter, Sick, James.

Subjects/Keywords: Language; Education; Educational psychology; effort regulation strategies; English proficiency; intrinsic goal orientation; metacognitive self-regulation strategies; self-efficacy; willingness to communicate

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

APA (6^th Edition):

Onoda, S. (2011). Self-regulation and its relation to motivation and proficiency. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,210107

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

Chicago Manual of Style (16^th Edition):

Onoda, Sakae. “Self-regulation and its relation to motivation and proficiency.” 2011. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,210107.

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

MLA Handbook (7^th Edition):

Onoda, Sakae. “Self-regulation and its relation to motivation and proficiency.” 2011. Web. 23 Jan 2021.

Vancouver:

Onoda S. Self-regulation and its relation to motivation and proficiency. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,210107.

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

Council of Science Editors:

Onoda S. Self-regulation and its relation to motivation and proficiency. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,210107

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

Temple University

9. Nemoto, Tomoko. PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN.

Degree: PhD, 2013, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,214778

► CITE/Language Arts p>Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating… (more)

▼ CITE/Language Arts p>Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David, Schaefer, Kenneth G., Wagner, Elvis, Maquito, Ferdinand C., Nation, I. S. P..

Subjects/Keywords: Educational evaluation; Teacher education; Higher education

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

APA (6^th Edition):

Nemoto, T. (2013). PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,214778

Chicago Manual of Style (16^th Edition):

Nemoto, Tomoko. “PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN.” 2013. Doctoral Dissertation, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,214778.

MLA Handbook (7^th Edition):

Nemoto, Tomoko. “PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN.” 2013. Web. 23 Jan 2021.

Vancouver:

Nemoto T. PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,214778.

Council of Science Editors:

Nemoto T. PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,214778

Temple University

10. Nakanishi, Takayuki. A Meta-Analysis of Extensive Reading Research.

Degree: 2014, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,245857

► CITE/Language Arts p>Ed.D. p>The purpose of this study is to investigate the overall effectiveness of extensive reading, and whether learners' ages impact learning from extensive… (more)

▼ CITE/Language Arts p>Ed.D. p>The purpose of this study is to investigate the overall effectiveness of extensive reading, and whether learners' ages impact learning from extensive reading differently. The second purpose is to investigate whether the length of time that second language learners engaged in extensive reading influenced outcome measures, and if an effect is found, identify effective periods of time for learners to engage in extensive reading. Meta-analysis was used to investigate the trends shown by past empirical research, chart future research directions, and provide a means to create alternative hypotheses for future research. Two types of empirical studies were conducted: group contrasts of studies that included control groups and pre-post contrasts of studies that only include experimental groups. This meta-analysis included 34 studies that provided 43 unique effect sizes (22 effect sizes for group contrasts and 21 effect sizes for pre-post contrasts) and a total sample size of 3,942 participants. Students who received extensive reading instruction outperformed those who did not. The effect size was small for group contrasts (d = .46) and medium for pre-post contrasts (d = .71). Moderator variables for each contrast were examined to assess the impact of learners' ages and the length of instruction; however, all groups substantially overlapped with each other in terms of their confidence intervals, indicating no statistically significant difference among the groups. There was a small effect size for university students for the group contrast (d = .48), a medium effect for high school students (d = .61), a large effect for university students (d = 1.12), and a large effect for adults (d = 1.48) for pre-post contrasts. In terms of the length of instruction, both one semester of instruction (d = .36) and one year of instruction (d = .52) produced a small effect for group contrasts, while one year of instruction produced a medium effect (d = .74) for pre-post contrasts. In sum, the available extensive reading research to date suggests that extensive reading improves students' reading proficiency and should therefore be a part of foreign language reading curricula. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David;, In'nami, Yo, Saito, Kazuya, Nation, I. S. P., Waring, Rob;.

Subjects/Keywords: English as a second language;

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APA (6^th Edition):

Nakanishi, T. (2014). A Meta-Analysis of Extensive Reading Research. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,245857

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

Chicago Manual of Style (16^th Edition):

Nakanishi, Takayuki. “A Meta-Analysis of Extensive Reading Research.” 2014. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,245857.

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

MLA Handbook (7^th Edition):

Nakanishi, Takayuki. “A Meta-Analysis of Extensive Reading Research.” 2014. Web. 23 Jan 2021.

Vancouver:

Nakanishi T. A Meta-Analysis of Extensive Reading Research. [Internet] [Thesis]. Temple University; 2014. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,245857.

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

Council of Science Editors:

Nakanishi T. A Meta-Analysis of Extensive Reading Research. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,245857

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

Temple University

11. McGuire, Steven Paul. Vocabulary Learning Through Cooperatively Structured Art-Based Tasks.

Degree: 2016, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,414473

► Teaching & Learning p>Ed.D. p>This study is a multi-method exploratory quantitative and qualitative examination of the degree to which students produce, share, and learn vocabulary… (more)

▼ Teaching & Learning p>Ed.D. p>This study is a multi-method exploratory quantitative and qualitative examination of the degree to which students produce, share, and learn vocabulary and cooperative skills as they carry out three types of individually and cooperatively structured art-based tasks regarding carefully selected and sequenced artworks. The artwork was selected from, and the tasks were adapted from Visual Thinking Strategies, an approach for teaching art appreciated and critical thinking skills. There has been little research that reports the degree of vocabulary through the use of images in general, very little research on cooperative learning and language learning, and an extremely limited amount of research on cooperative learning carried out in the field of foreign language learning through the use of artwork in the Japanese context. This study aims to fill these gaps. There were five main purposes of this study. The first purpose was to explore the range of vocabulary elicited through the cooperatively structured art-based tasks regarding the artworks. The second purpose was to measure students’ learning and use of two cooperative skills as they carried out the art-based tasks. The third purpose was to examine the implementation of the art-based tasks adapted for language learning in the Japanese college context investigated in this study. The fourth purpose was to explore the degree to which vocabulary is produced, shared, and learned in the adapted art-based tasks. The fifth and final purpose was a qualitative and quantitative examination of students’ attitudes towards the art tasks and towards working cooperatively in groups. To answer questions based on the purposes listed above, AntWordProfiler was used to analyze students’ production of vocabulary as they wrote their individual comments about the artworks and the RANGE feature of AntWordProfiler was used to analyze the frequency of particular vocabulary within and across groups in the group activities. The degree of learning was measured through pretests and posttests adapted from the Vocabulary Knowledge Scale. Finally an ANOVA was used to compare the vocabulary learned in the individual and cooperative drawing tasks following a Latin Square design. The qualitative study involved examination of many sources of data, including the worksheets students filled out as they carried out the art-based tasks, the artwork they drew, and audio recordings. Finally, a combined qualitative and qualitative survey at the end of the semester allowed an exploration of students’ opinions regarding art-based tasks, working and learning in groups, and the class as a whole. The results to the 12 research questions showed very little predictability in the specific vocabulary elicited, but did find patterns in the frequency of vocabulary elicited through the artworks, especially in terms of the percentage of vocabulary elicited. Students showed a significant increase in vocabulary knowledge between the pretests and posttests on all tasks, although there was a…p> Advisors/Committee Members: Nation, I. S. P., Beglar, David;, Nemoto, Tomoko, Johnson, Roger T., Elwood, James Andrew;.

Subjects/Keywords: Linguistics;

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

APA (6^th Edition):

McGuire, S. P. (2016). Vocabulary Learning Through Cooperatively Structured Art-Based Tasks. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,414473

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

Chicago Manual of Style (16^th Edition):

McGuire, Steven Paul. “Vocabulary Learning Through Cooperatively Structured Art-Based Tasks.” 2016. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,414473.

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

MLA Handbook (7^th Edition):

McGuire, Steven Paul. “Vocabulary Learning Through Cooperatively Structured Art-Based Tasks.” 2016. Web. 23 Jan 2021.

Vancouver:

McGuire SP. Vocabulary Learning Through Cooperatively Structured Art-Based Tasks. [Internet] [Thesis]. Temple University; 2016. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,414473.

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

Council of Science Editors:

McGuire SP. Vocabulary Learning Through Cooperatively Structured Art-Based Tasks. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,414473

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

Temple University

12. Sawada, Kazuya. VOCABULARY ACQUISITION THROUGH LISTENING AND ITS RELATION TO LEARNING CHANNEL PREFERENCES.

Degree: 2009, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,52572

► CITE/Language Arts p>Ed.D. p>The purposes of this study were to investigate the degree to which Japanese high school students acquire vocabulary from listening, what kind… (more)

▼ CITE/Language Arts p>Ed.D. p>The purposes of this study were to investigate the degree to which Japanese high school students acquire vocabulary from listening, what kind of explanation better promotes vocabulary acquisition, whether vocabulary acquisition through listening varies according to the participants' learning channel preferences, and what factors best predict vocabulary that is acquired through listening. The participants, 116 second-year Japanese high school students, were taught 45 vocabulary items embedded in nine listening passages. In the control condition, no vocabulary explanation was given. In the first treatment condition, the students were provided with a spoken Japanese translation for each target word. In the second treatment condition, the students were provided with a spoken English definition of each target word. Approximately 30 minutes after each listening session, an Immediate Recognition Posttest and a Multiple-choice Posttest were administered. Exactly the same tests were administered as Delayed Recognition and Multiple-choice Posttests 2 weeks after the instruction. Repeated-measures ANOVAs using the listening conditions as the independent variables and the results from the two tests as dependent variables showed that there was a statistically significant difference between the three conditions on the Immediate and Delayed Recognition Posttests. The L1 translation condition was more effective than the L2 definition condition, and the control condition was the least effective. However, for the Immediate and Delayed Multiple-choice Posttests, there was no statistically significant difference between the L1 and L2 conditions. Two three-way ANOVAs using the learning channel subgroups, time, and the listening conditions as independent variables, and the results from the Immediate and Delayed Recognition and Multiple-choice Posttests as dependent variables showed that there were no statistically significant differences among the three learning channel subgroups. However, the auditory learners retained more in the L2 definition condition than the visual and haptic learning channel groups. The final major analysis, a hierarchical multiple regression, indicated that passage comprehension, vocabulary size, and grammatical competence were statistically significant predictors of vocabulary acquisition through listening. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David, Ross, Steven, Nation, I. S. P., Houck, Noel, Sawyer, Mark.

Subjects/Keywords: Education; Curriculum and Instruction

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

APA (6^th Edition):

Sawada, K. (2009). VOCABULARY ACQUISITION THROUGH LISTENING AND ITS RELATION TO LEARNING CHANNEL PREFERENCES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,52572

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

Chicago Manual of Style (16^th Edition):

Sawada, Kazuya. “VOCABULARY ACQUISITION THROUGH LISTENING AND ITS RELATION TO LEARNING CHANNEL PREFERENCES.” 2009. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,52572.

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

MLA Handbook (7^th Edition):

Sawada, Kazuya. “VOCABULARY ACQUISITION THROUGH LISTENING AND ITS RELATION TO LEARNING CHANNEL PREFERENCES.” 2009. Web. 23 Jan 2021.

Vancouver:

Sawada K. VOCABULARY ACQUISITION THROUGH LISTENING AND ITS RELATION TO LEARNING CHANNEL PREFERENCES. [Internet] [Thesis]. Temple University; 2009. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,52572.

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

Council of Science Editors:

Sawada K. VOCABULARY ACQUISITION THROUGH LISTENING AND ITS RELATION TO LEARNING CHANNEL PREFERENCES. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,52572

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

Temple University

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

Degree: 2010, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,65656

► CITE/Language Arts p>Ed.D. p>This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks.… (more)

▼ CITE/Language Arts p>Ed.D. p>This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks. The generative learning theory (Wittrock, 1974) predicts that people learn by generating associations between new information and prior experience and knowledge, as well as between individual new items of information. It also proposes that the educational environment, from curriculum design to individual learning tasks, should be designed to facilitate the generation of those associations that lead to learning. In order to test the theory with second language vocabulary learning tasks, five separate experiments that compared experimental conditions of varying degrees of generativeness were conducted. A pilot experiment compared different types of tasks, while the four main experiments involved manipulating generativeness across similar tasks. This study is unique in the field of second language vocabulary learning in that it isolates a single process and subjects it to rigorous experimentation across a variety of task types. Unlike many published studies comparing various types of tasks, variables such as task type, number of retrievals, and time-on-task were carefully controlled across all experimental conditions and only the variable under investigation – generativeness – was manipulated. Posttest results were analyzed using repeated-measures ANOVA and paired samples t-tests where appropriate. The findings of this study suggest that generative versions of typical learning tasks result in significantly more incidental second language vocabulary learning across all types of learning tasks (receptive, minimally productive, and productive). This study introduces novel ways in which typical classroom tasks can be modified to help learners generate associations with their existing knowledge and experience, and demonstrates how those modifications can improve the effectiveness of learning tasks. p>Temple University – Thesesp> Advisors/Committee Members: Beglar, David, Nation, I. S. P., Ross, Steven, Kozaki, Yoko, Daulton, Frank E..

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

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APA (6^th 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 (16^th Edition):

Meyers, Philip Carey. “INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS.” 2010. Thesis, Temple University. Accessed January 23, 2021. 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 (7^th Edition):

Meyers, Philip Carey. “INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS.” 2010. Web. 23 Jan 2021.

Vancouver:

Meyers PC. INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS. [Internet] [Thesis]. Temple University; 2010. [cited 2021 Jan 23]. 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

Temple University

14. Rowles, Phillip Bruce. Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses.

Degree: 2015, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,363274

► Language Arts p>Ed.D. p>Educational measurement research faces an unresolved dilemma: competently meeting the longstanding demand for improved vocabulary strength (depth) aspect assessments. My original contribution… (more)

Subjects/Keywords: Educational tests & measurements; Foreign language education; English as a second language;

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

APA (6^th Edition):

Rowles, P. B. (2015). Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,363274

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

Chicago Manual of Style (16^th Edition):

Rowles, Phillip Bruce. “Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses.” 2015. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,363274.

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

MLA Handbook (7^th Edition):

Rowles, Phillip Bruce. “Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses.” 2015. Web. 23 Jan 2021.

Vancouver:

Rowles PB. Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses. [Internet] [Thesis]. Temple University; 2015. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,363274.

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

Council of Science Editors:

Rowles PB. Constructing a Polysemous Academic Vocabulary Extent Test Via Polytomous Rasch Model Measurement Analyses. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,363274

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

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Open Access Theses and Dissertations