subject:(English as a Second Language ESL )

Northeastern University

1. Somers-Quealy, Amy. Exploring English as a second language (ESL) practices in suburban public schools.

Degree: EdD, School of Education, 2017, Northeastern University

URL: http://hdl.handle.net/2047/D20248542

► The purpose of this study was to identify and document suburban ESL practices as they relate to ELL achievement in three high-performing suburban public school… (more)

Subjects/Keywords: English language learners; English as a second language; ELL; ESL

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APA (6^th Edition):

Somers-Quealy, A. (2017). Exploring English as a second language (ESL) practices in suburban public schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248542

Chicago Manual of Style (16^th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 13, 2019. http://hdl.handle.net/2047/D20248542.

MLA Handbook (7^th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Web. 13 Oct 2019.

Vancouver:

Somers-Quealy A. Exploring English as a second language (ESL) practices in suburban public schools. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/2047/D20248542.

Council of Science Editors:

Somers-Quealy A. Exploring English as a second language (ESL) practices in suburban public schools. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248542

University of Toledo

2. Reaume, Kathleen M. Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources.

Degree: MA, English (as a Second Language), 2011, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565

► This study analyzes the website choices that English as a Second Language (ESL)students make when they choose authoritative information for academic purposes. For this study,… (more)

Subjects/Keywords: English As A Second Language; ESL; Web; Internet; Engish as a Second Language; website

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APA (6^th Edition):

Reaume, K. M. (2011). Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565

Chicago Manual of Style (16^th Edition):

Reaume, Kathleen M. “Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources.” 2011. Masters Thesis, University of Toledo. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565.

MLA Handbook (7^th Edition):

Reaume, Kathleen M. “Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources.” 2011. Web. 13 Oct 2019.

Vancouver:

Reaume KM. Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources. [Internet] [Masters thesis]. University of Toledo; 2011. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565.

Council of Science Editors:

Reaume KM. Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources. [Masters Thesis]. University of Toledo; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565

California State University – Chico

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

Degree: 2012, California State University – Chico

URL: http://hdl.handle.net/10211.4/487

► 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 October 13, 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 (7^th Edition):

Alsadah, Huda Abdullah. “Teaching culture in English classes .” 2012. Web. 13 Oct 2019.

Vancouver:

Alsadah HA. Teaching culture in English classes . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Oct 13]. 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

Deakin University

4. 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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Lochland PW. Intelligibility, accentedness, and attitudes in English as a lingua Franca. [Internet] [Thesis]. Deakin University; 2017. [cited 2019 Oct 13]. 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 Toledo

5. Kapela, Cristopher A. Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment.

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo154455035758733

► The current study is a replication of Greg Wheeler’s 2009 study entitled, “Plagiarism in the Japanese universities: Truly a cultural matter?” The current study uses… (more)

Subjects/Keywords: Linguistics; English As A Second Language; Language; Plagiarism; ESL; ESL Students; Plagiarism Identification

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APA (6^th Edition):

Kapela, C. A. (2018). Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo154455035758733

Chicago Manual of Style (16^th Edition):

Kapela, Cristopher A. “Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment.” 2018. Masters Thesis, University of Toledo. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo154455035758733.

MLA Handbook (7^th Edition):

Kapela, Cristopher A. “Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment.” 2018. Web. 13 Oct 2019.

Vancouver:

Kapela CA. Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo154455035758733.

Council of Science Editors:

Kapela CA. Confronting Plagiarism: Replicating Wheeler's Study in an ESL Environment. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo154455035758733

University of Cincinnati

6. 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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Chapman GL. Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Oct 13]. 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

7. Al Hariri, Bashar. Teaching ESL to Syrian Refugees: Problems and Challenges.

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525277691339487

► Refugees resettling in a new country face a lot of challenges to adapt to the new culture and language, which will help them find jobs… (more)

Subjects/Keywords: English As A Second Language; ESL, Syrian refugees, adult education

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APA (6^th Edition):

Al Hariri, B. (2018). Teaching ESL to Syrian Refugees: Problems and Challenges. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525277691339487

Chicago Manual of Style (16^th Edition):

Al Hariri, Bashar. “Teaching ESL to Syrian Refugees: Problems and Challenges.” 2018. Masters Thesis, University of Toledo. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525277691339487.

MLA Handbook (7^th Edition):

Al Hariri, Bashar. “Teaching ESL to Syrian Refugees: Problems and Challenges.” 2018. Web. 13 Oct 2019.

Vancouver:

Al Hariri B. Teaching ESL to Syrian Refugees: Problems and Challenges. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525277691339487.

Council of Science Editors:

Al Hariri B. Teaching ESL to Syrian Refugees: Problems and Challenges. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525277691339487

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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Paik Y. Effective Measures to Achieve New Tutor Program Success. [Internet] [Masters thesis]. University of Toledo; 2016. [cited 2019 Oct 13]. 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

California State University – Chico

9. 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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Sliffe CE. Learning to mentor and be mentored: distributed expertise in an ESL composition classroom . [Internet] [Thesis]. California State University – Chico; 2015. [cited 2019 Oct 13]. 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 Illinois – Urbana-Champaign

10. 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 October 13, 2019. 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. 13 Oct 2019.

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 2019 Oct 13]. 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

University of Illinois – Urbana-Champaign

11. 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 October 13, 2019. 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. 13 Oct 2019.

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 2019 Oct 13]. 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

Cleveland State University

12. Geither, Elise Joy. Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers.

Degree: PhD, College of Education and Human Services, 2010, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750

► This study examined the perspectives of both tutors at university writing centers and the Non-Native English Speaking (NNES) students who use the centers. Using qualitative… (more)

Subjects/Keywords: English As A Second Language; Writing Centers; tutoring; Non-Native English Speaker; NNES; English as a Second Language; ESL; TESOL

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APA (6^th Edition):

Geither, E. J. (2010). Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750

Chicago Manual of Style (16^th Edition):

Geither, Elise Joy. “Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers.” 2010. Doctoral Dissertation, Cleveland State University. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750.

MLA Handbook (7^th Edition):

Geither, Elise Joy. “Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers.” 2010. Web. 13 Oct 2019.

Vancouver:

Geither EJ. Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750.

Council of Science Editors:

Geither EJ. Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750

University of Illinois – Urbana-Champaign

13. 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 (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 October 13, 2019. 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. 13 Oct 2019.

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 2019 Oct 13]. 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

14. 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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Stefano I. Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Oct 13]. 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 California – San Diego

15. Tener, Andrea M. A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

URL: http://www.escholarship.org/uc/item/78w8t1x1

► There is a growing awareness of the issues facing part-time faculty in higher education. However, it is difficult to find equity among the faculty of… (more)

▼ There is a growing awareness of the issues facing part-time faculty in higher education. However, it is difficult to find equity among the faculty of higher education institutions across the nation. From two-year colleges to four-year universities throughout the United States, there is an increased reliance on these faculty whose working conditions are often inconsistent. These educators lack a standardized title, so for this study, contingent faculty will be the given name for those who are not full-time, tenured, or on the tenure track. Contingent faculty are quickly becoming the faculty majority on all higher education campuses. As the number of foreign-born refugees and international students increases so does the number of faculty teaching English as a Second Language (ESL). This exploratory study examines how ESL contingent faculty define their lived experiences. The study investigates their lives through four areas; (1) why ESL contingent faculty enter and remain in the field, (2) how working conditions impact their experiences, (3) interactions, supports, and inclusion within the ESL department and campus cultures, and (4) factors that affect personal well-being. The literature reviews working conditions of contingent faculty and the impact of these conditions on institutions, faculty, and students. The literature also shows a need for more ESL faculty because of the escalation in students who need ESL in higher education. Although less documented, the review concludes with what has been recounted of lived experiences of this group. The perspective known as the sociology of everyday life, which entails the theories of symbolic interactionism and ethnomethodology, was explained and employed. By using narrative inquiry, the study explored the lived experiences of ESL contingent faculty at a four-year institution of higher education. The participants recounted their experiences and then considered them from a perspective of relationship through symbolic interactionism and sense making through ethnomethodology. The findings of this study give insight through the accounts of each member so the voices of ESL contingent faculty could be heard.

Subjects/Keywords: Educational leadership; English as a second language; Adjunct Faculty; Contingent Faculty; Contingent faculty voice; English as a Second Language; ESL

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APA (6^th Edition):

Tener, A. M. (2017). A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/78w8t1x1

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):

Tener, Andrea M. “A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty.” 2017. Thesis, University of California – San Diego. Accessed October 13, 2019. http://www.escholarship.org/uc/item/78w8t1x1.

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

MLA Handbook (7^th Edition):

Tener, Andrea M. “A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty.” 2017. Web. 13 Oct 2019.

Vancouver:

Tener AM. A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Oct 13]. Available from: http://www.escholarship.org/uc/item/78w8t1x1.

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

Council of Science Editors:

Tener AM. A Glimpse into the Lived Experiences of English as a Second Language (ESL) Contingent Faculty. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/78w8t1x1

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

University of Illinois – Urbana-Champaign

16. 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 October 13, 2019. 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. 13 Oct 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 Oct 13]. 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

17. 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 October 13, 2019. 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. 13 Oct 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 Oct 13]. 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

18. 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

URL: http://hdl.handle.net/2142/16211

► 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 (6^th 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 (16^th 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 October 13, 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 (7^th Edition):

Ozsevik, Zekariya. “The use of communicative language teaching (CLT): Turkish EFL teachers' perceived difficulties in implementing CLT in Turkey.” 2010. Web. 13 Oct 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 Oct 13]. 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

Arizona State University

19. 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 (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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Tappendorf R. Indonesian L2 Speakers of English Talking about their ESL Experiences: An Overview. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2019 Oct 13]. 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

20. 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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Taylor BR. Challenges and successes as a Peace Corps teacher trainer in Micronesia. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2019 Oct 13]. 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

University of Melbourne

21. HANNAN, MAIREAD. The discourse of ESL policy: the impact of the 'literacy crisis'.

Degree: 2009, University of Melbourne

URL: http://hdl.handle.net/11343/35281

► The silencing of English as a Second Language (ESL) has occurred concurrently with an alleged crisis in literacy standards that has concentrated funds into early… (more)

Subjects/Keywords: English as a Second Language (ESL); discourse; language policy and planning; bilingualism; Australia

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APA (6^th Edition):

HANNAN, M. (2009). The discourse of ESL policy: the impact of the 'literacy crisis'. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35281

Chicago Manual of Style (16^th Edition):

HANNAN, MAIREAD. “The discourse of ESL policy: the impact of the 'literacy crisis'.” 2009. Masters Thesis, University of Melbourne. Accessed October 13, 2019. http://hdl.handle.net/11343/35281.

MLA Handbook (7^th Edition):

HANNAN, MAIREAD. “The discourse of ESL policy: the impact of the 'literacy crisis'.” 2009. Web. 13 Oct 2019.

Vancouver:

HANNAN M. The discourse of ESL policy: the impact of the 'literacy crisis'. [Internet] [Masters thesis]. University of Melbourne; 2009. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/11343/35281.

Council of Science Editors:

HANNAN M. The discourse of ESL policy: the impact of the 'literacy crisis'. [Masters Thesis]. University of Melbourne; 2009. Available from: http://hdl.handle.net/11343/35281

Queensland University of Technology

22. 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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Bui THG. Using collaboration and technology to enhance Vietnamese students' English language writing skills. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Oct 13]. 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 Zululand

23. Ntshangase, Nelisiwe Dolly. The negative impact of learning in English on the cognitive development of second language learners of English .

Degree: 2011, University of Zululand

URL: http://hdl.handle.net/10530/1098

► This study focuses on the negative impact of English on the cognitive development of second language learners of English. The study was conducted in Empangeni… (more)

Subjects/Keywords: English as a second language

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APA (6^th Edition):

Ntshangase, N. D. (2011). The negative impact of learning in English on the cognitive development of second language learners of English . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1098

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):

Ntshangase, Nelisiwe Dolly. “The negative impact of learning in English on the cognitive development of second language learners of English .” 2011. Thesis, University of Zululand. Accessed October 13, 2019. http://hdl.handle.net/10530/1098.

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

MLA Handbook (7^th Edition):

Ntshangase, Nelisiwe Dolly. “The negative impact of learning in English on the cognitive development of second language learners of English .” 2011. Web. 13 Oct 2019.

Vancouver:

Ntshangase ND. The negative impact of learning in English on the cognitive development of second language learners of English . [Internet] [Thesis]. University of Zululand; 2011. [cited 2019 Oct 13]. Available from: http://hdl.handle.net/10530/1098.

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

Council of Science Editors:

Ntshangase ND. The negative impact of learning in English on the cognitive development of second language learners of English . [Thesis]. University of Zululand; 2011. Available from: http://hdl.handle.net/10530/1098

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

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

►

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 October 13, 2019. http://purl.umn.edu/117237.

MLA Handbook (7^th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 13 Oct 2019.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2019 Oct 13]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 October 13, 2019. 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. 13 Oct 2019.

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 2019 Oct 13]. 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

26. 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 (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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2019 Oct 13]. 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

The Ohio State University

27. Yang, Hsiu-Hui. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768

► Within the field of teacher education, there has been an on-going debate about what constitutes a professional knowledge base. However, comparatively few language teaching… (more)

▼ Within the field of teacher education, there has been an on-going debate about what constitutes a professional knowledge base. However, comparatively few language teaching scholars have participated in the debate. In the field of teaching English to speakers of other languages (TESOL), not many studies on teaching knowledge have been pursued (Borg, 2003; Gatbonton, 2000). With its aim to educate English teachers, TESOL has the urgent need to explore what constitutes a comprehensive knowledge base to better prepare its students and help continuous growth of its professionals in the field. The purpose of this study was to investigate the kinds of teaching knowledge that two native and two non-native English teachers have, and how those different kinds of knowledge influence their classroom instruction. Specifically, the teaching context explored was a Freshman English for Non-Majors course at a Taiwan university. In this study, I drew upon Shulman’s (1986; 1987) model of teaching knowledge and modified it to examine how the teaching knowledge worked in practice. This study followed a dominant-less dominant mixed-methods research design (Tashakkori and Teddlie, 1998), beginning with the dominantly qualitative case study methodology to explore four university English teachers’ integrated pedagogical content knowledge and instructional practice, and ending with the less dominant quantitative survey method to investigate students’ perceptions of their teachers’ instructions at the end of their study in the Freshman English course. Findings from this study indicated that all the four participating teachers demonstrated eight types of knowledge base in their teaching of the Freshman English course in Taiwan, including knowledge of content, pedagogy, curriculum, learners, contexts, educational goals, self, and assessment. It is found that these eight types of teaching knowledge were in nature and in reality inseparable when the four teachers taught the course. With a combined knowledge, the four teachers were found to demonstrate a high level of integrated pedagogical content knowledge in their teaching, as evidenced by the materials they selected for their students and the activities they engaged their students in doing. The four teachers’ being native or nonnative status was found to weigh far less than their years of teaching experience, professional training, and life experiences in influencing their knowledge and instruction of the Freshman English course at a Taiwan university. It is hoped that this study helped provide those in the English-teaching field with an integrated knowledge framework and good teaching practices which they can make reference to. Advisors/Committee Members: Samimy, Keiko (Advisor).

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):

Yang, H. (2011). Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768

Chicago Manual of Style (16^th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Doctoral Dissertation, The Ohio State University. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

MLA Handbook (7^th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Web. 13 Oct 2019.

Vancouver:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

Council of Science Editors:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768

University of Toledo

28. 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 October 13, 2019. 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. 13 Oct 2019.

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 2019 Oct 13]. 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

University of Toledo

29. MacBride, Claire Ann, MacBride. Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044

► An Abstract of Mental Imagery as a Substitute for Parallel Sensory InputbyClaire Ann MacBrideSubmitted to the Graduate Faculty as partial fulfillment of the requirements for… (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):

MacBride, Claire Ann, M. (2018). Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044

Chicago Manual of Style (16^th Edition):

MacBride, Claire Ann, MacBride. “Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.” 2018. Masters Thesis, University of Toledo. Accessed October 13, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044.

MLA Handbook (7^th Edition):

MacBride, Claire Ann, MacBride. “Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.” 2018. Web. 13 Oct 2019.

Vancouver:

MacBride, Claire Ann M. Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2019 Oct 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044.

Council of Science Editors:

MacBride, Claire Ann M. Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044

University of Toledo

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

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 October 13, 2019. 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. 13 Oct 2019.

Vancouver:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2019 Oct 13]. 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

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Open Access Theses and Dissertations