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You searched for subject:(English Language lecturers classroom ). Showing records 1 – 30 of 60152 total matches.

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University of Technology, Sydney

1. Aulia, Muhammad. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.

Degree: 2016, University of Technology, Sydney

 This research critically analyses English Language lecturers’ classroom interaction practices at Syiah Kuala University in Aceh, Indonesia. Communication breakdowns and unanticipated language difficulty in the… (more)

Subjects/Keywords: Syiah Kuala University (Aceh, Indonesia); English Language lecturers’ classroom.; Interaction practices .; Communication strategies (CSs); Communication breakdowns.; In-depth analysis.; Instructional practice.

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

APA (6th Edition):

Aulia, M. (2016). English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/90048

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):

Aulia, Muhammad. “English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.” 2016. Thesis, University of Technology, Sydney. Accessed September 22, 2019. http://hdl.handle.net/10453/90048.

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

MLA Handbook (7th Edition):

Aulia, Muhammad. “English language lecturers' communication strategies : a case study in Aceh Province, Indonesia.” 2016. Web. 22 Sep 2019.

Vancouver:

Aulia M. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. [Internet] [Thesis]. University of Technology, Sydney; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10453/90048.

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

Council of Science Editors:

Aulia M. English language lecturers' communication strategies : a case study in Aceh Province, Indonesia. [Thesis]. University of Technology, Sydney; 2016. Available from: http://hdl.handle.net/10453/90048

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


Addis Ababa University

2. Yoseph, Mekonnen. A STUDY OF THE CLASSROOM LANGUAGE OF JUNIOR SECONDARY SCHOOL TEACHERS OF ENGLISH .

Degree: 2012, Addis Ababa University

 The purpose of this study is basically to identify tho language functions most commonly used by junior secondary school teachers of English in the classroom.… (more)

Subjects/Keywords: Teching English; CLASSROOM LANGUAGE

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APA (6th Edition):

Yoseph, M. (2012). A STUDY OF THE CLASSROOM LANGUAGE OF JUNIOR SECONDARY SCHOOL TEACHERS OF ENGLISH . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2207

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):

Yoseph, Mekonnen. “A STUDY OF THE CLASSROOM LANGUAGE OF JUNIOR SECONDARY SCHOOL TEACHERS OF ENGLISH .” 2012. Thesis, Addis Ababa University. Accessed September 22, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2207.

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

MLA Handbook (7th Edition):

Yoseph, Mekonnen. “A STUDY OF THE CLASSROOM LANGUAGE OF JUNIOR SECONDARY SCHOOL TEACHERS OF ENGLISH .” 2012. Web. 22 Sep 2019.

Vancouver:

Yoseph M. A STUDY OF THE CLASSROOM LANGUAGE OF JUNIOR SECONDARY SCHOOL TEACHERS OF ENGLISH . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Sep 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2207.

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

Council of Science Editors:

Yoseph M. A STUDY OF THE CLASSROOM LANGUAGE OF JUNIOR SECONDARY SCHOOL TEACHERS OF ENGLISH . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2207

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


University of Newcastle

3. Bui, Thi Nhung. Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam.

Degree: PhD, 2017, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In language learning, students’ competence can be improved if they reflect on their learning processes and become more… (more)

Subjects/Keywords: learner autonomy; lecturers' attitudes; English as a foreign language; higher education; Vietnam

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APA (6th Edition):

Bui, T. N. (2017). Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1342355

Chicago Manual of Style (16th Edition):

Bui, Thi Nhung. “Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam.” 2017. Doctoral Dissertation, University of Newcastle. Accessed September 22, 2019. http://hdl.handle.net/1959.13/1342355.

MLA Handbook (7th Edition):

Bui, Thi Nhung. “Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam.” 2017. Web. 22 Sep 2019.

Vancouver:

Bui TN. Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam. [Internet] [Doctoral dissertation]. University of Newcastle; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1959.13/1342355.

Council of Science Editors:

Bui TN. Investigating university lecturers' attitudes towards learner autonomy in the EFL context in Vietnam. [Doctoral Dissertation]. University of Newcastle; 2017. Available from: http://hdl.handle.net/1959.13/1342355


University of Pretoria

4. Peyper, T.J. (Tamrynne Jean). A study of perceived classroom language proficiency of pre-service teachers.

Degree: MEd, Social Studies Education, 2014, University of Pretoria

 In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction… (more)

Subjects/Keywords: Classroom English; English additional language (EAL); English home language; Language proficiency; Mentor teacher; UCTD

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APA (6th Edition):

Peyper, T. J. (. (2014). A study of perceived classroom language proficiency of pre-service teachers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43222

Chicago Manual of Style (16th Edition):

Peyper, T J (Tamrynne. “A study of perceived classroom language proficiency of pre-service teachers.” 2014. Masters Thesis, University of Pretoria. Accessed September 22, 2019. http://hdl.handle.net/2263/43222.

MLA Handbook (7th Edition):

Peyper, T J (Tamrynne. “A study of perceived classroom language proficiency of pre-service teachers.” 2014. Web. 22 Sep 2019.

Vancouver:

Peyper TJ(. A study of perceived classroom language proficiency of pre-service teachers. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2263/43222.

Council of Science Editors:

Peyper TJ(. A study of perceived classroom language proficiency of pre-service teachers. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43222


Linköping University

5. Östman, Sonny. Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class.

Degree: Language and Literature, 2018, Linköping University

  This study was carried out in a secondary school in Sweden and was written by one student becoming a teacher of English. The aim… (more)

Subjects/Keywords: English; English as a foreign language; the flipped classroom; the communicative classroom; Learning; Lärande

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

APA (6th Edition):

Östman, S. (2018). Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144859

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):

Östman, Sonny. “Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class.” 2018. Thesis, Linköping University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144859.

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

MLA Handbook (7th Edition):

Östman, Sonny. “Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class.” 2018. Web. 22 Sep 2019.

Vancouver:

Östman S. Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class. [Internet] [Thesis]. Linköping University; 2018. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144859.

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

Council of Science Editors:

Östman S. Flipping the English Classroom : Implementing the Flipped Classroom Method in an English as a Foreign Language Class. [Thesis]. Linköping University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144859

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

6. Kuesoongnern, Satip. Cross-cultural communication in Thai EFL university classrooms : a case study.

Degree: PhD, 2018, University of Bedfordshire

 In the past few decades there has been increased communication among people of diverse cultural backgrounds. Greater internationalisation of education has contributed to academic interest… (more)

Subjects/Keywords: culture; cross-cultural communication; native-English lecturers; non-native English students; pedagogy; cross-cultural communication strategies; X162 Teaching English as a Foreign Language (TEFL); Thailand

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

APA (6th Edition):

Kuesoongnern, S. (2018). Cross-cultural communication in Thai EFL university classrooms : a case study. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/623307

Chicago Manual of Style (16th Edition):

Kuesoongnern, Satip. “Cross-cultural communication in Thai EFL university classrooms : a case study.” 2018. Doctoral Dissertation, University of Bedfordshire. Accessed September 22, 2019. http://hdl.handle.net/10547/623307.

MLA Handbook (7th Edition):

Kuesoongnern, Satip. “Cross-cultural communication in Thai EFL university classrooms : a case study.” 2018. Web. 22 Sep 2019.

Vancouver:

Kuesoongnern S. Cross-cultural communication in Thai EFL university classrooms : a case study. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10547/623307.

Council of Science Editors:

Kuesoongnern S. Cross-cultural communication in Thai EFL university classrooms : a case study. [Doctoral Dissertation]. University of Bedfordshire; 2018. Available from: http://hdl.handle.net/10547/623307


University of Exeter

7. Shim, Kyu Nam. An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education.

Degree: Thesis (EdD), 2008, University of Exeter

 This study aims to investigate Korean teachers’ beliefs and their practice with respect to classroom-based English language assessment; thus it examines the teachers’ current working… (more)

Subjects/Keywords: 370.9; classroom-based assessment : teachers' assessment in English language teaching

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

APA (6th Edition):

Shim, K. N. (2008). An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/67553

Chicago Manual of Style (16th Edition):

Shim, Kyu Nam. “An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education.” 2008. Doctoral Dissertation, University of Exeter. Accessed September 22, 2019. http://hdl.handle.net/10036/67553.

MLA Handbook (7th Edition):

Shim, Kyu Nam. “An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education.” 2008. Web. 22 Sep 2019.

Vancouver:

Shim KN. An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Internet] [Doctoral dissertation]. University of Exeter; 2008. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10036/67553.

Council of Science Editors:

Shim KN. An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. [Doctoral Dissertation]. University of Exeter; 2008. Available from: http://hdl.handle.net/10036/67553


Texas A&M University

8. Garza, Jr., Tiberio. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.

Degree: 2015, Texas A&M University

 The purpose of this dissertation study was to describe teacher pedagogy through the use of systematic review, observation data, and to comment on causal structure.… (more)

Subjects/Keywords: Project MSSELL; English language learners; Classroom observation instruments

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APA (6th Edition):

Garza, Jr., T. (2015). Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155076

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):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Thesis, Texas A&M University. Accessed September 22, 2019. http://hdl.handle.net/1969.1/155076.

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

MLA Handbook (7th Edition):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Web. 22 Sep 2019.

Vancouver:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1969.1/155076.

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

Council of Science Editors:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155076

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


California State University – Sacramento

9. Hubbard, Danielle A. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 This study was conducted to establish the effectiveness of utilizing differentiated instruction among English Language Learners at the secondary level in an English language arts… (more)

Subjects/Keywords: English language learners; Gender development; Differentiated instruction; Classroom instruction; Learning styles

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APA (6th Edition):

Hubbard, D. A. (2010). A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/687

Chicago Manual of Style (16th Edition):

Hubbard, Danielle A. “A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 22, 2019. http://hdl.handle.net/10211.9/687.

MLA Handbook (7th Edition):

Hubbard, Danielle A. “A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender.” 2010. Web. 22 Sep 2019.

Vancouver:

Hubbard DA. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.9/687.

Council of Science Editors:

Hubbard DA. A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/687

10. Hepple, Erika. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.

Degree: 2010, Griffith University

 This study investigates the development of teacher identity in a transnational context through an analysis of the voices of sixteen preservice teachers from Hong Kong… (more)

Subjects/Keywords: dialogic reflections; classroom interaction; transnational context; language; English; discursive practices; intercultural

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APA (6th Edition):

Hepple, E. (2010). Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. (Thesis). Griffith University. Retrieved from http://eprints.qut.edu.au/58853/

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):

Hepple, Erika. “Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.” 2010. Thesis, Griffith University. Accessed September 22, 2019. http://eprints.qut.edu.au/58853/.

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

MLA Handbook (7th Edition):

Hepple, Erika. “Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.” 2010. Web. 22 Sep 2019.

Vancouver:

Hepple E. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. [Internet] [Thesis]. Griffith University; 2010. [cited 2019 Sep 22]. Available from: http://eprints.qut.edu.au/58853/.

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

Council of Science Editors:

Hepple E. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. [Thesis]. Griffith University; 2010. Available from: http://eprints.qut.edu.au/58853/

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


Universidade do Minho

11. Ferreira, António Carlos Martins. Animated cartoon humor in second language learning .

Degree: 2017, Universidade do Minho

 The thesis discusses the importance of foreign language learning which constitutes one of the basis for a good education. The use of animated cartoon humor… (more)

Subjects/Keywords: Animated cartoons; Classroom; English language; Humor; Young learner

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APA (6th Edition):

Ferreira, A. C. M. (2017). Animated cartoon humor in second language learning . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/45937

Chicago Manual of Style (16th Edition):

Ferreira, António Carlos Martins. “Animated cartoon humor in second language learning .” 2017. Masters Thesis, Universidade do Minho. Accessed September 22, 2019. http://hdl.handle.net/1822/45937.

MLA Handbook (7th Edition):

Ferreira, António Carlos Martins. “Animated cartoon humor in second language learning .” 2017. Web. 22 Sep 2019.

Vancouver:

Ferreira ACM. Animated cartoon humor in second language learning . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1822/45937.

Council of Science Editors:

Ferreira ACM. Animated cartoon humor in second language learning . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/45937


Boston University

12. Harris, Karen Lee. The practices of exemplary teachers of poetry in the secondary English-language arts classroom.

Degree: EdD, Education, 2018, Boston University

 Teachers of poetry to high schoolers must navigate special challenges and balance competing tensions, including analysis “versus” appreciation, their status as both novice and expert… (more)

Subjects/Keywords: Education; Classroom; Poetry; Secondary; Teaching; English-language arts; High school

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

APA (6th Edition):

Harris, K. L. (2018). The practices of exemplary teachers of poetry in the secondary English-language arts classroom. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/32689

Chicago Manual of Style (16th Edition):

Harris, Karen Lee. “The practices of exemplary teachers of poetry in the secondary English-language arts classroom.” 2018. Doctoral Dissertation, Boston University. Accessed September 22, 2019. http://hdl.handle.net/2144/32689.

MLA Handbook (7th Edition):

Harris, Karen Lee. “The practices of exemplary teachers of poetry in the secondary English-language arts classroom.” 2018. Web. 22 Sep 2019.

Vancouver:

Harris KL. The practices of exemplary teachers of poetry in the secondary English-language arts classroom. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2144/32689.

Council of Science Editors:

Harris KL. The practices of exemplary teachers of poetry in the secondary English-language arts classroom. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/32689


Karlstad University

13. Ståhlberg, Sophie. Using Literature in the Upper Secondary EFL Classroom.

Degree: Literature and Intercultural Studies, 2011, Karlstad University

  The Swedish upper-secondary level curriculum defines the English language as a necessary skill that the students need to be able to take part of… (more)

Subjects/Keywords: English Literature; foreign language classroom; literature-based teaching

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APA (6th Edition):

Ståhlberg, S. (2011). Using Literature in the Upper Secondary EFL Classroom. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935

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):

Ståhlberg, Sophie. “Using Literature in the Upper Secondary EFL Classroom.” 2011. Thesis, Karlstad University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935.

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

MLA Handbook (7th Edition):

Ståhlberg, Sophie. “Using Literature in the Upper Secondary EFL Classroom.” 2011. Web. 22 Sep 2019.

Vancouver:

Ståhlberg S. Using Literature in the Upper Secondary EFL Classroom. [Internet] [Thesis]. Karlstad University; 2011. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935.

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

Council of Science Editors:

Ståhlberg S. Using Literature in the Upper Secondary EFL Classroom. [Thesis]. Karlstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935

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


Loyola University Chicago

14. Griskell, Holly. Assessing English Language Learners' Motivation to Participate in Classroom Discussion.

Degree: MA, Psychology, 2018, Loyola University Chicago

  This study assesses sixth-grade Spanish-speaking English Language Learners' (ELLs'; m age = 12.15 years old) participation and motivation to participate in classroom discussion through… (more)

Subjects/Keywords: Bi-literacy; Classroom discussion; English Language Learners; Motivation; Psychology

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APA (6th Edition):

Griskell, H. (2018). Assessing English Language Learners' Motivation to Participate in Classroom Discussion. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3675

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):

Griskell, Holly. “Assessing English Language Learners' Motivation to Participate in Classroom Discussion.” 2018. Thesis, Loyola University Chicago. Accessed September 22, 2019. https://ecommons.luc.edu/luc_theses/3675.

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

MLA Handbook (7th Edition):

Griskell, Holly. “Assessing English Language Learners' Motivation to Participate in Classroom Discussion.” 2018. Web. 22 Sep 2019.

Vancouver:

Griskell H. Assessing English Language Learners' Motivation to Participate in Classroom Discussion. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Sep 22]. Available from: https://ecommons.luc.edu/luc_theses/3675.

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

Council of Science Editors:

Griskell H. Assessing English Language Learners' Motivation to Participate in Classroom Discussion. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3675

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


Victoria University of Wellington

15. Whitty, Lauren. Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation.

Degree: 2017, Victoria University of Wellington

 The purpose of this study is to investigate the central modal auxiliaries CAN and COULD, and the quasi-modal BE ABLE TO, together with their negative… (more)

Subjects/Keywords: Corpus analysis; Modal auxiliaries; Classroom investigation; English language coursebook series; Pedagogy

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

APA (6th Edition):

Whitty, L. (2017). Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6414

Chicago Manual of Style (16th Edition):

Whitty, Lauren. “Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed September 22, 2019. http://hdl.handle.net/10063/6414.

MLA Handbook (7th Edition):

Whitty, Lauren. “Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation.” 2017. Web. 22 Sep 2019.

Vancouver:

Whitty L. Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10063/6414.

Council of Science Editors:

Whitty L. Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6414


Brigham Young University

16. Green, Jessica Ann. Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition.

Degree: MA, 2009, Brigham Young University

 Part of the curriculum in many composition classrooms contains a reflection component where students are required to think back over their writing and discuss strengths… (more)

Subjects/Keywords: reflection; composition classroom; critical thinking; course objectives; English Language and Literature

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

APA (6th Edition):

Green, J. A. (2009). Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3162&context=etd

Chicago Manual of Style (16th Edition):

Green, Jessica Ann. “Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition.” 2009. Masters Thesis, Brigham Young University. Accessed September 22, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3162&context=etd.

MLA Handbook (7th Edition):

Green, Jessica Ann. “Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition.” 2009. Web. 22 Sep 2019.

Vancouver:

Green JA. Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Sep 22]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3162&context=etd.

Council of Science Editors:

Green JA. Adjusting the Rearview Mirror: Higher Level Reflection Strategies in First-Year Composition. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3162&context=etd


Bowling Green State University

17. Bubalo, Ruth Ann. Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students.

Degree: MA, Cross-Cultural, International Education, 2014, Bowling Green State University

 As the People’s Republic of China works to integrate a larger percentage of their minority population into higher education opportunities the number of minorities in… (more)

Subjects/Keywords: Education; Language; Minority and Ethnic Groups; minority classroom; third language acquisition; English language; language and identity

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APA (6th Edition):

Bubalo, R. A. (2014). Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853

Chicago Manual of Style (16th Edition):

Bubalo, Ruth Ann. “Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students.” 2014. Masters Thesis, Bowling Green State University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853.

MLA Handbook (7th Edition):

Bubalo, Ruth Ann. “Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students.” 2014. Web. 22 Sep 2019.

Vancouver:

Bubalo RA. Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students. [Internet] [Masters thesis]. Bowling Green State University; 2014. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853.

Council of Science Editors:

Bubalo RA. Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students. [Masters Thesis]. Bowling Green State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853


Temple University

18. Kusanagi, Yuka. The roles and functions of teacher gesture in foreign language teaching.

Degree: 2015, Temple University

Language Arts

Ed.D.

This study is a qualitative and descriptive investigation of teacher gestures in EFL education. The specific aim is to describe the types,… (more)

Subjects/Keywords: English as a second language; Education; Communication;

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

APA (6th Edition):

Kusanagi, Y. (2015). The roles and functions of teacher gesture in foreign language teaching. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,357117

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):

Kusanagi, Yuka. “The roles and functions of teacher gesture in foreign language teaching.” 2015. Thesis, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,357117.

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

MLA Handbook (7th Edition):

Kusanagi, Yuka. “The roles and functions of teacher gesture in foreign language teaching.” 2015. Web. 22 Sep 2019.

Vancouver:

Kusanagi Y. The roles and functions of teacher gesture in foreign language teaching. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,357117.

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

Council of Science Editors:

Kusanagi Y. The roles and functions of teacher gesture in foreign language teaching. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,357117

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


University of Cincinnati

19. Clayton, John. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy, 2011, University of Cincinnati

 This is a study of how EFL teachers’ cultural and linguistic backgrounds and attitudes are articulated as authentic and powerful practices in pedagogical spaces (Presence.)… (more)

Subjects/Keywords: English As A Second Language; power; teacher education; english as a foreign language; classroom spaces; poststructuralism; social systems

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

APA (6th Edition):

Clayton, J. (2011). The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854

Chicago Manual of Style (16th Edition):

Clayton, John. “The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

MLA Handbook (7th Edition):

Clayton, John. “The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces.” 2011. Web. 22 Sep 2019.

Vancouver:

Clayton J. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.

Council of Science Editors:

Clayton J. The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854


Kent State University

20. Lin, Hsiao-Chuan. A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction.

Degree: MA, College of Arts and Sciences / Department of English, 2010, Kent State University

  This case study aims to investigate a teacher’s beliefs and actual practices regarding the instruction of grammar in ESL classrooms. The purpose of this… (more)

Subjects/Keywords: English As A Second Language; grammar instruction; grammar teaching; teacher's beliefs; classroom practices

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APA (6th Edition):

Lin, H. (2010). A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869

Chicago Manual of Style (16th Edition):

Lin, Hsiao-Chuan. “A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction.” 2010. Masters Thesis, Kent State University. Accessed September 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

MLA Handbook (7th Edition):

Lin, Hsiao-Chuan. “A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction.” 2010. Web. 22 Sep 2019.

Vancouver:

Lin H. A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction. [Internet] [Masters thesis]. Kent State University; 2010. [cited 2019 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

Council of Science Editors:

Lin H. A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction. [Masters Thesis]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869


SUNY College at Brockport

21. Gallagher, Laura A. An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  This paper investigated the findings of a previously conducted meta-analysis involving the impacts of peer discussion on student’s comprehension. This paper also examined, synthesized,… (more)

Subjects/Keywords: peer discourse; classroom discussion; student comprehension; English Language Learners; Students with Disabilities; meta-analysis; Education

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APA (6th Edition):

Gallagher, L. A. (2015). An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/561

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):

Gallagher, Laura A. “An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis.” 2015. Thesis, SUNY College at Brockport. Accessed September 22, 2019. https://digitalcommons.brockport.edu/ehd_theses/561.

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

MLA Handbook (7th Edition):

Gallagher, Laura A. “An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis.” 2015. Web. 22 Sep 2019.

Vancouver:

Gallagher LA. An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Sep 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/561.

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

Council of Science Editors:

Gallagher LA. An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/561

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


University of Debrecen

22. Fleischer, Kinga Krisztina. The Advantages and Disadvantages of Using Songs in the ESL Classroom .

Degree: DE – Bölcsészettudományi Kar, University of Debrecen

 The main aim of this thesis is to demonstrate how songs could be utilized as learning or teaching aids, while also expressing the potential advantages… (more)

Subjects/Keywords: songs; ESL Classroom; English language teaching

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APA (6th Edition):

Fleischer, K. K. (n.d.). The Advantages and Disadvantages of Using Songs in the ESL Classroom . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/268176

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):

Fleischer, Kinga Krisztina. “The Advantages and Disadvantages of Using Songs in the ESL Classroom .” Thesis, University of Debrecen. Accessed September 22, 2019. http://hdl.handle.net/2437/268176.

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):

Fleischer, Kinga Krisztina. “The Advantages and Disadvantages of Using Songs in the ESL Classroom .” Web. 22 Sep 2019.

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

Vancouver:

Fleischer KK. The Advantages and Disadvantages of Using Songs in the ESL Classroom . [Internet] [Thesis]. University of Debrecen; [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2437/268176.

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:

Fleischer KK. The Advantages and Disadvantages of Using Songs in the ESL Classroom . [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/268176

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 Sydney

23. Guo, Xunying. (Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson .

Degree: 2018, University of Sydney

 Informed by systemic functional linguistics (SFL), genre and register theory (Martin & Rose, 2008) in particular, this thesis aims to explore the nature of teacher… (more)

Subjects/Keywords: Classroom discourse analysis; local language use; English review lesson; register and genre theory

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APA (6th Edition):

Guo, X. (2018). (Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20096

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):

Guo, Xunying. “(Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson .” 2018. Thesis, University of Sydney. Accessed September 22, 2019. http://hdl.handle.net/2123/20096.

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

MLA Handbook (7th Edition):

Guo, Xunying. “(Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson .” 2018. Web. 22 Sep 2019.

Vancouver:

Guo X. (Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2123/20096.

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

Council of Science Editors:

Guo X. (Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20096

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

24. Kostaras, Vasiliki. Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom.

Degree: English, 2017, Dalarna University

  Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional… (more)

Subjects/Keywords: Flipped Classroom; Flipped Learning; Reversed Classroom; Blended Learning; Computers assisted learning; inverted classroom; English language teaching; Specific Languages; Studier av enskilda språk

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APA (6th Edition):

Kostaras, V. (2017). Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281

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):

Kostaras, Vasiliki. “Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom.” 2017. Thesis, Dalarna University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281.

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

MLA Handbook (7th Edition):

Kostaras, Vasiliki. “Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom.” 2017. Web. 22 Sep 2019.

Vancouver:

Kostaras V. Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom. [Internet] [Thesis]. Dalarna University; 2017. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281.

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

Council of Science Editors:

Kostaras V. Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom. [Thesis]. Dalarna University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-26281

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


University of Edinburgh

25. Veenhuizen, Judith. Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language.

Degree: 2013, University of Edinburgh

 The present research shows that during on-stage interactions, English is the only language that is used. During off-stage interactions lecturers use English when talking to… (more)

Subjects/Keywords: Language alternation; classroom

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APA (6th Edition):

Veenhuizen, J. (2013). Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8664

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):

Veenhuizen, Judith. “Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language.” 2013. Thesis, University of Edinburgh. Accessed September 22, 2019. http://hdl.handle.net/1842/8664.

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

MLA Handbook (7th Edition):

Veenhuizen, Judith. “Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language.” 2013. Web. 22 Sep 2019.

Vancouver:

Veenhuizen J. Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1842/8664.

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

Council of Science Editors:

Veenhuizen J. Language Alternation in Classrooms Where Lecturers use a Non-Shared First Language. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8664

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


University of Waikato

26. Sarfraz, Shazre. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .

Degree: 2019, University of Waikato

 Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research… (more)

Subjects/Keywords: peer observation; teacher cognition; teacher assessment; professional learning; language lecturers

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

APA (6th Edition):

Sarfraz, S. (2019). Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12364

Chicago Manual of Style (16th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Doctoral Dissertation, University of Waikato. Accessed September 22, 2019. http://hdl.handle.net/10289/12364.

MLA Handbook (7th Edition):

Sarfraz, Shazre. “Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices .” 2019. Web. 22 Sep 2019.

Vancouver:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10289/12364.

Council of Science Editors:

Sarfraz S. Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12364


University of Zambia

27. Mutolwa, Gwen. LECTURERS’ PREPAREDNESS TO TRAIN TEACHERS OF LITERACY AND LANGUAGE EDUCATION IN COLLEGES OF EDUCATION IN ZAMBIA .

Degree: 2019, University of Zambia

 The issue of literacy in Zambia has been the subject of concern due to the continued low literacy levels among Zambian pupils. Literacy should be… (more)

Subjects/Keywords: Literacy and language; Lecturers – train – teachers; colleges of education

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APA (6th Edition):

Mutolwa, G. (2019). LECTURERS’ PREPAREDNESS TO TRAIN TEACHERS OF LITERACY AND LANGUAGE EDUCATION IN COLLEGES OF EDUCATION IN ZAMBIA . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5912

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):

Mutolwa, Gwen. “LECTURERS’ PREPAREDNESS TO TRAIN TEACHERS OF LITERACY AND LANGUAGE EDUCATION IN COLLEGES OF EDUCATION IN ZAMBIA .” 2019. Thesis, University of Zambia. Accessed September 22, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/5912.

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

MLA Handbook (7th Edition):

Mutolwa, Gwen. “LECTURERS’ PREPAREDNESS TO TRAIN TEACHERS OF LITERACY AND LANGUAGE EDUCATION IN COLLEGES OF EDUCATION IN ZAMBIA .” 2019. Web. 22 Sep 2019.

Vancouver:

Mutolwa G. LECTURERS’ PREPAREDNESS TO TRAIN TEACHERS OF LITERACY AND LANGUAGE EDUCATION IN COLLEGES OF EDUCATION IN ZAMBIA . [Internet] [Thesis]. University of Zambia; 2019. [cited 2019 Sep 22]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5912.

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

Council of Science Editors:

Mutolwa G. LECTURERS’ PREPAREDNESS TO TRAIN TEACHERS OF LITERACY AND LANGUAGE EDUCATION IN COLLEGES OF EDUCATION IN ZAMBIA . [Thesis]. University of Zambia; 2019. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5912

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


Western Kentucky University

28. Ged, Geneva. Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity.

Degree: MA, Department of English, 2013, Western Kentucky University

  Gender interacts with other facets of English Language Learners’ social identity like race and ethnicity to guide their learning experiences, desires, and outcomes; however,… (more)

Subjects/Keywords: ESL; Linguistics; English Language Learner; Language Classroom; Communication; English Language and Literature; Gender, Race, Sexuality, and Ethnicity in Communication; International and Intercultural Communication; Reading and Language

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

APA (6th Edition):

Ged, G. (2013). Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1317

Chicago Manual of Style (16th Edition):

Ged, Geneva. “Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity.” 2013. Masters Thesis, Western Kentucky University. Accessed September 22, 2019. https://digitalcommons.wku.edu/theses/1317.

MLA Handbook (7th Edition):

Ged, Geneva. “Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity.” 2013. Web. 22 Sep 2019.

Vancouver:

Ged G. Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity. [Internet] [Masters thesis]. Western Kentucky University; 2013. [cited 2019 Sep 22]. Available from: https://digitalcommons.wku.edu/theses/1317.

Council of Science Editors:

Ged G. Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity. [Masters Thesis]. Western Kentucky University; 2013. Available from: https://digitalcommons.wku.edu/theses/1317

29. Abdullah Shabaz Sharif. A critical study of principles and practice of classroom interaction in English language teaching (ELT) at secondary level in Iraqi schools; -.

Degree: English Lierature, 2012, Aligarh Muslim University

English language teaching is very important because of the global status of English. English language teaching is a process that requires great efforts on the… (more)

Subjects/Keywords: English; Educational System; Vocational Education; Primary Education; Higher Education; classroom interaction; English language teaching; Iraqi schools

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

APA (6th Edition):

Sharif, A. S. (2012). A critical study of principles and practice of classroom interaction in English language teaching (ELT) at secondary level in Iraqi schools; -. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/11241

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):

Sharif, Abdullah Shabaz. “A critical study of principles and practice of classroom interaction in English language teaching (ELT) at secondary level in Iraqi schools; -.” 2012. Thesis, Aligarh Muslim University. Accessed September 22, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/11241.

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

MLA Handbook (7th Edition):

Sharif, Abdullah Shabaz. “A critical study of principles and practice of classroom interaction in English language teaching (ELT) at secondary level in Iraqi schools; -.” 2012. Web. 22 Sep 2019.

Vancouver:

Sharif AS. A critical study of principles and practice of classroom interaction in English language teaching (ELT) at secondary level in Iraqi schools; -. [Internet] [Thesis]. Aligarh Muslim University; 2012. [cited 2019 Sep 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11241.

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

Council of Science Editors:

Sharif AS. A critical study of principles and practice of classroom interaction in English language teaching (ELT) at secondary level in Iraqi schools; -. [Thesis]. Aligarh Muslim University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11241

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


University of Washington

30. Romero, Yasmine. Intersectionality in the Language and Writing Classroom.

Degree: PhD, 2016, University of Washington

 Current research in teaching English to speakers of other languages (TESOL) has begun to explore how variables of race, gender, and sexuality impact student identities… (more)

Subjects/Keywords: Classroom discourse; Critical race theory; Critical theory; Gender and sexuality studies; Identity; Intersectionality; English as a second language; Linguistics; Rhetoric; english

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

APA (6th Edition):

Romero, Y. (2016). Intersectionality in the Language and Writing Classroom. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/36628

Chicago Manual of Style (16th Edition):

Romero, Yasmine. “Intersectionality in the Language and Writing Classroom.” 2016. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/36628.

MLA Handbook (7th Edition):

Romero, Yasmine. “Intersectionality in the Language and Writing Classroom.” 2016. Web. 22 Sep 2019.

Vancouver:

Romero Y. Intersectionality in the Language and Writing Classroom. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/36628.

Council of Science Editors:

Romero Y. Intersectionality in the Language and Writing Classroom. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36628

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