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You searched for subject:(English as a Foreign Language). Showing records 1 – 30 of 98809 total matches.

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University of Georgia

1. Latimer, David G. Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school.

Degree: PhD, Language Education, 2009, University of Georgia

 Internationally, commercial standardized English tests have greater influence than ever before on EFL programs as measures of student learning, school accountability, and proficiency. One of… (more)

Subjects/Keywords: English as a foreign language

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

APA (6th Edition):

Latimer, D. G. (2009). Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/latimer_david_g_200908_phd

Chicago Manual of Style (16th Edition):

Latimer, David G. “Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school.” 2009. Doctoral Dissertation, University of Georgia. Accessed September 22, 2019. http://purl.galileo.usg.edu/uga_etd/latimer_david_g_200908_phd.

MLA Handbook (7th Edition):

Latimer, David G. “Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school.” 2009. Web. 22 Sep 2019.

Vancouver:

Latimer DG. Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Sep 22]. Available from: http://purl.galileo.usg.edu/uga_etd/latimer_david_g_200908_phd.

Council of Science Editors:

Latimer DG. Washback effects of the Cambridge Preliminary English Test at an Argentinean bilingual school. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/latimer_david_g_200908_phd


University of Central Lancashire

2. Ameer, Sundus. ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy.

Degree: PhD, 2017, University of Central Lancashire

 In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following… (more)

Subjects/Keywords: Teaching English as a Foreign Language (TEFL)

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APA (6th Edition):

Ameer, S. (2017). ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy. (Doctoral Dissertation). University of Central Lancashire. Retrieved from http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490

Chicago Manual of Style (16th Edition):

Ameer, Sundus. “ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy.” 2017. Doctoral Dissertation, University of Central Lancashire. Accessed September 22, 2019. http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490.

MLA Handbook (7th Edition):

Ameer, Sundus. “ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy.” 2017. Web. 22 Sep 2019.

Vancouver:

Ameer S. ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy. [Internet] [Doctoral dissertation]. University of Central Lancashire; 2017. [cited 2019 Sep 22]. Available from: http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490.

Council of Science Editors:

Ameer S. ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy. [Doctoral Dissertation]. University of Central Lancashire; 2017. Available from: http://clok.uclan.ac.uk/21053/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.733490


Temple University

3. Kikuchi, Keita. LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students… (more)

Subjects/Keywords: English as a Second Language; Individual differences; Motivation; Teaching English as a Foreign Language

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APA (6th Edition):

Kikuchi, K. (2011). LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,157753

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):

Kikuchi, Keita. “LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS.” 2011. Thesis, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,157753.

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

MLA Handbook (7th Edition):

Kikuchi, Keita. “LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS.” 2011. Web. 22 Sep 2019.

Vancouver:

Kikuchi K. LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,157753.

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

Council of Science Editors:

Kikuchi K. LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,157753

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


California State University – Chico

4. Alsadah, Huda Abdullah. Teaching culture in English classes .

Degree: 2012, California State University – Chico

 For ESL/EFL students to develop a more complete knowledge of the target language, they must also possess general knowledge of the culture as well. The… (more)

Subjects/Keywords: ESL/EFL students; English as a second language; English as a foreign language; Culture

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

APA (6th Edition):

Alsadah, H. A. (2012). Teaching culture in English classes . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/487

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):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Thesis, California State University – Chico. Accessed September 22, 2019. http://hdl.handle.net/10211.4/487.

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

MLA Handbook (7th Edition):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Web. 22 Sep 2019.

Vancouver:

Alsadah HA. Teaching culture in English classes . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.4/487.

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

Council of Science Editors:

Alsadah HA. Teaching culture in English classes . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/487

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


University of Victoria

5. Rezende Lucarevschi, Claudio. The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language.

Degree: Department of Linguistics, 2018, University of Victoria

 A number of studies in the literature claim that storytelling is a powerful tool in the development of receptive (i.e., Reading and Listening) and productive… (more)

Subjects/Keywords: Storytelling; English pronunciation; English as a Foreign Language (EFL); Beginner learners of English; Brazilian learners of English as a foreign language

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

APA (6th Edition):

Rezende Lucarevschi, C. (2018). The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9267

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):

Rezende Lucarevschi, Claudio. “The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language.” 2018. Thesis, University of Victoria. Accessed September 22, 2019. https://dspace.library.uvic.ca//handle/1828/9267.

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

MLA Handbook (7th Edition):

Rezende Lucarevschi, Claudio. “The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language.” 2018. Web. 22 Sep 2019.

Vancouver:

Rezende Lucarevschi C. The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Sep 22]. Available from: https://dspace.library.uvic.ca//handle/1828/9267.

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

Council of Science Editors:

Rezende Lucarevschi C. The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9267

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


The University of Maine

6. Souza, Edilson R. The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text.

Degree: 2012, The University of Maine

  Writing assignments that English-as-a-second-language (ESL) students encounter at American universities typically involve response to teacher-designed or student-designed writing prompts. However, these students may find… (more)

Subjects/Keywords: Language, Modern; Education, English as a Second Language; Education, Foreign Language

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APA (6th Edition):

Souza, E. R. (2012). The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text. (Thesis). The University of Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3531874

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):

Souza, Edilson R. “The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text.” 2012. Thesis, The University of Maine. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3531874.

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

MLA Handbook (7th Edition):

Souza, Edilson R. “The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text.” 2012. Web. 22 Sep 2019.

Vancouver:

Souza ER. The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text. [Internet] [Thesis]. The University of Maine; 2012. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3531874.

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

Council of Science Editors:

Souza ER. The influence of writing prompt selection on ESL college students' perceptions of task, teacher, and text. [Thesis]. The University of Maine; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3531874

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

7. Nadal-Ramos, Vigimaris. Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning.

Degree: 2017, University of Puerto Rico, Rio Piedras (Puerto Rico)

  This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K… (more)

Subjects/Keywords: English as a second language; Foreign language education; Higher education

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APA (6th Edition):

Nadal-Ramos, V. (2017). Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning. (Thesis). University of Puerto Rico, Rio Piedras (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10249635

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):

Nadal-Ramos, Vigimaris. “Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning.” 2017. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico). Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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

MLA Handbook (7th Edition):

Nadal-Ramos, Vigimaris. “Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning.” 2017. Web. 22 Sep 2019.

Vancouver:

Nadal-Ramos V. Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning. [Internet] [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2017. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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

Council of Science Editors:

Nadal-Ramos V. Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning. [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10249635

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


Temple University

8. Miura, Tsuyuki. Motivational trajectories of successful foreign language learners| Six biographical case studies.

Degree: 2011, Temple University

  This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six… (more)

Subjects/Keywords: Education, English as a Second Language; Education, Foreign Language

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

APA (6th Edition):

Miura, T. (2011). Motivational trajectories of successful foreign language learners| Six biographical case studies. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3457918

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):

Miura, Tsuyuki. “Motivational trajectories of successful foreign language learners| Six biographical case studies.” 2011. Thesis, Temple University. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3457918.

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

MLA Handbook (7th Edition):

Miura, Tsuyuki. “Motivational trajectories of successful foreign language learners| Six biographical case studies.” 2011. Web. 22 Sep 2019.

Vancouver:

Miura T. Motivational trajectories of successful foreign language learners| Six biographical case studies. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457918.

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

Council of Science Editors:

Miura T. Motivational trajectories of successful foreign language learners| Six biographical case studies. [Thesis]. Temple University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3457918

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

9. Huang, Ju Chuan. Socializing NNES novice scholars into disciplinary discourse communities| A research writing course.

Degree: 2011, State University of New York at Buffalo

  Writing for publication in English has become an important skill for survival in academia, but writing in this unfamiliar language often concerns non-native English(more)

Subjects/Keywords: Education, English as a Second Language; Education, Foreign Language

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APA (6th Edition):

Huang, J. C. (2011). Socializing NNES novice scholars into disciplinary discourse communities| A research writing course. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3460759

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):

Huang, Ju Chuan. “Socializing NNES novice scholars into disciplinary discourse communities| A research writing course.” 2011. Thesis, State University of New York at Buffalo. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3460759.

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

MLA Handbook (7th Edition):

Huang, Ju Chuan. “Socializing NNES novice scholars into disciplinary discourse communities| A research writing course.” 2011. Web. 22 Sep 2019.

Vancouver:

Huang JC. Socializing NNES novice scholars into disciplinary discourse communities| A research writing course. [Internet] [Thesis]. State University of New York at Buffalo; 2011. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460759.

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

Council of Science Editors:

Huang JC. Socializing NNES novice scholars into disciplinary discourse communities| A research writing course. [Thesis]. State University of New York at Buffalo; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3460759

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

10. Lin, Chien-Yu. A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context.

Degree: 2011, University of Maryland, College Park

  This study aimed to address three research gaps revealed in previous studies on L2 reading comprehension and L2 reading strategy use: (a) a restricted… (more)

Subjects/Keywords: Education, English as a Second Language; Education, Foreign Language

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

APA (6th Edition):

Lin, C. (2011). A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3478875

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

Chicago Manual of Style (16th Edition):

Lin, Chien-Yu. “A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context.” 2011. Thesis, University of Maryland, College Park. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3478875.

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

MLA Handbook (7th Edition):

Lin, Chien-Yu. “A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context.” 2011. Web. 22 Sep 2019.

Vancouver:

Lin C. A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context. [Internet] [Thesis]. University of Maryland, College Park; 2011. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478875.

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

Council of Science Editors:

Lin C. A multi-method design to investigate the roles of reading strategy use and reading interest in comprehension of English expository texts for eighth graders in the EFL context. [Thesis]. University of Maryland, College Park; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3478875

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

11. Baker, Richard J. Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach.

Degree: 2017, Neumann University

  This quasi-phenomenological study identified the common lived classroom experiences of high school (grades 9-12) teachers who used the Teaching Proficiency through Reading and Storytelling… (more)

Subjects/Keywords: English as a second language; Foreign language education; Near Eastern studies

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

APA (6th Edition):

Baker, R. J. (2017). Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach. (Thesis). Neumann University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10646025

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

Chicago Manual of Style (16th Edition):

Baker, Richard J. “Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach.” 2017. Thesis, Neumann University. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10646025.

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

MLA Handbook (7th Edition):

Baker, Richard J. “Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach.” 2017. Web. 22 Sep 2019.

Vancouver:

Baker RJ. Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach. [Internet] [Thesis]. Neumann University; 2017. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10646025.

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

Council of Science Editors:

Baker RJ. Teachers' Experiences with the Teaching Proficiency Through Reading and Storytelling (TPRS) Method of Language Instruction| A Qualitative Study Using a Quasi-Phenomenological Approach. [Thesis]. Neumann University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10646025

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


University of Debrecen

12. Pan, Yingying. Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The aim of this paper is to explore the difficulties for Chinese learners in phonological prosodic and grammatical skills while learning English, and try to… (more)

Subjects/Keywords: language learning difficulties; Chinese students; English as a foreign language

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

APA (6th Edition):

Pan, Y. (2013). Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/156252

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):

Pan, Yingying. “Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language .” 2013. Thesis, University of Debrecen. Accessed September 22, 2019. http://hdl.handle.net/2437/156252.

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

MLA Handbook (7th Edition):

Pan, Yingying. “Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language .” 2013. Web. 22 Sep 2019.

Vancouver:

Pan Y. Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2437/156252.

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

Council of Science Editors:

Pan Y. Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/156252

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


The University of New Mexico

13. Kunisawa, Tae. Thinking-for-Speaking and the EFL Mind| Face-to-Face Dialogue to Talk about Vertical Space.

Degree: 2018, The University of New Mexico

  Studies of thinking-for-speaking (Slobin, 1987) and of linguistic relativity (Gumperz & Levinson, 1996) in multilinguals have been attracting more attention (Ortega, 2015). I propose… (more)

Subjects/Keywords: Linguistics; English as a second language; Foreign language education

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

APA (6th Edition):

Kunisawa, T. (2018). Thinking-for-Speaking and the EFL Mind| Face-to-Face Dialogue to Talk about Vertical Space. (Thesis). The University of New Mexico. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10642449

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):

Kunisawa, Tae. “Thinking-for-Speaking and the EFL Mind| Face-to-Face Dialogue to Talk about Vertical Space.” 2018. Thesis, The University of New Mexico. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10642449.

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

MLA Handbook (7th Edition):

Kunisawa, Tae. “Thinking-for-Speaking and the EFL Mind| Face-to-Face Dialogue to Talk about Vertical Space.” 2018. Web. 22 Sep 2019.

Vancouver:

Kunisawa T. Thinking-for-Speaking and the EFL Mind| Face-to-Face Dialogue to Talk about Vertical Space. [Internet] [Thesis]. The University of New Mexico; 2018. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10642449.

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

Council of Science Editors:

Kunisawa T. Thinking-for-Speaking and the EFL Mind| Face-to-Face Dialogue to Talk about Vertical Space. [Thesis]. The University of New Mexico; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10642449

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

14. Marrero Colon, Michelle Ivette. A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education.

Degree: 2019, Nova Southeastern University

  Increasing numbers of English-language learners with limited or interrupted formal education are entering schools across the United States. This new trend is affecting school… (more)

Subjects/Keywords: English as a second language; Foreign language education; Multicultural Education

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APA (6th Edition):

Marrero Colon, M. I. (2019). A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=13428604

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):

Marrero Colon, Michelle Ivette. “A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education.” 2019. Thesis, Nova Southeastern University. Accessed September 22, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428604.

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

MLA Handbook (7th Edition):

Marrero Colon, Michelle Ivette. “A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education.” 2019. Web. 22 Sep 2019.

Vancouver:

Marrero Colon MI. A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education. [Internet] [Thesis]. Nova Southeastern University; 2019. [cited 2019 Sep 22]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13428604.

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

Council of Science Editors:

Marrero Colon MI. A Case Study| Meeting the Needs of English Learners With Limited or Interrupted Formal Education. [Thesis]. Nova Southeastern University; 2019. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13428604

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


RMIT University

15. Sulistiyo, U. Improving English as a foreign language teacher education in Indonesia: the case of Jambi University.

Degree: 2015, RMIT University

 This study is an investigation of an English teacher education program at a state-owned university in Indonesia. The aim of this study was to gather… (more)

Subjects/Keywords: Fields of Research; Indonesian Education; English as a foreign language; Teaching English as a foreign language; Teacher education; Teaching Practicum

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

APA (6th Edition):

Sulistiyo, U. (2015). Improving English as a foreign language teacher education in Indonesia: the case of Jambi University. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161521

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):

Sulistiyo, U. “Improving English as a foreign language teacher education in Indonesia: the case of Jambi University.” 2015. Thesis, RMIT University. Accessed September 22, 2019. http://researchbank.rmit.edu.au/view/rmit:161521.

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

MLA Handbook (7th Edition):

Sulistiyo, U. “Improving English as a foreign language teacher education in Indonesia: the case of Jambi University.” 2015. Web. 22 Sep 2019.

Vancouver:

Sulistiyo U. Improving English as a foreign language teacher education in Indonesia: the case of Jambi University. [Internet] [Thesis]. RMIT University; 2015. [cited 2019 Sep 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:161521.

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

Council of Science Editors:

Sulistiyo U. Improving English as a foreign language teacher education in Indonesia: the case of Jambi University. [Thesis]. RMIT University; 2015. Available from: http://researchbank.rmit.edu.au/view/rmit:161521

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


Penn State University

16. Schreiber, Brooke Ricker. Negotiation of Pedagogies in English as a Foriegn Language Writing Instruction.

Degree: PhD, Applied Linguistics, 2016, Penn State University

 The growing field of second language writing has been primarily focused on the study of English as a second language (ESL) pedagogy, particularly in the… (more)

Subjects/Keywords: second language writing; English as A Foreign Language; English as a Second Language; Language Pedagogy; Activity theory

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

APA (6th Edition):

Schreiber, B. R. (2016). Negotiation of Pedagogies in English as a Foriegn Language Writing Instruction. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13330bmr220

Chicago Manual of Style (16th Edition):

Schreiber, Brooke Ricker. “Negotiation of Pedagogies in English as a Foriegn Language Writing Instruction.” 2016. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/13330bmr220.

MLA Handbook (7th Edition):

Schreiber, Brooke Ricker. “Negotiation of Pedagogies in English as a Foriegn Language Writing Instruction.” 2016. Web. 22 Sep 2019.

Vancouver:

Schreiber BR. Negotiation of Pedagogies in English as a Foriegn Language Writing Instruction. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/13330bmr220.

Council of Science Editors:

Schreiber BR. Negotiation of Pedagogies in English as a Foriegn Language Writing Instruction. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13330bmr220


North-West University

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

Degree: 2009, North-West University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ayonghe, Lum Suzanne. “Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. ” 2009. Thesis, North-West University. Accessed September 22, 2019. http://hdl.handle.net/10394/4760.

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

MLA Handbook (7th Edition):

Ayonghe, Lum Suzanne. “Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. ” 2009. Web. 22 Sep 2019.

Vancouver:

Ayonghe LS. Subtitling as an aid in academic literacy programmes:the University of Buea / L.S. Ayonghe. [Internet] [Thesis]. North-West University; 2009. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10394/4760.

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

Council of Science Editors:

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

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


University of Kansas

18. Hua, Xiaochen. Tutoring Chinese English-as-Foreign-Language Learners to Read: An Exploratory Research of Customized Reading Scaffolding Instruction.

Degree: PhD, Curriculum and Teaching, 2018, University of Kansas

 Given the status quo that Chinese English-as-foreign-language (EFL) learners’ reading practice is mainly confined to teach-to-test pedagogy, many of them who are struggling in reading… (more)

Subjects/Keywords: Foreign language education; English as a second language; Adult's reading; Chinese students; English as foreign language

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

APA (6th Edition):

Hua, X. (2018). Tutoring Chinese English-as-Foreign-Language Learners to Read: An Exploratory Research of Customized Reading Scaffolding Instruction. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29558

Chicago Manual of Style (16th Edition):

Hua, Xiaochen. “Tutoring Chinese English-as-Foreign-Language Learners to Read: An Exploratory Research of Customized Reading Scaffolding Instruction.” 2018. Doctoral Dissertation, University of Kansas. Accessed September 22, 2019. http://hdl.handle.net/1808/29558.

MLA Handbook (7th Edition):

Hua, Xiaochen. “Tutoring Chinese English-as-Foreign-Language Learners to Read: An Exploratory Research of Customized Reading Scaffolding Instruction.” 2018. Web. 22 Sep 2019.

Vancouver:

Hua X. Tutoring Chinese English-as-Foreign-Language Learners to Read: An Exploratory Research of Customized Reading Scaffolding Instruction. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1808/29558.

Council of Science Editors:

Hua X. Tutoring Chinese English-as-Foreign-Language Learners to Read: An Exploratory Research of Customized Reading Scaffolding Instruction. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/29558


Queensland University of Technology

19. Sobyra, Angela Meredith. Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning.

Degree: 2015, Queensland University of Technology

 This case study examined the use of global English language teaching coursebooks by five teachers to teach English language use to students in Thailand where… (more)

Subjects/Keywords: Pragmatics; English as a Foreign Language; English as a lingua franca; English language teaching; Coursebook; Textbook

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APA (6th Edition):

Sobyra, A. M. (2015). Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/89753/

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):

Sobyra, Angela Meredith. “Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning.” 2015. Thesis, Queensland University of Technology. Accessed September 22, 2019. http://eprints.qut.edu.au/89753/.

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

MLA Handbook (7th Edition):

Sobyra, Angela Meredith. “Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning.” 2015. Web. 22 Sep 2019.

Vancouver:

Sobyra AM. Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Sep 22]. Available from: http://eprints.qut.edu.au/89753/.

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

Council of Science Editors:

Sobyra AM. Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/89753/

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


University of Illinois – Urbana-Champaign

20. Young, John Austin. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.

Degree: PhD, Secondary & Continuing Educ, 2015, University of Illinois – Urbana-Champaign

 This mixed-methods study examined the beliefs and performance of 10 adult Japanese speakers of English regarding the phenomenon of contraction in spoken English. Over the… (more)

Subjects/Keywords: spoken English; contraction; Japanese learners; production; perception; beliefs; English as a Second Language (ESL); English as a Foreign Language (EFL)

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

APA (6th Edition):

Young, J. A. (2015). Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89026

Chicago Manual of Style (16th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/89026.

MLA Handbook (7th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Web. 22 Sep 2019.

Vancouver:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/89026.

Council of Science Editors:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89026


University of Illinois – Urbana-Champaign

21. Kokhan, Kateryna. Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement.

Degree: PhD, 0301, 2014, University of Illinois – Urbana-Champaign

 The primary purpose of this multi-paper dissertation was to examine the appropriateness of using standardized test scores for making ESL placement decisions within the context… (more)

Subjects/Keywords: English as a second language (ESL) placement; Test of English as a Foreign Language (TOEFL); English proficiency

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APA (6th Edition):

Kokhan, K. (2014). Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50752

Chicago Manual of Style (16th Edition):

Kokhan, Kateryna. “Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/50752.

MLA Handbook (7th Edition):

Kokhan, Kateryna. “Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement.” 2014. Web. 22 Sep 2019.

Vancouver:

Kokhan K. Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/50752.

Council of Science Editors:

Kokhan K. Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50752


Temple University

22. Neff, Peter Edward. Peer Review Use in the EFL Writing Classroom.

Degree: 2015, Temple University

CITE/Language Arts

Ed.D.

This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four… (more)

Subjects/Keywords: English as a second language;

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APA (6th Edition):

Neff, P. E. (2015). Peer Review Use in the EFL Writing Classroom. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,329896

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):

Neff, Peter Edward. “Peer Review Use in the EFL Writing Classroom.” 2015. Thesis, Temple University. Accessed September 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,329896.

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

MLA Handbook (7th Edition):

Neff, Peter Edward. “Peer Review Use in the EFL Writing Classroom.” 2015. Web. 22 Sep 2019.

Vancouver:

Neff PE. Peer Review Use in the EFL Writing Classroom. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Sep 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,329896.

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

Council of Science Editors:

Neff PE. Peer Review Use in the EFL Writing Classroom. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,329896

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


University of Illinois – Urbana-Champaign

23. Ozsevik, Zekariya. The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey.

Degree: MA, 0299, 2010, University of Illinois – Urbana-Champaign

 CLT has been widely explored and studied by many researchers in the field of English language teaching. There have been many studies conducted on the… (more)

Subjects/Keywords: English as a Foreign Language (EFL); Turkish; Communicative Language Teaching (CLT); Methodology; English as a Second Language (ESL); Turkey

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

APA (6th Edition):

Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16211

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):

Ozsevik, Zekariya. “The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/16211.

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

MLA Handbook (7th Edition):

Ozsevik, Zekariya. “The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey.” 2010. Web. 22 Sep 2019.

Vancouver:

Ozsevik Z. The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/16211.

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

Council of Science Editors:

Ozsevik Z. The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16211

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

24. Newstam, Lina. To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom.

Degree: Educational Work, 2016, Dalarna University

  There are different views regarding which language should be used in the second language classroom. Therefore, the aim of this literature review is to… (more)

Subjects/Keywords: target language; first language; motivation; language use; English as a foreign language

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APA (6th Edition):

Newstam, L. (2016). To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-21815

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):

Newstam, Lina. “To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom.” 2016. Thesis, Dalarna University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21815.

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

MLA Handbook (7th Edition):

Newstam, Lina. “To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom.” 2016. Web. 22 Sep 2019.

Vancouver:

Newstam L. To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21815.

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

Council of Science Editors:

Newstam L. To speak or not to speak English during English lessons : A literature study on language use in the elementary classroom. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21815

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


University of Washington

25. Fukunaga, Sunao. Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels.

Degree: PhD, 2016, University of Washington

English education in Japan has been stigmatized by a discourse of failure and desire (Seargeant, 2008). It fails to help students attain sufficient English proficiency… (more)

Subjects/Keywords: English as a Foreign Language; English Education Policy; High School; Intersubjectivity; Japan; Language Policy; Education policy; Foreign language education; English as a second language; english

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APA (6th Edition):

Fukunaga, S. (2016). Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/35575

Chicago Manual of Style (16th Edition):

Fukunaga, Sunao. “Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels.” 2016. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/35575.

MLA Handbook (7th Edition):

Fukunaga, Sunao. “Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels.” 2016. Web. 22 Sep 2019.

Vancouver:

Fukunaga S. Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/35575.

Council of Science Editors:

Fukunaga S. Implementing English Education Policy in Japan: Intersubjectivity at the Micro-, Meso-, and Macrolevels. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35575


University of Toronto

26. Maldina, Eleonora. The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence.

Degree: 2015, University of Toronto

This qualitative study investigates the role of the Common European Framework of Reference (CEFR) in Sociolinguistics and Pragmatics (SP) instruction in an Italian secondary school… (more)

Subjects/Keywords: Common European Framework of Reference; English as a foreign language; Pragmatics; Pragmatics instruction; Spanish as a foreign language; 0444

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APA (6th Edition):

Maldina, E. (2015). The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70472

Chicago Manual of Style (16th Edition):

Maldina, Eleonora. “The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence.” 2015. Masters Thesis, University of Toronto. Accessed September 22, 2019. http://hdl.handle.net/1807/70472.

MLA Handbook (7th Edition):

Maldina, Eleonora. “The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence.” 2015. Web. 22 Sep 2019.

Vancouver:

Maldina E. The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1807/70472.

Council of Science Editors:

Maldina E. The Impact of the Common European Framework of Reference on Foreign Language Instruction: The Case of Sociolinguistic and Pragmatic Competence. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70472


Victoria University of Wellington

27. Kassing, Rachmania Bachtiar. Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia.

Degree: 2011, Victoria University of Wellington

 Students’ motivation in an English as a Foreign Language (EFL) classroom is affected by their perceptions of the teaching strategies used. These perceptions are influenced… (more)

Subjects/Keywords: EFL (English as a foreign language); Motivational teaching strategies

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APA (6th Edition):

Kassing, R. B. (2011). Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1835

Chicago Manual of Style (16th Edition):

Kassing, Rachmania Bachtiar. “Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia.” 2011. Masters Thesis, Victoria University of Wellington. Accessed September 22, 2019. http://hdl.handle.net/10063/1835.

MLA Handbook (7th Edition):

Kassing, Rachmania Bachtiar. “Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia.” 2011. Web. 22 Sep 2019.

Vancouver:

Kassing RB. Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10063/1835.

Council of Science Editors:

Kassing RB. Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1835


Penn State University

28. Sherman, Brandon James. Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College.

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

 The objective of this study was to investigate the ways that instructors think about classroom technology and how this might relate to their classroom use… (more)

Subjects/Keywords: Educational technology; English as a Foreign Language; Teacher Agency; Case Study

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

APA (6th Edition):

Sherman, B. J. (2016). Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13341bjs460

Chicago Manual of Style (16th Edition):

Sherman, Brandon James. “Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College.” 2016. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/13341bjs460.

MLA Handbook (7th Edition):

Sherman, Brandon James. “Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College.” 2016. Web. 22 Sep 2019.

Vancouver:

Sherman BJ. Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/13341bjs460.

Council of Science Editors:

Sherman BJ. Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13341bjs460


California State University – Chico

29. Bashaikh, Abeer Abdulrahim. The Importance of Teaching Culture in English Foreign Language Classrooms .

Degree: 2012, California State University – Chico

 ABSTRACT THE IMPORTANCE OF TEACHING CULTURE IN ENGLISH FOREIGN LANGUAGE CLASSROOMS by Abeer Abdulrahim Bashaikh Master of Arts in Teaching International Languages California State University,… (more)

Subjects/Keywords: Teaching Culture in EFL Classrooms; English as a Foreign Language

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

APA (6th Edition):

Bashaikh, A. A. (2012). The Importance of Teaching Culture in English Foreign Language Classrooms . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/384

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):

Bashaikh, Abeer Abdulrahim. “The Importance of Teaching Culture in English Foreign Language Classrooms .” 2012. Thesis, California State University – Chico. Accessed September 22, 2019. http://hdl.handle.net/10211.4/384.

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

MLA Handbook (7th Edition):

Bashaikh, Abeer Abdulrahim. “The Importance of Teaching Culture in English Foreign Language Classrooms .” 2012. Web. 22 Sep 2019.

Vancouver:

Bashaikh AA. The Importance of Teaching Culture in English Foreign Language Classrooms . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.4/384.

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

Council of Science Editors:

Bashaikh AA. The Importance of Teaching Culture in English Foreign Language Classrooms . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/384

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


Halmstad University

30. Zaal, Frida. Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages.

Degree: Humanities (HUM), 2013, Halmstad University

  The principal aim of this study was to investigate what grammar is taught by Teachers of English to Speakers of Other Languages (TESOL) in… (more)

Subjects/Keywords: Grammar Teaching; Teaching English as a Foreign/Second Language

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

APA (6th Edition):

Zaal, F. (2013). Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932

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):

Zaal, Frida. “Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages.” 2013. Thesis, Halmstad University. Accessed September 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932.

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

MLA Handbook (7th Edition):

Zaal, Frida. “Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages.” 2013. Web. 22 Sep 2019.

Vancouver:

Zaal F. Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages. [Internet] [Thesis]. Halmstad University; 2013. [cited 2019 Sep 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932.

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

Council of Science Editors:

Zaal F. Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages. [Thesis]. Halmstad University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932

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

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