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You searched for subject:( Education Language AND Literature ). Showing records 1 – 30 of 8847 total matches.

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1. Young, John P. The Missing "R"| A Reluctant Reader in a College Developmental Writing Class.

Degree: 2012, Prescott College

  In theory and in practice, reading is kin to writing. However, large numbers of individuals who require developmental (remedial) writing courses in college do… (more)

Subjects/Keywords: Education; Language and Literature

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

APA (6th Edition):

Young, J. P. (2012). The Missing "R"| A Reluctant Reader in a College Developmental Writing Class. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1503018

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):

Young, John P. “The Missing "R"| A Reluctant Reader in a College Developmental Writing Class.” 2012. Thesis, Prescott College. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1503018.

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

MLA Handbook (7th Edition):

Young, John P. “The Missing "R"| A Reluctant Reader in a College Developmental Writing Class.” 2012. Web. 23 Mar 2019.

Vancouver:

Young JP. The Missing "R"| A Reluctant Reader in a College Developmental Writing Class. [Internet] [Thesis]. Prescott College; 2012. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1503018.

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

Council of Science Editors:

Young JP. The Missing "R"| A Reluctant Reader in a College Developmental Writing Class. [Thesis]. Prescott College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1503018

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

2. Fontaine, Danielle. A Non-Sequitur for Darwin.

Degree: 2012, University of Massachusetts Boston

With a focus on evolution, both personal and societal, "A Non-Sequitur for Darwin" is a collection of contemporary and prose poetry that uses surrealism to address subjects such as psychology, physics, mathematics, and the sciences in general.

Subjects/Keywords: Education; Language and Literature

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APA (6th Edition):

Fontaine, D. (2012). A Non-Sequitur for Darwin. (Thesis). University of Massachusetts Boston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1512037

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):

Fontaine, Danielle. “A Non-Sequitur for Darwin.” 2012. Thesis, University of Massachusetts Boston. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1512037.

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

MLA Handbook (7th Edition):

Fontaine, Danielle. “A Non-Sequitur for Darwin.” 2012. Web. 23 Mar 2019.

Vancouver:

Fontaine D. A Non-Sequitur for Darwin. [Internet] [Thesis]. University of Massachusetts Boston; 2012. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1512037.

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

Council of Science Editors:

Fontaine D. A Non-Sequitur for Darwin. [Thesis]. University of Massachusetts Boston; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1512037

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

3. Affinito, Stephanie. Literacy coaching| Negotiating roles and realities.

Degree: 2012, State University of New York at Albany

  This dissertation sought to understand how literacy coaches enact their coaching conceptualizations in practice, examine influences on coaches' decision-making, and explore the impact of… (more)

Subjects/Keywords: Education; Language and Literature

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APA (6th Edition):

Affinito, S. (2012). Literacy coaching| Negotiating roles and realities. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3489660

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):

Affinito, Stephanie. “Literacy coaching| Negotiating roles and realities.” 2012. Thesis, State University of New York at Albany. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3489660.

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

MLA Handbook (7th Edition):

Affinito, Stephanie. “Literacy coaching| Negotiating roles and realities.” 2012. Web. 23 Mar 2019.

Vancouver:

Affinito S. Literacy coaching| Negotiating roles and realities. [Internet] [Thesis]. State University of New York at Albany; 2012. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489660.

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

Council of Science Editors:

Affinito S. Literacy coaching| Negotiating roles and realities. [Thesis]. State University of New York at Albany; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489660

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

4. Singagliese, James. Writer's workshop| Effects on achievement, attitude, and instructional practices.

Degree: 2012, College of Saint Elizabeth

  As we equip our students with the necessary skills to compete and become successful in a global economy, written communication becomes ever so much… (more)

Subjects/Keywords: Education; Language and Literature

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

APA (6th Edition):

Singagliese, J. (2012). Writer's workshop| Effects on achievement, attitude, and instructional practices. (Thesis). College of Saint Elizabeth. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3504323

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):

Singagliese, James. “Writer's workshop| Effects on achievement, attitude, and instructional practices.” 2012. Thesis, College of Saint Elizabeth. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3504323.

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

MLA Handbook (7th Edition):

Singagliese, James. “Writer's workshop| Effects on achievement, attitude, and instructional practices.” 2012. Web. 23 Mar 2019.

Vancouver:

Singagliese J. Writer's workshop| Effects on achievement, attitude, and instructional practices. [Internet] [Thesis]. College of Saint Elizabeth; 2012. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3504323.

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

Council of Science Editors:

Singagliese J. Writer's workshop| Effects on achievement, attitude, and instructional practices. [Thesis]. College of Saint Elizabeth; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3504323

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

5. Lenhoff, Alyssa. News service| A unique approach to the teaching of news reporting and writing.

Degree: 2010, Union Institute and University

  This dissertation examines news service models as methods for teaching reporting skills to undergraduate college journalism students. The study concludes that these news service… (more)

Subjects/Keywords: Education, Language and Literature; Journalism

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

APA (6th Edition):

Lenhoff, A. (2010). News service| A unique approach to the teaching of news reporting and writing. (Thesis). Union Institute and University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3421098

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):

Lenhoff, Alyssa. “News service| A unique approach to the teaching of news reporting and writing.” 2010. Thesis, Union Institute and University. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3421098.

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

MLA Handbook (7th Edition):

Lenhoff, Alyssa. “News service| A unique approach to the teaching of news reporting and writing.” 2010. Web. 23 Mar 2019.

Vancouver:

Lenhoff A. News service| A unique approach to the teaching of news reporting and writing. [Internet] [Thesis]. Union Institute and University; 2010. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3421098.

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

Council of Science Editors:

Lenhoff A. News service| A unique approach to the teaching of news reporting and writing. [Thesis]. Union Institute and University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3421098

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

6. Moon, Shannon S. Heterogeneous Design| How an AP English Teacher Plans Curriculum and Manages Dilemmas.

Degree: 2011, Mills College

  The purpose of this dissertation is to examine how one AP English teacher plans and prepares curriculum in her open-enrollment, heterogeneous AP English Literature(more)

Subjects/Keywords: Education; Language and Literature

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APA (6th Edition):

Moon, S. S. (2011). Heterogeneous Design| How an AP English Teacher Plans Curriculum and Manages Dilemmas. (Thesis). Mills College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3465184

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):

Moon, Shannon S. “Heterogeneous Design| How an AP English Teacher Plans Curriculum and Manages Dilemmas.” 2011. Thesis, Mills College. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3465184.

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

MLA Handbook (7th Edition):

Moon, Shannon S. “Heterogeneous Design| How an AP English Teacher Plans Curriculum and Manages Dilemmas.” 2011. Web. 23 Mar 2019.

Vancouver:

Moon SS. Heterogeneous Design| How an AP English Teacher Plans Curriculum and Manages Dilemmas. [Internet] [Thesis]. Mills College; 2011. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3465184.

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

Council of Science Editors:

Moon SS. Heterogeneous Design| How an AP English Teacher Plans Curriculum and Manages Dilemmas. [Thesis]. Mills College; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3465184

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

7. Misenheimer, Cynthia Stiles. High School English Teachers' Perceptions of Rigor in Student Assignments.

Degree: 2012, Gardner-Webb University

  This research was designed to examine the perceptions of high school English teachers as to the amount of rigor present in their student assignments… (more)

Subjects/Keywords: Education; Language and Literature

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APA (6th Edition):

Misenheimer, C. S. (2012). High School English Teachers' Perceptions of Rigor in Student Assignments. (Thesis). Gardner-Webb University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3490449

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):

Misenheimer, Cynthia Stiles. “High School English Teachers' Perceptions of Rigor in Student Assignments.” 2012. Thesis, Gardner-Webb University. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3490449.

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

MLA Handbook (7th Edition):

Misenheimer, Cynthia Stiles. “High School English Teachers' Perceptions of Rigor in Student Assignments.” 2012. Web. 23 Mar 2019.

Vancouver:

Misenheimer CS. High School English Teachers' Perceptions of Rigor in Student Assignments. [Internet] [Thesis]. Gardner-Webb University; 2012. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3490449.

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

Council of Science Editors:

Misenheimer CS. High School English Teachers' Perceptions of Rigor in Student Assignments. [Thesis]. Gardner-Webb University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3490449

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


Universiteit Utrecht

8. Jager, Lotte. Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education.

Degree: 2008, Universiteit Utrecht

 This thesis researches the place literature has occupied within Dutch foreign language education from the 19th century to the educational changes of the 1990s. As… (more)

Subjects/Keywords: Letteren; Foreign Language Education; Literature

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APA (6th Edition):

Jager, L. (2008). Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/31540

Chicago Manual of Style (16th Edition):

Jager, Lotte. “Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education.” 2008. Masters Thesis, Universiteit Utrecht. Accessed March 23, 2019. http://dspace.library.uu.nl:8080/handle/1874/31540.

MLA Handbook (7th Edition):

Jager, Lotte. “Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education.” 2008. Web. 23 Mar 2019.

Vancouver:

Jager L. Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2019 Mar 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/31540.

Council of Science Editors:

Jager L. Language Through Literature : Benefits of Using Literature for Foreign Language Acquisition, with Practical Suggestions for the English Language Classroom in Dutch Secondary Education. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/31540


McGill University

9. Phipps, Heather. Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms.

Degree: MA, Department of Integrated Studies in Education, 2010, McGill University

This qualitative study explores the experiences of teachers and students engaging with picture books in immersion classrooms. Drawing on social constructivist theories of teaching and… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Phipps, H. (2010). Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile95233.pdf

Chicago Manual of Style (16th Edition):

Phipps, Heather. “Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms.” 2010. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile95233.pdf.

MLA Handbook (7th Edition):

Phipps, Heather. “Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms.” 2010. Web. 23 Mar 2019.

Vancouver:

Phipps H. Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms. [Internet] [Masters thesis]. McGill University; 2010. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile95233.pdf.

Council of Science Editors:

Phipps H. Engaging with picture books: exploring students' and teachers' experiences with literature and collaboration in immersion classrooms. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile95233.pdf


McGill University

10. Tanaka, Samira. Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension.

Degree: MA, Department of Integrated Studies in Education, 2012, McGill University

This study investigated the effects of input enhancement in isolation and in combination with output elaboration tasks on the accuracy of count and noncount nouns… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Tanaka, S. (2012). Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile106514.pdf

Chicago Manual of Style (16th Edition):

Tanaka, Samira. “Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension.” 2012. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile106514.pdf.

MLA Handbook (7th Edition):

Tanaka, Samira. “Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension.” 2012. Web. 23 Mar 2019.

Vancouver:

Tanaka S. Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension. [Internet] [Masters thesis]. McGill University; 2012. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile106514.pdf.

Council of Science Editors:

Tanaka S. Targeting count and noncount nouns in English through textual enhancement and elaboration tasks: effects on L2 development and text comprehension. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile106514.pdf


McGill University

11. Colby, D Christian. Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs.

Degree: PhD, Department of Integrated Studies in Education, 2011, McGill University

The use of assessment to foster learning has become established in classroom settings in recent years, where it has drawn considerable research interest, as learners… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Colby, D. C. (2011). Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile103517.pdf

Chicago Manual of Style (16th Edition):

Colby, D Christian. “Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs.” 2011. Doctoral Dissertation, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile103517.pdf.

MLA Handbook (7th Edition):

Colby, D Christian. “Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs.” 2011. Web. 23 Mar 2019.

Vancouver:

Colby DC. Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile103517.pdf.

Council of Science Editors:

Colby DC. Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile103517.pdf


McGill University

12. Tsushima, Rika. The mismatch between educational policy and classroom practice: EFL teachers' perspective on washback in Japan.

Degree: MA, Department of Integrated Studies in Education, 2012, McGill University

Research has reported that the occurrence of washback effects—the impact of high-stakes exams on classroom practice and activity–is often partly attributed to teachers (Cheng, 1997,… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Tsushima, R. (2012). The mismatch between educational policy and classroom practice: EFL teachers' perspective on washback in Japan. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile106524.pdf

Chicago Manual of Style (16th Edition):

Tsushima, Rika. “The mismatch between educational policy and classroom practice: EFL teachers' perspective on washback in Japan.” 2012. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile106524.pdf.

MLA Handbook (7th Edition):

Tsushima, Rika. “The mismatch between educational policy and classroom practice: EFL teachers' perspective on washback in Japan.” 2012. Web. 23 Mar 2019.

Vancouver:

Tsushima R. The mismatch between educational policy and classroom practice: EFL teachers' perspective on washback in Japan. [Internet] [Masters thesis]. McGill University; 2012. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile106524.pdf.

Council of Science Editors:

Tsushima R. The mismatch between educational policy and classroom practice: EFL teachers' perspective on washback in Japan. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile106524.pdf


McGill University

13. Lee, Andrew. Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence.

Degree: MA, Department of Integrated Studies in Education, 2014, McGill University

Corrective feedback (CF) has been identified as an effective means for improving pronunciation in second language (L2) speech production, but there has been a general… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Lee, A. (2014). Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile121596.pdf

Chicago Manual of Style (16th Edition):

Lee, Andrew. “Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence.” 2014. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile121596.pdf.

MLA Handbook (7th Edition):

Lee, Andrew. “Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence.” 2014. Web. 23 Mar 2019.

Vancouver:

Lee A. Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence. [Internet] [Masters thesis]. McGill University; 2014. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile121596.pdf.

Council of Science Editors:

Lee A. Effects of corrective feedback on L2 speech perception: perceptual decisions, linguistic hypotheses, and negative evidence. [Masters Thesis]. McGill University; 2014. Available from: http://digitool.library.mcgill.ca/thesisfile121596.pdf


McGill University

14. Delaine, Brent. Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning.

Degree: MA, Department of Integrated Studies in Education, 2014, McGill University

As urbanization and globalization continue to disrupt the intergenerational transmission of Ojibwe/Anishinaabemowin and other Indigenous languages, innovative approaches to language revitalization are increasingly necessary. (Re)establishing… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Delaine, B. (2014). Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile123286.pdf

Chicago Manual of Style (16th Edition):

Delaine, Brent. “Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning.” 2014. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile123286.pdf.

MLA Handbook (7th Edition):

Delaine, Brent. “Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning.” 2014. Web. 23 Mar 2019.

Vancouver:

Delaine B. Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning. [Internet] [Masters thesis]. McGill University; 2014. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile123286.pdf.

Council of Science Editors:

Delaine B. Watch and learn:assessing the efficacy of a narrative Ojibwe-teaching video series to support adult language learning. [Masters Thesis]. McGill University; 2014. Available from: http://digitool.library.mcgill.ca/thesisfile123286.pdf


McGill University

15. Liu, Shuwei. Engaging with dialogic alternatives in ESL argumentative essays: systemic functional linguistic and teacher perspectives.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

This study explores the patterns of intersubjective stance in short argumentative essays written by students in a pre-university level ESL course. It adopts the analytical… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Liu, S. (2015). Engaging with dialogic alternatives in ESL argumentative essays: systemic functional linguistic and teacher perspectives. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile130583.pdf

Chicago Manual of Style (16th Edition):

Liu, Shuwei. “Engaging with dialogic alternatives in ESL argumentative essays: systemic functional linguistic and teacher perspectives.” 2015. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile130583.pdf.

MLA Handbook (7th Edition):

Liu, Shuwei. “Engaging with dialogic alternatives in ESL argumentative essays: systemic functional linguistic and teacher perspectives.” 2015. Web. 23 Mar 2019.

Vancouver:

Liu S. Engaging with dialogic alternatives in ESL argumentative essays: systemic functional linguistic and teacher perspectives. [Internet] [Masters thesis]. McGill University; 2015. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile130583.pdf.

Council of Science Editors:

Liu S. Engaging with dialogic alternatives in ESL argumentative essays: systemic functional linguistic and teacher perspectives. [Masters Thesis]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile130583.pdf


McGill University

16. Gooch, Reginald. Teaching English /r/ to Korean adult efl learners: the role of corrective feedback type in phonological ffi.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

Ever since the decline of audio-lingual language pedagogy, phonological teaching has been a neglected area in applied linguistics. Building on the work of Saito (2013a),… (more)

Subjects/Keywords: Education - Language and Literature

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

APA (6th Edition):

Gooch, R. (2015). Teaching English /r/ to Korean adult efl learners: the role of corrective feedback type in phonological ffi. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile132889.pdf

Chicago Manual of Style (16th Edition):

Gooch, Reginald. “Teaching English /r/ to Korean adult efl learners: the role of corrective feedback type in phonological ffi.” 2015. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile132889.pdf.

MLA Handbook (7th Edition):

Gooch, Reginald. “Teaching English /r/ to Korean adult efl learners: the role of corrective feedback type in phonological ffi.” 2015. Web. 23 Mar 2019.

Vancouver:

Gooch R. Teaching English /r/ to Korean adult efl learners: the role of corrective feedback type in phonological ffi. [Internet] [Masters thesis]. McGill University; 2015. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile132889.pdf.

Council of Science Editors:

Gooch R. Teaching English /r/ to Korean adult efl learners: the role of corrective feedback type in phonological ffi. [Masters Thesis]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile132889.pdf


McGill University

17. Zhao, Wei. Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

This mixed-method study investigates 147 university-level Chinese second language (CSL) learners’ perceptions of corrective feedback (CF) with respect to their general attitudes, their preferences for… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Zhao, W. (2015). Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile132882.pdf

Chicago Manual of Style (16th Edition):

Zhao, Wei. “Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation.” 2015. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile132882.pdf.

MLA Handbook (7th Edition):

Zhao, Wei. “Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation.” 2015. Web. 23 Mar 2019.

Vancouver:

Zhao W. Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation. [Internet] [Masters thesis]. McGill University; 2015. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile132882.pdf.

Council of Science Editors:

Zhao W. Learners' preferences for oral corrective feedback and their effects on second language noticing and learning motivation. [Masters Thesis]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile132882.pdf


McGill University

18. Guenette, Daniele. The Cyberscript Project: a mixed method study of pre-service ESL teachers' corrective feedback beliefs and practices.

Degree: PhD, Department of Integrated Studies in Education, 2010, McGill University

Prompted by the controversy regarding the effects of corrective feedback (CF) on second language (L2) acquisition, as well as the role of beliefs in teacher… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Guenette, D. (2010). The Cyberscript Project: a mixed method study of pre-service ESL teachers' corrective feedback beliefs and practices. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile86629.pdf

Chicago Manual of Style (16th Edition):

Guenette, Daniele. “The Cyberscript Project: a mixed method study of pre-service ESL teachers' corrective feedback beliefs and practices.” 2010. Doctoral Dissertation, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile86629.pdf.

MLA Handbook (7th Edition):

Guenette, Daniele. “The Cyberscript Project: a mixed method study of pre-service ESL teachers' corrective feedback beliefs and practices.” 2010. Web. 23 Mar 2019.

Vancouver:

Guenette D. The Cyberscript Project: a mixed method study of pre-service ESL teachers' corrective feedback beliefs and practices. [Internet] [Doctoral dissertation]. McGill University; 2010. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile86629.pdf.

Council of Science Editors:

Guenette D. The Cyberscript Project: a mixed method study of pre-service ESL teachers' corrective feedback beliefs and practices. [Doctoral Dissertation]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile86629.pdf


McGill University

19. Moriyoshi, Norie. Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?.

Degree: MA, Department of Integrated Studies in Education, 2011, McGill University

This study examined the ways in which CBI classes are taught, including teachers' comprehensible input, the amount of student output, and the perceptions of both… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Moriyoshi, N. (2011). Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile97218.pdf

Chicago Manual of Style (16th Edition):

Moriyoshi, Norie. “Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?.” 2011. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile97218.pdf.

MLA Handbook (7th Edition):

Moriyoshi, Norie. “Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?.” 2011. Web. 23 Mar 2019.

Vancouver:

Moriyoshi N. Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?. [Internet] [Masters thesis]. McGill University; 2011. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile97218.pdf.

Council of Science Editors:

Moriyoshi N. Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?. [Masters Thesis]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile97218.pdf


McGill University

20. Walkty, Mélanie. Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning.

Degree: MA, Department of Integrated Studies in Education, 2010, McGill University

For the purpose of developing a deeper understanding of the pedagogical possibilities of using life story material to teach “sensitive” issues in second language classroom,… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Walkty, M. (2010). Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile95093.pdf

Chicago Manual of Style (16th Edition):

Walkty, Mélanie. “Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning.” 2010. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile95093.pdf.

MLA Handbook (7th Edition):

Walkty, Mélanie. “Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning.” 2010. Web. 23 Mar 2019.

Vancouver:

Walkty M. Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning. [Internet] [Masters thesis]. McGill University; 2010. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile95093.pdf.

Council of Science Editors:

Walkty M. Pushing the boundaries of second language education: exploring the use of "sensitive" material for language learning. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile95093.pdf


McGill University

21. Saito, Kazuya. Effects of form-focused instruction on L2 pronounciation development of /r/ by Japanese learners of English.

Degree: PhD, Department of Integrated Studies in Education, 2011, McGill University

 This manuscript-based thesis comprises three interrelated studies investigating the acquisitional value of various types of form-focused instruction (FFI) techniques—focused tasks (FT) with and without corrective… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Saito, K. (2011). Effects of form-focused instruction on L2 pronounciation development of /r/ by Japanese learners of English. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile104798.pdf

Chicago Manual of Style (16th Edition):

Saito, Kazuya. “Effects of form-focused instruction on L2 pronounciation development of /r/ by Japanese learners of English.” 2011. Doctoral Dissertation, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile104798.pdf.

MLA Handbook (7th Edition):

Saito, Kazuya. “Effects of form-focused instruction on L2 pronounciation development of /r/ by Japanese learners of English.” 2011. Web. 23 Mar 2019.

Vancouver:

Saito K. Effects of form-focused instruction on L2 pronounciation development of /r/ by Japanese learners of English. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile104798.pdf.

Council of Science Editors:

Saito K. Effects of form-focused instruction on L2 pronounciation development of /r/ by Japanese learners of English. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile104798.pdf


McGill University

22. Morgan, Joy. Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom.

Degree: MA, Department of Integrated Studies in Education, 2013, McGill University

The present study examines the feasibility and effectiveness of integrating a focus on content/meaning into a predominantly form/language-focused French foreign language high school classroom context… (more)

Subjects/Keywords: Education - Language and Literature

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APA (6th Edition):

Morgan, J. (2013). Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile117137.pdf

Chicago Manual of Style (16th Edition):

Morgan, Joy. “Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom.” 2013. Masters Thesis, McGill University. Accessed March 23, 2019. http://digitool.library.mcgill.ca/thesisfile117137.pdf.

MLA Handbook (7th Edition):

Morgan, Joy. “Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom.” 2013. Web. 23 Mar 2019.

Vancouver:

Morgan J. Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom. [Internet] [Masters thesis]. McGill University; 2013. [cited 2019 Mar 23]. Available from: http://digitool.library.mcgill.ca/thesisfile117137.pdf.

Council of Science Editors:

Morgan J. Counterbalanced instruction in practice: integrating a focus on content into a foreign language classroom. [Masters Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile117137.pdf


University of Pittsburgh

23. Rodriguez, Guillermo A. Second language sentence processing| Is it fundamentally different?.

Degree: 2009, University of Pittsburgh

  In this dissertation, the main assumptions in the Shallow Structure Hypothesis, developed by Clahsen & Felser (2006), are evaluated to determine whether the performance… (more)

Subjects/Keywords: Education, Language and Literature; Language, Linguistics

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APA (6th Edition):

Rodriguez, G. A. (2009). Second language sentence processing| Is it fundamentally different?. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3349269

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):

Rodriguez, Guillermo A. “Second language sentence processing| Is it fundamentally different?.” 2009. Thesis, University of Pittsburgh. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3349269.

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

MLA Handbook (7th Edition):

Rodriguez, Guillermo A. “Second language sentence processing| Is it fundamentally different?.” 2009. Web. 23 Mar 2019.

Vancouver:

Rodriguez GA. Second language sentence processing| Is it fundamentally different?. [Internet] [Thesis]. University of Pittsburgh; 2009. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3349269.

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

Council of Science Editors:

Rodriguez GA. Second language sentence processing| Is it fundamentally different?. [Thesis]. University of Pittsburgh; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3349269

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


Georgetown University

24. Lado, Beatriz. The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages| A computer-based study.

Degree: 2008, Georgetown University

  Empirical research carried out in educational contexts (e.g., Sanz, 2000) as well as laboratory studies (e.g., Nayak, Hansen, Krueger, & McLaughlin, 1990) show that… (more)

Subjects/Keywords: Education, Language and Literature; Language, Linguistics

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APA (6th Edition):

Lado, B. (2008). The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages| A computer-based study. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3320632

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):

Lado, Beatriz. “The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages| A computer-based study.” 2008. Thesis, Georgetown University. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3320632.

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

MLA Handbook (7th Edition):

Lado, Beatriz. “The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages| A computer-based study.” 2008. Web. 23 Mar 2019.

Vancouver:

Lado B. The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages| A computer-based study. [Internet] [Thesis]. Georgetown University; 2008. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320632.

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

Council of Science Editors:

Lado B. The role of bilingualism, type of feedback, and Cognitive Capacity in the acquisition of non-primary languages| A computer-based study. [Thesis]. Georgetown University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320632

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


Indiana University

25. Malovrh, Paul A. A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production.

Degree: 2009, Indiana University

  Previous research investigating the L2 acquisition of Spanish 3 rd-person object pronouns has identified their respective form-function relationships as being an acquisitional challenge (Andersen,… (more)

Subjects/Keywords: Education, Language and Literature; Language, Linguistics

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APA (6th Edition):

Malovrh, P. A. (2009). A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3330788

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):

Malovrh, Paul A. “A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production.” 2009. Thesis, Indiana University. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3330788.

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

MLA Handbook (7th Edition):

Malovrh, Paul A. “A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production.” 2009. Web. 23 Mar 2019.

Vancouver:

Malovrh PA. A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production. [Internet] [Thesis]. Indiana University; 2009. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3330788.

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

Council of Science Editors:

Malovrh PA. A multifaceted analysis of the interlanguage development of Spanish direct-object clitic pronouns observed in L2-learner production. [Thesis]. Indiana University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3330788

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


Harvard University

26. Qin, Wenjuan. Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners.

Degree: 2018, Harvard University

This thesis examines whether EFL learners deploy their language skills differently and successfully when writing across communicative contexts. Study 1 proposes an innovative construct register… (more)

Subjects/Keywords: Language, Linguistics; Education, Language and Literature

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APA (6th Edition):

Qin, W. (2018). Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935833

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):

Qin, Wenjuan. “Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners.” 2018. Thesis, Harvard University. Accessed March 23, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935833.

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

MLA Handbook (7th Edition):

Qin, Wenjuan. “Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners.” 2018. Web. 23 Mar 2019.

Vancouver:

Qin W. Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners. [Internet] [Thesis]. Harvard University; 2018. [cited 2019 Mar 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935833.

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

Council of Science Editors:

Qin W. Navigating Across Communicative Contexts: Exploring Writing Proficiency in Adolescent and Adult EFL Learners. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935833

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


University of Oklahoma

27. Morgan, Juliet. The Learner Varieties of the Chikasha Academy: Chickasaw Adult Language Acquisition, Change, and Revitalization.

Degree: PhD, 2017, University of Oklahoma

 This dissertation focuses on a specific language revitalization method used by the Chickasaw Nation, currently located in Oklahoma. Language revitalization refers to any effort intended… (more)

Subjects/Keywords: Language, Linguistics.; Education, Language and Literature.

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APA (6th Edition):

Morgan, J. (2017). The Learner Varieties of the Chikasha Academy: Chickasaw Adult Language Acquisition, Change, and Revitalization. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50825

Chicago Manual of Style (16th Edition):

Morgan, Juliet. “The Learner Varieties of the Chikasha Academy: Chickasaw Adult Language Acquisition, Change, and Revitalization.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed March 23, 2019. http://hdl.handle.net/11244/50825.

MLA Handbook (7th Edition):

Morgan, Juliet. “The Learner Varieties of the Chikasha Academy: Chickasaw Adult Language Acquisition, Change, and Revitalization.” 2017. Web. 23 Mar 2019.

Vancouver:

Morgan J. The Learner Varieties of the Chikasha Academy: Chickasaw Adult Language Acquisition, Change, and Revitalization. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/11244/50825.

Council of Science Editors:

Morgan J. The Learner Varieties of the Chikasha Academy: Chickasaw Adult Language Acquisition, Change, and Revitalization. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50825

28. Hsiao, Jennifer Ching-hui. Fangyan-speaking learners of Mandarin Chinese in U.S. universities| Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.

Degree: 2011, The University of Texas at Austin

  With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can… (more)

Subjects/Keywords: Education, Language and Literature; Language, Modern; Education, Foreign Language

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APA (6th Edition):

Hsiao, J. C. (2011). Fangyan-speaking learners of Mandarin Chinese in U.S. universities| Experiences of students with heritage backgrounds in Chinese languages other than Mandarin. (Thesis). The University of Texas at Austin. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3438524

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):

Hsiao, Jennifer Ching-hui. “Fangyan-speaking learners of Mandarin Chinese in U.S. universities| Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.” 2011. Thesis, The University of Texas at Austin. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3438524.

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

MLA Handbook (7th Edition):

Hsiao, Jennifer Ching-hui. “Fangyan-speaking learners of Mandarin Chinese in U.S. universities| Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.” 2011. Web. 23 Mar 2019.

Vancouver:

Hsiao JC. Fangyan-speaking learners of Mandarin Chinese in U.S. universities| Experiences of students with heritage backgrounds in Chinese languages other than Mandarin. [Internet] [Thesis]. The University of Texas at Austin; 2011. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438524.

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

Council of Science Editors:

Hsiao JC. Fangyan-speaking learners of Mandarin Chinese in U.S. universities| Experiences of students with heritage backgrounds in Chinese languages other than Mandarin. [Thesis]. The University of Texas at Austin; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3438524

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

29. Hughes, Jeanne M. An examination of the use of whole class writing conferences in an undergraduate composition class.

Degree: 2014, Rivier University

  Writing conferences are a writing process tool to aid students with writing development. Conferences are underutilized due to time constraints and lack of direction.… (more)

Subjects/Keywords: Education, Language and Literature; Education, Higher

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APA (6th Edition):

Hughes, J. M. (2014). An examination of the use of whole class writing conferences in an undergraduate composition class. (Thesis). Rivier University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3646068

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):

Hughes, Jeanne M. “An examination of the use of whole class writing conferences in an undergraduate composition class.” 2014. Thesis, Rivier University. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3646068.

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

MLA Handbook (7th Edition):

Hughes, Jeanne M. “An examination of the use of whole class writing conferences in an undergraduate composition class.” 2014. Web. 23 Mar 2019.

Vancouver:

Hughes JM. An examination of the use of whole class writing conferences in an undergraduate composition class. [Internet] [Thesis]. Rivier University; 2014. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3646068.

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

Council of Science Editors:

Hughes JM. An examination of the use of whole class writing conferences in an undergraduate composition class. [Thesis]. Rivier University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3646068

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

30. Pham, Vivan. Effects of English proficiency level on writing characteristics of English learner, fluent English proficient and monolingual English 7th grade students.

Degree: 2009, California State University, Long Beach

  The purpose of the study was to determine the impact of English language proficiency on accuracy, fluency, and holistic quality in academic English writing.… (more)

Subjects/Keywords: Education, Language and Literature; Education, Educational Psychology

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

APA (6th Edition):

Pham, V. (2009). Effects of English proficiency level on writing characteristics of English learner, fluent English proficient and monolingual English 7th grade students. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1472357

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):

Pham, Vivan. “Effects of English proficiency level on writing characteristics of English learner, fluent English proficient and monolingual English 7th grade students.” 2009. Thesis, California State University, Long Beach. Accessed March 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1472357.

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

MLA Handbook (7th Edition):

Pham, Vivan. “Effects of English proficiency level on writing characteristics of English learner, fluent English proficient and monolingual English 7th grade students.” 2009. Web. 23 Mar 2019.

Vancouver:

Pham V. Effects of English proficiency level on writing characteristics of English learner, fluent English proficient and monolingual English 7th grade students. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2019 Mar 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1472357.

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

Council of Science Editors:

Pham V. Effects of English proficiency level on writing characteristics of English learner, fluent English proficient and monolingual English 7th grade students. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1472357

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

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