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You searched for subject:(ESL writing). Showing records 1 – 30 of 126 total matches.

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1. Hayashi, Seiko. US Researched Writing as the Other Culture for ESL Student Writers.

Degree: MA, English, 2018, St. Cloud State University

  In US researched writing contexts, ESL student writers often experience cultural differences and draw a negative conclusion or form a stereotype about it. As… (more)

Subjects/Keywords: writing; ESL

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

APA (6th Edition):

Hayashi, S. (2018). US Researched Writing as the Other Culture for ESL Student Writers. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/142

Chicago Manual of Style (16th Edition):

Hayashi, Seiko. “US Researched Writing as the Other Culture for ESL Student Writers.” 2018. Masters Thesis, St. Cloud State University. Accessed November 17, 2019. https://repository.stcloudstate.edu/engl_etds/142.

MLA Handbook (7th Edition):

Hayashi, Seiko. “US Researched Writing as the Other Culture for ESL Student Writers.” 2018. Web. 17 Nov 2019.

Vancouver:

Hayashi S. US Researched Writing as the Other Culture for ESL Student Writers. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2019 Nov 17]. Available from: https://repository.stcloudstate.edu/engl_etds/142.

Council of Science Editors:

Hayashi S. US Researched Writing as the Other Culture for ESL Student Writers. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/142


California State University – Chico

2. Mayo, Mark C. Avoiding plagiarism: an e-learning scenario for ESL writing success .

Degree: 2013, California State University – Chico

 Plagiarism is a concern shared by undergraduate and graduate level language educators, regardless of whether learners are native English speakers or second language learners. This… (more)

Subjects/Keywords: plagiarism ESL writing

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APA (6th Edition):

Mayo, M. C. (2013). Avoiding plagiarism: an e-learning scenario for ESL writing success . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/601

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):

Mayo, Mark C. “Avoiding plagiarism: an e-learning scenario for ESL writing success .” 2013. Thesis, California State University – Chico. Accessed November 17, 2019. http://hdl.handle.net/10211.4/601.

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

MLA Handbook (7th Edition):

Mayo, Mark C. “Avoiding plagiarism: an e-learning scenario for ESL writing success .” 2013. Web. 17 Nov 2019.

Vancouver:

Mayo MC. Avoiding plagiarism: an e-learning scenario for ESL writing success . [Internet] [Thesis]. California State University – Chico; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10211.4/601.

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

Council of Science Editors:

Mayo MC. Avoiding plagiarism: an e-learning scenario for ESL writing success . [Thesis]. California State University – Chico; 2013. Available from: http://hdl.handle.net/10211.4/601

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


University of North Texas

3. Heidler, Linda E. NNS Use of Adverbs in Academic Writing.

Degree: 2011, University of North Texas

 Recent studies have begun to redefine the idea of accuracy in second language acquisition to include not only grammatical correctness, but also native-like selection. This… (more)

Subjects/Keywords: ESL; adverbs; writing

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

APA (6th Edition):

Heidler, L. E. (2011). NNS Use of Adverbs in Academic Writing. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84213/

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):

Heidler, Linda E. “NNS Use of Adverbs in Academic Writing.” 2011. Thesis, University of North Texas. Accessed November 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc84213/.

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

MLA Handbook (7th Edition):

Heidler, Linda E. “NNS Use of Adverbs in Academic Writing.” 2011. Web. 17 Nov 2019.

Vancouver:

Heidler LE. NNS Use of Adverbs in Academic Writing. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Nov 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84213/.

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

Council of Science Editors:

Heidler LE. NNS Use of Adverbs in Academic Writing. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84213/

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

4. Alkubaidi, Miriam. Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme.

Degree: School of Linguistic Speech & Comm Sci. C.L.C.S., 2017, Trinity College Dublin

 This study investigates English language writing in a Saudi university context. In this project, it became clear that teachers as well as learners should be… (more)

Subjects/Keywords: action research; ESL Writing; teaching writing; Writing

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APA (6th Edition):

Alkubaidi, M. (2017). Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/82012

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):

Alkubaidi, Miriam. “Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme.” 2017. Thesis, Trinity College Dublin. Accessed November 17, 2019. http://hdl.handle.net/2262/82012.

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

MLA Handbook (7th Edition):

Alkubaidi, Miriam. “Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme.” 2017. Web. 17 Nov 2019.

Vancouver:

Alkubaidi M. Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme. [Internet] [Thesis]. Trinity College Dublin; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2262/82012.

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

Council of Science Editors:

Alkubaidi M. Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme. [Thesis]. Trinity College Dublin; 2017. Available from: http://hdl.handle.net/2262/82012

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


University of Victoria

5. Spurling, Jessica. Evaluating lexical quality in writing in first and second language learners.

Degree: Department of Educational Psychology and Leadership Studies, 2014, University of Victoria

 Research has consistently shown that ESL students lag behind their EL1 peers in English oral vocabulary skills. Despite this lag in English vocabulary skill development… (more)

Subjects/Keywords: ESL; writing; lexical quality; vocabulary

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

APA (6th Edition):

Spurling, J. (2014). Evaluating lexical quality in writing in first and second language learners. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5801

Chicago Manual of Style (16th Edition):

Spurling, Jessica. “Evaluating lexical quality in writing in first and second language learners.” 2014. Masters Thesis, University of Victoria. Accessed November 17, 2019. http://hdl.handle.net/1828/5801.

MLA Handbook (7th Edition):

Spurling, Jessica. “Evaluating lexical quality in writing in first and second language learners.” 2014. Web. 17 Nov 2019.

Vancouver:

Spurling J. Evaluating lexical quality in writing in first and second language learners. [Internet] [Masters thesis]. University of Victoria; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1828/5801.

Council of Science Editors:

Spurling J. Evaluating lexical quality in writing in first and second language learners. [Masters Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5801


California State University – Chico

6. Quinley, Stephanie. A Critical Approach to Understanding ESL Learners' Expectations and Preferences in Tutoring Writing .

Degree: 2012, California State University – Chico

 ABSTRACT A CRITICAL APPROACH TO UNDERSTANDING ESL LEARNERS??? EXPECTATIONS AND PREFERENCES IN TUTORING WRITING by ?? Stephanie A. Quinley Master of Arts in Teaching International… (more)

Subjects/Keywords: ESL Learner's and Tutoring Writing

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

APA (6th Edition):

Quinley, S. (2012). A Critical Approach to Understanding ESL Learners' Expectations and Preferences in Tutoring Writing . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/398

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):

Quinley, Stephanie. “A Critical Approach to Understanding ESL Learners' Expectations and Preferences in Tutoring Writing .” 2012. Thesis, California State University – Chico. Accessed November 17, 2019. http://hdl.handle.net/10211.4/398.

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

MLA Handbook (7th Edition):

Quinley, Stephanie. “A Critical Approach to Understanding ESL Learners' Expectations and Preferences in Tutoring Writing .” 2012. Web. 17 Nov 2019.

Vancouver:

Quinley S. A Critical Approach to Understanding ESL Learners' Expectations and Preferences in Tutoring Writing . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10211.4/398.

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

Council of Science Editors:

Quinley S. A Critical Approach to Understanding ESL Learners' Expectations and Preferences in Tutoring Writing . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/398

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


Kristianstad University

7. Peng, Gao. On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability.

Degree: Education and Environment, 2011, Kristianstad University

  The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two… (more)

Subjects/Keywords: writing strategies; effectiveness; ESL learners

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APA (6th Edition):

Peng, G. (2011). On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702

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):

Peng, Gao. “On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability.” 2011. Thesis, Kristianstad University. Accessed November 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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

MLA Handbook (7th Edition):

Peng, Gao. “On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability.” 2011. Web. 17 Nov 2019.

Vancouver:

Peng G. On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability. [Internet] [Thesis]. Kristianstad University; 2011. [cited 2019 Nov 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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

Council of Science Editors:

Peng G. On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability. [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702

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


University of Canterbury

8. Wong, Alice Su Chu. An Investigation of the Predictors of L2 Writing Among Adult ESL Students.

Degree: School of Literacies and Arts in Education, 2012, University of Canterbury

 The three studies reported in this thesis investigated the contributing factors of L2 writing among adult ESL learners in the academic setting. The major purpose… (more)

Subjects/Keywords: L2 Writing predictors; Writing Errors; Malaysian ESL learners; Writing strategies

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

APA (6th Edition):

Wong, A. S. C. (2012). An Investigation of the Predictors of L2 Writing Among Adult ESL Students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7837

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):

Wong, Alice Su Chu. “An Investigation of the Predictors of L2 Writing Among Adult ESL Students.” 2012. Thesis, University of Canterbury. Accessed November 17, 2019. http://hdl.handle.net/10092/7837.

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

MLA Handbook (7th Edition):

Wong, Alice Su Chu. “An Investigation of the Predictors of L2 Writing Among Adult ESL Students.” 2012. Web. 17 Nov 2019.

Vancouver:

Wong ASC. An Investigation of the Predictors of L2 Writing Among Adult ESL Students. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10092/7837.

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

Council of Science Editors:

Wong ASC. An Investigation of the Predictors of L2 Writing Among Adult ESL Students. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7837

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


Universiteit Utrecht

9. Pollard, T. Effective Error Correction at the HU.

Degree: 2007, Universiteit Utrecht

 This action research study at a Dutch four-year liberal arts college analyzes the necessary level of error correction among advanced ESL writing students. The study… (more)

Subjects/Keywords: Social Sciences; writing; Error Correction; teaching writing; ESL writing theory

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APA (6th Edition):

Pollard, T. (2007). Effective Error Correction at the HU. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/27036

Chicago Manual of Style (16th Edition):

Pollard, T. “Effective Error Correction at the HU.” 2007. Masters Thesis, Universiteit Utrecht. Accessed November 17, 2019. http://dspace.library.uu.nl:8080/handle/1874/27036.

MLA Handbook (7th Edition):

Pollard, T. “Effective Error Correction at the HU.” 2007. Web. 17 Nov 2019.

Vancouver:

Pollard T. Effective Error Correction at the HU. [Internet] [Masters thesis]. Universiteit Utrecht; 2007. [cited 2019 Nov 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/27036.

Council of Science Editors:

Pollard T. Effective Error Correction at the HU. [Masters Thesis]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/27036


University of Arizona

10. Witt, Jacob. Disciplinary Writing Feedback Practices: Comparing Preference, Expectations, and Practices .

Degree: 2019, University of Arizona

 The field of second language writing is emerging from a 20-year debate on written corrective feedback between Ferris (1999; 2004) and Truscott (2004; 2007; 2009)… (more)

Subjects/Keywords: Disciplinary Writing; ESL; Feedback; L2 Writing; Second Language Writing; TESOL

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APA (6th Edition):

Witt, J. (2019). Disciplinary Writing Feedback Practices: Comparing Preference, Expectations, and Practices . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631906

Chicago Manual of Style (16th Edition):

Witt, Jacob. “Disciplinary Writing Feedback Practices: Comparing Preference, Expectations, and Practices .” 2019. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/631906.

MLA Handbook (7th Edition):

Witt, Jacob. “Disciplinary Writing Feedback Practices: Comparing Preference, Expectations, and Practices .” 2019. Web. 17 Nov 2019.

Vancouver:

Witt J. Disciplinary Writing Feedback Practices: Comparing Preference, Expectations, and Practices . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/631906.

Council of Science Editors:

Witt J. Disciplinary Writing Feedback Practices: Comparing Preference, Expectations, and Practices . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/631906


SUNY College at Brockport

11. Koch, Zachary T. Writing Behaviors of a 5th Grade Bilingual Student.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  Significant shifts in demographics across the United States continue to impact educational demands and decisions. This article is an initial investigation of the behaviors… (more)

Subjects/Keywords: writing; ELL; ESL; bilingual; discourse; elementary; Education

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APA (6th Edition):

Koch, Z. T. (2014). Writing Behaviors of a 5th Grade Bilingual Student. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/523

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):

Koch, Zachary T. “Writing Behaviors of a 5th Grade Bilingual Student.” 2014. Thesis, SUNY College at Brockport. Accessed November 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/523.

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

MLA Handbook (7th Edition):

Koch, Zachary T. “Writing Behaviors of a 5th Grade Bilingual Student.” 2014. Web. 17 Nov 2019.

Vancouver:

Koch ZT. Writing Behaviors of a 5th Grade Bilingual Student. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Nov 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/523.

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

Council of Science Editors:

Koch ZT. Writing Behaviors of a 5th Grade Bilingual Student. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/523

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


University of Waikato

12. Dallas, Heather. Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam .

Degree: 2013, University of Waikato

 This research was conducted in the small sultanate of Brunei Darussalam on the island of Borneo where the researcher was working as an English language… (more)

Subjects/Keywords: ESL learners; Journal writing; primary students; attitudes

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

APA (6th Edition):

Dallas, H. (2013). Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8445

Chicago Manual of Style (16th Edition):

Dallas, Heather. “Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam .” 2013. Masters Thesis, University of Waikato. Accessed November 17, 2019. http://hdl.handle.net/10289/8445.

MLA Handbook (7th Edition):

Dallas, Heather. “Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam .” 2013. Web. 17 Nov 2019.

Vancouver:

Dallas H. Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10289/8445.

Council of Science Editors:

Dallas H. Improving Written Language and Exploring Attitudes towards Learning English in Primary Age ESL Learners in Brunei Darussalam . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8445

13. Fitzgerald, J. Corey. Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms.

Degree: MA, English, 2014, St. Cloud State University

  Most first-year college students today are “digital natives.” They have lived with computers and other digital technologies all of their lives, and they have… (more)

Subjects/Keywords: English; writing; education; ESL; ELL; L2

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

APA (6th Edition):

Fitzgerald, J. C. (2014). Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/7

Chicago Manual of Style (16th Edition):

Fitzgerald, J Corey. “Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms.” 2014. Masters Thesis, St. Cloud State University. Accessed November 17, 2019. https://repository.stcloudstate.edu/engl_etds/7.

MLA Handbook (7th Edition):

Fitzgerald, J Corey. “Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms.” 2014. Web. 17 Nov 2019.

Vancouver:

Fitzgerald JC. Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms. [Internet] [Masters thesis]. St. Cloud State University; 2014. [cited 2019 Nov 17]. Available from: https://repository.stcloudstate.edu/engl_etds/7.

Council of Science Editors:

Fitzgerald JC. Benefits of Multi-Modal Pedagogies in First-Year Composition Classrooms. [Masters Thesis]. St. Cloud State University; 2014. Available from: https://repository.stcloudstate.edu/engl_etds/7

14. Rausch, Pamela. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.

Degree: MA, English, 2015, St. Cloud State University

  As educators and researchers pursue greater understanding of the best strategies for teaching English learners, the two productive language domains—speaking and writing—have traditionally been… (more)

Subjects/Keywords: English Learners; L2 Speaking; L2 Writing; ESL

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

APA (6th Edition):

Rausch, P. (2015). The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/34

Chicago Manual of Style (16th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Masters Thesis, St. Cloud State University. Accessed November 17, 2019. https://repository.stcloudstate.edu/engl_etds/34.

MLA Handbook (7th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Web. 17 Nov 2019.

Vancouver:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2019 Nov 17]. Available from: https://repository.stcloudstate.edu/engl_etds/34.

Council of Science Editors:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/34


Brigham Young University

15. Yi, Urim. The Effect of Content Revision Logs and Student-Teacher Conferences on ESL Student Writing.

Degree: MA, 2010, Brigham Young University

 Research has demonstrated the need for both teachers and students to find appropriate types of feedback for meaning-level (content) issues for English as a second… (more)

Subjects/Keywords: logs; conferences; ESL writing; teacher feedback; Linguistics

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

APA (6th Edition):

Yi, U. (2010). The Effect of Content Revision Logs and Student-Teacher Conferences on ESL Student Writing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3341&context=etd

Chicago Manual of Style (16th Edition):

Yi, Urim. “The Effect of Content Revision Logs and Student-Teacher Conferences on ESL Student Writing.” 2010. Masters Thesis, Brigham Young University. Accessed November 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3341&context=etd.

MLA Handbook (7th Edition):

Yi, Urim. “The Effect of Content Revision Logs and Student-Teacher Conferences on ESL Student Writing.” 2010. Web. 17 Nov 2019.

Vancouver:

Yi U. The Effect of Content Revision Logs and Student-Teacher Conferences on ESL Student Writing. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Nov 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3341&context=etd.

Council of Science Editors:

Yi U. The Effect of Content Revision Logs and Student-Teacher Conferences on ESL Student Writing. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3341&context=etd


University of Texas – Austin

16. Treviño, Cynthia Jane. ESL writing strategies for art instruction.

Degree: MA, Community Focus, 2014, University of Texas – Austin

 The purpose of this study was to investigate English as a second language (ESL) strategies and modify them for use in the art classroom. The… (more)

Subjects/Keywords: ESL; Bilingual; Elementary; Art education; Writing strategies

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

APA (6th Edition):

Treviño, C. J. (2014). ESL writing strategies for art instruction. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25813

Chicago Manual of Style (16th Edition):

Treviño, Cynthia Jane. “ESL writing strategies for art instruction.” 2014. Masters Thesis, University of Texas – Austin. Accessed November 17, 2019. http://hdl.handle.net/2152/25813.

MLA Handbook (7th Edition):

Treviño, Cynthia Jane. “ESL writing strategies for art instruction.” 2014. Web. 17 Nov 2019.

Vancouver:

Treviño CJ. ESL writing strategies for art instruction. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2152/25813.

Council of Science Editors:

Treviño CJ. ESL writing strategies for art instruction. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25813


California State University – Sacramento

17. Currie, Miranda E. A pre-beginning literacy curriculum for non-print-literate adult English language learners.

Degree: MA, Teaching English to Speakers of Other Languages, 2019, California State University – Sacramento

 This curriculum project is designed to provide basic literacy instruction to adult English language learners who are not yet literate in any language. The curriculum… (more)

Subjects/Keywords: ESL; Reading; Writing; Immigrants; Survival English; Illiterate

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

APA (6th Edition):

Currie, M. E. (2019). A pre-beginning literacy curriculum for non-print-literate adult English language learners. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/213024

Chicago Manual of Style (16th Edition):

Currie, Miranda E. “A pre-beginning literacy curriculum for non-print-literate adult English language learners.” 2019. Masters Thesis, California State University – Sacramento. Accessed November 17, 2019. http://hdl.handle.net/10211.3/213024.

MLA Handbook (7th Edition):

Currie, Miranda E. “A pre-beginning literacy curriculum for non-print-literate adult English language learners.” 2019. Web. 17 Nov 2019.

Vancouver:

Currie ME. A pre-beginning literacy curriculum for non-print-literate adult English language learners. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10211.3/213024.

Council of Science Editors:

Currie ME. A pre-beginning literacy curriculum for non-print-literate adult English language learners. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/213024


Ohio University

18. Phillips, Talinn Marie Tiller. Examining Bridges, Expanding Boundaries, Imagining New Identities: The Writing Center as Bridge for Second Language Graduate Writers.

Degree: PhD, English (Arts and Sciences), 2008, Ohio University

  This dissertation theorizes the writing center as bridge – as an institutional resource that supports second language graduate writers as they journey from outside the… (more)

Subjects/Keywords: Linguistics; Rhetoric; graduate students; second language writing; writing centers; L2 writing; ESL students

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APA (6th Edition):

Phillips, T. M. T. (2008). Examining Bridges, Expanding Boundaries, Imagining New Identities: The Writing Center as Bridge for Second Language Graduate Writers. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1211999191

Chicago Manual of Style (16th Edition):

Phillips, Talinn Marie Tiller. “Examining Bridges, Expanding Boundaries, Imagining New Identities: The Writing Center as Bridge for Second Language Graduate Writers.” 2008. Doctoral Dissertation, Ohio University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1211999191.

MLA Handbook (7th Edition):

Phillips, Talinn Marie Tiller. “Examining Bridges, Expanding Boundaries, Imagining New Identities: The Writing Center as Bridge for Second Language Graduate Writers.” 2008. Web. 17 Nov 2019.

Vancouver:

Phillips TMT. Examining Bridges, Expanding Boundaries, Imagining New Identities: The Writing Center as Bridge for Second Language Graduate Writers. [Internet] [Doctoral dissertation]. Ohio University; 2008. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1211999191.

Council of Science Editors:

Phillips TMT. Examining Bridges, Expanding Boundaries, Imagining New Identities: The Writing Center as Bridge for Second Language Graduate Writers. [Doctoral Dissertation]. Ohio University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1211999191


The Ohio State University

19. Stefano, Ivan. Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level.

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

  The presence of technology in education has affected how the process of teaching and learning of ESL writing occurs. In ESL composition courses at… (more)

Subjects/Keywords: Education; English As A Second Language; technology; education; ESL writing; ESL composition; instructor views; university

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APA (6th Edition):

Stefano, I. (2013). Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066

Chicago Manual of Style (16th Edition):

Stefano, Ivan. “Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level.” 2013. Doctoral Dissertation, The Ohio State University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

MLA Handbook (7th Edition):

Stefano, Ivan. “Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level.” 2013. Web. 17 Nov 2019.

Vancouver:

Stefano I. Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

Council of Science Editors:

Stefano I. Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066


Kristianstad University

20. Zhang, Hongxia. A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety.

Degree: Teacher Education, 2011, Kristianstad University

  The aim of this study was to measure the level of ESL writing anxiety experienced by Chinese English majors. The effects of ESL writing(more)

Subjects/Keywords: ESL; ESL Writing anxiety; Causes; Effects; Strategies; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; Education; Pedagogik

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APA (6th Edition):

Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8247

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):

Zhang, Hongxia. “A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety.” 2011. Thesis, Kristianstad University. Accessed November 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8247.

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

MLA Handbook (7th Edition):

Zhang, Hongxia. “A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety.” 2011. Web. 17 Nov 2019.

Vancouver:

Zhang H. A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety. [Internet] [Thesis]. Kristianstad University; 2011. [cited 2019 Nov 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8247.

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

Council of Science Editors:

Zhang H. A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety. [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8247

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


Brigham Young University

21. Sims, Maureen Estelle. Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment.

Degree: MA, 2018, Brigham Young University

 The purpose of this study is to explore a potentially more practical approach to direct writing assessment using computer algorithms. Traditional rubric rating (RR) is… (more)

Subjects/Keywords: rubric rating; many-facet Rasch measurement model (MFRM); comparative judgment (CJ); reliability of ESL writing assessment; practicality of ESL writing assessment

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APA (6th Edition):

Sims, M. E. (2018). Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8312&context=etd

Chicago Manual of Style (16th Edition):

Sims, Maureen Estelle. “Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment.” 2018. Masters Thesis, Brigham Young University. Accessed November 17, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8312&context=etd.

MLA Handbook (7th Edition):

Sims, Maureen Estelle. “Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment.” 2018. Web. 17 Nov 2019.

Vancouver:

Sims ME. Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Nov 17]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8312&context=etd.

Council of Science Editors:

Sims ME. Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8312&context=etd


University of Florida

22. Liu, Qing. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.

Degree: PhD, Curriculum and Instruction (CUI) - Teaching and Learning, 2012, University of Florida

 Written English, as a way of communication in the globalized world, plays an increasingly important role in China. However, English instruction in China is still… (more)

Subjects/Keywords: English teachers; Students; Teachers; Writing; Writing ability; Writing instruction; Writing processes; Writing skills; Writing teachers; Writing tests; china  – efl  – english  – esl  – fallacy  – instructors  – native  – nes  – writing

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APA (6th Edition):

Liu, Q. (2012). A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043625

Chicago Manual of Style (16th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Doctoral Dissertation, University of Florida. Accessed November 17, 2019. http://ufdc.ufl.edu/UFE0043625.

MLA Handbook (7th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Web. 17 Nov 2019.

Vancouver:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Nov 17]. Available from: http://ufdc.ufl.edu/UFE0043625.

Council of Science Editors:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043625


University of Arizona

23. Johnson, Kara Grace. Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process .

Degree: 2012, University of Arizona

 This dissertation uses a mixed methods design to explore the process of EFL students' writing and peer review, setting up a paradigm of peer compared… (more)

Subjects/Keywords: peer feedback; peer review; process writing; writing ownership; Second Language Acquisition & Teaching; EFL writing; ESL writing

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APA (6th Edition):

Johnson, K. G. (2012). Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228470

Chicago Manual of Style (16th Edition):

Johnson, Kara Grace. “Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process .” 2012. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/228470.

MLA Handbook (7th Edition):

Johnson, Kara Grace. “Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process .” 2012. Web. 17 Nov 2019.

Vancouver:

Johnson KG. Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/228470.

Council of Science Editors:

Johnson KG. Peer and Self Review: A Holistic Examination of EFL Learners' Writing and Review Process . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228470


University of Toledo

24. Paiz, Joshua Martin. Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers.

Degree: MA, English (Literature), 2011, University of Toledo

  This thesis examines the effects of the language used in an idea generation task on the quantity and potential quality of ideas developed during… (more)

Subjects/Keywords: Adult Education; Composition; Education; English As A Second Language; Language; Second Language Writing; L2 Writing; ESL Writing; Japanese ESL Writers; L1 and L2 use in writing

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APA (6th Edition):

Paiz, J. M. (2011). Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301877374

Chicago Manual of Style (16th Edition):

Paiz, Joshua Martin. “Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers.” 2011. Masters Thesis, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301877374.

MLA Handbook (7th Edition):

Paiz, Joshua Martin. “Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers.” 2011. Web. 17 Nov 2019.

Vancouver:

Paiz JM. Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers. [Internet] [Masters thesis]. University of Toledo; 2011. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301877374.

Council of Science Editors:

Paiz JM. Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers. [Masters Thesis]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301877374


University of Victoria

25. Guo, Xiaoqian. L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud.

Degree: Dept. of Linguistics, 2012, University of Victoria

 In the field of L2 (second language) writing, a great number of studies have been done to explore learners’ writing processes and writing strategies since… (more)

Subjects/Keywords: Chinese ESL graduate students; L1 and L2 writing strategies; L1 and L2 writing performance

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APA (6th Edition):

Guo, X. (2012). L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4200

Chicago Manual of Style (16th Edition):

Guo, Xiaoqian. “L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud.” 2012. Masters Thesis, University of Victoria. Accessed November 17, 2019. http://hdl.handle.net/1828/4200.

MLA Handbook (7th Edition):

Guo, Xiaoqian. “L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud.” 2012. Web. 17 Nov 2019.

Vancouver:

Guo X. L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1828/4200.

Council of Science Editors:

Guo X. L1 and L2 writing strategies: a study of Chinese graduate student writers using concurrent think-aloud. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4200


University of Utah

26. Hayes, Andrew. Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course.

Degree: MA, Linguistics, 2016, University of Utah

 While vocabulary is generally understood to be an obvious part of languagelearning and instruction, the actual “nuts and bolts” of vocabulary instruction are not fullyunderstood.… (more)

Subjects/Keywords: Academic Vocabulary; Applied Linguistics; Course Design; ESL; Second-Language Writing; Vocabulary

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APA (6th Edition):

Hayes, A. (2016). Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4111/rec/1374

Chicago Manual of Style (16th Edition):

Hayes, Andrew. “Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course.” 2016. Masters Thesis, University of Utah. Accessed November 17, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4111/rec/1374.

MLA Handbook (7th Edition):

Hayes, Andrew. “Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course.” 2016. Web. 17 Nov 2019.

Vancouver:

Hayes A. Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course. [Internet] [Masters thesis]. University of Utah; 2016. [cited 2019 Nov 17]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4111/rec/1374.

Council of Science Editors:

Hayes A. Integrated versus decontextualized approaches to vocabulary instruction in a second language writing course. [Masters Thesis]. University of Utah; 2016. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4111/rec/1374

27. Baroudy, Ismail. Process theory of writing and the teaching of ESL composition;.

Degree: English, 1997, Aligarh Muslim University

Abstract not available newline newline

Bibliography p. 312-329

Advisors/Committee Members: Khan, Farhat Ullah.

Subjects/Keywords: Writing; Teaching; ESL Composition

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APA (6th Edition):

Baroudy, I. (1997). Process theory of writing and the teaching of ESL composition;. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/52697

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):

Baroudy, Ismail. “Process theory of writing and the teaching of ESL composition;.” 1997. Thesis, Aligarh Muslim University. Accessed November 17, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/52697.

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

MLA Handbook (7th Edition):

Baroudy, Ismail. “Process theory of writing and the teaching of ESL composition;.” 1997. Web. 17 Nov 2019.

Vancouver:

Baroudy I. Process theory of writing and the teaching of ESL composition;. [Internet] [Thesis]. Aligarh Muslim University; 1997. [cited 2019 Nov 17]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/52697.

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

Council of Science Editors:

Baroudy I. Process theory of writing and the teaching of ESL composition;. [Thesis]. Aligarh Muslim University; 1997. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/52697

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


Bowling Green State University

28. Laverick, Erin Knoche. Feminist and other Intertwining Pedagogies of Writing Instruction in The University of Findlay's Intensive English Language Program.

Degree: PhD, English/Rhetoric and Writing, 2008, Bowling Green State University

 Feminist pedagogy is a rich and current teaching method in the field of composition and rhetoric. However, it is virtually unexplored in ESL writing pedagogy.… (more)

Subjects/Keywords: Composition; Feminist Pedaggoy; Writing Pedagogy; ESL Pedagogy; Student-centered Learning

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APA (6th Edition):

Laverick, E. K. (2008). Feminist and other Intertwining Pedagogies of Writing Instruction in The University of Findlay's Intensive English Language Program. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1225197578

Chicago Manual of Style (16th Edition):

Laverick, Erin Knoche. “Feminist and other Intertwining Pedagogies of Writing Instruction in The University of Findlay's Intensive English Language Program.” 2008. Doctoral Dissertation, Bowling Green State University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1225197578.

MLA Handbook (7th Edition):

Laverick, Erin Knoche. “Feminist and other Intertwining Pedagogies of Writing Instruction in The University of Findlay's Intensive English Language Program.” 2008. Web. 17 Nov 2019.

Vancouver:

Laverick EK. Feminist and other Intertwining Pedagogies of Writing Instruction in The University of Findlay's Intensive English Language Program. [Internet] [Doctoral dissertation]. Bowling Green State University; 2008. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1225197578.

Council of Science Editors:

Laverick EK. Feminist and other Intertwining Pedagogies of Writing Instruction in The University of Findlay's Intensive English Language Program. [Doctoral Dissertation]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1225197578


Penn State University

29. Kim, Sung Woo. Development of Meaning Making in Second Language Writing of Korean International Graduate Students: A Sociocultural and Cognitive Linguistic Perspective.

Degree: PhD, Applied Linguistics, 2012, Penn State University

 The current dissertation project sought to promote a total of ten Korean international graduate students' literacy development in the study abroad context by designing and… (more)

Subjects/Keywords: Cognitive Linguistics; Second Language Writing; Conceptual Metaphor; ESL; Composition; Sociocultural Theory

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APA (6th Edition):

Kim, S. W. (2012). Development of Meaning Making in Second Language Writing of Korean International Graduate Students: A Sociocultural and Cognitive Linguistic Perspective. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15472

Chicago Manual of Style (16th Edition):

Kim, Sung Woo. “Development of Meaning Making in Second Language Writing of Korean International Graduate Students: A Sociocultural and Cognitive Linguistic Perspective.” 2012. Doctoral Dissertation, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/15472.

MLA Handbook (7th Edition):

Kim, Sung Woo. “Development of Meaning Making in Second Language Writing of Korean International Graduate Students: A Sociocultural and Cognitive Linguistic Perspective.” 2012. Web. 17 Nov 2019.

Vancouver:

Kim SW. Development of Meaning Making in Second Language Writing of Korean International Graduate Students: A Sociocultural and Cognitive Linguistic Perspective. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/15472.

Council of Science Editors:

Kim SW. Development of Meaning Making in Second Language Writing of Korean International Graduate Students: A Sociocultural and Cognitive Linguistic Perspective. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15472


Penn State University

30. Infante, Paolo. MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY.

Degree: PhD, Curriculum and Instruction, 2016, Penn State University

 In the evolution of the foreign/second language (L2) acquisition field, frequent appeals have been made to change the composition of L2 grammar curriculum and instruction… (more)

Subjects/Keywords: Vygotskian Sociocultural Theory; ESL Writing; Curriculum and Instruction

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APA (6th Edition):

Infante, P. (2016). MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13346pui102

Chicago Manual of Style (16th Edition):

Infante, Paolo. “MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY.” 2016. Doctoral Dissertation, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/13346pui102.

MLA Handbook (7th Edition):

Infante, Paolo. “MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY.” 2016. Web. 17 Nov 2019.

Vancouver:

Infante P. MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/13346pui102.

Council of Science Editors:

Infante P. MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13346pui102

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