Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Level: doctoral

You searched for subject:(English as a Second Language ESL ). Showing records 1 – 30 of 23971 total matches.

[1] [2] [3] [4] [5] … [800]

Search Limiters

Last 2 Years | English Only

Languages

Country

▼ Search Limiters


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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 17, 2019. http://hdl.handle.net/2047/D20248542.

MLA Handbook (7th Edition):

Somers-Quealy, Amy. “Exploring English as a second language (ESL) practices in suburban public schools.” 2017. Web. 17 Nov 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 Nov 17]. 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 Cincinnati

2. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511798927132087.

MLA Handbook (7th Edition):

Chapman, Glen L. “Acceptance of International Teaching Assistants: Linguistic Competency Fomenting the Environment for Microaggressions.” 2017. Web. 17 Nov 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 Nov 17]. 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


Cleveland State University

3. 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Geither, Elise Joy. “Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers.” 2010. Doctoral Dissertation, Cleveland State University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750.

MLA Handbook (7th Edition):

Geither, Elise Joy. “Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers.” 2010. Web. 17 Nov 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 Nov 17]. 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

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

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

 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/34490.

MLA Handbook (7th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Web. 17 Nov 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 Nov 17]. 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

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

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

MLA Handbook (7th Edition):

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

Vancouver:

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

Council of Science Editors:

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


University of Illinois – Urbana-Champaign

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/89026.

MLA Handbook (7th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Web. 17 Nov 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 Nov 17]. 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

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kokhan, Kateryna. “Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/50752.

MLA Handbook (7th Edition):

Kokhan, Kateryna. “Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement.” 2014. Web. 17 Nov 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 Nov 17]. 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


The Ohio State University

8. 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

  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)

Subjects/Keywords: English As A Second Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

MLA Handbook (7th 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. 17 Nov 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 Nov 17]. 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


Temple University

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

Degree: PhD, 2015, Temple University

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;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th Edition):

Kangas, Sara E N. “Special Education Trumps ESL: Policy as Practice for ELs with Disabilities.” 2015. Doctoral Dissertation, Temple University. Accessed November 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,318677.

MLA Handbook (7th Edition):

Kangas, Sara E N. “Special Education Trumps ESL: Policy as Practice for ELs with Disabilities.” 2015. Web. 17 Nov 2019.

Vancouver:

Kangas SEN. Special Education Trumps ESL: Policy as Practice for ELs with Disabilities. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Nov 17]. 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

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

Degree: EdD, Adult Education, 2014, Penn State University

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers.” 2014. Doctoral Dissertation, Penn State University. Accessed November 17, 2019. https://etda.libraries.psu.edu/catalog/21177.

MLA Handbook (7th Edition):

Schmick, Dara Pachence. “Transformative Learning Around Issues of Language and Culture Among ESL Teachers.” 2014. Web. 17 Nov 2019.

Vancouver:

Schmick DP. Transformative Learning Around Issues of Language and Culture Among ESL Teachers. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Nov 17]. Available from: https://etda.libraries.psu.edu/catalog/21177.

Council of Science Editors:

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


Wayne State University

11. Alshalan, Anas Mohammed. The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance.

Degree: PhD, Instructional Technology, 2016, Wayne State University

  The advent of communication technologies, including the use of computers and Internet especially in higher educational settings, now provides numerous ways of communication (Sun,… (more)

Subjects/Keywords: Collaborative writing; English as a Second Language (ESL); Wiki; Instructional Media Design

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alshalan, A. M. (2016). The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1509

Chicago Manual of Style (16th Edition):

Alshalan, Anas Mohammed. “The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance.” 2016. Doctoral Dissertation, Wayne State University. Accessed November 17, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1509.

MLA Handbook (7th Edition):

Alshalan, Anas Mohammed. “The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance.” 2016. Web. 17 Nov 2019.

Vancouver:

Alshalan AM. The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Nov 17]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1509.

Council of Science Editors:

Alshalan AM. The Effects Of Wiki-Based Collaborative Writing On Esl Student’s Individual Writing Performance. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1509


University of Illinois – Urbana-Champaign

12. Roungchai, Chaitut. More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 This dissertation is an ethnographic case study of a Karen refugee resettlement community in Trident City. Due to oppressive control by the Burmese government in… (more)

Subjects/Keywords: Refugee Resettlement; English as a Second Language (ESL); Cultural Capital; Neoliberalism; Karen Refugee Resettlement; Cosmopolitism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roungchai, C. (2014). More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49714

Chicago Manual of Style (16th Edition):

Roungchai, Chaitut. “More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/49714.

MLA Handbook (7th Edition):

Roungchai, Chaitut. “More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city.” 2014. Web. 17 Nov 2019.

Vancouver:

Roungchai C. More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2142/49714.

Council of Science Editors:

Roungchai C. More than English: Karen refugees negotiating their lifestyle in a cosmopolitan city. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49714


Arizona State University

13. Chebultz, Lance. Student Aims Performance in a Predominately Hispanic District.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Arizona State University

 ABSTRACT School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB… (more)

Subjects/Keywords: Educational administration; English as a second language; AIMS; AZELLA; ELL; ESL; HISPANIC

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chebultz, L. (2012). Student Aims Performance in a Predominately Hispanic District. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14889

Chicago Manual of Style (16th Edition):

Chebultz, Lance. “Student Aims Performance in a Predominately Hispanic District.” 2012. Doctoral Dissertation, Arizona State University. Accessed November 17, 2019. http://repository.asu.edu/items/14889.

MLA Handbook (7th Edition):

Chebultz, Lance. “Student Aims Performance in a Predominately Hispanic District.” 2012. Web. 17 Nov 2019.

Vancouver:

Chebultz L. Student Aims Performance in a Predominately Hispanic District. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Nov 17]. Available from: http://repository.asu.edu/items/14889.

Council of Science Editors:

Chebultz L. Student Aims Performance in a Predominately Hispanic District. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14889


Arizona State University

14. Johnson, Erik N. The Motivations and Challenges of Acquiring U.S. Citizenship For South Sudanese Refugees in the Greater Phoenix Area When Language is a Potential Barrier.

Degree: PhD, English, 2014, Arizona State University

 South Sudanese refugees are among the most vulnerable immigrants to the U.S.. Many have spent years in refugee camps, experienced trauma, lost members of their… (more)

Subjects/Keywords: English as a second language; Sociolinguistics; Educational tests &; measurements; Citizenship; ESL; Literacy; Refugees; Testing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, E. N. (2014). The Motivations and Challenges of Acquiring U.S. Citizenship For South Sudanese Refugees in the Greater Phoenix Area When Language is a Potential Barrier. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/25012

Chicago Manual of Style (16th Edition):

Johnson, Erik N. “The Motivations and Challenges of Acquiring U.S. Citizenship For South Sudanese Refugees in the Greater Phoenix Area When Language is a Potential Barrier.” 2014. Doctoral Dissertation, Arizona State University. Accessed November 17, 2019. http://repository.asu.edu/items/25012.

MLA Handbook (7th Edition):

Johnson, Erik N. “The Motivations and Challenges of Acquiring U.S. Citizenship For South Sudanese Refugees in the Greater Phoenix Area When Language is a Potential Barrier.” 2014. Web. 17 Nov 2019.

Vancouver:

Johnson EN. The Motivations and Challenges of Acquiring U.S. Citizenship For South Sudanese Refugees in the Greater Phoenix Area When Language is a Potential Barrier. [Internet] [Doctoral dissertation]. Arizona State University; 2014. [cited 2019 Nov 17]. Available from: http://repository.asu.edu/items/25012.

Council of Science Editors:

Johnson EN. The Motivations and Challenges of Acquiring U.S. Citizenship For South Sudanese Refugees in the Greater Phoenix Area When Language is a Potential Barrier. [Doctoral Dissertation]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/25012


University of Kansas

15. Jung, Yusun. AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 The rapid increase of ESOL students and the slow increase of qualified ESOL teachers in the public schools of the State of Kansas directed the… (more)

Subjects/Keywords: English as a second language; ESL (English as a Second Language; ESOL Endorsement; ESOL (English for Speakers of Other Languages; Multilevel Growth Model; Reading Achievement Gap; SAS PROC Mixed

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jung, Y. (2017). AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26126

Chicago Manual of Style (16th Edition):

Jung, Yusun. “AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS.” 2017. Doctoral Dissertation, University of Kansas. Accessed November 17, 2019. http://hdl.handle.net/1808/26126.

MLA Handbook (7th Edition):

Jung, Yusun. “AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS.” 2017. Web. 17 Nov 2019.

Vancouver:

Jung Y. AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1808/26126.

Council of Science Editors:

Jung Y. AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26126


Temple University

16. Hoffman, Brooke Y. THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS.

Degree: PhD, 2018, Temple University

Applied Linguistics

This dissertation examines the developing understandings of teacher candidates being prepared to teach ELs in general education PreK-12 classrooms. As the ethnic and… (more)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hoffman, B. Y. (2018). THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,515176

Chicago Manual of Style (16th Edition):

Hoffman, Brooke Y. “THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS.” 2018. Doctoral Dissertation, Temple University. Accessed November 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,515176.

MLA Handbook (7th Edition):

Hoffman, Brooke Y. “THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS.” 2018. Web. 17 Nov 2019.

Vancouver:

Hoffman BY. THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Nov 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,515176.

Council of Science Editors:

Hoffman BY. THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,515176


Temple University

17. Han, Keunah Lee. Academic Performance and Cultural Adaptation of South Korean Parachute Kids.

Degree: PhD, 2012, Temple University

Urban Education

This study investigates how Korean Parachute Kids perform academically in their schools and what social factors contribute to Korean Parachute Kids' academic performance.… (more)

Subjects/Keywords: English as a second language; Education; EARLY STUDY ABROAD; ENGLISH LANGUAGE LEARNER; ESL; PARACHUTE KIDS; SOUTH KOREAN STUDENTS

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Han, K. L. (2012). Academic Performance and Cultural Adaptation of South Korean Parachute Kids. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,168570

Chicago Manual of Style (16th Edition):

Han, Keunah Lee. “Academic Performance and Cultural Adaptation of South Korean Parachute Kids.” 2012. Doctoral Dissertation, Temple University. Accessed November 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,168570.

MLA Handbook (7th Edition):

Han, Keunah Lee. “Academic Performance and Cultural Adaptation of South Korean Parachute Kids.” 2012. Web. 17 Nov 2019.

Vancouver:

Han KL. Academic Performance and Cultural Adaptation of South Korean Parachute Kids. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Nov 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,168570.

Council of Science Editors:

Han KL. Academic Performance and Cultural Adaptation of South Korean Parachute Kids. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,168570


University of Louisville

18. Sapienza, Philip Kiersten. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 Teaching reading in the mainstream classroom is a challenge. This challenge is compounded when trying to meet the needs of English language learners. Recently, Response… (more)

Subjects/Keywords: English Language Learner; ELL; Response to intervention; Reading intervention; English as a Second Language; ESL; Elementary reading achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sapienza, P. K. (2012). Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263

Chicago Manual of Style (16th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Doctoral Dissertation, University of Louisville. Accessed November 17, 2019. 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

MLA Handbook (7th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Web. 17 Nov 2019.

Vancouver:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Nov 17]. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

Council of Science Editors:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263


Virginia Commonwealth University

19. Ferlis, Emily. ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 This dissertation examines the question how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities? The… (more)

Subjects/Keywords: English language learners (ELLs); English as a Second Language (ESL) teachers; disability; identification; response to intervention (RTI); Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ferlis, E. (2012). ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2666

Chicago Manual of Style (16th Edition):

Ferlis, Emily. “ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 17, 2019. https://scholarscompass.vcu.edu/etd/2666.

MLA Handbook (7th Edition):

Ferlis, Emily. “ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities.” 2012. Web. 17 Nov 2019.

Vancouver:

Ferlis E. ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 Nov 17]. Available from: https://scholarscompass.vcu.edu/etd/2666.

Council of Science Editors:

Ferlis E. ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2666


University of Toledo

20. Bryan, Carol Sue. A Dissertation entitledPerceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study.

Degree: PhD, Foundations of Education: Educational Psychology, 2017, University of Toledo

 An Abstract of Perceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study by Carol Bryan Submitted to the Graduate Faculty as partial… (more)

Subjects/Keywords: Educational Psychology; English As A Second Language; Nursing; Education; nursing, English as a second language, ESL, students, education, lived experience, diversity, success, faculty, support, nurses

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bryan, C. S. (2017). A Dissertation entitledPerceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498818960901867

Chicago Manual of Style (16th Edition):

Bryan, Carol Sue. “A Dissertation entitledPerceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study.” 2017. Doctoral Dissertation, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498818960901867.

MLA Handbook (7th Edition):

Bryan, Carol Sue. “A Dissertation entitledPerceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study.” 2017. Web. 17 Nov 2019.

Vancouver:

Bryan CS. A Dissertation entitledPerceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study. [Internet] [Doctoral dissertation]. University of Toledo; 2017. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498818960901867.

Council of Science Editors:

Bryan CS. A Dissertation entitledPerceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study. [Doctoral Dissertation]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1498818960901867


Purdue University

21. You, Yunjung. Relationships between lexical proficiency and L2 oral proficiency.

Degree: PhD, English, 2014, Purdue University

  Lexical proficiency is strongly correlated with L2 productive language ability (Crossley, Salsbury, & McNamara, 2011; Laufer & Nation, 1995). While many studies have investigated… (more)

Subjects/Keywords: English as a Second Language; Language; Linguistics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

You, Y. (2014). Relationships between lexical proficiency and L2 oral proficiency. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/396

Chicago Manual of Style (16th Edition):

You, Yunjung. “Relationships between lexical proficiency and L2 oral proficiency.” 2014. Doctoral Dissertation, Purdue University. Accessed November 17, 2019. https://docs.lib.purdue.edu/open_access_dissertations/396.

MLA Handbook (7th Edition):

You, Yunjung. “Relationships between lexical proficiency and L2 oral proficiency.” 2014. Web. 17 Nov 2019.

Vancouver:

You Y. Relationships between lexical proficiency and L2 oral proficiency. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2019 Nov 17]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/396.

Council of Science Editors:

You Y. Relationships between lexical proficiency and L2 oral proficiency. [Doctoral Dissertation]. Purdue University; 2014. Available from: https://docs.lib.purdue.edu/open_access_dissertations/396


Purdue University

22. Guthrie, Brian A. Negotiated interaction in the learning of written discourse conventions.

Degree: PhD, English, 2015, Purdue University

  This study examines how two Japanese students learning to write in English negotiate the variations in written discourse conventions they encounter in an all-English(more)

Subjects/Keywords: English as a Second Language; Language; Rhetoric

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guthrie, B. A. (2015). Negotiated interaction in the learning of written discourse conventions. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/462

Chicago Manual of Style (16th Edition):

Guthrie, Brian A. “Negotiated interaction in the learning of written discourse conventions.” 2015. Doctoral Dissertation, Purdue University. Accessed November 17, 2019. https://docs.lib.purdue.edu/open_access_dissertations/462.

MLA Handbook (7th Edition):

Guthrie, Brian A. “Negotiated interaction in the learning of written discourse conventions.” 2015. Web. 17 Nov 2019.

Vancouver:

Guthrie BA. Negotiated interaction in the learning of written discourse conventions. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 Nov 17]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/462.

Council of Science Editors:

Guthrie BA. Negotiated interaction in the learning of written discourse conventions. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/462

23. Dobransky, Kristine Ann. Technology Use and Integration by Ohio's Community College ESL Instructors.

Degree: EdD, College of Education, 2015, Ashland University

 Technology has become ubiquitous at all levels of education. The purpose of this exploratory study was to determine what technology is currently being used in… (more)

Subjects/Keywords: Educational Technology; English As A Second Language; Community College Education; ESL, technology, community colleges, Ohio, SAMR model

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dobransky, K. A. (2015). Technology Use and Integration by Ohio's Community College ESL Instructors. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872

Chicago Manual of Style (16th Edition):

Dobransky, Kristine Ann. “Technology Use and Integration by Ohio's Community College ESL Instructors.” 2015. Doctoral Dissertation, Ashland University. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

MLA Handbook (7th Edition):

Dobransky, Kristine Ann. “Technology Use and Integration by Ohio's Community College ESL Instructors.” 2015. Web. 17 Nov 2019.

Vancouver:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Internet] [Doctoral dissertation]. Ashland University; 2015. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872.

Council of Science Editors:

Dobransky KA. Technology Use and Integration by Ohio's Community College ESL Instructors. [Doctoral Dissertation]. Ashland University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1436573872


University of Illinois – Urbana-Champaign

24. Rozovskaya, Alla. Automated methods for text correction.

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

 Development of automatic text correction systems has a long history in natural language processing research. This thesis considers the problem of correcting writing mistakes made… (more)

Subjects/Keywords: text correction; grammatical error correction; English as a second language (ESL) error correction; automated methods for text correction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rozovskaya, A. (2014). Automated methods for text correction. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46875

Chicago Manual of Style (16th Edition):

Rozovskaya, Alla. “Automated methods for text correction.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 17, 2019. http://hdl.handle.net/2142/46875.

MLA Handbook (7th Edition):

Rozovskaya, Alla. “Automated methods for text correction.” 2014. Web. 17 Nov 2019.

Vancouver:

Rozovskaya A. Automated methods for text correction. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2142/46875.

Council of Science Editors:

Rozovskaya A. Automated methods for text correction. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46875


University of Rochester

25. Khan, Asma. Crossing boundaries : the role of English Companion Ning (ECN) in the professional learning of Pakistani university English teachers.

Degree: PhD, 2016, University of Rochester

 This qualitative study explored the role of English Companion Ning (ECN), an online community for English teachers, in the professional learning of university English teachers… (more)

Subjects/Keywords: English as a second language (ESL); Higher education; Internet and technology; Online communities; Qualitative research; Teacher professional learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Khan, A. (2016). Crossing boundaries : the role of English Companion Ning (ECN) in the professional learning of Pakistani university English teachers. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/30909

Chicago Manual of Style (16th Edition):

Khan, Asma. “Crossing boundaries : the role of English Companion Ning (ECN) in the professional learning of Pakistani university English teachers.” 2016. Doctoral Dissertation, University of Rochester. Accessed November 17, 2019. http://hdl.handle.net/1802/30909.

MLA Handbook (7th Edition):

Khan, Asma. “Crossing boundaries : the role of English Companion Ning (ECN) in the professional learning of Pakistani university English teachers.” 2016. Web. 17 Nov 2019.

Vancouver:

Khan A. Crossing boundaries : the role of English Companion Ning (ECN) in the professional learning of Pakistani university English teachers. [Internet] [Doctoral dissertation]. University of Rochester; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/1802/30909.

Council of Science Editors:

Khan A. Crossing boundaries : the role of English Companion Ning (ECN) in the professional learning of Pakistani university English teachers. [Doctoral Dissertation]. University of Rochester; 2016. Available from: http://hdl.handle.net/1802/30909

26. Wu, Rachel Yi-Fen. Establishing the validity of the General English Proficiency Test Reading Component through a criticial evaluation on alignment with the Common European Framework of Reference.

Degree: PhD, 2011, University of Bedfordshire

 The present study aimed to establish an empirical framework for test validation and comparison of level-based test batteries and to identify parameters that are useful… (more)

Subjects/Keywords: 418.007; Q330 English as a second language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wu, R. Y. (2011). Establishing the validity of the General English Proficiency Test Reading Component through a criticial evaluation on alignment with the Common European Framework of Reference. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/223000

Chicago Manual of Style (16th Edition):

Wu, Rachel Yi-Fen. “Establishing the validity of the General English Proficiency Test Reading Component through a criticial evaluation on alignment with the Common European Framework of Reference.” 2011. Doctoral Dissertation, University of Bedfordshire. Accessed November 17, 2019. http://hdl.handle.net/10547/223000.

MLA Handbook (7th Edition):

Wu, Rachel Yi-Fen. “Establishing the validity of the General English Proficiency Test Reading Component through a criticial evaluation on alignment with the Common European Framework of Reference.” 2011. Web. 17 Nov 2019.

Vancouver:

Wu RY. Establishing the validity of the General English Proficiency Test Reading Component through a criticial evaluation on alignment with the Common European Framework of Reference. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2011. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10547/223000.

Council of Science Editors:

Wu RY. Establishing the validity of the General English Proficiency Test Reading Component through a criticial evaluation on alignment with the Common European Framework of Reference. [Doctoral Dissertation]. University of Bedfordshire; 2011. Available from: http://hdl.handle.net/10547/223000


Arizona State University

27. Chaudhuri, Anita. In Search of an Identity: A Study on FYC Students' Preference of Course Labels and Identities.

Degree: PhD, English, 2012, Arizona State University

 This dissertation is an exploration of various identity labels available for first-year composition (FYC) students that tend to classify them into categories which may or… (more)

Subjects/Keywords: English as a second language; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chaudhuri, A. (2012). In Search of an Identity: A Study on FYC Students' Preference of Course Labels and Identities. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14903

Chicago Manual of Style (16th Edition):

Chaudhuri, Anita. “In Search of an Identity: A Study on FYC Students' Preference of Course Labels and Identities.” 2012. Doctoral Dissertation, Arizona State University. Accessed November 17, 2019. http://repository.asu.edu/items/14903.

MLA Handbook (7th Edition):

Chaudhuri, Anita. “In Search of an Identity: A Study on FYC Students' Preference of Course Labels and Identities.” 2012. Web. 17 Nov 2019.

Vancouver:

Chaudhuri A. In Search of an Identity: A Study on FYC Students' Preference of Course Labels and Identities. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Nov 17]. Available from: http://repository.asu.edu/items/14903.

Council of Science Editors:

Chaudhuri A. In Search of an Identity: A Study on FYC Students' Preference of Course Labels and Identities. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14903


University of Toledo

28. Ziegler, Nathan E. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge.

Degree: PhD, Foundations of Education: Educational Psychology, 2014, University of Toledo

 There is a growing body of work that examines the epistemic beliefs of learners and the role those beliefs play in the development of their… (more)

Subjects/Keywords: Educational Psychology; English As A Second Language; Epistemology; English as a Second Language; English Language Learners; ESL Education; Vocabulary Learning; Second Language Instruction; Personal Epistemology; Epistemic Development; Epistemic Beliefs; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ziegler, N. E. (2014). English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754

Chicago Manual of Style (16th Edition):

Ziegler, Nathan E. “English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge.” 2014. Doctoral Dissertation, University of Toledo. Accessed November 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.

MLA Handbook (7th Edition):

Ziegler, Nathan E. “English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge.” 2014. Web. 17 Nov 2019.

Vancouver:

Ziegler NE. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. [Internet] [Doctoral dissertation]. University of Toledo; 2014. [cited 2019 Nov 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.

Council of Science Editors:

Ziegler NE. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. [Doctoral Dissertation]. University of Toledo; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754


University of Central Florida

29. Soong, Maria Jose. Tier I Rti For English Language Learners With Language Deficits.

Degree: 2012, University of Central Florida

 Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI).… (more)

Subjects/Keywords: English language learner; ell; english as a second language; esl; response to intervention; rti; language proficiency; language deficit; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Soong, M. J. (2012). Tier I Rti For English Language Learners With Language Deficits. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2320

Chicago Manual of Style (16th Edition):

Soong, Maria Jose. “Tier I Rti For English Language Learners With Language Deficits.” 2012. Doctoral Dissertation, University of Central Florida. Accessed November 17, 2019. https://stars.library.ucf.edu/etd/2320.

MLA Handbook (7th Edition):

Soong, Maria Jose. “Tier I Rti For English Language Learners With Language Deficits.” 2012. Web. 17 Nov 2019.

Vancouver:

Soong MJ. Tier I Rti For English Language Learners With Language Deficits. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Nov 17]. Available from: https://stars.library.ucf.edu/etd/2320.

Council of Science Editors:

Soong MJ. Tier I Rti For English Language Learners With Language Deficits. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2320


Purdue University

30. Cao, Haiying. Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles.

Degree: PhD, English, 2014, Purdue University

  This study is an empirical attempt to examine how removal of all possible disfluency markers can help disentangle proficiency components assessed by the Oral… (more)

Subjects/Keywords: English as a Second Language; Language; English Language and Literature; Linguistics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cao, H. (2014). Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/239

Chicago Manual of Style (16th Edition):

Cao, Haiying. “Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles.” 2014. Doctoral Dissertation, Purdue University. Accessed November 17, 2019. https://docs.lib.purdue.edu/open_access_dissertations/239.

MLA Handbook (7th Edition):

Cao, Haiying. “Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles.” 2014. Web. 17 Nov 2019.

Vancouver:

Cao H. Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2019 Nov 17]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/239.

Council of Science Editors:

Cao H. Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles. [Doctoral Dissertation]. Purdue University; 2014. Available from: https://docs.lib.purdue.edu/open_access_dissertations/239

[1] [2] [3] [4] [5] … [800]

.