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You searched for +publisher:"The Ohio State University" +contributor:("Samimy, Keiko"). Showing records 1 – 30 of 53 total matches.

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The Ohio State University

1. Habbal, Manal S. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 AbstractGrowing interest in Arabic language learning due to the sociopolitical climate in the United States has led to an increase in the number of Arabic… (more)

Subjects/Keywords: Education; Arabic HLLs foreign language classroom interaction perspectives education

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APA (6th Edition):

Habbal, M. S. (2017). Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091

Chicago Manual of Style (16th Edition):

Habbal, Manal S. “Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).” 2017. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

MLA Handbook (7th Edition):

Habbal, Manal S. “Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).” 2017. Web. 28 Mar 2020.

Vancouver:

Habbal MS. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

Council of Science Editors:

Habbal MS. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091


The Ohio State University

2. Lee, Jeong-Ah. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 Researchers in education have documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. Yet, in the field of… (more)

Subjects/Keywords: Education; Teachers' sense of efficacy; Elementary EFL education; Nonnative English speaking teacher education; Attitudes toward the English Language; English language proficiency; English teaching confidence

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APA (6th Edition):

Lee, J. (2009). Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070

Chicago Manual of Style (16th Edition):

Lee, Jeong-Ah. “Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.” 2009. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070.

MLA Handbook (7th Edition):

Lee, Jeong-Ah. “Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.” 2009. Web. 28 Mar 2020.

Vancouver:

Lee J. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070.

Council of Science Editors:

Lee J. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070


The Ohio State University

3. Cheong, Sung Hui. The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

 The present study is a correlational study to determine if listeners’ perception of (1) accentedness and (2) comprehensibility can be predicted from listener affiliated socio-cultural… (more)

Subjects/Keywords: Native Fallacy,; Non-native Identity Empowerment,; Socio-cultulral Factors in Teaching English,; Teaching English as an International Language; Native versus Non-native Dichotomy

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APA (6th Edition):

Cheong, S. H. (2007). The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1180456503

Chicago Manual of Style (16th Edition):

Cheong, Sung Hui. “The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech.” 2007. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180456503.

MLA Handbook (7th Edition):

Cheong, Sung Hui. “The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech.” 2007. Web. 28 Mar 2020.

Vancouver:

Cheong SH. The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180456503.

Council of Science Editors:

Cheong SH. The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1180456503


The Ohio State University

4. Tsai, Jui-min. Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools.

Degree: PhD, Educational Services and Research, 2007, The Ohio State University

 In recent years, team teaching in English as a Foreign Language (EFL) classrooms has been commonly implemented in several East Asian countries. For these countries,… (more)

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APA (6th Edition):

Tsai, J. (2007). Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636

Chicago Manual of Style (16th Edition):

Tsai, Jui-min. “Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools.” 2007. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636.

MLA Handbook (7th Edition):

Tsai, Jui-min. “Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools.” 2007. Web. 28 Mar 2020.

Vancouver:

Tsai J. Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636.

Council of Science Editors:

Tsai J. Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636


The Ohio State University

5. Kurihara, Yuka. Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

 There are a growing number of teachers from English as a Foreign Language (EFL) settings who participate in L2 teacher education programs in North American… (more)

Subjects/Keywords: Education, Teacher Training; Activity theory; appropriation; Communicative Language Teaching; in-service teacher education program; professional development

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APA (6th Edition):

Kurihara, Y. (2007). Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104

Chicago Manual of Style (16th Edition):

Kurihara, Yuka. “Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program.” 2007. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104.

MLA Handbook (7th Edition):

Kurihara, Yuka. “Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program.” 2007. Web. 28 Mar 2020.

Vancouver:

Kurihara Y. Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104.

Council of Science Editors:

Kurihara Y. Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187097104


The Ohio State University

6. Yang, Hsiu-Hui. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

  Within the field of teacher education, there has been an on-going debate about what constitutes a professional knowledge base. However, comparatively few language teaching… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Yang, H. (2011). Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768

Chicago Manual of Style (16th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

MLA Handbook (7th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Web. 28 Mar 2020.

Vancouver:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

Council of Science Editors:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768


The Ohio State University

7. Clark, Allen Stanley. The Crisis of Translation in the Western Media: A Critical Discourse Analysis of <i>al-Qacida</i> Communiqués.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  This dissertation takes into account the forces globalization exerts on international news broadcasts primarily focusing on the invisible (Venuti, 1995), but vital role translation… (more)

Subjects/Keywords: Education; Journalism; Language; Linguistics; Middle Eastern History; Middle Eastern Literature; Political Science; translation; arabic; english; terrorism; alqaida; bin laden; news media; critical discourse analysis; middle east correspondent; BBC; AP; Guardian; Aljazeera

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APA (6th Edition):

Clark, A. S. (2009). The Crisis of Translation in the Western Media: A Critical Discourse Analysis of <i>al-Qacida</i> Communiqués. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1257195409

Chicago Manual of Style (16th Edition):

Clark, Allen Stanley. “The Crisis of Translation in the Western Media: A Critical Discourse Analysis of <i>al-Qacida</i> Communiqués.” 2009. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1257195409.

MLA Handbook (7th Edition):

Clark, Allen Stanley. “The Crisis of Translation in the Western Media: A Critical Discourse Analysis of <i>al-Qacida</i> Communiqués.” 2009. Web. 28 Mar 2020.

Vancouver:

Clark AS. The Crisis of Translation in the Western Media: A Critical Discourse Analysis of <i>al-Qacida</i> Communiqués. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1257195409.

Council of Science Editors:

Clark AS. The Crisis of Translation in the Western Media: A Critical Discourse Analysis of <i>al-Qacida</i> Communiqués. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1257195409


The Ohio State University

8. Hong, Kwang Hee. L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  Primary issues concerned with CALL (Computer-Assisted Language Learning) teacher education are twofold: Integration of CALL technology into foreign and second language (L2) teacher education… (more)

Subjects/Keywords: Education; Higher Education; Teacher Education; Technology; CALL; CALL teacher education; CALL technology integration

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APA (6th Edition):

Hong, K. H. (2009). L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1243917839

Chicago Manual of Style (16th Edition):

Hong, Kwang Hee. “L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio.” 2009. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243917839.

MLA Handbook (7th Edition):

Hong, Kwang Hee. “L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio.” 2009. Web. 28 Mar 2020.

Vancouver:

Hong KH. L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243917839.

Council of Science Editors:

Hong KH. L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243917839


The Ohio State University

9. Nichols, Jennifer Lynn. Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2010, The Ohio State University

  Since the inception of the Iraq War, the Department of Veteran Affairs estimates that over two million US military personnel have cycled through Iraq.… (more)

Subjects/Keywords: Education; Educational Psychology; Educational Sociology; Educational Theory; Higher Education; International Relations; Language; Linguistics; Literacy; Military History; Minority and Ethnic Groups; Multicultural Education; Political Science; Psychology; Reading instr; Arabic; foreign language pedagogy; veterans; Iraq war; foreign language education; narrative research; motivation; instructional technology; affective variables; Arabic pedagogy; teacher training; foreign language literacy; second language aquisition

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APA (6th Edition):

Nichols, J. L. (2010). Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937

Chicago Manual of Style (16th Edition):

Nichols, Jennifer Lynn. “Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom.” 2010. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

MLA Handbook (7th Edition):

Nichols, Jennifer Lynn. “Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom.” 2010. Web. 28 Mar 2020.

Vancouver:

Nichols JL. Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

Council of Science Editors:

Nichols JL. Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937


The Ohio State University

10. Little, Dawn Kimberley. Students-as-informants: Investigating the use of feedback by ITAs.

Degree: PhD, EDU Teaching and Learning, 2016, The Ohio State University

 This study was conducted to develop a deeper understanding of the interaction between international teaching assistants and the students they teach. The study was specifically… (more)

Subjects/Keywords: English As A Second Language; Higher Education; Pedagogy; novice ITAs; international teaching assistants; ITAs; cross-cultural classroom; American college students; feedback; student feedback; student evaluations; student evaluation of the instructor; SEI; intersectionality; ITA training; ITA socialization

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APA (6th Edition):

Little, D. K. (2016). Students-as-informants: Investigating the use of feedback by ITAs. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392

Chicago Manual of Style (16th Edition):

Little, Dawn Kimberley. “Students-as-informants: Investigating the use of feedback by ITAs.” 2016. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.

MLA Handbook (7th Edition):

Little, Dawn Kimberley. “Students-as-informants: Investigating the use of feedback by ITAs.” 2016. Web. 28 Mar 2020.

Vancouver:

Little DK. Students-as-informants: Investigating the use of feedback by ITAs. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.

Council of Science Editors:

Little DK. Students-as-informants: Investigating the use of feedback by ITAs. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392


The Ohio State University

11. Song, Sun Yung. Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

 Given the high status of English academic publishing in academia, there has been an increasing demand on doctoral students to enter into the arena of… (more)

Subjects/Keywords: English As A Second Language; Higher Education; Literacy; Multilingual Education; writing for publication; second language academic literacy; non-native English speaking students; doctoral education; power; sociopolitical perspective

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APA (6th Edition):

Song, S. Y. (2014). Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335

Chicago Manual of Style (16th Edition):

Song, Sun Yung. “Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study.” 2014. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.

MLA Handbook (7th Edition):

Song, Sun Yung. “Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study.” 2014. Web. 28 Mar 2020.

Vancouver:

Song SY. Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.

Council of Science Editors:

Song SY. Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335


The Ohio State University

12. Cheng, Ying-Hsueh. Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences.

Degree: PhD, EDU Teaching and Learning, 2013, The Ohio State University

 With the increase of international graduate students in English-speaking universities, second language writing professionals have called attention to neglected genres in the academic socialization literature.… (more)

Subjects/Keywords: Higher Education; Education; Bilingual Education; Composition; International graduate students; second language writing; American doctoral education; candidacy examination; dissertation grant proposal, qualitative research

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APA (6th Edition):

Cheng, Y. (2013). Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840

Chicago Manual of Style (16th Edition):

Cheng, Ying-Hsueh. “Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences.” 2013. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840.

MLA Handbook (7th Edition):

Cheng, Ying-Hsueh. “Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences.” 2013. Web. 28 Mar 2020.

Vancouver:

Cheng Y. Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840.

Council of Science Editors:

Cheng Y. Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840


The Ohio State University

13. Lee, Sang Kyo. A Study of the Effects of Two Reading Environments on L2 Readers’ Strategic Behaviors Toward Unknown Words.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

  This study explored effects of reading environments (computer-based and print-based texts) on L2 learners’ strategic behaviors in coping with unknown words while reading texts… (more)

Subjects/Keywords: Education; vocabulary strategy; unknown words; computer-based and paper-based texts

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APA (6th Edition):

Lee, S. K. (2010). A Study of the Effects of Two Reading Environments on L2 Readers’ Strategic Behaviors Toward Unknown Words. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1276695503

Chicago Manual of Style (16th Edition):

Lee, Sang Kyo. “A Study of the Effects of Two Reading Environments on L2 Readers’ Strategic Behaviors Toward Unknown Words.” 2010. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276695503.

MLA Handbook (7th Edition):

Lee, Sang Kyo. “A Study of the Effects of Two Reading Environments on L2 Readers’ Strategic Behaviors Toward Unknown Words.” 2010. Web. 28 Mar 2020.

Vancouver:

Lee SK. A Study of the Effects of Two Reading Environments on L2 Readers’ Strategic Behaviors Toward Unknown Words. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276695503.

Council of Science Editors:

Lee SK. A Study of the Effects of Two Reading Environments on L2 Readers’ Strategic Behaviors Toward Unknown Words. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276695503


The Ohio State University

14. Hardman, Jocelyn Brooks. The intelligibility of Chinese-accented English to international and American students at a U.S. university.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

 This study investigated the intelligibility of Chinese graduate students to their Indian, Chinese, Korean, and American peers. Specifically, the researcher sought to determine the teaching… (more)

Subjects/Keywords: Education; Language; Linguistics; Mathematics Education; Science Education; second language acquisition; international teaching assistants; intelligibility; speech perception; phonology; foreign-accented speech; Chinese-accented English; English for Academic Purposes; English as a Lingua Franca

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APA (6th Edition):

Hardman, J. B. (2010). The intelligibility of Chinese-accented English to international and American students at a U.S. university. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520

Chicago Manual of Style (16th Edition):

Hardman, Jocelyn Brooks. “The intelligibility of Chinese-accented English to international and American students at a U.S. university.” 2010. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520.

MLA Handbook (7th Edition):

Hardman, Jocelyn Brooks. “The intelligibility of Chinese-accented English to international and American students at a U.S. university.” 2010. Web. 28 Mar 2020.

Vancouver:

Hardman JB. The intelligibility of Chinese-accented English to international and American students at a U.S. university. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520.

Council of Science Editors:

Hardman JB. The intelligibility of Chinese-accented English to international and American students at a U.S. university. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1276818520


The Ohio State University

15. Widiyanto, Yohanes Nugroho. The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia.

Degree: PhD, EDU Teaching and Learning, 2016, The Ohio State University

 In a globalized word, English has become the primary means of communication in language contact zone (Pratt, 1991; Thomason, 2001) where people of diverse socioeconomic… (more)

Subjects/Keywords: Education; English As A Second Language; Translingual practice; Translingual negotiation strategies; Translingual negotiation identities

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APA (6th Edition):

Widiyanto, Y. N. (2016). The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1471262435

Chicago Manual of Style (16th Edition):

Widiyanto, Yohanes Nugroho. “The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia.” 2016. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471262435.

MLA Handbook (7th Edition):

Widiyanto, Yohanes Nugroho. “The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia.” 2016. Web. 28 Mar 2020.

Vancouver:

Widiyanto YN. The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471262435.

Council of Science Editors:

Widiyanto YN. The Interconnectedness between Translingual Negotiation Strategies and Translingual Identities: A Qualitative Study of an Intensive English Programin Gorontalo - Indonesia. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1471262435


The Ohio State University

16. Alexander, Mariko Mizuno. The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

 Despite the urgent need to improve US education for the ever-increasing population of recently-arrived secondary English language learners (ELLs) (Gandara & Baca, 2008; Lazarin, 2006),… (more)

Subjects/Keywords: Education; Secondary Education; Minority and Ethnic Groups; English As A Second Language; Education Policy; English language learners; Japanese sojourners; late-entrant ELL; high school; transnationalism; high school exit exam; high-stakes testing policy; testing accommodations; early graduation; school organizational structure; second language interactions

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APA (6th Edition):

Alexander, M. M. (2014). The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060

Chicago Manual of Style (16th Edition):

Alexander, Mariko Mizuno. “The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes.” 2014. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.

MLA Handbook (7th Edition):

Alexander, Mariko Mizuno. “The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes.” 2014. Web. 28 Mar 2020.

Vancouver:

Alexander MM. The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.

Council of Science Editors:

Alexander MM. The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060


The Ohio State University

17. Sukapdjo, Amye R. Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 The purpose of this study was to investigate the beliefs, knowledge, and practices of middle school foreign language teachers’ literacy-based instruction. It sought to additionally… (more)

Subjects/Keywords: Education; middle school; foreign language; biliteracy; literacy-based instruction; teacher beliefs, knowledge, and practices; qualitative case study

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APA (6th Edition):

Sukapdjo, A. R. (2009). Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656

Chicago Manual of Style (16th Edition):

Sukapdjo, Amye R. “Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction.” 2009. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656.

MLA Handbook (7th Edition):

Sukapdjo, Amye R. “Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction.” 2009. Web. 28 Mar 2020.

Vancouver:

Sukapdjo AR. Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656.

Council of Science Editors:

Sukapdjo AR. Reading and writing in the middle school foreign language classroom: A case study of teacher beliefs, knowledge, and practices of literacy-based instruction. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1235164656

18. Zhang, Yunyan. Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

 The intent of the present study was to document (describe) and evaluate the impact of a PD program for the education of ELLs called ESL-content… (more)

Subjects/Keywords: Teacher Education; English As A Second Language; Secondary Education; English language learners, secondary content teachers, professional development, in-service teacher training, teacher learning, teacher change, teacher practices

…Learning, The Ohio State University Field(s) of Study Major Field: Education vii… 

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APA (6th Edition):

Zhang, Y. (2014). Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227

Chicago Manual of Style (16th Edition):

Zhang, Yunyan. “Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change.” 2014. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227.

MLA Handbook (7th Edition):

Zhang, Yunyan. “Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change.” 2014. Web. 28 Mar 2020.

Vancouver:

Zhang Y. Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227.

Council of Science Editors:

Zhang Y. Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and Change. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405352227

19. Abdullah, Umar. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia.

Degree: PhD, EDU Teaching and Learning, 2015, The Ohio State University

 The present study examines the influence of Indonesia’s in-service teacher certification program through teacher professional training, namely Pendidikan dan Latihan Profesi Guru (PLPG), on teacher… (more)

Subjects/Keywords: Teacher Education; Teaching; English As A Second Language; Education; Adult Education; Teacher Professional Training; Teacher Certification Program; Learning Leverage; Learning Experience; Content Knowledge; Pedagogical Knowledge; Instructional Practices; Classroom Management

…M.A. Foreign/Second & Multilingual Language Education, The Ohio State University, USA… …GTA, ESL Program, The Ohio State University, USA. Fields of Study Major Field : Education… …271 Appendix G: The Ohio State University Consent to Participate in Research… …273 Appendix H: The Ohio State University Consent to Participate in Research… 

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APA (6th Edition):

Abdullah, U. (2015). Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572

Chicago Manual of Style (16th Edition):

Abdullah, Umar. “Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia.” 2015. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

MLA Handbook (7th Edition):

Abdullah, Umar. “Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia.” 2015. Web. 28 Mar 2020.

Vancouver:

Abdullah U. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

Council of Science Editors:

Abdullah U. Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572

20. Yu, Yang. ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

  Along with the global spread of English and the wide recognition of World Englishes, a whole breadth of studies have been conducted to explore… (more)

Subjects/Keywords: Education; World Englishes; English as an International Language; Learners' Attitudes; English Teaching and Learning in China

…M.A. Foreign and Second Language Education, The Ohio State University 2006 to present… …Graduate Administrative Associate, The Ohio State University Fields of Study Major Field… 

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APA (6th Edition):

Yu, Y. (2010). ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1283303545

Chicago Manual of Style (16th Edition):

Yu, Yang. “ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS.” 2010. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283303545.

MLA Handbook (7th Edition):

Yu, Yang. “ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS.” 2010. Web. 28 Mar 2020.

Vancouver:

Yu Y. ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1283303545.

Council of Science Editors:

Yu Y. ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1283303545

21. Liu, Yu-Hsiu. Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

  This study explored the potential link between Chinese-English syntactic differences and English reading anxiety in Chinese learners of English. Using the survey and the… (more)

Subjects/Keywords: English As A Second Language; foreign language reading; foreign language reading anxiety; Chinese-English syntactic differences, Taiwanese university students

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APA (6th Edition):

Liu, Y. (2011). Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1321910312

Chicago Manual of Style (16th Edition):

Liu, Yu-Hsiu. “Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students.” 2011. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1321910312.

MLA Handbook (7th Edition):

Liu, Yu-Hsiu. “Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students.” 2011. Web. 28 Mar 2020.

Vancouver:

Liu Y. Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1321910312.

Council of Science Editors:

Liu Y. Syntactic Differences and Foreign Language Reading Anxiety: An Investigation of Taiwanese University Students. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1321910312

22. Birkby, Stuart J. English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective.

Degree: PhD, EDU Teaching and Learning, 2012, The Ohio State University

 Over the centuries, languages have moved from their places of origin to regions where they have not been used previously. According to Nicholas Ostler (2005),… (more)

Subjects/Keywords: Bilingual Education; Education; English As A Second Language; History; International Relations; Language; Linguistics; Modern History; Multicultural Education; Multilingual Education; Pacific Rim Studies; Political Science; Sociolinguistics; American-Taiwanese relations; English, language spread; Taiwan; World English

…Teaching Associate Spoken English (ESL) Program The Ohio State University, Columbus… …TESOL The Ohio State University– Pusan National University Republic of Korea August 2007… …Graduate Teaching Associate Composition (ESL) Program The Ohio State University… 

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APA (6th Edition):

Birkby, S. J. (2012). English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671

Chicago Manual of Style (16th Edition):

Birkby, Stuart J. “English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective.” 2012. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671.

MLA Handbook (7th Edition):

Birkby, Stuart J. “English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective.” 2012. Web. 28 Mar 2020.

Vancouver:

Birkby SJ. English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671.

Council of Science Editors:

Birkby SJ. English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671


The Ohio State University

23. Liaw, En-Chong. “How are they different?” A comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nati.

Degree: PhD, Teaching and Learning, 2004, The Ohio State University

 In the field of English language teaching, several studies have been conducted to examine the differences between native and non-native language teachers regarding pedagogical advantages… (more)

Subjects/Keywords: Education, Teacher Training; Foreign language education; Teacher training; Teacher efficacy; Nativeship

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APA (6th Edition):

Liaw, E. (2004). “How are they different?” A comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nati. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144

Chicago Manual of Style (16th Edition):

Liaw, En-Chong. ““How are they different?” A comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nati.” 2004. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

MLA Handbook (7th Edition):

Liaw, En-Chong. ““How are they different?” A comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nati.” 2004. Web. 28 Mar 2020.

Vancouver:

Liaw E. “How are they different?” A comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nati. [Internet] [Doctoral dissertation]. The Ohio State University; 2004. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

Council of Science Editors:

Liaw E. “How are they different?” A comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nati. [Doctoral Dissertation]. The Ohio State University; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144


The Ohio State University

24. Kim, Seung Jung. Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition.

Degree: PhD, Teaching and Learning, 2004, The Ohio State University

 Many Korean EFL students are eager to acquire English proficiency. Despite their eagerness and hard work, Korean students seem to have been less than successful… (more)

Subjects/Keywords: Second language acquisition; Affective variables; Oral language proficiency; Korean EFL context; Willingness to communciate (WTC); Individual differences in second language acquisition

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APA (6th Edition):

Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1101267838

Chicago Manual of Style (16th Edition):

Kim, Seung Jung. “Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition.” 2004. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101267838.

MLA Handbook (7th Edition):

Kim, Seung Jung. “Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition.” 2004. Web. 28 Mar 2020.

Vancouver:

Kim SJ. Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition. [Internet] [Doctoral dissertation]. The Ohio State University; 2004. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1101267838.

Council of Science Editors:

Kim SJ. Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition. [Doctoral Dissertation]. The Ohio State University; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1101267838


The Ohio State University

25. Nam, Jung Mi. Perceptions of Korean college students and teachers about communication-based English instruction: evaluation of a college EFL curriculum in South Korea.

Degree: PhD, Educational Theory and Practice, 2005, The Ohio State University

 This study focused on the perceptions of college students and their English teachers regarding the new communication-based English curriculum and instruction in a specific university-level… (more)

Subjects/Keywords: EFL Curriculum Evaluation; Communication-based English Instruction; College English Curriculum

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APA (6th Edition):

Nam, J. M. (2005). Perceptions of Korean college students and teachers about communication-based English instruction: evaluation of a college EFL curriculum in South Korea. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1110161814

Chicago Manual of Style (16th Edition):

Nam, Jung Mi. “Perceptions of Korean college students and teachers about communication-based English instruction: evaluation of a college EFL curriculum in South Korea.” 2005. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110161814.

MLA Handbook (7th Edition):

Nam, Jung Mi. “Perceptions of Korean college students and teachers about communication-based English instruction: evaluation of a college EFL curriculum in South Korea.” 2005. Web. 28 Mar 2020.

Vancouver:

Nam JM. Perceptions of Korean college students and teachers about communication-based English instruction: evaluation of a college EFL curriculum in South Korea. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1110161814.

Council of Science Editors:

Nam JM. Perceptions of Korean college students and teachers about communication-based English instruction: evaluation of a college EFL curriculum in South Korea. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1110161814


The Ohio State University

26. Marchenkova, Ludmila Alexandrovna. Interpreting dialogue: Bakhtin’s theory and second language learning.

Degree: PhD, Educational Theory and Practice, 2005, The Ohio State University

 This study seeks to establish the relevance of Mikhail Bakhtin’s theory of dialogue to second language acquisition (SLA) theory and research. Recently, scholars have begun… (more)

Subjects/Keywords: dialogue; metalinguistics; language; utterance; voice; culture; identity; Bakhtin; Vygotsky

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APA (6th Edition):

Marchenkova, L. A. (2005). Interpreting dialogue: Bakhtin’s theory and second language learning. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1111777929

Chicago Manual of Style (16th Edition):

Marchenkova, Ludmila Alexandrovna. “Interpreting dialogue: Bakhtin’s theory and second language learning.” 2005. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1111777929.

MLA Handbook (7th Edition):

Marchenkova, Ludmila Alexandrovna. “Interpreting dialogue: Bakhtin’s theory and second language learning.” 2005. Web. 28 Mar 2020.

Vancouver:

Marchenkova LA. Interpreting dialogue: Bakhtin’s theory and second language learning. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1111777929.

Council of Science Editors:

Marchenkova LA. Interpreting dialogue: Bakhtin’s theory and second language learning. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1111777929


The Ohio State University

27. Abe, Megumi. L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students.

Degree: PhD, EDU Teaching and Learning, 2001, The Ohio State University

 Most of the existing research on L2 writing to date makes comparisons between L1 and L2 or between NSs and NNSs. There is relatively little… (more)

Subjects/Keywords: Education; English As A Second Language

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APA (6th Edition):

Abe, M. (2001). L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978

Chicago Manual of Style (16th Edition):

Abe, Megumi. “L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students.” 2001. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978.

MLA Handbook (7th Edition):

Abe, Megumi. “L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students.” 2001. Web. 28 Mar 2020.

Vancouver:

Abe M. L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students. [Internet] [Doctoral dissertation]. The Ohio State University; 2001. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978.

Council of Science Editors:

Abe M. L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students. [Doctoral Dissertation]. The Ohio State University; 2001. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978


The Ohio State University

28. Dwalk, Raghad A. the role of lexical and syntactic knowledge in English as a foreign language reading comprehension.

Degree: PhD, ED Policy and Leadership, 1997, The Ohio State University

  The research in the present study investigates the contribution of learners' knowledge of linguistic factors, namely, vocabulary and syntax to English as a foreign… (more)

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APA (6th Edition):

Dwalk, R. A. (1997). the role of lexical and syntactic knowledge in English as a foreign language reading comprehension. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1247851133

Chicago Manual of Style (16th Edition):

Dwalk, Raghad A. “the role of lexical and syntactic knowledge in English as a foreign language reading comprehension.” 1997. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247851133.

MLA Handbook (7th Edition):

Dwalk, Raghad A. “the role of lexical and syntactic knowledge in English as a foreign language reading comprehension.” 1997. Web. 28 Mar 2020.

Vancouver:

Dwalk RA. the role of lexical and syntactic knowledge in English as a foreign language reading comprehension. [Internet] [Doctoral dissertation]. The Ohio State University; 1997. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1247851133.

Council of Science Editors:

Dwalk RA. the role of lexical and syntactic knowledge in English as a foreign language reading comprehension. [Doctoral Dissertation]. The Ohio State University; 1997. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1247851133


The Ohio State University

29. Lee, Hee Jung. The effect of learner anxiety on oral performance in an English as a second language context.

Degree: PhD, ED Policy and Leadership, 1991, The Ohio State University

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

APA (6th Edition):

Lee, H. J. (1991). The effect of learner anxiety on oral performance in an English as a second language context. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249489582

Chicago Manual of Style (16th Edition):

Lee, Hee Jung. “The effect of learner anxiety on oral performance in an English as a second language context.” 1991. Doctoral Dissertation, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249489582.

MLA Handbook (7th Edition):

Lee, Hee Jung. “The effect of learner anxiety on oral performance in an English as a second language context.” 1991. Web. 28 Mar 2020.

Vancouver:

Lee HJ. The effect of learner anxiety on oral performance in an English as a second language context. [Internet] [Doctoral dissertation]. The Ohio State University; 1991. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249489582.

Council of Science Editors:

Lee HJ. The effect of learner anxiety on oral performance in an English as a second language context. [Doctoral Dissertation]. The Ohio State University; 1991. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249489582


The Ohio State University

30. Kim, Eunyoung. Korean ESL learners' learning styles based on their personality, oral proficiency, and national origin.

Degree: MA, ED Policy and Leadership, 1991, The Ohio State University

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

APA (6th Edition):

Kim, E. (1991). Korean ESL learners' learning styles based on their personality, oral proficiency, and national origin. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496666

Chicago Manual of Style (16th Edition):

Kim, Eunyoung. “Korean ESL learners' learning styles based on their personality, oral proficiency, and national origin.” 1991. Masters Thesis, The Ohio State University. Accessed March 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496666.

MLA Handbook (7th Edition):

Kim, Eunyoung. “Korean ESL learners' learning styles based on their personality, oral proficiency, and national origin.” 1991. Web. 28 Mar 2020.

Vancouver:

Kim E. Korean ESL learners' learning styles based on their personality, oral proficiency, and national origin. [Internet] [Masters thesis]. The Ohio State University; 1991. [cited 2020 Mar 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496666.

Council of Science Editors:

Kim E. Korean ESL learners' learning styles based on their personality, oral proficiency, and national origin. [Masters Thesis]. The Ohio State University; 1991. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496666

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