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You searched for +publisher:"University of Texas – Austin" +contributor:("Horwitz, Elaine K."). Showing records 1 – 30 of 35 total matches.

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University of Texas – Austin

1. Rigby, Laura Beth. Culture in foreign language education: issues past and present.

Degree: Foreign Language Education, 2009, University of Texas – Austin

 For at least a century, applied linguists have been researching and developing an ever evolving concept of how to approach and teach culture in the… (more)

Subjects/Keywords: Foreign Language Education; Culture; Foreign Language

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APA (6th Edition):

Rigby, L. B. (2009). Culture in foreign language education: issues past and present. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2009-08-390

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

Chicago Manual of Style (16th Edition):

Rigby, Laura Beth. “Culture in foreign language education: issues past and present.” 2009. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2009-08-390.

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

MLA Handbook (7th Edition):

Rigby, Laura Beth. “Culture in foreign language education: issues past and present.” 2009. Web. 19 Feb 2019.

Vancouver:

Rigby LB. Culture in foreign language education: issues past and present. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2009-08-390.

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

Council of Science Editors:

Rigby LB. Culture in foreign language education: issues past and present. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/ETD-UT-2009-08-390

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


University of Texas – Austin

2. -1884-475X. Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 Research into foreign language and second language learning motivation has progressed steadily over the past half century. Several theories and models have been developed to… (more)

Subjects/Keywords: Motivation; Foreign language pedagogy

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APA (6th Edition):

-1884-475X. (2015). Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32273

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

Chicago Manual of Style (16th Edition):

-1884-475X. “Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/32273.

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

MLA Handbook (7th Edition):

-1884-475X. “Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1884-475X. Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/32273.

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

Council of Science Editors:

-1884-475X. Motivated Spanish learning among Anglo-Texan high school students : an exploration of theories, research, and experience, with implications for pedagogy. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32273

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


University of Texas – Austin

3. Demont, Brandi Leanne. Finding the third space : a case study of developing multiple literacies in a foreign language conversation class.

Degree: Curriculum and Instruction, 2010, University of Texas – Austin

 The present inquiry is a qualitative case study of conversations and attitudes of students participating in a non-required, second-year conversation section offered as a voluntary… (more)

Subjects/Keywords: Foreign language; Italian; Multiple literacies; Film; Holistic language learning; Post-secondary education

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APA (6th Edition):

Demont, B. L. (2010). Finding the third space : a case study of developing multiple literacies in a foreign language conversation class. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-748

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

Chicago Manual of Style (16th Edition):

Demont, Brandi Leanne. “Finding the third space : a case study of developing multiple literacies in a foreign language conversation class.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-748.

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

MLA Handbook (7th Edition):

Demont, Brandi Leanne. “Finding the third space : a case study of developing multiple literacies in a foreign language conversation class.” 2010. Web. 19 Feb 2019.

Vancouver:

Demont BL. Finding the third space : a case study of developing multiple literacies in a foreign language conversation class. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-748.

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

Council of Science Editors:

Demont BL. Finding the third space : a case study of developing multiple literacies in a foreign language conversation class. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-748

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


University of Texas – Austin

4. Kwon, Hyun Joo. The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 This study focused on exploring various dimensions of metacognitive knowledge developed by advanced readers in academic contexts, and explaining their behaviors of using strategies and… (more)

Subjects/Keywords: Metacognitive knowledge; Metacognitive strategy; L2 reading process; Bilingual interaction

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APA (6th Edition):

Kwon, H. J. (2010). The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-857

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

Chicago Manual of Style (16th Edition):

Kwon, Hyun Joo. “The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-857.

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

MLA Handbook (7th Edition):

Kwon, Hyun Joo. “The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English.” 2010. Web. 19 Feb 2019.

Vancouver:

Kwon HJ. The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-857.

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

Council of Science Editors:

Kwon HJ. The nature of metacognitive knowledge for reading comprehension strategy and language use by highly proficient learners of English. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-857

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


University of Texas – Austin

5. Volle, Lisa Marie. Virtually speaking : comparing foreign language speaking performances in distance education and face to face classes.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 The purpose of this study was to investigate the performances on speaking assessments in a first semester Spanish course to determine if there are differences… (more)

Subjects/Keywords: Distance learning; Speaking; Assessment; CMC; Spanish first year; Foreign languages; Spanish classes

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APA (6th Edition):

Volle, L. M. (2010). Virtually speaking : comparing foreign language speaking performances in distance education and face to face classes. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1683

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

Chicago Manual of Style (16th Edition):

Volle, Lisa Marie. “Virtually speaking : comparing foreign language speaking performances in distance education and face to face classes.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1683.

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

MLA Handbook (7th Edition):

Volle, Lisa Marie. “Virtually speaking : comparing foreign language speaking performances in distance education and face to face classes.” 2010. Web. 19 Feb 2019.

Vancouver:

Volle LM. Virtually speaking : comparing foreign language speaking performances in distance education and face to face classes. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1683.

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

Council of Science Editors:

Volle LM. Virtually speaking : comparing foreign language speaking performances in distance education and face to face classes. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1683

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


University of Texas – Austin

6. Whitehead, Sarah Jey. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.

Degree: Curriculum and Instruction, 2014, University of Texas – Austin

 This study is based upon the idea that foreign language (FL) classrooms exist apart from their target language communities. While historically, this has been a… (more)

Subjects/Keywords: Foreign language education; Spanish; Discourse analysis; Authenticity; Imagined communities; Ecology theory; Symbolic capital; Cultural appropriation

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APA (6th Edition):

Whitehead, S. J. (2014). I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30498

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

Chicago Manual of Style (16th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/30498.

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

MLA Handbook (7th Edition):

Whitehead, Sarah Jey. “I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom.” 2014. Web. 19 Feb 2019.

Vancouver:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/30498.

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

Council of Science Editors:

Whitehead SJ. I thought we weren't in Spain : the emergence of authenticity in a foreign language classroom. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30498

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


University of Texas – Austin

7. Abe, Kana. Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 Little is known about foreign language learners who teach themselves without help from educational institutions. Particularly, less commonly taught languages pose unique challenges to self-learn.… (more)

Subjects/Keywords: Foreign language education; Self-directed learning; Self-instruction; Japanese; JFL; Extensive reading; Pleasure reading; Motivation; Learner autonomy; Self-regulated learning; Metacognitive skills

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

APA (6th Edition):

Abe, K. (2016). Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/41627

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

Chicago Manual of Style (16th Edition):

Abe, Kana. “Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/41627.

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

MLA Handbook (7th Edition):

Abe, Kana. “Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language.” 2016. Web. 19 Feb 2019.

Vancouver:

Abe K. Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/41627.

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

Council of Science Editors:

Abe K. Roles of technology and of reading among five self-directed adult learners of Japanese as a foreign language. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/41627

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


University of Texas – Austin

8. -7084-2823. Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture.

Degree: Middle Eastern Studies, 2015, University of Texas – Austin

 This study examines Arabic teachers’ beliefs on their teaching of culture to learners of Arabic - specifically at the first and second year Arabic levels… (more)

Subjects/Keywords: Cultural instruction; Teachers' beliefs and practices; Arabic curriculum; Arabic teachers

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

APA (6th Edition):

-7084-2823. (2015). Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63879

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

Chicago Manual of Style (16th Edition):

-7084-2823. “Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63879.

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

MLA Handbook (7th Edition):

-7084-2823. “Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture.” 2015. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7084-2823. Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63879.

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

Council of Science Editors:

-7084-2823. Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/63879

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


University of Texas – Austin

9. Yang, Yi-Chun Christine. Recasts in the EFL classroom : a comparison of native and nonnative teachers.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 Recasting (i.e., corrective feedback in which the teacher paraphrases a learner's incorrect utterance without explicitly labeling it as erroneous) is a frequent phenomenon in classroom… (more)

Subjects/Keywords: Recasts; Recasting; Corrective feedback; Interaction; Teacher; Socio-cognitive factors

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

APA (6th Edition):

Yang, Y. C. (2010). Recasts in the EFL classroom : a comparison of native and nonnative teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-873

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

Chicago Manual of Style (16th Edition):

Yang, Yi-Chun Christine. “Recasts in the EFL classroom : a comparison of native and nonnative teachers.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-873.

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

MLA Handbook (7th Edition):

Yang, Yi-Chun Christine. “Recasts in the EFL classroom : a comparison of native and nonnative teachers.” 2010. Web. 19 Feb 2019.

Vancouver:

Yang YC. Recasts in the EFL classroom : a comparison of native and nonnative teachers. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-873.

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

Council of Science Editors:

Yang YC. Recasts in the EFL classroom : a comparison of native and nonnative teachers. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-873

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


University of Texas – Austin

10. Choi, Eunjeong. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 This dissertation is a report of an investigation of intercultural communication and learning in online tandem exchanges between two groups of foreign language learners: college… (more)

Subjects/Keywords: Telecollaboration; Intercultural communication; Computer-mediated communication; Dyadic relationship; Perceptions of experiences; Language functions; Stancetaking; Peer feedback exchange; Discourse analysis; EFL learners; Learners of Korean as a heritage language

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APA (6th Edition):

Choi, E. (2016). Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39248

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

Chicago Manual of Style (16th Edition):

Choi, Eunjeong. “Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/39248.

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

MLA Handbook (7th Edition):

Choi, Eunjeong. “Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication.” 2016. Web. 19 Feb 2019.

Vancouver:

Choi E. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/39248.

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

Council of Science Editors:

Choi E. Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39248

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


University of Texas – Austin

11. -9522-0089. What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain.

Degree: Foreign Language Education, 2017, University of Texas – Austin

 We often hear assumptions about students who study abroad: Students learn a foreign language faster, students interact more with native speakers, students are immersed in… (more)

Subjects/Keywords: Study abroad; Interaction; Host family; Technology; Short-term study abroad; Study abroad as a language learning context

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

APA (6th Edition):

-9522-0089. (2017). What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61559

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

Chicago Manual of Style (16th Edition):

-9522-0089. “What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain.” 2017. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/61559.

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

MLA Handbook (7th Edition):

-9522-0089. “What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain.” 2017. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9522-0089. What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/61559.

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

Council of Science Editors:

-9522-0089. What really happens during study abroad? : an in-depth analysis of learners’ interactions during a short-term sojourn in Spain. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61559

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


University of Texas – Austin

12. -8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.

Degree: Foreign Language Education, 2018, University of Texas – Austin

 This study examines an asynchronous online intercultural exchange between Hindi language learners (the HLLs) in the United States and English language learners (the ELLs) in… (more)

Subjects/Keywords: Language education; Intercultural communication; Discourse analysis; Activity theory; Internet-mediated communication

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

APA (6th Edition):

-8675-4660. (2018). Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63373

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

Chicago Manual of Style (16th Edition):

-8675-4660. “Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.” 2018. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/63373.

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

MLA Handbook (7th Edition):

-8675-4660. “Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners.” 2018. Web. 19 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/63373.

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

Council of Science Editors:

-8675-4660. Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63373

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

13. Chang, Chun-Hui. Instruction on pronunciation learning strategies : research findings and current pedagogical approaches.

Degree: Foreign Language Education, 2012, University of Texas – Austin

 Since the late 1980s, pronunciation has played a prominent role in the foreign/ second language classroom. Recently, under the influence of the growing attention to… (more)

Subjects/Keywords: Pronunciation; Learning strategies; Strategy instruction

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APA (6th Edition):

Chang, C. (2012). Instruction on pronunciation learning strategies : research findings and current pedagogical approaches. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19930

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

Chicago Manual of Style (16th Edition):

Chang, Chun-Hui. “Instruction on pronunciation learning strategies : research findings and current pedagogical approaches.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/19930.

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

MLA Handbook (7th Edition):

Chang, Chun-Hui. “Instruction on pronunciation learning strategies : research findings and current pedagogical approaches.” 2012. Web. 19 Feb 2019.

Vancouver:

Chang C. Instruction on pronunciation learning strategies : research findings and current pedagogical approaches. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/19930.

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

Council of Science Editors:

Chang C. Instruction on pronunciation learning strategies : research findings and current pedagogical approaches. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19930

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

14. Kim, Aekyung. Reading strategies and instruction : orchestrating L2 learners' reading processes: Orchestrating L2 learners' reading processes.

Degree: Foreign Language Education, 2012, University of Texas – Austin

 Research into reading strategies and strategy instruction has indicated their effectiveness and beneficial effects on reading improvement. However, additional effort and support is needed in… (more)

Subjects/Keywords: L2 reading strategies; Reading strategy instruction; Metacognitive strategies

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

APA (6th Edition):

Kim, A. (2012). Reading strategies and instruction : orchestrating L2 learners' reading processes: Orchestrating L2 learners' reading processes. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5673

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

Chicago Manual of Style (16th Edition):

Kim, Aekyung. “Reading strategies and instruction : orchestrating L2 learners' reading processes: Orchestrating L2 learners' reading processes.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5673.

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

MLA Handbook (7th Edition):

Kim, Aekyung. “Reading strategies and instruction : orchestrating L2 learners' reading processes: Orchestrating L2 learners' reading processes.” 2012. Web. 19 Feb 2019.

Vancouver:

Kim A. Reading strategies and instruction : orchestrating L2 learners' reading processes: Orchestrating L2 learners' reading processes. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5673.

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

Council of Science Editors:

Kim A. Reading strategies and instruction : orchestrating L2 learners' reading processes: Orchestrating L2 learners' reading processes. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5673

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

15. Meredith, Nancy Grona. Scaffolding extensive reading in the beginning adult education ESL classroom.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 Research has showed repeatedly the value of extensive reading in the L2 classroom for improved reading comprehension (Elley & Mangubhai, 1981; Mason & Krashen, 1997;… (more)

Subjects/Keywords: ESL curriculum; Second language learning; Second language acquisition; Extensive reading; Shared reading; Adult education; English language learners; Study and teaching

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APA (6th Edition):

Meredith, N. G. (2011). Scaffolding extensive reading in the beginning adult education ESL classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3055

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

Chicago Manual of Style (16th Edition):

Meredith, Nancy Grona. “Scaffolding extensive reading in the beginning adult education ESL classroom.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3055.

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

MLA Handbook (7th Edition):

Meredith, Nancy Grona. “Scaffolding extensive reading in the beginning adult education ESL classroom.” 2011. Web. 19 Feb 2019.

Vancouver:

Meredith NG. Scaffolding extensive reading in the beginning adult education ESL classroom. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3055.

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

Council of Science Editors:

Meredith NG. Scaffolding extensive reading in the beginning adult education ESL classroom. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3055

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

16. Smith, Kathleen Christian. An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction.

Degree: Foreign Language Education, 2012, University of Texas – Austin

 Though communicative methodologies have been preeminent over the past several decades, the skill of L2/FL pronunciation instruction has remained in the shadows, having been relegated… (more)

Subjects/Keywords: Pronunciation; Second language; Tutoring

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

APA (6th Edition):

Smith, K. C. (2012). An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5808

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

Chicago Manual of Style (16th Edition):

Smith, Kathleen Christian. “An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5808.

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

MLA Handbook (7th Edition):

Smith, Kathleen Christian. “An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction.” 2012. Web. 19 Feb 2019.

Vancouver:

Smith KC. An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5808.

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

Council of Science Editors:

Smith KC. An inquiry into the perceived and actualized efficacy of individualized second language pronunciation instruction. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5808

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

17. Lemoine, Florence Marie. Using multimedia to teach French language and culture.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

 In order for the study of French to survive in American higher education, it will be necessary to adopt a pedagogy that motivates learners as… (more)

Subjects/Keywords: French language teaching; French movies; Authentic multimedia documents; French culture; Languaculture

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APA (6th Edition):

Lemoine, F. M. (2012). Using multimedia to teach French language and culture. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19912

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

Chicago Manual of Style (16th Edition):

Lemoine, Florence Marie. “Using multimedia to teach French language and culture.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/19912.

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

MLA Handbook (7th Edition):

Lemoine, Florence Marie. “Using multimedia to teach French language and culture.” 2012. Web. 19 Feb 2019.

Vancouver:

Lemoine FM. Using multimedia to teach French language and culture. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/19912.

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

Council of Science Editors:

Lemoine FM. Using multimedia to teach French language and culture. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19912

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

18. Sturm, Julie Elizabeth. The use of computer mediated technology to promote intercultural communicative competence in the foreign language classroom.

Degree: Foreign Language Education, 2012, University of Texas – Austin

 This Report addresses the importance of intercultural communicative competence among foreign language learners and the use of computer-mediated communication (CMC) technology to achieve this goal… (more)

Subjects/Keywords: Culture; Intercultural communicative competence; Computer mediated communication (CMC); Foreign language

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APA (6th Edition):

Sturm, J. E. (2012). The use of computer mediated technology to promote intercultural communicative competence in the foreign language classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-08-6109

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

Chicago Manual of Style (16th Edition):

Sturm, Julie Elizabeth. “The use of computer mediated technology to promote intercultural communicative competence in the foreign language classroom.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2012-08-6109.

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

MLA Handbook (7th Edition):

Sturm, Julie Elizabeth. “The use of computer mediated technology to promote intercultural communicative competence in the foreign language classroom.” 2012. Web. 19 Feb 2019.

Vancouver:

Sturm JE. The use of computer mediated technology to promote intercultural communicative competence in the foreign language classroom. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6109.

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

Council of Science Editors:

Sturm JE. The use of computer mediated technology to promote intercultural communicative competence in the foreign language classroom. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-08-6109

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

19. Na, Bokhee. Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

 Although previous studies have addressed affective aspects of second language (L2) reading, little research has explored the full range of emotions that readers experience as… (more)

Subjects/Keywords: L2 narrative reading; Adolescent readers; Emotional response; Affective aspects of L2 reading process; Aesthetic vs. efferent reading stances; Individual and contextual influences and consequences; Literary emotions; Task-related emotions; Comparison between L1 and L2

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APA (6th Edition):

Na, B. (2016). Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44034

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

Chicago Manual of Style (16th Edition):

Na, Bokhee. “Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/44034.

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

MLA Handbook (7th Edition):

Na, Bokhee. “Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories.” 2016. Web. 19 Feb 2019.

Vancouver:

Na B. Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/44034.

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

Council of Science Editors:

Na B. Emotions when reading foreign literary texts : the "lived through" experience of Korean adolescent students reading English short stories. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/44034

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

20. Waldvogel, Dieter Alexander. Vocabulary learning strategies among adult learners of Spanish as a foreign language.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 The aim of this study was to contribute to the scarce amount of research on self-selected Spanish foreign language (FL) vocabulary learning strategies (VLS) by… (more)

Subjects/Keywords: Vocabulary learning; Spanish vocabulary; Vocabulary learning strategies; Spanish learning strategies

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APA (6th Edition):

Waldvogel, D. A. (2011). Vocabulary learning strategies among adult learners of Spanish as a foreign language. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3066

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

Chicago Manual of Style (16th Edition):

Waldvogel, Dieter Alexander. “Vocabulary learning strategies among adult learners of Spanish as a foreign language.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3066.

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

MLA Handbook (7th Edition):

Waldvogel, Dieter Alexander. “Vocabulary learning strategies among adult learners of Spanish as a foreign language.” 2011. Web. 19 Feb 2019.

Vancouver:

Waldvogel DA. Vocabulary learning strategies among adult learners of Spanish as a foreign language. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3066.

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

Council of Science Editors:

Waldvogel DA. Vocabulary learning strategies among adult learners of Spanish as a foreign language. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3066

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

21. Lee, Juhee. Exploring the interdependence of second language skills for middle school students studying English in Korea : effects of extensive reading and extensive writing on reading, writing, grammar, and attitude measures.

Degree: Foreign Language Education, 2015, University of Texas – Austin

 Despite the growing recognition of the reading-writing connection both in first language and second/foreign language acquisition, few studies have empirically investigated whether reading improves writing,… (more)

Subjects/Keywords: Reading-writing connections; Second language

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APA (6th Edition):

Lee, J. (2015). Exploring the interdependence of second language skills for middle school students studying English in Korea : effects of extensive reading and extensive writing on reading, writing, grammar, and attitude measures. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31438

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

Chicago Manual of Style (16th Edition):

Lee, Juhee. “Exploring the interdependence of second language skills for middle school students studying English in Korea : effects of extensive reading and extensive writing on reading, writing, grammar, and attitude measures.” 2015. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/31438.

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

MLA Handbook (7th Edition):

Lee, Juhee. “Exploring the interdependence of second language skills for middle school students studying English in Korea : effects of extensive reading and extensive writing on reading, writing, grammar, and attitude measures.” 2015. Web. 19 Feb 2019.

Vancouver:

Lee J. Exploring the interdependence of second language skills for middle school students studying English in Korea : effects of extensive reading and extensive writing on reading, writing, grammar, and attitude measures. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/31438.

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

Council of Science Editors:

Lee J. Exploring the interdependence of second language skills for middle school students studying English in Korea : effects of extensive reading and extensive writing on reading, writing, grammar, and attitude measures. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31438

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

22. Kusey, Crystal Lyn. Same-turn self-repair practices in peer-peer L2 conversational dyads.

Degree: Foreign Language Education, 2016, University of Texas – Austin

 This dissertation presents microanalyses of same-turn self-initiated self-repair practices employed by 17 advanced-level English language learners as they engaged in a naturally occurring conversation task… (more)

Subjects/Keywords: Self-repair; Conversation analysis; L2 conversation

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APA (6th Edition):

Kusey, C. L. (2016). Same-turn self-repair practices in peer-peer L2 conversational dyads. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43924

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

Chicago Manual of Style (16th Edition):

Kusey, Crystal Lyn. “Same-turn self-repair practices in peer-peer L2 conversational dyads.” 2016. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/43924.

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

MLA Handbook (7th Edition):

Kusey, Crystal Lyn. “Same-turn self-repair practices in peer-peer L2 conversational dyads.” 2016. Web. 19 Feb 2019.

Vancouver:

Kusey CL. Same-turn self-repair practices in peer-peer L2 conversational dyads. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/43924.

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

Council of Science Editors:

Kusey CL. Same-turn self-repair practices in peer-peer L2 conversational dyads. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43924

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

23. Wilson, Robert Warren. A tear in my eye but I cannot cry : an ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults: Ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults.

Degree: Foreign Language Education, 2012, University of Texas – Austin

 This ethnographic study investigates the language ecology of Urumchi, Xinjiang with a focus on contextual factors as related to the language practices of Uyghur young… (more)

Subjects/Keywords: Xinjiang; Language practices; Pierre Bourdieu; Language ecology; Language shift; Uyghur

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APA (6th Edition):

Wilson, R. W. (2012). A tear in my eye but I cannot cry : an ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults: Ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19836

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

Chicago Manual of Style (16th Edition):

Wilson, Robert Warren. “A tear in my eye but I cannot cry : an ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults: Ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults.” 2012. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/19836.

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

MLA Handbook (7th Edition):

Wilson, Robert Warren. “A tear in my eye but I cannot cry : an ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults: Ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults.” 2012. Web. 19 Feb 2019.

Vancouver:

Wilson RW. A tear in my eye but I cannot cry : an ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults: Ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/19836.

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

Council of Science Editors:

Wilson RW. A tear in my eye but I cannot cry : an ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults: Ethnographic multiple case study on the language ecology of Urumchi, Xinjiang and the language practices of Uyghur young adults. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19836

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

24. Lin, Fu-An. Those who entered through the back door : characterizing adult ESL teachers and their knowledge.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 Elucidating the knowledge base of those who teach adult learners in ESL (English as a Second Language) programs, this research is a qualitative study incorporating… (more)

Subjects/Keywords: Teacher knowledge; English as a Second Language; Adult learners; Qualitative research

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APA (6th Edition):

Lin, F. (2010). Those who entered through the back door : characterizing adult ESL teachers and their knowledge. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1316

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

Chicago Manual of Style (16th Edition):

Lin, Fu-An. “Those who entered through the back door : characterizing adult ESL teachers and their knowledge.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1316.

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

MLA Handbook (7th Edition):

Lin, Fu-An. “Those who entered through the back door : characterizing adult ESL teachers and their knowledge.” 2010. Web. 19 Feb 2019.

Vancouver:

Lin F. Those who entered through the back door : characterizing adult ESL teachers and their knowledge. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1316.

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

Council of Science Editors:

Lin F. Those who entered through the back door : characterizing adult ESL teachers and their knowledge. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1316

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

25. Willard, Mitsi Pair. Novice foreign language teachers' teaching efficacy beliefs and perceptions of professional support : a mixed-methods study.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 Self-efficacy is an individual’s judgment of the relative probability of her or his likely success in attaining desired outcomes (Bandura, 1977). For teachers, efficacy beliefs… (more)

Subjects/Keywords: Foreign language; Novice teachers; Self-efficacy; Professional support

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APA (6th Edition):

Willard, M. P. (2011). Novice foreign language teachers' teaching efficacy beliefs and perceptions of professional support : a mixed-methods study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4517

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

Chicago Manual of Style (16th Edition):

Willard, Mitsi Pair. “Novice foreign language teachers' teaching efficacy beliefs and perceptions of professional support : a mixed-methods study.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4517.

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

MLA Handbook (7th Edition):

Willard, Mitsi Pair. “Novice foreign language teachers' teaching efficacy beliefs and perceptions of professional support : a mixed-methods study.” 2011. Web. 19 Feb 2019.

Vancouver:

Willard MP. Novice foreign language teachers' teaching efficacy beliefs and perceptions of professional support : a mixed-methods study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4517.

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

Council of Science Editors:

Willard MP. Novice foreign language teachers' teaching efficacy beliefs and perceptions of professional support : a mixed-methods study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4517

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

26. Hardy, Jacques Wilburn. An activity theory interpretation of university ESL students’ experiences of classroom group work.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 This study investigated the experiences of university-level ESL students engaged in classroom group projects. Using the lens of Activity Theory (Engeström, 1987, 2001; Leont’ev, 1976)… (more)

Subjects/Keywords: ESL; Group work; Activity theory

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APA (6th Edition):

Hardy, J. W. (2011). An activity theory interpretation of university ESL students’ experiences of classroom group work. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-12-4734

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

Chicago Manual of Style (16th Edition):

Hardy, Jacques Wilburn. “An activity theory interpretation of university ESL students’ experiences of classroom group work.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-12-4734.

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

MLA Handbook (7th Edition):

Hardy, Jacques Wilburn. “An activity theory interpretation of university ESL students’ experiences of classroom group work.” 2011. Web. 19 Feb 2019.

Vancouver:

Hardy JW. An activity theory interpretation of university ESL students’ experiences of classroom group work. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4734.

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

Council of Science Editors:

Hardy JW. An activity theory interpretation of university ESL students’ experiences of classroom group work. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-12-4734

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

27. Giroir, Shannon Marie. Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program.

Degree: Foreign Language Education, 2011, University of Texas – Austin

 This dissertation reports on the narrated experiences of nine adult ESL learners enrolled in an Intensive English Program (IEP) as they negotiated a sense of… (more)

Subjects/Keywords: L2 learning; Second language learning; Second language acquisition; Adult learners; Second language identity; Immigration and emigration; ESL; English as a second language; Intensive English programs; Applied linguistics; Foreign language learning

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

APA (6th Edition):

Giroir, S. M. (2011). Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2907

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

Chicago Manual of Style (16th Edition):

Giroir, Shannon Marie. “Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program.” 2011. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-2907.

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

MLA Handbook (7th Edition):

Giroir, Shannon Marie. “Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program.” 2011. Web. 19 Feb 2019.

Vancouver:

Giroir SM. Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2907.

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

Council of Science Editors:

Giroir SM. Identity, belonging, and the transmigrant experiences of adult ESL learners enrolled in an intensive English program. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2907

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

28. Adel, Shahla. Is all culture learning created equal : students' perceptions of Persian language and culture.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 This study explores how cultural inquiry was integrated into a third-year Persian class via printed texts, film, WebQuests and PowerPoint presentations, and how that cultural… (more)

Subjects/Keywords: Persian culture; Cultural inquiry; Cultural education; Foreign language education; Teaching culture

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

APA (6th Edition):

Adel, S. (2010). Is all culture learning created equal : students' perceptions of Persian language and culture. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2134

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

Chicago Manual of Style (16th Edition):

Adel, Shahla. “Is all culture learning created equal : students' perceptions of Persian language and culture.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2134.

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

MLA Handbook (7th Edition):

Adel, Shahla. “Is all culture learning created equal : students' perceptions of Persian language and culture.” 2010. Web. 19 Feb 2019.

Vancouver:

Adel S. Is all culture learning created equal : students' perceptions of Persian language and culture. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2134.

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

Council of Science Editors:

Adel S. Is all culture learning created equal : students' perceptions of Persian language and culture. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2134

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

29. Taylor, Kathleen J., 1963-. Teaching language as culture in the foreign language classroom.

Degree: Slavic and Eurasian Studies, 2010, University of Texas – Austin

 The relationship between language and culture has long been acknowledged, defined and discussed in the literature on foreign language learning and teaching (Kramsch, 1997; Krasner,… (more)

Subjects/Keywords: Culture; Linguistic competence; Big “C” culture; Little “c” culture

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

APA (6th Edition):

Taylor, Kathleen J., 1. (2010). Teaching language as culture in the foreign language classroom. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1630

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

Chicago Manual of Style (16th Edition):

Taylor, Kathleen J., 1963-. “Teaching language as culture in the foreign language classroom.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1630.

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

MLA Handbook (7th Edition):

Taylor, Kathleen J., 1963-. “Teaching language as culture in the foreign language classroom.” 2010. Web. 19 Feb 2019.

Vancouver:

Taylor, Kathleen J. 1. Teaching language as culture in the foreign language classroom. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1630.

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

Council of Science Editors:

Taylor, Kathleen J. 1. Teaching language as culture in the foreign language classroom. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1630

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

30. Byun, Ji-hyun, 1981-. Korean EFL teachers’ perspectives about their participation in an extensive reading program.

Degree: Foreign Language Education, 2010, University of Texas – Austin

 The purpose of this research was to explore the overall perceptions of EFL teachers toward the extensive reading approach as they experienced the approach first… (more)

Subjects/Keywords: Extensive reading program; EFL teachers; English as a Foreign Language; Korea; Foreign language study; Foreign language teaching

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

APA (6th Edition):

Byun, Ji-hyun, 1. (2010). Korean EFL teachers’ perspectives about their participation in an extensive reading program. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1634

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

Chicago Manual of Style (16th Edition):

Byun, Ji-hyun, 1981-. “Korean EFL teachers’ perspectives about their participation in an extensive reading program.” 2010. Thesis, University of Texas – Austin. Accessed February 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1634.

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

MLA Handbook (7th Edition):

Byun, Ji-hyun, 1981-. “Korean EFL teachers’ perspectives about their participation in an extensive reading program.” 2010. Web. 19 Feb 2019.

Vancouver:

Byun, Ji-hyun 1. Korean EFL teachers’ perspectives about their participation in an extensive reading program. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1634.

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

Council of Science Editors:

Byun, Ji-hyun 1. Korean EFL teachers’ perspectives about their participation in an extensive reading program. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1634

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

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