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You searched for subject:(Academic Proficiency). Showing records 1 – 30 of 69 total matches.

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Addis Ababa University

1. KIBRUYISFA, BERIHUN. ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA.

Degree: 2013, Addis Ababa University

 This study is rendered to examine the pseudo perception of top ten, grade twelve preparatory students in each class, in Lideta sub-city, on the correlation… (more)

Subjects/Keywords: physical proficiency; academic achievement

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APA (6th Edition):

KIBRUYISFA, B. (2013). ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6776

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):

KIBRUYISFA, BERIHUN. “ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. ” 2013. Thesis, Addis Ababa University. Accessed October 20, 2019. http://etd.aau.edu.et/dspace/handle/123456789/6776.

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

MLA Handbook (7th Edition):

KIBRUYISFA, BERIHUN. “ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. ” 2013. Web. 20 Oct 2019.

Vancouver:

KIBRUYISFA B. ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Oct 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6776.

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

Council of Science Editors:

KIBRUYISFA B. ATTITUDES ON THE CORRELATION OF THE ACADEMIC ACHIEVEMENT AND PHYSICAL PROFICIENCY: THE CASE OF TOP TEN NATURAL SCIENCE PREPARATORY STUDENTS IN EACH SECTION,AT LIDETA SUB-CITY IN ADDIS ABABA. [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6776

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


University of the Western Cape

2. Joseph, Damilola Ibiwumi. A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) .

Degree: 2015, University of the Western Cape

 In South Africa's educational system, many learners' academic literacy is substantially affected by the multi-language background and its inconsiderate language policies. From time to time,… (more)

Subjects/Keywords: Translanguaging; Academic literacy; Bilingual students; Language proficiency

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APA (6th Edition):

Joseph, D. I. (2015). A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5142

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):

Joseph, Damilola Ibiwumi. “A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) .” 2015. Thesis, University of the Western Cape. Accessed October 20, 2019. http://hdl.handle.net/11394/5142.

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

MLA Handbook (7th Edition):

Joseph, Damilola Ibiwumi. “A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) .” 2015. Web. 20 Oct 2019.

Vancouver:

Joseph DI. A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11394/5142.

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

Council of Science Editors:

Joseph DI. A sociolinguistic analysis of the effective translanguaging strategies of some first year bilingual students at University of the Western Cape (UWC) . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5142

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


Brock University

3. Alexander, Ryan. Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency .

Degree: Applied Health Sciences Program, 2011, Brock University

 We explored the potential mediating influence of physical fitness on the relationship between academic performance and motor proficiency in children. 1864 students (F:926, M:938, age… (more)

Subjects/Keywords: motor proficiency; academic performance; physical fitness

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APA (6th Edition):

Alexander, R. (2011). Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3389

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):

Alexander, Ryan. “Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency .” 2011. Thesis, Brock University. Accessed October 20, 2019. http://hdl.handle.net/10464/3389.

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

MLA Handbook (7th Edition):

Alexander, Ryan. “Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency .” 2011. Web. 20 Oct 2019.

Vancouver:

Alexander R. Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency . [Internet] [Thesis]. Brock University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10464/3389.

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

Council of Science Editors:

Alexander R. Mediating Influence of Physical Fitness on the Relationship between Academic Performance and Motor Proficiency . [Thesis]. Brock University; 2011. Available from: http://hdl.handle.net/10464/3389

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


University of KwaZulu-Natal

4. Tchatchoueng, Joseph. Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.

Degree: Education, 2014, University of KwaZulu-Natal

 This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had… (more)

Subjects/Keywords: Education.; Language proficiency.; Academic institutional support.; Higher education.

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APA (6th Edition):

Tchatchoueng, J. (2014). Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/11434

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):

Tchatchoueng, Joseph. “Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.” 2014. Thesis, University of KwaZulu-Natal. Accessed October 20, 2019. http://hdl.handle.net/10413/11434.

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

MLA Handbook (7th Edition):

Tchatchoueng, Joseph. “Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences.” 2014. Web. 20 Oct 2019.

Vancouver:

Tchatchoueng J. Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences. [Internet] [Thesis]. University of KwaZulu-Natal; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10413/11434.

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

Council of Science Editors:

Tchatchoueng J. Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences. [Thesis]. University of KwaZulu-Natal; 2014. Available from: http://hdl.handle.net/10413/11434

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


University of Gothenburg / Göteborgs Universitet

5. Olsson, Eva. On the impact of extramural English and CLIL on productive vocabulary.

Degree: 2016, University of Gothenburg / Göteborgs Universitet

 In this thesis, the possible impact of English encountered and used in two different contexts – in content and language integrated learning (CLIL) and through… (more)

Subjects/Keywords: extramural English; CLIL; writing proficiency; academic vocabulary; second language acquisition

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APA (6th Edition):

Olsson, E. (2016). On the impact of extramural English and CLIL on productive vocabulary. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/41359

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):

Olsson, Eva. “On the impact of extramural English and CLIL on productive vocabulary.” 2016. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed October 20, 2019. http://hdl.handle.net/2077/41359.

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

MLA Handbook (7th Edition):

Olsson, Eva. “On the impact of extramural English and CLIL on productive vocabulary.” 2016. Web. 20 Oct 2019.

Vancouver:

Olsson E. On the impact of extramural English and CLIL on productive vocabulary. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2077/41359.

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

Council of Science Editors:

Olsson E. On the impact of extramural English and CLIL on productive vocabulary. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2016. Available from: http://hdl.handle.net/2077/41359

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


University of Minnesota

6. St. Charles, Jordan. Hmong American Children's Perceptions of Parents' Influence on Their Education.

Degree: MA, Family Social Science, 2018, University of Minnesota

 Previous research on children’s academic outcomes has often highlighted parent involvement behaviors as key predictors of students’ academic outcomes, but previous research has typically neglected… (more)

Subjects/Keywords: English proficiency; Hmong; parent-child communication; parent involvement; perceived academic ability

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APA (6th Edition):

St. Charles, J. (2018). Hmong American Children's Perceptions of Parents' Influence on Their Education. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/198952

Chicago Manual of Style (16th Edition):

St. Charles, Jordan. “Hmong American Children's Perceptions of Parents' Influence on Their Education.” 2018. Masters Thesis, University of Minnesota. Accessed October 20, 2019. http://hdl.handle.net/11299/198952.

MLA Handbook (7th Edition):

St. Charles, Jordan. “Hmong American Children's Perceptions of Parents' Influence on Their Education.” 2018. Web. 20 Oct 2019.

Vancouver:

St. Charles J. Hmong American Children's Perceptions of Parents' Influence on Their Education. [Internet] [Masters thesis]. University of Minnesota; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11299/198952.

Council of Science Editors:

St. Charles J. Hmong American Children's Perceptions of Parents' Influence on Their Education. [Masters Thesis]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/198952


University of Exeter

7. Masri, T. From AMI schools to EMI universities : a critical examination of the Arab undergraduate students' perceptions of their academic Arabic proficiency and Arab identity in three EMI universities in the UAE.

Degree: PhD, 2019, University of Exeter

 In the United Arab Emirates (UAE), the use of English as a medium of instruction (MI) has been a naturalized and taken-for-granted practice without thorough… (more)

Subjects/Keywords: Proficiency; Identity; Higher education; EMI; UAE; Academic Arabic

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APA (6th Edition):

Masri, T. (2019). From AMI schools to EMI universities : a critical examination of the Arab undergraduate students' perceptions of their academic Arabic proficiency and Arab identity in three EMI universities in the UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/37203

Chicago Manual of Style (16th Edition):

Masri, T. “From AMI schools to EMI universities : a critical examination of the Arab undergraduate students' perceptions of their academic Arabic proficiency and Arab identity in three EMI universities in the UAE.” 2019. Doctoral Dissertation, University of Exeter. Accessed October 20, 2019. http://hdl.handle.net/10871/37203.

MLA Handbook (7th Edition):

Masri, T. “From AMI schools to EMI universities : a critical examination of the Arab undergraduate students' perceptions of their academic Arabic proficiency and Arab identity in three EMI universities in the UAE.” 2019. Web. 20 Oct 2019.

Vancouver:

Masri T. From AMI schools to EMI universities : a critical examination of the Arab undergraduate students' perceptions of their academic Arabic proficiency and Arab identity in three EMI universities in the UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10871/37203.

Council of Science Editors:

Masri T. From AMI schools to EMI universities : a critical examination of the Arab undergraduate students' perceptions of their academic Arabic proficiency and Arab identity in three EMI universities in the UAE. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/37203


University of the Western Cape

8. Arendse, Danille. Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups .

Degree: 2009, University of the Western Cape

 The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in… (more)

Subjects/Keywords: Language policy; Language proficiency; Cognitive academic language proficiency; Bilingual education; Test adaptation; Language testing; Bias; Structural equivalence; Factor analysis

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APA (6th Edition):

Arendse, D. (2009). Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1564

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):

Arendse, Danille. “Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups .” 2009. Thesis, University of the Western Cape. Accessed October 20, 2019. http://hdl.handle.net/11394/1564.

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

MLA Handbook (7th Edition):

Arendse, Danille. “Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups .” 2009. Web. 20 Oct 2019.

Vancouver:

Arendse D. Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups . [Internet] [Thesis]. University of the Western Cape; 2009. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11394/1564.

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

Council of Science Editors:

Arendse D. Evaluating the structural equivalence of the English and isiXhosa versions of the Woodcock Munoz Language Survey on matched sample groups . [Thesis]. University of the Western Cape; 2009. Available from: http://hdl.handle.net/11394/1564

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


Liberty University

9. DuHart, Jannette. The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia.

Degree: 2019, Liberty University

 Due to increases in immigration patterns, U.S. schools face many challenges when educating this fast-growing minority immigrant population who confront many social, cultural, economic, and… (more)

Subjects/Keywords: English Learners; Former English Learners; English Proficiency; Academic Proficiency; ELP Levels; SOL Assessments; Education; Educational Leadership

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APA (6th Edition):

DuHart, J. (2019). The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2149

Chicago Manual of Style (16th Edition):

DuHart, Jannette. “The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia.” 2019. Doctoral Dissertation, Liberty University. Accessed October 20, 2019. https://digitalcommons.liberty.edu/doctoral/2149.

MLA Handbook (7th Edition):

DuHart, Jannette. “The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia.” 2019. Web. 20 Oct 2019.

Vancouver:

DuHart J. The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 20]. Available from: https://digitalcommons.liberty.edu/doctoral/2149.

Council of Science Editors:

DuHart J. The Relationship Between English Learners’ English Language Proficiency and High Stakes Assessments in Virginia. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2149


Queens University

10. Yan, Wei. Determinants of Chinese Students' Academic Success in Korean Universities .

Degree: Education, 2014, Queens University

 The present study investigated the key determinants of Chinese students’ academic success in terms of GPA and the number of credit hours earned. The determinants… (more)

Subjects/Keywords: language profiency; academic self-efficacy; Test of Proficiency in Korean; academic success

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APA (6th Edition):

Yan, W. (2014). Determinants of Chinese Students' Academic Success in Korean Universities . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12061

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):

Yan, Wei. “Determinants of Chinese Students' Academic Success in Korean Universities .” 2014. Thesis, Queens University. Accessed October 20, 2019. http://hdl.handle.net/1974/12061.

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

MLA Handbook (7th Edition):

Yan, Wei. “Determinants of Chinese Students' Academic Success in Korean Universities .” 2014. Web. 20 Oct 2019.

Vancouver:

Yan W. Determinants of Chinese Students' Academic Success in Korean Universities . [Internet] [Thesis]. Queens University; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1974/12061.

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

Council of Science Editors:

Yan W. Determinants of Chinese Students' Academic Success in Korean Universities . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12061

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


Wayne State University

11. Anam, Alfadley A. The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency.

Degree: PhD, Curriculum and Instruction, 2010, Wayne State University

  The purpose of this study is to examine the following the relationships between: 1) formal education (adequate and limited) in the Arabic language and… (more)

Subjects/Keywords: academic achievement; attitudes towards L1 and L2; first language proficiency; formal education in L1; native language proficiency; Second language proficiency; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction

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APA (6th Edition):

Anam, A. A. (2010). The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/75

Chicago Manual of Style (16th Edition):

Anam, Alfadley A. “The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency.” 2010. Doctoral Dissertation, Wayne State University. Accessed October 20, 2019. https://digitalcommons.wayne.edu/oa_dissertations/75.

MLA Handbook (7th Edition):

Anam, Alfadley A. “The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency.” 2010. Web. 20 Oct 2019.

Vancouver:

Anam AA. The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Oct 20]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/75.

Council of Science Editors:

Anam AA. The Relationship Between Formal Education In Arabic And Students'attitudes Towards Langauges And English And Mathematic Proficiency. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/75


University of Leicester

12. Yi, Jong-il. Comparing strategic processes in the iBT speaking test and in the academic classroom.

Degree: Thesis (EdD), 2012, University of Leicester

 The study developed from realisation that there is no information available about strategies or processes in the iBT speaking scoring rubrics, although ETS (Educational Testing… (more)

Subjects/Keywords: communication strategies; strategic competence; iBT speaking test; academic English proficiency; stimulated recall

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APA (6th Edition):

Yi, J. (2012). Comparing strategic processes in the iBT speaking test and in the academic classroom. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/27653

Chicago Manual of Style (16th Edition):

Yi, Jong-il. “Comparing strategic processes in the iBT speaking test and in the academic classroom.” 2012. Doctoral Dissertation, University of Leicester. Accessed October 20, 2019. http://hdl.handle.net/2381/27653.

MLA Handbook (7th Edition):

Yi, Jong-il. “Comparing strategic processes in the iBT speaking test and in the academic classroom.” 2012. Web. 20 Oct 2019.

Vancouver:

Yi J. Comparing strategic processes in the iBT speaking test and in the academic classroom. [Internet] [Doctoral dissertation]. University of Leicester; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2381/27653.

Council of Science Editors:

Yi J. Comparing strategic processes in the iBT speaking test and in the academic classroom. [Doctoral Dissertation]. University of Leicester; 2012. Available from: http://hdl.handle.net/2381/27653


University of Louisville

13. Muntis, Franklin R. The association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school aged children.

Degree: MS, 2017, University of Louisville

  The purpose of this study was to investigate the association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school… (more)

Subjects/Keywords: motor proficiency; balance; visual efficiency; academic skills; cognitive tempo; physical activity; Sports Sciences

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APA (6th Edition):

Muntis, F. R. (2017). The association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school aged children. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/2663 ; https://ir.library.louisville.edu/etd/2663

Chicago Manual of Style (16th Edition):

Muntis, Franklin R. “The association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school aged children.” 2017. Masters Thesis, University of Louisville. Accessed October 20, 2019. 10.18297/etd/2663 ; https://ir.library.louisville.edu/etd/2663.

MLA Handbook (7th Edition):

Muntis, Franklin R. “The association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school aged children.” 2017. Web. 20 Oct 2019.

Vancouver:

Muntis FR. The association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school aged children. [Internet] [Masters thesis]. University of Louisville; 2017. [cited 2019 Oct 20]. Available from: 10.18297/etd/2663 ; https://ir.library.louisville.edu/etd/2663.

Council of Science Editors:

Muntis FR. The association between motor proficiency, cognitive tempo, academic skills, balance and visual efficiency in elementary school aged children. [Masters Thesis]. University of Louisville; 2017. Available from: 10.18297/etd/2663 ; https://ir.library.louisville.edu/etd/2663


University of the Western Cape

14. Akinyeye, Caroline Modupe. Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria .

Degree: 2015, University of the Western Cape

 Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of… (more)

Subjects/Keywords: Cognitive Academic Language Proficiency (CALP); Junior Secondary School (JSS); Writing; English; Nigeria

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APA (6th Edition):

Akinyeye, C. M. (2015). Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5089

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):

Akinyeye, Caroline Modupe. “Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria .” 2015. Thesis, University of the Western Cape. Accessed October 20, 2019. http://hdl.handle.net/11394/5089.

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

MLA Handbook (7th Edition):

Akinyeye, Caroline Modupe. “Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria .” 2015. Web. 20 Oct 2019.

Vancouver:

Akinyeye CM. Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/11394/5089.

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

Council of Science Editors:

Akinyeye CM. Exploring the Teaching and Learning of English (L2) Writing : A Case of Three Junior Secondary Schools in Nigeria . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5089

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


University of Exeter

15. Alrasheed, H. An investigation of students' perceptions of academic reading difficulties and their association with English language proficiency.

Degree: PhD, 2019, University of Exeter

 This mixed method study was conducted in two phases to investigate ESL students' academic reading. The aim of the first phase was to understand the… (more)

Subjects/Keywords: ESL; EFL; Academic reading; English language proficiency; Mixed methods; ESL postgraduate students' readiness

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

APA (6th Edition):

Alrasheed, H. (2019). An investigation of students' perceptions of academic reading difficulties and their association with English language proficiency. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/37444

Chicago Manual of Style (16th Edition):

Alrasheed, H. “An investigation of students' perceptions of academic reading difficulties and their association with English language proficiency.” 2019. Doctoral Dissertation, University of Exeter. Accessed October 20, 2019. http://hdl.handle.net/10871/37444.

MLA Handbook (7th Edition):

Alrasheed, H. “An investigation of students' perceptions of academic reading difficulties and their association with English language proficiency.” 2019. Web. 20 Oct 2019.

Vancouver:

Alrasheed H. An investigation of students' perceptions of academic reading difficulties and their association with English language proficiency. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10871/37444.

Council of Science Editors:

Alrasheed H. An investigation of students' perceptions of academic reading difficulties and their association with English language proficiency. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/37444


University of Arizona

16. Cervantes-Kelly, Maria Dolores. Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency .

Degree: 2010, University of Arizona

 This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both… (more)

Subjects/Keywords: academic language proficiency; bilingual education; heritage language learners; interpretation; minority language students; translation

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

APA (6th Edition):

Cervantes-Kelly, M. D. (2010). Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195428

Chicago Manual of Style (16th Edition):

Cervantes-Kelly, Maria Dolores. “Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency .” 2010. Doctoral Dissertation, University of Arizona. Accessed October 20, 2019. http://hdl.handle.net/10150/195428.

MLA Handbook (7th Edition):

Cervantes-Kelly, Maria Dolores. “Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency .” 2010. Web. 20 Oct 2019.

Vancouver:

Cervantes-Kelly MD. Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10150/195428.

Council of Science Editors:

Cervantes-Kelly MD. Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195428


North-West University

17. Ayonghe, Lum Suzanne. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe.

Degree: 2009, North-West University

 The purpose of this study was to examine the role that the use of subtitling can play as an aid in academic literacy (AL) programmes,… (more)

Subjects/Keywords: Academic literacy; Academic language proficiency; Language policy; English as a second language; English as a foreign language; Subtitling

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

APA (6th Edition):

Ayonghe, L. S. (2009). Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4760

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):

Ayonghe, Lum Suzanne. “Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. ” 2009. Thesis, North-West University. Accessed October 20, 2019. http://hdl.handle.net/10394/4760.

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

MLA Handbook (7th Edition):

Ayonghe, Lum Suzanne. “Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. ” 2009. Web. 20 Oct 2019.

Vancouver:

Ayonghe LS. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. [Internet] [Thesis]. North-West University; 2009. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10394/4760.

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

Council of Science Editors:

Ayonghe LS. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/4760

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


University of South Africa

18. Charamba, Erasmos. Language as a contributing factor to the academic performance of Southern Sesotho Physics learners.

Degree: 2017, University of South Africa

 Language is a crucial means of gaining comprehension of Physics content as well as providing correct answers to Physics questions and explanations of Physics phenomena.… (more)

Subjects/Keywords: Home language; Language of instruction; Academic language; Proficiency; Multilingualism; Translanguaging; Physics education; Academic achievement; Language acquisition; Monolingual; Assessment; Southern Sesotho

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

APA (6th Edition):

Charamba, E. (2017). Language as a contributing factor to the academic performance of Southern Sesotho Physics learners. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23453

Chicago Manual of Style (16th Edition):

Charamba, Erasmos. “Language as a contributing factor to the academic performance of Southern Sesotho Physics learners.” 2017. Doctoral Dissertation, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/23453.

MLA Handbook (7th Edition):

Charamba, Erasmos. “Language as a contributing factor to the academic performance of Southern Sesotho Physics learners.” 2017. Web. 20 Oct 2019.

Vancouver:

Charamba E. Language as a contributing factor to the academic performance of Southern Sesotho Physics learners. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/23453.

Council of Science Editors:

Charamba E. Language as a contributing factor to the academic performance of Southern Sesotho Physics learners. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23453


North-West University

19. Mhlongo, Goodfriday Johannes. The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo .

Degree: 2014, North-West University

 There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels… (more)

Subjects/Keywords: Literacy; Academic literacy; Academic language proficiency; Higher education; Tertiary education; Academic reading; Academic writing; English as a second language; English as an additional language; English for academic purposes

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APA (6th Edition):

Mhlongo, G. J. (2014). The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/13174

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):

Mhlongo, Goodfriday Johannes. “The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo .” 2014. Thesis, North-West University. Accessed October 20, 2019. http://hdl.handle.net/10394/13174.

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

MLA Handbook (7th Edition):

Mhlongo, Goodfriday Johannes. “The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo .” 2014. Web. 20 Oct 2019.

Vancouver:

Mhlongo GJ. The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10394/13174.

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

Council of Science Editors:

Mhlongo GJ. The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/13174

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


University of South Africa

20. Zisanhi, Daniel. Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators .

Degree: 2013, University of South Africa

 This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African… (more)

Subjects/Keywords: Language proficiency; Technical and non technical language; Language acquisition; Multilingualism; Code switching; Basic interpersonal communication skills; Cognitive academic language proficiency; Learning principles

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

APA (6th Edition):

Zisanhi, D. (2013). Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13905

Chicago Manual of Style (16th Edition):

Zisanhi, Daniel. “Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators .” 2013. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/13905.

MLA Handbook (7th Edition):

Zisanhi, Daniel. “Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators .” 2013. Web. 20 Oct 2019.

Vancouver:

Zisanhi D. Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/13905.

Council of Science Editors:

Zisanhi D. Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13905


University of Pretoria

21. Channing, O. Ernestien. English written proficiency as a contributing factor to academic performance.

Degree: MEd, Humanities Education, 2018, University of Pretoria

 Internationally English is increasingly being used as a language of instruction in education. This is also true within the South African context, a country with… (more)

Subjects/Keywords: UCTD; Academic performance; Grammatical proficiency; Non-native English speaking students (NNES); Written proficiency

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

APA (6th Edition):

Channing, O. E. (2018). English written proficiency as a contributing factor to academic performance. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65481

Chicago Manual of Style (16th Edition):

Channing, O Ernestien. “English written proficiency as a contributing factor to academic performance.” 2018. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/65481.

MLA Handbook (7th Edition):

Channing, O Ernestien. “English written proficiency as a contributing factor to academic performance.” 2018. Web. 20 Oct 2019.

Vancouver:

Channing OE. English written proficiency as a contributing factor to academic performance. [Internet] [Masters thesis]. University of Pretoria; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/65481.

Council of Science Editors:

Channing OE. English written proficiency as a contributing factor to academic performance. [Masters Thesis]. University of Pretoria; 2018. Available from: http://hdl.handle.net/2263/65481

22. Grigorenko, Margaret. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?.

Degree: Master of Education (M.Ed.), Education Department, 2005, Cedarville University

 Cognitive/Academic Language Proficiency (CALP) is a construct developed by linguists that distinguishes everyday conversational language and language used in literature and on academic tests. The… (more)

Subjects/Keywords: Achievement Tests; Intermediate Grades; Proficiency Test; Cognitive Academic Language Proficiency; Language Proficiency; Verbal ability; Low achievement

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

APA (6th Edition):

Grigorenko, M. (2005). Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?. (Masters Thesis). Cedarville University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990

Chicago Manual of Style (16th Edition):

Grigorenko, Margaret. “Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?.” 2005. Masters Thesis, Cedarville University. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990.

MLA Handbook (7th Edition):

Grigorenko, Margaret. “Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?.” 2005. Web. 20 Oct 2019.

Vancouver:

Grigorenko M. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?. [Internet] [Masters thesis]. Cedarville University; 2005. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990.

Council of Science Editors:

Grigorenko M. Improving Cognitive/Academic Language Proficiency (CALP) of Low-achieving Sixth Grade Students: A Catalyst For Improving Proficiency Scores?. [Masters Thesis]. Cedarville University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=cedar1116340990


Kennesaw State University

23. Baker, Margaret E. D. A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  To comply with federal accountability requirements, English learners (ELs) in Georgia must demonstrate progress in academic English language proficiency (ELP) and academic content-area achievement… (more)

Subjects/Keywords: academic achievement; assessment; critical theory; NCLB; elementary English learners; English language proficiency; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Baker, M. E. D. (2011). A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/474

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):

Baker, Margaret E D. “A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement.” 2011. Thesis, Kennesaw State University. Accessed October 20, 2019. https://digitalcommons.kennesaw.edu/etd/474.

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

MLA Handbook (7th Edition):

Baker, Margaret E D. “A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement.” 2011. Web. 20 Oct 2019.

Vancouver:

Baker MED. A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Oct 20]. Available from: https://digitalcommons.kennesaw.edu/etd/474.

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

Council of Science Editors:

Baker MED. A Critical Examination of the Relationship between Student Performances on Assessments of English Language Proficiency and Academic Achievement. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/474

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

24. Andrea Jessica Borges Monzón. Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação.

Degree: 2008, Universidade Federal de São Carlos

Como o inglês é a língua franca da ciência e da comunidade acadêmica, a proficiência em tal idioma se faz necessária a quem está neste… (more)

Subjects/Keywords: Língua estrangeira - avaliação; Proficiência; Avaliação automática; Gênero textual; Avaliação em LE; LINGUISTICA; Foreign language evaluation; Proficiency exam; Automatic evaluation; Academic genre

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APA (6th Edition):

Monzón, A. J. B. (2008). Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292

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):

Monzón, Andrea Jessica Borges. “Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação.” 2008. Thesis, Universidade Federal de São Carlos. Accessed October 20, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292.

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

MLA Handbook (7th Edition):

Monzón, Andrea Jessica Borges. “Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação.” 2008. Web. 20 Oct 2019.

Vancouver:

Monzón AJB. Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação. [Internet] [Thesis]. Universidade Federal de São Carlos; 2008. [cited 2019 Oct 20]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292.

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

Council of Science Editors:

Monzón AJB. Construção de banco de questões para exames de proficiência em inglês para programas de pós-graduação. [Thesis]. Universidade Federal de São Carlos; 2008. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2292

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


The Ohio State University

25. Jeon, Jihyun. A study of listening comprehension of academic lectures within the construction-integration model.

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

 This study assumed that there are indeed effects of both content knowledge and L2 listening proficiency on L2 college academic listening and investigated the extent… (more)

Subjects/Keywords: Education, Tests and Measurements; Academic listening; L2 listening proficiency; Content knowledge; Text-based understanding; Situation model understanding; Construction-Integration model

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

APA (6th Edition):

Jeon, J. (2007). A study of listening comprehension of academic lectures within the construction-integration model. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462

Chicago Manual of Style (16th Edition):

Jeon, Jihyun. “A study of listening comprehension of academic lectures within the construction-integration model.” 2007. Doctoral Dissertation, The Ohio State University. Accessed October 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462.

MLA Handbook (7th Edition):

Jeon, Jihyun. “A study of listening comprehension of academic lectures within the construction-integration model.” 2007. Web. 20 Oct 2019.

Vancouver:

Jeon J. A study of listening comprehension of academic lectures within the construction-integration model. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Oct 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462.

Council of Science Editors:

Jeon J. A study of listening comprehension of academic lectures within the construction-integration model. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462


North-West University

26. Krügel, Rhelda. The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel .

Degree: 2011, North-West University

 The research focused on the importance of and the problem of English proficiency/literacy regarding Grade 12 learners exiting the school system and seeking entry at… (more)

Subjects/Keywords: Access; Equity; Foundation programme; Entry assessment/test; Benchmark for entry at HEIs; Throughput; English proficiency; Academic success; Competence and extended programmes

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

APA (6th Edition):

Krügel, R. (2011). The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10287

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):

Krügel, Rhelda. “The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel .” 2011. Thesis, North-West University. Accessed October 20, 2019. http://hdl.handle.net/10394/10287.

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

MLA Handbook (7th Edition):

Krügel, Rhelda. “The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel .” 2011. Web. 20 Oct 2019.

Vancouver:

Krügel R. The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel . [Internet] [Thesis]. North-West University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10394/10287.

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

Council of Science Editors:

Krügel R. The predictive power of two measures on academic success of first year B Ed English major students / Rhelda Krügel . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/10287

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


University of South Africa

27. Niyibizi, Epimaque. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .

Degree: 2010, University of South Africa

 This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms… (more)

Subjects/Keywords: Language policy; Mother tongue; Bilingualism; Medium of instruction; Cognitive Academic Language Proficiency; Additional languages; Basic Interpersonal Communicative Skills; Trilingualism; Multilingualism; Rwanda

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

APA (6th Edition):

Niyibizi, E. (2010). An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3720

Chicago Manual of Style (16th Edition):

Niyibizi, Epimaque. “An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .” 2010. Masters Thesis, University of South Africa. Accessed October 20, 2019. http://hdl.handle.net/10500/3720.

MLA Handbook (7th Edition):

Niyibizi, Epimaque. “An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City .” 2010. Web. 20 Oct 2019.

Vancouver:

Niyibizi E. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10500/3720.

Council of Science Editors:

Niyibizi E. An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3720

28. Lemay, Alex. The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance .

Degree: Applied Health Sciences Program, Brock University

 Children with developmental coordination disorder (DCD) are often referred to as clumsy because of their compromised motor coordination. Clumsiness and slow movement performances while scripting… (more)

Subjects/Keywords: Academic Performance; Scholastic Competence; Motor Proficiency; Children

…that the physical fitness of a child with poor motor proficiency is not a significant… …contributor to their academic performance. Within the classroom, it is difficulties with handwriting… …from grading practices and teachers' evaluations of their academic performances (… …to academic prowess. The amount of perceived self-efficacy has significant impact not only… …on academic performance, but also on the student’s willingness to complete an academic task… 

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APA (6th Edition):

Lemay, A. (n.d.). The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/7051

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lemay, Alex. “The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance .” Thesis, Brock University. Accessed October 20, 2019. http://hdl.handle.net/10464/7051.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lemay, Alex. “The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance .” Web. 20 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Lemay A. The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance . [Internet] [Thesis]. Brock University; [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10464/7051.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Lemay A. The Mediating Role of Perceived Scholastic Competence in the Relationship Between Motor Coordination and Academic Performance . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/7051

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Central Florida

29. Saenz, Willie. A Correlational Study Between The Amount Of Property Wealth Behind Each Student Attending Florida District Schools And The Acade.

Degree: 2010, University of Central Florida

 As the concern for standardized testing continues to rise, so to does the concern for providing students with an appropriate and equal educational opportunity. The… (more)

Subjects/Keywords: Willie Saenz; 5th Grade FCAT; Academic Proficiency; 2007 FCAT; Correlational Study; Florida Reading; Education; Educational Leadership

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

APA (6th Edition):

Saenz, W. (2010). A Correlational Study Between The Amount Of Property Wealth Behind Each Student Attending Florida District Schools And The Acade. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4197

Chicago Manual of Style (16th Edition):

Saenz, Willie. “A Correlational Study Between The Amount Of Property Wealth Behind Each Student Attending Florida District Schools And The Acade.” 2010. Doctoral Dissertation, University of Central Florida. Accessed October 20, 2019. https://stars.library.ucf.edu/etd/4197.

MLA Handbook (7th Edition):

Saenz, Willie. “A Correlational Study Between The Amount Of Property Wealth Behind Each Student Attending Florida District Schools And The Acade.” 2010. Web. 20 Oct 2019.

Vancouver:

Saenz W. A Correlational Study Between The Amount Of Property Wealth Behind Each Student Attending Florida District Schools And The Acade. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Oct 20]. Available from: https://stars.library.ucf.edu/etd/4197.

Council of Science Editors:

Saenz W. A Correlational Study Between The Amount Of Property Wealth Behind Each Student Attending Florida District Schools And The Acade. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4197

30. Colby, Hillary. The Relationship Between Somatosensory Processing and Handwriting Proficiency.

Degree: MSin Occupational Therapy, Occupational Therapy, 2016, Dominican University of California

  Handwriting proficiency is reliant on the skill and coordination of the sensory, motor, cognitive, and perceptual systems. One aspect of sensory processing for penmanship… (more)

Subjects/Keywords: handwriting proficiency; somatosensory processing; proprioception; kinesthesia; academic success; sensory integration; Elementary Education and Teaching; Health and Physical Education; Occupational Therapy

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

APA (6th Edition):

Colby, H. (2016). The Relationship Between Somatosensory Processing and Handwriting Proficiency. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/197

Chicago Manual of Style (16th Edition):

Colby, Hillary. “The Relationship Between Somatosensory Processing and Handwriting Proficiency.” 2016. Masters Thesis, Dominican University of California. Accessed October 20, 2019. https://scholar.dominican.edu/masters-theses/197.

MLA Handbook (7th Edition):

Colby, Hillary. “The Relationship Between Somatosensory Processing and Handwriting Proficiency.” 2016. Web. 20 Oct 2019.

Vancouver:

Colby H. The Relationship Between Somatosensory Processing and Handwriting Proficiency. [Internet] [Masters thesis]. Dominican University of California; 2016. [cited 2019 Oct 20]. Available from: https://scholar.dominican.edu/masters-theses/197.

Council of Science Editors:

Colby H. The Relationship Between Somatosensory Processing and Handwriting Proficiency. [Masters Thesis]. Dominican University of California; 2016. Available from: https://scholar.dominican.edu/masters-theses/197

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