subject:(English as a Second Language ESL )

California State University – Chico

1. 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 (6^th 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 (16^th Edition):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Thesis, California State University – Chico. Accessed February 27, 2021. 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 (7^th Edition):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Web. 27 Feb 2021.

Vancouver:

Alsadah HA. Teaching culture in English classes . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2021 Feb 27]. 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

2. Zugel, Kevin. The Effectiveness of a Combined Word Study and Reading Curriculum with ESL and NonESL First Graders.

Degree: 2015, University of Nevada – Reno

URL: http://hdl.handle.net/11714/2471

► This study examined the effectiveness of a combined reading curriculum (CRC). The CRC is a combination of Words Their Way: Word sorts for letter name-alphabet… (more)

Subjects/Keywords: English; English as a Second Language; ESL; phonics; reading; word study

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APA (6^th Edition):

Zugel, K. (2015). The Effectiveness of a Combined Word Study and Reading Curriculum with ESL and NonESL First Graders. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2471

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

Chicago Manual of Style (16^th Edition):

Zugel, Kevin. “The Effectiveness of a Combined Word Study and Reading Curriculum with ESL and NonESL First Graders.” 2015. Thesis, University of Nevada – Reno. Accessed February 27, 2021. http://hdl.handle.net/11714/2471.

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

MLA Handbook (7^th Edition):

Zugel, Kevin. “The Effectiveness of a Combined Word Study and Reading Curriculum with ESL and NonESL First Graders.” 2015. Web. 27 Feb 2021.

Vancouver:

Zugel K. The Effectiveness of a Combined Word Study and Reading Curriculum with ESL and NonESL First Graders. [Internet] [Thesis]. University of Nevada – Reno; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11714/2471.

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

Council of Science Editors:

Zugel K. The Effectiveness of a Combined Word Study and Reading Curriculum with ESL and NonESL First Graders. [Thesis]. University of Nevada – Reno; 2015. Available from: http://hdl.handle.net/11714/2471

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

Deakin University

3. Lochland, Paul William. Intelligibility, accentedness, and attitudes in English as a lingua Franca.

Degree: School of Education, 2017, Deakin University

URL: http://hdl.handle.net/10536/DRO/DU:30103038

► A number of contributions stem from this study- shared first language and typology between NNSs do not have a positive impact on the intelligibility or… (more)

Subjects/Keywords: English as a Second Language (ESL); English as a Lingua Franca (ELF)

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APA (6^th Edition):

Lochland, P. W. (2017). Intelligibility, accentedness, and attitudes in English as a lingua Franca. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30103038

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

Chicago Manual of Style (16^th Edition):

Lochland, Paul William. “Intelligibility, accentedness, and attitudes in English as a lingua Franca.” 2017. Thesis, Deakin University. Accessed February 27, 2021. http://hdl.handle.net/10536/DRO/DU:30103038.

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

MLA Handbook (7^th Edition):

Lochland, Paul William. “Intelligibility, accentedness, and attitudes in English as a lingua Franca.” 2017. Web. 27 Feb 2021.

Vancouver:

Lochland PW. Intelligibility, accentedness, and attitudes in English as a lingua Franca. [Internet] [Thesis]. Deakin University; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10536/DRO/DU:30103038.

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

Council of Science Editors:

Lochland PW. Intelligibility, accentedness, and attitudes in English as a lingua Franca. [Thesis]. Deakin University; 2017. Available from: http://hdl.handle.net/10536/DRO/DU:30103038

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

University of Illinois – Urbana-Champaign

4. Lambert, Leyla. Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign.

Degree: MA, 0299, 2014, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/49698

► The study investigates instances of plagiarism in essays of 23 international business students written for an ESL business communication course. The students’ papers were checked… (more)

Subjects/Keywords: English as a second language (ESL) writing; plagiarism; SafeAssign

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APA (6^th Edition):

Lambert, L. (2014). Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49698

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

Chicago Manual of Style (16^th Edition):

Lambert, Leyla. “Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed February 27, 2021. http://hdl.handle.net/2142/49698.

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

MLA Handbook (7^th Edition):

Lambert, Leyla. “Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign.” 2014. Web. 27 Feb 2021.

Vancouver:

Lambert L. Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2142/49698.

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

Council of Science Editors:

Lambert L. Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49698

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

University of Illinois – Urbana-Champaign

5. Chung, Sun Joo. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.

Degree: MA, 1864, 2012, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/32005

► Writing is done through a process of drafting and editing. Traditional writing assessment techniques, such as large-scale standardized tests and multiple-choice tests, are not compatible… (more)

▼ Writing is done through a process of drafting and editing. Traditional writing assessment techniques, such as large-scale standardized tests and multiple-choice tests, are not compatible with the process-oriented curricula. Researchers and educators have started to explore other types of student assessment. Portfolio assessment has been suggested as an alternative to traditional writing assessment because it can integrate instruction and evaluation, which can be a way of providing for validity. In this study, I examined students’ perceptions of the portfolio assessment in an advanced academic writing course for ESL graduate students at the University of Illinois at Urbana-Champaign. Students in the course wrote four major assignments, each in a different genre, and they were required to provide drafts of the assignments. Students were also asked to write reflective journals where they kept records of their writing and revision processes and could set goals for future development. Students’ reflective journals were analyzed to understand students’ revision processes. Students were also asked to complete a questionnaire that investigated their past experiences with portfolios and their impressions of the portfolio they were required to compile for the course. I, then, analyzed students’ drafts in terms of fluency, accuracy, and grammatical complexity to find further evidence to support the use of portfolio assessment in an ESL classroom. The results of the reflective journals show that students were able to identify their strengths, weaknesses, and areas for improvement in the journals. However, the analysis also revealed an overreliance on peer reviews and writing conferences to write their journals. The results of the questionnaire show that students’ perceptions about portfolio assessment were generally positive with some recommendations about better guidance and instruction. Students also expressed the intent to use portfolios for other projects as a part of their professional development. The fluency, accuracy, and grammatical complexity were analyzed using one-way ANOVA. The one-way ANOVA did not yield statistically significant results but did provide some evidence for improvement in the ESL academic writing courses. It seems that genre and topic familiarity could have influenced students’ writing abilities because many international graduate students are accustomed to writing to specific audiences in their fields. General topics and genres could be more difficult to write for these students who may not be familiar to them. Limitations and suggestions for future study show a need for more research in areas of electronic portfolio software and their effects on the reflection process. In addition, dynamic assessment could play a role in improving portfolio assessment and future study could provide models for their use in second language classrooms. Advisors/Committee Members: Davidson, Frederick G. (advisor).

Subjects/Keywords: Portfolio Assessment; English as a Second Language (ESL); Writing Assessment

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APA (6^th Edition):

Chung, S. J. (2012). Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/32005

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

Chicago Manual of Style (16^th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 27, 2021. http://hdl.handle.net/2142/32005.

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

MLA Handbook (7^th Edition):

Chung, Sun Joo. “Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process.” 2012. Web. 27 Feb 2021.

Vancouver:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2142/32005.

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

Council of Science Editors:

Chung SJ. Portfolio assessment in ESL academic writing: Examining the effects of reflection in the writing process. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/32005

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

California State University – Chico

6. Sliffe, Chelsea Elaine. Learning to mentor and be mentored: distributed expertise in an ESL composition classroom .

Degree: 2015, California State University – Chico

URL: http://hdl.handle.net/10211.3/145268

► This study seeks to fill a gap at the intersection of the fields of ESL, composition studies, and mentorship; particularly embedded mentorship in ESL writing… (more)

Subjects/Keywords: Mentoring; English as a second language; ESL writing classrooms

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APA (6^th Edition):

Sliffe, C. E. (2015). Learning to mentor and be mentored: distributed expertise in an ESL composition classroom . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/145268

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

Chicago Manual of Style (16^th Edition):

Sliffe, Chelsea Elaine. “Learning to mentor and be mentored: distributed expertise in an ESL composition classroom .” 2015. Thesis, California State University – Chico. Accessed February 27, 2021. http://hdl.handle.net/10211.3/145268.

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

MLA Handbook (7^th Edition):

Sliffe, Chelsea Elaine. “Learning to mentor and be mentored: distributed expertise in an ESL composition classroom .” 2015. Web. 27 Feb 2021.

Vancouver:

Sliffe CE. Learning to mentor and be mentored: distributed expertise in an ESL composition classroom . [Internet] [Thesis]. California State University – Chico; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.3/145268.

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

Council of Science Editors:

Sliffe CE. Learning to mentor and be mentored: distributed expertise in an ESL composition classroom . [Thesis]. California State University – Chico; 2015. Available from: http://hdl.handle.net/10211.3/145268

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

University of Cincinnati

7. Chapman, Glen L. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.

Degree: EdD, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies, 2017, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087

► With few recent examples of existing research, this study examined undergraduate students’ perceptions and behaviors toward international graduate students who perform teaching related duties whether… (more)

Subjects/Keywords: English As A Second Language; ESL; Microaggressions; International Teaching Assistants

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APA (6^th Edition):

Chapman, G. L. (2017). Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087

Chicago Manual of Style (16^th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

MLA Handbook (7^th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Web. 27 Feb 2021.

Vancouver:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

Council of Science Editors:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087

University of Toledo

8. Paik, Younghyun. Effective Measures to Achieve New Tutor Program Success.

Degree: MA, English (English as a Second Language), 2016, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289449638316

► This thesis examines the issues of the American Language Institute’s tutoring program in interviewing students and tutors. This program began in 2014 and the University… (more)

Subjects/Keywords: English As A Second Language; ESL; ESOL; Education; Tutoring Program; Institute

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APA (6^th Edition):

Paik, Y. (2016). Effective Measures to Achieve New Tutor Program Success. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289449638316

Chicago Manual of Style (16^th Edition):

Paik, Younghyun. “Effective Measures to Achieve New Tutor Program Success.” 2016. Masters Thesis, University of Toledo. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289449638316.

MLA Handbook (7^th Edition):

Paik, Younghyun. “Effective Measures to Achieve New Tutor Program Success.” 2016. Web. 27 Feb 2021.

Vancouver:

Paik Y. Effective Measures to Achieve New Tutor Program Success. [Internet] [Masters thesis]. University of Toledo; 2016. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289449638316.

Council of Science Editors:

Paik Y. Effective Measures to Achieve New Tutor Program Success. [Masters Thesis]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289449638316

University of Illinois – Urbana-Champaign

9. Ricklefs, Mariana. Educational policy and literacy learning in an ESL classroom: constraints and opportunities.

Degree: PhD, 0095, 2012, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/34490

► This dissertation was a qualitative case study of an educational program for English Language Learners (ELL) at an elementary school in a small city in… (more)

Subjects/Keywords: language ideologies; English Language Learners; Bilingual Education; English as a second language (ESL) programs.

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

APA (6^th Edition):

Ricklefs, M. (2012). Educational policy and literacy learning in an ESL classroom: constraints and opportunities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34490

Chicago Manual of Style (16^th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 27, 2021. http://hdl.handle.net/2142/34490.

MLA Handbook (7^th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Web. 27 Feb 2021.

Vancouver:

Ricklefs M. Educational policy and literacy learning in an ESL classroom: constraints and opportunities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2142/34490.

Council of Science Editors:

Ricklefs M. Educational policy and literacy learning in an ESL classroom: constraints and opportunities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34490

The Ohio State University

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

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066

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

▼ The presence of technology in education has affected how the process of teaching and learning of ESL writing occurs. In ESL composition courses at the university level, technology as a pedagogical tool has become common among instructors and the use of technology in ESL composition instruction seems to be becoming the norm. The purposes of the present study were to examine how instructors of university-level ESL composition courses described their regular use of technology as a pedagogical tool and to investigate the participating instructors’ self-reported views about the use of technology in their teaching practices. This qualitative dominant mixed methods research study was conducted in a post-admission ESL composition program at a large Midwestern U.S. university. In one ten-week academic quarter, data for the study were collected from instructors teaching in the program via the distribution of questionnaires (n=18), one-on-one interviews (n=5), classrooms observations (n=4), and document analyses (n=4). The present study found that all instructors who participated in this study reported the use of technology in their ESL composition classrooms regardless of their gender, employment position in the program, number of years of teaching experience, and other categories that classified the instructors’ demography, but the degree to which technology was used differed from instructor to instructor. The study also found that the instructors’ responses regarding their use of technology can be classified into two broad categories: unidirectional tool and bidirectional tool. Moreover, in the present study, most of the participating instructors reported having positive viewpoints about the use technology in teaching ESL composition at the university level. Their positive views were expressed in terms of the usability of technology, the perceived advantages for students, and the instructors’ assessment about technology. However, in discussing the effects on their ESL writing students, the instructors reported that the results of their use of technology in their teaching practices had both positive and negative effects. Instructors in the study reported that the positive effects of using technology included students’ ability to become more independent learners, and the negative effects included distractions caused by the use of technology. The study implies that while technology can be a useful tool in teaching ESL composition, instructors’ decisions about using technology in their courses might be influenced by their comfort levels, their knowledge about technology, and external factors; that technology use affects both instructors and students; that technology as a tool is a dominant view; and that pedagogical use of technology varies from instructor to instructor. Advisors/Committee Members: Moore, Leslie (Advisor).

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Stefano, Ivan. “Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level.” 2013. Doctoral Dissertation, The Ohio State University. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

MLA Handbook (7^th Edition):

Stefano, Ivan. “Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level.” 2013. Web. 27 Feb 2021.

Vancouver:

Stefano I. Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

Council of Science Editors:

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

University of Illinois – Urbana-Champaign

11. 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

URL: http://hdl.handle.net/2142/50752

► 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 (6^th 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 (16^th 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 February 27, 2021. http://hdl.handle.net/2142/50752.

MLA Handbook (7^th Edition):

Kokhan, Kateryna. “Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement.” 2014. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

University of Illinois – Urbana-Champaign

12. 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

URL: http://hdl.handle.net/2142/89026

► 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 (6^th 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 (16^th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 27, 2021. http://hdl.handle.net/2142/89026.

MLA Handbook (7^th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Web. 27 Feb 2021.

Vancouver:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Feb 27]. 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

Arizona State University

13. Tappendorf, Rebecca. Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview.

Degree: English, 2015, Arizona State University

URL: http://repository.asu.edu/items/34890

► This thesis examines the narratives and meta-commentary of Indonesian users of English about their English as a Second Language (ESL) experiences. It approaches interview data… (more)

Subjects/Keywords: Linguistics; English as a second language; Language; Bahasa Indonesia (BI); English as a second language (ESL); Indonesian; narrative; second language acquisition (SLA); second language (L2)

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

APA (6^th Edition):

Tappendorf, R. (2015). Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/34890

Chicago Manual of Style (16^th Edition):

Tappendorf, Rebecca. “Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview.” 2015. Masters Thesis, Arizona State University. Accessed February 27, 2021. http://repository.asu.edu/items/34890.

MLA Handbook (7^th Edition):

Tappendorf, Rebecca. “Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview.” 2015. Web. 27 Feb 2021.

Vancouver:

Tappendorf R. Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2021 Feb 27]. Available from: http://repository.asu.edu/items/34890.

Council of Science Editors:

Tappendorf R. Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/34890

Humboldt State University

14. Taylor, Benjamin Ryan. Challenges and successes as a Peace Corps teacher trainer in Micronesia.

Degree: MA, English: Emphasis Peace Corps Service with TEFL, 2015, Humboldt State University

URL: http://hdl.handle.net/10211.3/163071

► In 2012, I was sent to the island of Pohnpei in the Federated States of Micronesia, an Oceanic country consisting of many islands and atolls,… (more)

Subjects/Keywords: EFL; TEFL; ESL; TESL; Linguistics; English; Education; English as a second language; TESOL; Masters International

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APA (6^th Edition):

Taylor, B. R. (2015). Challenges and successes as a Peace Corps teacher trainer in Micronesia. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/163071

Chicago Manual of Style (16^th Edition):

Taylor, Benjamin Ryan. “Challenges and successes as a Peace Corps teacher trainer in Micronesia.” 2015. Masters Thesis, Humboldt State University. Accessed February 27, 2021. http://hdl.handle.net/10211.3/163071.

MLA Handbook (7^th Edition):

Taylor, Benjamin Ryan. “Challenges and successes as a Peace Corps teacher trainer in Micronesia.” 2015. Web. 27 Feb 2021.

Vancouver:

Taylor BR. Challenges and successes as a Peace Corps teacher trainer in Micronesia. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10211.3/163071.

Council of Science Editors:

Taylor BR. Challenges and successes as a Peace Corps teacher trainer in Micronesia. [Masters Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/163071

Queensland University of Technology

15. Bui, Thi Huong Giang. Using collaboration and technology to enhance Vietnamese students' English language writing skills.

Degree: 2015, Queensland University of Technology

URL: http://eprints.qut.edu.au/88477/

► This action research study investigated face-to-face and wiki technology collaboration to enhance students' English writing skills in a second language (L2) class in Vietnam. The… (more)

Subjects/Keywords: English as a foreign language (EFL); English as a second language (ESL); Wikis; Writing skills; Collaboration; Cooperation; process-genre writing

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APA (6^th Edition):

Bui, T. H. G. (2015). Using collaboration and technology to enhance Vietnamese students' English language writing skills. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/88477/

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

Chicago Manual of Style (16^th Edition):

Bui, Thi Huong Giang. “Using collaboration and technology to enhance Vietnamese students' English language writing skills.” 2015. Thesis, Queensland University of Technology. Accessed February 27, 2021. http://eprints.qut.edu.au/88477/.

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

MLA Handbook (7^th Edition):

Bui, Thi Huong Giang. “Using collaboration and technology to enhance Vietnamese students' English language writing skills.” 2015. Web. 27 Feb 2021.

Vancouver:

Bui THG. Using collaboration and technology to enhance Vietnamese students' English language writing skills. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2021 Feb 27]. Available from: http://eprints.qut.edu.au/88477/.

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

Council of Science Editors:

Bui THG. Using collaboration and technology to enhance Vietnamese students' English language writing skills. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/88477/

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

University of Minnesota

16. Willms, Mary Katherine. Learner language in dyadic telecollaborative reciprocal language exchange.

Degree: MA, English as a second language, 2011, University of Minnesota

URL: http://purl.umn.edu/117237

►

University of Minnesota M.A. thesis. August 2011. Major: English as a second language. Advisor: Elaine Tarone. 1 computer file (PDF)vii, 117 pages, appendices A-D.

This… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Willms, M. K. (2011). Learner language in dyadic telecollaborative reciprocal language exchange. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/117237

Chicago Manual of Style (16^th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed February 27, 2021. http://purl.umn.edu/117237.

MLA Handbook (7^th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 27 Feb 2021.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2021 Feb 27]. Available from: http://purl.umn.edu/117237.

Council of Science Editors:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117237

17. Nurmukhamedov, Ulugbek. An evaluation of collocation tools for second language writers.

Degree: 2015, Northern Arizona University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

► Collocations, two or more words that co-occur (e.g., extensive research, conduct a study), are linked with native-like lexical accuracy and fluency. Yet even advanced-level… (more)

▼ Collocations, two or more words that co-occur (e.g., extensive research, conduct a study), are linked with native-like lexical accuracy and fluency. Yet even advanced-level second language (L2) learners frequently have difficulty producing appropriate collocations. To help them achieve accurate and fluent collocation production, researchers believe that L2 writers should take advantage of learner friendly collocation tools. To explore whether L2 writers benefit from collocation tools, the current study examined the effect of three collocation tools (two online and one paper) on accurate production of collocations in L2 writing. The collocation tools included (a) the Longman Dictionary of Contemporary English (LDOCE) (online), (b) Macmillan Collocation Dictionary (MCD) (online), and (c) wordandphrase.info (WPI) (paper). L2 writers of English (N = 45) in an intensive English program (IEP) in the southwestern part of the USA were divided into three groups. Each group was provided with collocation training for a different collocation tool. After training, each group used the collocation tool to correct 16 miscollocations (8 verb + noun; 8 adjective + noun) embedded in an essay-format collocation test. After each test, the participants completed a quality review checklist. The procedure was repeated three times so that each group used each tool but in a different order; thus, the study employed a Latin Square Design. This study used quantitative data to examine the effect of these three collocation tools on L2 learners’ ability to self-correct collocations in their own writing. Qualitative data were used to further understand L2 writers’ use of and perception of the collocation tools. The results indicated that online collocation tools (LDOCE and WPI) contributed more than a book collocation dictionary (MCD) to accurate collocation production in L2 writers’ essays. L2 writers favored WPI because it was easier to navigate and it helped them locate the correct collocations. Furthermore, both online tools, namely, LDOCE and WPI, helped the participants correct more collocations than MCD. Focusing on the type of collocations, the participants made more accurate collocation corrections to adjective + noun collocations than to verb + noun collocations. The study has several implications. First, English language teachers need to introduce collocation tools to L2 writers because without such introductions, L2 writers will remain unaware of the availability of useful collocation tools. Second, L2 writers will benefit from explicit collocation introduction to and practice with strategies for using collocation tools effectively. Such training will help L2 writers improve their collocation accuracy and fluency. Third, learners should be able to differentiate verbs, adjectives, and nouns. These parts of speech are important to assist learners in producing appropriate verb + noun and adjective + noun collocations.

Subjects/Keywords: English as a second language

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

APA (6^th Edition):

Nurmukhamedov, U. (2015). An evaluation of collocation tools for second language writers. (Thesis). Northern Arizona University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

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

Chicago Manual of Style (16^th Edition):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Thesis, Northern Arizona University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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

MLA Handbook (7^th Edition):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Web. 27 Feb 2021.

Vancouver:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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

Council of Science Editors:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Thesis]. Northern Arizona University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

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

18. Bonifacius, Hannah. Responding to Mental Well-being Concerns in the Adult ESL Classroom.

Degree: 2018, Northeastern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

► This study aims to investigate programmatic and curricular support systems in place for ESL instructors to readily and appropriately address mental well-being concerns amongst… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Bonifacius, H. (2018). Responding to Mental Well-being Concerns in the Adult ESL Classroom. (Thesis). Northeastern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

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

Chicago Manual of Style (16^th Edition):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Thesis, Northeastern Illinois University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

MLA Handbook (7^th Edition):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Web. 27 Feb 2021.

Vancouver:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Internet] [Thesis]. Northeastern Illinois University; 2018. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

Council of Science Editors:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Thesis]. Northeastern Illinois University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

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

19. Huang, Yu-Chun. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.

Degree: 2018, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

► The purpose of this research is to determine whether speech shadowing influences the values of voice onset time (VOT) of word-initial consonants, /b/, /p/,… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Huang, Y. (2018). The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

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

Chicago Manual of Style (16^th Edition):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Thesis, California State University, Long Beach. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

MLA Handbook (7^th Edition):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Web. 27 Feb 2021.

Vancouver:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

Council of Science Editors:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

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

Washington State University

20. [No author]. Making Text Features Salient To Graduate Student Writers .

Degree: 2015, Washington State University

URL: http://hdl.handle.net/2376/6256

► In the genre-based approach, models are of critical importance because they function as a learning tool that assists students to be familiar with genre specifics.… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

author], [. (2015). Making Text Features Salient To Graduate Student Writers . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/6256

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

Chicago Manual of Style (16^th Edition):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Thesis, Washington State University. Accessed February 27, 2021. http://hdl.handle.net/2376/6256.

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

MLA Handbook (7^th Edition):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Web. 27 Feb 2021.

Vancouver:

author] [. Making Text Features Salient To Graduate Student Writers . [Internet] [Thesis]. Washington State University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2376/6256.

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

Council of Science Editors:

author] [. Making Text Features Salient To Graduate Student Writers . [Thesis]. Washington State University; 2015. Available from: http://hdl.handle.net/2376/6256

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

21. Russell, Ella. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.

Degree: 2018, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

► With the significant increase in the number of immigrants entering the United States, schools and adult programs must prepare teachers to teach English Language… (more)

▼ With the significant increase in the number of immigrants entering the United States, schools and adult programs must prepare teachers to teach English Language Learners. The problem is that educators are unsure of what is the most effective method to teach the increasing number of ELLs who are in the silent/pre-production and production stages of learning the new language, and these learners are not engaging in appropriate cooperative learning strategies. Teachers are overwhelmed since many are not equipped to teach ELLs. This impact has left a greater need for educators to identify strategies to assist learners in acquiring the English language to gain employment and enter higher education. The purpose of this qualitative case study was to discern the effectiveness of cooperative learning strategies, a theory supported by Johnson and Johnson cognitive developmental and social interdependence perspective. Participants for this study were ELLs who were at least 18 years old and did not speak English. Participants had to be enrolled in an English as a Second Language (ESL) Adult Education program. Data were collected by observing students interacting in groups and with their peers in a classroom. ESL teachers were also part of the data collection process through interviews, using an open-ended, semi-structured process. The data were analyzed using thematic analysis in (a) Strategies, (b) Evaluating Success, and (c) Teaching. Findings suggested that cooperative-learning strategies not only increased students’ acquisition, it also improved social interactions; as such, teachers should be encouraged to use the approach. The study concluded with potential implications that ELLs were at different levels; secondly, some ELLs might become dependent on others to speak for them, and that teachers in the setting did not evaluate their own students. Future studies should observe ELLs for longer periods to identify if their goals were realized, in addition, ELL’s pre-test scores should be compared with their post-test scores to ascertain their growth in language acquisition

Subjects/Keywords: English as a second language

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

APA (6^th Edition):

Russell, E. (2018). Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

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

Chicago Manual of Style (16^th Edition):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Thesis, Northcentral University. Accessed February 27, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

MLA Handbook (7^th Edition):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Web. 27 Feb 2021.

Vancouver:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Internet] [Thesis]. Northcentral University; 2018. [cited 2021 Feb 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

Council of Science Editors:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Thesis]. Northcentral University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

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

George Mason University

22. Eqab, Sarah. Long-Term English Learners' Perceptions of Academic Challenges .

Degree: 2016, George Mason University

URL: http://hdl.handle.net/1920/10575

► Long term English Learners (LTELs) at the high school level face many academic challenges. Some researchers attribute LTELs’ academic difficulties to a gap in academic… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Eqab, S. (2016). Long-Term English Learners' Perceptions of Academic Challenges . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10575

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

Chicago Manual of Style (16^th Edition):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Thesis, George Mason University. Accessed February 27, 2021. http://hdl.handle.net/1920/10575.

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

MLA Handbook (7^th Edition):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Web. 27 Feb 2021.

Vancouver:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Internet] [Thesis]. George Mason University; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1920/10575.

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

Council of Science Editors:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10575

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

Arizona State University

23. Diehl, Dana. Science as Myth.

Degree: English, 2015, Arizona State University

URL: http://repository.asu.edu/items/30066

► The goals of science and myth go hand in hand. Both seek to see beyond the senses. Both seek to understand the environment and the… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Diehl, D. (2015). Science as Myth. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/30066

Chicago Manual of Style (16^th Edition):

Diehl, Dana. “Science as Myth.” 2015. Masters Thesis, Arizona State University. Accessed February 27, 2021. http://repository.asu.edu/items/30066.

MLA Handbook (7^th Edition):

Diehl, Dana. “Science as Myth.” 2015. Web. 27 Feb 2021.

Vancouver:

Diehl D. Science as Myth. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2021 Feb 27]. Available from: http://repository.asu.edu/items/30066.

Council of Science Editors:

Diehl D. Science as Myth. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/30066

University of Minnesota

24. Willms, Mary Katherine. Learner language in dyadic telecollaborative reciprocal language exchange.

Degree: MA, English as a second language, 2011, University of Minnesota

URL: http://purl.umn.edu/117237

► This is a small-scale, qualitative study describing the learner language found in interaction between two learners working in telecollaborative reciprocal language exchange via Skype. A… (more)

Subjects/Keywords: English as a second language

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

APA (6^th Edition):

Willms, M. K. (2011). Learner language in dyadic telecollaborative reciprocal language exchange. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/117237

Chicago Manual of Style (16^th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed February 27, 2021. http://purl.umn.edu/117237.

MLA Handbook (7^th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 27 Feb 2021.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2021 Feb 27]. Available from: http://purl.umn.edu/117237.

Council of Science Editors:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117237

University of Kansas

25. Bozan, Emrah. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.

Degree: MA, Curriculum and Teaching, 2015, University of Kansas

URL: http://hdl.handle.net/1808/21594

► This study examined the effects of extensive listening for pleasure on the improvement of the global proficiency levels of learners of English as a foreign… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Bozan, E. (2015). The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21594

Chicago Manual of Style (16^th Edition):

Bozan, Emrah. “The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.” 2015. Masters Thesis, University of Kansas. Accessed February 27, 2021. http://hdl.handle.net/1808/21594.

MLA Handbook (7^th Edition):

Bozan, Emrah. “The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.” 2015. Web. 27 Feb 2021.

Vancouver:

Bozan E. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1808/21594.

Council of Science Editors:

Bozan E. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21594

University of Toledo

26. Mustafa Ali, Duaa Mohamed. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.

Degree: MA, English (as a Second Language), 2018, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435

► The purpose of this study is to investigate the properties within a linkage that lead to code-switching among bilingual speakers using the Hard Science Linguistics… (more)

Subjects/Keywords: English As A Second Language

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APA (6^th Edition):

Mustafa Ali, D. M. (2018). Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435

Chicago Manual of Style (16^th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Masters Thesis, University of Toledo. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

MLA Handbook (7^th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Web. 27 Feb 2021.

Vancouver:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

Council of Science Editors:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435

University of Toledo

27. Jahanyfard, Asieh. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.

Degree: MA, English (English as a Second Language), 2015, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739

► These day teachers try to find the best ways for teaching English to their students. They use variety of materials to improve their students’ skills.… (more)

Subjects/Keywords: English As A Second Language

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

APA (6^th Edition):

Jahanyfard, A. (2015). The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739

Chicago Manual of Style (16^th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Masters Thesis, University of Toledo. Accessed February 27, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

MLA Handbook (7^th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Web. 27 Feb 2021.

Vancouver:

Jahanyfard A. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. [Internet] [Masters thesis]. University of Toledo; 2015. [cited 2021 Feb 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

Council of Science Editors:

Jahanyfard A. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. [Masters Thesis]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739

Penn State University

28. Bilagody, Melissa June. The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study.

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21819

► This dissertation reports the findings of a multi-vocal qualitative study conducted in a school district, which serves predominantly American Indian students, in the southwestern United… (more)

Subjects/Keywords: English Language Learner (ELL); English Language Development(ELD); English as a Second Language(ESL); Instructional methods; American Indian

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

APA (6^th Edition):

Bilagody, M. J. (2014). The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21819

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

Chicago Manual of Style (16^th Edition):

Bilagody, Melissa June. “The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study.” 2014. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/21819.

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

MLA Handbook (7^th Edition):

Bilagody, Melissa June. “The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study.” 2014. Web. 27 Feb 2021.

Vancouver:

Bilagody MJ. The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/21819.

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

Council of Science Editors:

Bilagody MJ. The Perceptions of Parents, Teachers, and Principals of American Indian English Language Learners and Teaching Strategies That Address ELL Learning Needs: A Multi-vocal Qualitative Study. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21819

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

Temple University

29. Kangas, Sara E.N. Special Education Trumps ESL: Policy as Practice for ELs with Disabilities.

Degree: PhD, 2015, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,318677

►

Teaching & Learning

This dissertation investigates the educational practices surrounding English Learners (ELs) with disabilities, a unique population of learners who are not only acquiring… (more)

Subjects/Keywords: English as a second language; Special education;

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

APA (6^th Edition):

Kangas, S. E. N. (2015). Special Education Trumps ESL: Policy as Practice for ELs with Disabilities. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,318677

Chicago Manual of Style (16^th Edition):

Kangas, Sara E N. “Special Education Trumps ESL: Policy as Practice for ELs with Disabilities.” 2015. Doctoral Dissertation, Temple University. Accessed February 27, 2021. http://digital.library.temple.edu/u?/p245801coll10,318677.

MLA Handbook (7^th Edition):

Kangas, Sara E N. “Special Education Trumps ESL: Policy as Practice for ELs with Disabilities.” 2015. Web. 27 Feb 2021.

Vancouver:

Kangas SEN. Special Education Trumps ESL: Policy as Practice for ELs with Disabilities. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Feb 27]. Available from: http://digital.library.temple.edu/u?/p245801coll10,318677.

Council of Science Editors:

Kangas SEN. Special Education Trumps ESL: Policy as Practice for ELs with Disabilities. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,318677

Penn State University

30. Schmick, Dara Pachence. Transformative Learning Around Issues of Language and Culture Among ESL Teachers .

Degree: 2014, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/21177

► The purpose of this qualitative study was to explore the significant teaching and learning experiences of ESL teachers around the issues of culture and language.… (more)

Subjects/Keywords: Transformative Learning; Langauge; Culture; English as a Second Language; ESL Teachers; Online Learning

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

APA (6^th Edition):

Schmick, D. P. (2014). Transformative Learning Around Issues of Language and Culture Among ESL Teachers . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/21177

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

Chicago Manual of Style (16^th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers .” 2014. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/21177.

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

MLA Handbook (7^th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers .” 2014. Web. 27 Feb 2021.

Vancouver:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers . [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/21177.

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

Council of Science Editors:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers . [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/21177

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

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Open Access Theses and Dissertations