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You searched for subject:(English as a Second Language Achievement Test). Showing records 1 – 30 of 112289 total matches.

[1] [2] [3] [4] [5] … [3743]

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University of Zambia

1. Mbozi, Evan Malambo. Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia .

Degree: 2011, University of Zambia

 This study tested the hypothesis that performance in the school certificate English examination is better in grant-aided schools than it is in government schools. The… (more)

Subjects/Keywords: English as a second Language achievement Test  – Zambia; English language  – Examinations  – Zambia

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

APA (6th Edition):

Mbozi, E. M. (2011). Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/420

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

Chicago Manual of Style (16th Edition):

Mbozi, Evan Malambo. “Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia .” 2011. Thesis, University of Zambia. Accessed January 29, 2020. http://hdl.handle.net/123456789/420.

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

MLA Handbook (7th Edition):

Mbozi, Evan Malambo. “Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia .” 2011. Web. 29 Jan 2020.

Vancouver:

Mbozi EM. Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/123456789/420.

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

Council of Science Editors:

Mbozi EM. Factors contributing to disparities in school certificate results in English : a study of some selected schools in Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/420

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


Virginia Tech

2. Sebolt, Stephanie Ann Doswald. Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement.

Degree: PhD, Curriculum and Instruction, 2010, Virginia Tech

 Parental involvement has been at the forefront of many studies leading to the conclusion that increased parental involvement improves academic achievement. Despite findings suggesting the… (more)

Subjects/Keywords: Parental Involvement; Student Achievement; Latino; Hispanic; English as a Second Language

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APA (6th Edition):

Sebolt, S. A. D. (2010). Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28979

Chicago Manual of Style (16th Edition):

Sebolt, Stephanie Ann Doswald. “Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement.” 2010. Doctoral Dissertation, Virginia Tech. Accessed January 29, 2020. http://hdl.handle.net/10919/28979.

MLA Handbook (7th Edition):

Sebolt, Stephanie Ann Doswald. “Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement.” 2010. Web. 29 Jan 2020.

Vancouver:

Sebolt SAD. Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/10919/28979.

Council of Science Editors:

Sebolt SAD. Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/28979


University of Minnesota

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

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

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

APA (6th 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 (16th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed January 29, 2020. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 29 Jan 2020.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 29]. 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

4. 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

 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 (6th 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 (16th 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 January 29, 2020. http://hdl.handle.net/1808/21594.

MLA Handbook (7th 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. 29 Jan 2020.

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 2020 Jan 29]. 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

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

Degree: 2015, Northern Arizona University

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

Subjects/Keywords: English as a second language

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APA (6th 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 (16th Edition):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Thesis, Northern Arizona University. Accessed January 29, 2020. 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 (7th Edition):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Web. 29 Jan 2020.

Vancouver:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2020 Jan 29]. 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


University of Minnesota

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

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

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

Subjects/Keywords: English as a second language

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

APA (6th 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 (16th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed January 29, 2020. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 29 Jan 2020.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Jan 29]. 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

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

Degree: 2018, Northeastern Illinois University

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

Subjects/Keywords: English as a second language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Thesis, Northeastern Illinois University. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

MLA Handbook (7th Edition):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Web. 29 Jan 2020.

Vancouver:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Internet] [Thesis]. Northeastern Illinois University; 2018. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

Council of Science Editors:

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

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


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

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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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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

9. 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

 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 (6th 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 (16th 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 January 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

MLA Handbook (7th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Web. 29 Jan 2020.

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 2020 Jan 29]. 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

10. 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

 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 (6th 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 (16th 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 January 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525379740507044.

MLA Handbook (7th Edition):

MacBride, Claire Ann, MacBride. “Mental Imagery as a Substitute for Parallel Sensory Input in the Field of SLA.” 2018. Web. 29 Jan 2020.

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 2020 Jan 29]. 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

11. 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

 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 (6th 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 (16th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Masters Thesis, University of Toledo. Accessed January 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

MLA Handbook (7th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Web. 29 Jan 2020.

Vancouver:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2020 Jan 29]. 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

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

Degree: 2018, Northcentral University

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

Subjects/Keywords: English as a second language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Thesis, Northcentral University. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

MLA Handbook (7th Edition):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Web. 29 Jan 2020.

Vancouver:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Internet] [Thesis]. Northcentral University; 2018. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

Council of Science Editors:

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

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

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

Degree: 2018, California State University, Long Beach

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

Subjects/Keywords: English as a second language

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Thesis, California State University, Long Beach. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

MLA Handbook (7th Edition):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Web. 29 Jan 2020.

Vancouver:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

Council of Science Editors:

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

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


Washington State University

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

Degree: 2015, Washington State University

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

Subjects/Keywords: English as a second language

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Thesis, Washington State University. Accessed January 29, 2020. http://hdl.handle.net/2376/6256.

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

MLA Handbook (7th Edition):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Web. 29 Jan 2020.

Vancouver:

author] [. Making Text Features Salient To Graduate Student Writers . [Internet] [Thesis]. Washington State University; 2015. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/2376/6256.

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

Council of Science Editors:

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

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


Arizona State University

15. Diehl, Dana. Science as Myth.

Degree: English, 2015, Arizona State University

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

Subjects/Keywords: English as a second language

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Diehl, Dana. “Science as Myth.” 2015. Masters Thesis, Arizona State University. Accessed January 29, 2020. http://repository.asu.edu/items/30066.

MLA Handbook (7th Edition):

Diehl, Dana. “Science as Myth.” 2015. Web. 29 Jan 2020.

Vancouver:

Diehl D. Science as Myth. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2020 Jan 29]. Available from: http://repository.asu.edu/items/30066.

Council of Science Editors:

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


George Mason University

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

Degree: 2016, George Mason University

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

Subjects/Keywords: English as a second language

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Thesis, George Mason University. Accessed January 29, 2020. http://hdl.handle.net/1920/10575.

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

MLA Handbook (7th Edition):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Web. 29 Jan 2020.

Vancouver:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Internet] [Thesis]. George Mason University; 2016. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/1920/10575.

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

Council of Science Editors:

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

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


Northeastern University

17. Mannion, Adeleine Rodene. Towards understanding the nature of English language learners and the experiences of their educators.

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

 The goal of this research study was to analyze the successful teaching methods used most frequently by educators of English Language Learners (ELLs). This study… (more)

Subjects/Keywords: achievement gap; cultural diversity; English as a Second Language; English Language Development; English Language Learners; Second Language Acquisition

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

APA (6th Edition):

Mannion, A. R. (2017). Towards understanding the nature of English language learners and the experiences of their educators. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251680

Chicago Manual of Style (16th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Doctoral Dissertation, Northeastern University. Accessed January 29, 2020. http://hdl.handle.net/2047/D20251680.

MLA Handbook (7th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Web. 29 Jan 2020.

Vancouver:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/2047/D20251680.

Council of Science Editors:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251680


Michigan State University

18. Lim, Hyo Jung. Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Second Language Studies 2014.

Language tests must be cognitively valid and are expected to elicit from test takers the… (more)

Subjects/Keywords: Test of English as a Foreign Language; Cognitive Abilities Test; Eye tracking; English as a second language; Educational evaluation; Educational psychology

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

APA (6th Edition):

Lim, H. J. (2014). Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2952

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

Chicago Manual of Style (16th Edition):

Lim, Hyo Jung. “Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective.” 2014. Thesis, Michigan State University. Accessed January 29, 2020. http://etd.lib.msu.edu/islandora/object/etd:2952.

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

MLA Handbook (7th Edition):

Lim, Hyo Jung. “Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective.” 2014. Web. 29 Jan 2020.

Vancouver:

Lim HJ. Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Jan 29]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2952.

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

Council of Science Editors:

Lim HJ. Exploring the validity evidence of the TOEFL iBT reading test from a cognitive perspective. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2952

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


University of Illinois – Urbana-Champaign

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

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

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

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

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APA · 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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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

20. Wang, Linxiao. Assessing interactional competence in second language paired speaking tasks.

Degree: 2015, Northern Arizona University

  The last decade has witnessed growing awareness and use of paired speaking tasks in the field of second language (L2) assessment, resulting in calls… (more)

Subjects/Keywords: Linguistics; English as a second language; Language

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

APA (6th Edition):

Wang, L. (2015). Assessing interactional competence in second language paired speaking tasks. (Thesis). Northern Arizona University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3713923

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

Chicago Manual of Style (16th Edition):

Wang, Linxiao. “Assessing interactional competence in second language paired speaking tasks.” 2015. Thesis, Northern Arizona University. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3713923.

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

MLA Handbook (7th Edition):

Wang, Linxiao. “Assessing interactional competence in second language paired speaking tasks.” 2015. Web. 29 Jan 2020.

Vancouver:

Wang L. Assessing interactional competence in second language paired speaking tasks. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713923.

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

Council of Science Editors:

Wang L. Assessing interactional competence in second language paired speaking tasks. [Thesis]. Northern Arizona University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713923

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


University of Debrecen

21. Ipacs, Katalin. The Influence of Polish, Italian and Hungarian as a First Language on English as a Second Language .

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

 This study investigates differences and similarities in the the production of errors influenced by the mother tongue in the written performance by twelve-year-old Polish, Italian… (more)

Subjects/Keywords: language transfer; English as a Second Language

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APA (6th Edition):

Ipacs, K. (2013). The Influence of Polish, Italian and Hungarian as a First Language on English as a Second Language . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171598

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

Chicago Manual of Style (16th Edition):

Ipacs, Katalin. “The Influence of Polish, Italian and Hungarian as a First Language on English as a Second Language .” 2013. Thesis, University of Debrecen. Accessed January 29, 2020. http://hdl.handle.net/2437/171598.

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

MLA Handbook (7th Edition):

Ipacs, Katalin. “The Influence of Polish, Italian and Hungarian as a First Language on English as a Second Language .” 2013. Web. 29 Jan 2020.

Vancouver:

Ipacs K. The Influence of Polish, Italian and Hungarian as a First Language on English as a Second Language . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/2437/171598.

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

Council of Science Editors:

Ipacs K. The Influence of Polish, Italian and Hungarian as a First Language on English as a Second Language . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171598

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


Purdue University

22. 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

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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 January 29, 2020. 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. 29 Jan 2020.

Vancouver:

You Y. Relationships between lexical proficiency and L2 oral proficiency. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2020 Jan 29]. 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

23. 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

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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 January 29, 2020. 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. 29 Jan 2020.

Vancouver:

Guthrie BA. Negotiated interaction in the learning of written discourse conventions. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2020 Jan 29]. 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


West Virginia University

24. Bucher Barbosa da Silva, Tahnee. Bringing Pragmatics into the ESL Classroom.

Degree: MA, World Languages, Literatures and Linguistics, 2012, West Virginia University

As a result of the expanding interest in the cognitive and social dimensions of language use beyond single sentences, a great number of research studies… (more)

Subjects/Keywords: Language; Linguistics; English as a second language

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APA (6th Edition):

Bucher Barbosa da Silva, T. (2012). Bringing Pragmatics into the ESL Classroom. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/316

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

Chicago Manual of Style (16th Edition):

Bucher Barbosa da Silva, Tahnee. “Bringing Pragmatics into the ESL Classroom.” 2012. Thesis, West Virginia University. Accessed January 29, 2020. https://researchrepository.wvu.edu/etd/316.

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

MLA Handbook (7th Edition):

Bucher Barbosa da Silva, Tahnee. “Bringing Pragmatics into the ESL Classroom.” 2012. Web. 29 Jan 2020.

Vancouver:

Bucher Barbosa da Silva T. Bringing Pragmatics into the ESL Classroom. [Internet] [Thesis]. West Virginia University; 2012. [cited 2020 Jan 29]. Available from: https://researchrepository.wvu.edu/etd/316.

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

Council of Science Editors:

Bucher Barbosa da Silva T. Bringing Pragmatics into the ESL Classroom. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/316

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


University of Kansas

25. 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

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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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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


University of Illinois – Urbana-Champaign

26. Kokhan, Kateryna. TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign.

Degree: MA, 0299, 2011, University of Illinois – Urbana-Champaign

 The English placement test (EPT) at the University of Illinois at Urbana-Champaign (UIUC) is designed to provide an accurate placement (or exemption) of international students… (more)

Subjects/Keywords: Test of English as a Foreign Language (TOEFL); English as a foreign or second language (ESL) placement; English Placement Test (EPT); self-reported versus official data; correlation

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

APA (6th Edition):

Kokhan, K. (2011). TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18598

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

Chicago Manual of Style (16th Edition):

Kokhan, Kateryna. “TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed January 29, 2020. http://hdl.handle.net/2142/18598.

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

MLA Handbook (7th Edition):

Kokhan, Kateryna. “TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign.” 2011. Web. 29 Jan 2020.

Vancouver:

Kokhan K. TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2020 Jan 29]. Available from: http://hdl.handle.net/2142/18598.

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

Council of Science Editors:

Kokhan K. TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18598

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


University of Louisville

27. 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

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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 January 29, 2020. 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. 29 Jan 2020.

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 2020 Jan 29]. 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


Colorado State University

28. Alshayban, Abdullah S. Copula omission by EFL Arab learners.

Degree: 2012, Colorado State University

  Copula omission is found to be one of the major and most frequent errors that Arab EFL learners make when writing in English. Several… (more)

Subjects/Keywords: Education; English as a Second Language

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APA (6th Edition):

Alshayban, A. S. (2012). Copula omission by EFL Arab learners. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1511090

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

Chicago Manual of Style (16th Edition):

Alshayban, Abdullah S. “Copula omission by EFL Arab learners.” 2012. Thesis, Colorado State University. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1511090.

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

MLA Handbook (7th Edition):

Alshayban, Abdullah S. “Copula omission by EFL Arab learners.” 2012. Web. 29 Jan 2020.

Vancouver:

Alshayban AS. Copula omission by EFL Arab learners. [Internet] [Thesis]. Colorado State University; 2012. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1511090.

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

Council of Science Editors:

Alshayban AS. Copula omission by EFL Arab learners. [Thesis]. Colorado State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1511090

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


Indiana University

29. Lee, Yi-Ching. Agency, identity, and English learning in a Taiwanese college EFL classroom.

Degree: 2012, Indiana University

  Under the discourse of English as a global language (Dewey 2007; Jordão, 2004; Phillipson, 2009; Seidlhofer, 2004; Sifakis, 2007) and the influence of "English(more)

Subjects/Keywords: Education; English as a Second Language

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

APA (6th Edition):

Lee, Y. (2012). Agency, identity, and English learning in a Taiwanese college EFL classroom. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488249

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

Chicago Manual of Style (16th Edition):

Lee, Yi-Ching. “Agency, identity, and English learning in a Taiwanese college EFL classroom.” 2012. Thesis, Indiana University. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3488249.

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

MLA Handbook (7th Edition):

Lee, Yi-Ching. “Agency, identity, and English learning in a Taiwanese college EFL classroom.” 2012. Web. 29 Jan 2020.

Vancouver:

Lee Y. Agency, identity, and English learning in a Taiwanese college EFL classroom. [Internet] [Thesis]. Indiana University; 2012. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488249.

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

Council of Science Editors:

Lee Y. Agency, identity, and English learning in a Taiwanese college EFL classroom. [Thesis]. Indiana University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488249

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

30. Exposito, Julie Anderson. A Phenomenological Study of the International Student Experience at an American College.

Degree: 2016, Nova Southeastern University

  This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes… (more)

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

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

APA (6th Edition):

Exposito, J. A. (2016). A Phenomenological Study of the International Student Experience at an American College. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10010659

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

Chicago Manual of Style (16th Edition):

Exposito, Julie Anderson. “A Phenomenological Study of the International Student Experience at an American College.” 2016. Thesis, Nova Southeastern University. Accessed January 29, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10010659.

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

MLA Handbook (7th Edition):

Exposito, Julie Anderson. “A Phenomenological Study of the International Student Experience at an American College.” 2016. Web. 29 Jan 2020.

Vancouver:

Exposito JA. A Phenomenological Study of the International Student Experience at an American College. [Internet] [Thesis]. Nova Southeastern University; 2016. [cited 2020 Jan 29]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10010659.

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

Council of Science Editors:

Exposito JA. A Phenomenological Study of the International Student Experience at an American College. [Thesis]. Nova Southeastern University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10010659

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

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