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You searched for subject:(English as a second language). Showing records 1 – 30 of 96036 total matches.

[1] [2] [3] [4] [5] … [3202]

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University of Minnesota

1. 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 (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 February 24, 2020. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 24 Feb 2020.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Feb 24]. 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

2. 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 February 24, 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. 24 Feb 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 Feb 24]. 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

3. 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 February 24, 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. 24 Feb 2020.

Vancouver:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2020 Feb 24]. 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

4. 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 February 24, 2020. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 24 Feb 2020.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Feb 24]. 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

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

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 February 24, 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. 24 Feb 2020.

Vancouver:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Internet] [Thesis]. Northeastern Illinois University; 2018. [cited 2020 Feb 24]. 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

6. 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 · 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 February 24, 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. 24 Feb 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 Feb 24]. 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

7. 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 February 24, 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. 24 Feb 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 Feb 24]. 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

8. 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 February 24, 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. 24 Feb 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 Feb 24]. 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

9. 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 February 24, 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. 24 Feb 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 Feb 24]. 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

10. 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 (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 February 24, 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. 24 Feb 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 Feb 24]. 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


Arizona State University

11. 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 (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 February 24, 2020. http://repository.asu.edu/items/30066.

MLA Handbook (7th Edition):

Diehl, Dana. “Science as Myth.” 2015. Web. 24 Feb 2020.

Vancouver:

Diehl D. Science as Myth. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2020 Feb 24]. 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

12. 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 February 24, 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. 24 Feb 2020.

Vancouver:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Internet] [Thesis]. George Mason University; 2016. [cited 2020 Feb 24]. 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


Washington State University

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

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 February 24, 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. 24 Feb 2020.

Vancouver:

author] [. Making Text Features Salient To Graduate Student Writers . [Internet] [Thesis]. Washington State University; 2015. [cited 2020 Feb 24]. 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

14. 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 February 24, 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. 24 Feb 2020.

Vancouver:

Wang L. Assessing interactional competence in second language paired speaking tasks. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2020 Feb 24]. 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

15. 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 February 24, 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. 24 Feb 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 Feb 24]. 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

16. 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 February 24, 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. 24 Feb 2020.

Vancouver:

You Y. Relationships between lexical proficiency and L2 oral proficiency. [Internet] [Doctoral dissertation]. Purdue University; 2014. [cited 2020 Feb 24]. 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

17. 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 (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 February 24, 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. 24 Feb 2020.

Vancouver:

Guthrie BA. Negotiated interaction in the learning of written discourse conventions. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2020 Feb 24]. 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

18. 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 February 24, 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. 24 Feb 2020.

Vancouver:

Bucher Barbosa da Silva T. Bringing Pragmatics into the ESL Classroom. [Internet] [Thesis]. West Virginia University; 2012. [cited 2020 Feb 24]. 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


Colorado State University

19. 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 February 24, 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. 24 Feb 2020.

Vancouver:

Alshayban AS. Copula omission by EFL Arab learners. [Internet] [Thesis]. Colorado State University; 2012. [cited 2020 Feb 24]. 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

20. 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 (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 February 24, 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. 24 Feb 2020.

Vancouver:

Lee Y. Agency, identity, and English learning in a Taiwanese college EFL classroom. [Internet] [Thesis]. Indiana University; 2012. [cited 2020 Feb 24]. 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

21. 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 (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 February 24, 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. 24 Feb 2020.

Vancouver:

Exposito JA. A Phenomenological Study of the International Student Experience at an American College. [Internet] [Thesis]. Nova Southeastern University; 2016. [cited 2020 Feb 24]. 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

22. Salgado, Herlinda Arlene Galve. Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program.

Degree: 2016, Lindenwood University

  Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority… (more)

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

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APA (6th Edition):

Salgado, H. A. G. (2016). Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10123631

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):

Salgado, Herlinda Arlene Galve. “Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program.” 2016. Thesis, Lindenwood University. Accessed February 24, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10123631.

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

MLA Handbook (7th Edition):

Salgado, Herlinda Arlene Galve. “Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program.” 2016. Web. 24 Feb 2020.

Vancouver:

Salgado HAG. Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2020 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123631.

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

Council of Science Editors:

Salgado HAG. Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123631

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

23. Cavanaugh, Gary Scott. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners.

Degree: 2017, Grand Canyon University

  Research affirmed that instructional strategies that promote English Language Learners’ (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to… (more)

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

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

APA (6th Edition):

Cavanaugh, G. S. (2017). Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10603399

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):

Cavanaugh, Gary Scott. “Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners.” 2017. Thesis, Grand Canyon University. Accessed February 24, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10603399.

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

MLA Handbook (7th Edition):

Cavanaugh, Gary Scott. “Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners.” 2017. Web. 24 Feb 2020.

Vancouver:

Cavanaugh GS. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners. [Internet] [Thesis]. Grand Canyon University; 2017. [cited 2020 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10603399.

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

Council of Science Editors:

Cavanaugh GS. Effect of Balanced Math Instruction on Math Performance of Grade 1 and Grade 2 English Language Learners. [Thesis]. Grand Canyon University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10603399

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


Temple University

24. Koizumi, Yusa. Negotiation of form by EFL learners: Effect of task modality and L1 use.

Degree: 2017, Temple University

Teaching & Learning

Ed.D.

One issue that faces second language (L2) teachers when they use task-based language teaching (TBLT) is how they should integrate focus… (more)

Subjects/Keywords: English as a second language; Pedagogy

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APA (6th Edition):

Koizumi, Y. (2017). Negotiation of form by EFL learners: Effect of task modality and L1 use. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,435419

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):

Koizumi, Yusa. “Negotiation of form by EFL learners: Effect of task modality and L1 use.” 2017. Thesis, Temple University. Accessed February 24, 2020. http://digital.library.temple.edu/u?/p245801coll10,435419.

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

MLA Handbook (7th Edition):

Koizumi, Yusa. “Negotiation of form by EFL learners: Effect of task modality and L1 use.” 2017. Web. 24 Feb 2020.

Vancouver:

Koizumi Y. Negotiation of form by EFL learners: Effect of task modality and L1 use. [Internet] [Thesis]. Temple University; 2017. [cited 2020 Feb 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,435419.

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

Council of Science Editors:

Koizumi Y. Negotiation of form by EFL learners: Effect of task modality and L1 use. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,435419

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

25. 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

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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 February 24, 2020. 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. 24 Feb 2020.

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 2020 Feb 24]. 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

26. Ponce, Gilberto Martin. A Case Study of a Dual Language School| Principal and Teacher Perspectives.

Degree: 2018, The University of Texas at San Antonio

  The purpose of this qualitative case study is to investigate the characteristics of a sustained dual language campus as well as the contributions made… (more)

Subjects/Keywords: English as a second language; Educational leadership

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APA (6th Edition):

Ponce, G. M. (2018). A Case Study of a Dual Language School| Principal and Teacher Perspectives. (Thesis). The University of Texas at San Antonio. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10814590

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):

Ponce, Gilberto Martin. “A Case Study of a Dual Language School| Principal and Teacher Perspectives.” 2018. Thesis, The University of Texas at San Antonio. Accessed February 24, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10814590.

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

MLA Handbook (7th Edition):

Ponce, Gilberto Martin. “A Case Study of a Dual Language School| Principal and Teacher Perspectives.” 2018. Web. 24 Feb 2020.

Vancouver:

Ponce GM. A Case Study of a Dual Language School| Principal and Teacher Perspectives. [Internet] [Thesis]. The University of Texas at San Antonio; 2018. [cited 2020 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10814590.

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

Council of Science Editors:

Ponce GM. A Case Study of a Dual Language School| Principal and Teacher Perspectives. [Thesis]. The University of Texas at San Antonio; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10814590

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


Baylor University

27. Hancock, Leslie A. Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model.

Degree: Curriculum and Instruction., 2010, Baylor University

 The purpose of this study was to examine the effectiveness of a model of instruction for English language learners that may serve as an alternative… (more)

Subjects/Keywords: English as a second language.; Instruction.

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

APA (6th Edition):

Hancock, L. A. (2010). Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/7934

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):

Hancock, Leslie A. “Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model. ” 2010. Thesis, Baylor University. Accessed February 24, 2020. http://hdl.handle.net/2104/7934.

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

MLA Handbook (7th Edition):

Hancock, Leslie A. “Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model. ” 2010. Web. 24 Feb 2020.

Vancouver:

Hancock LA. Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model. [Internet] [Thesis]. Baylor University; 2010. [cited 2020 Feb 24]. Available from: http://hdl.handle.net/2104/7934.

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

Council of Science Editors:

Hancock LA. Tiered instruction couched within the five block schedule : an alternative to the Sheltered Instruction Observation Protocol model. [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/7934

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

28. Webb, Nathan A. Beyond the language barrier| Developing creative strategies aimed towards engaging the sixth grade bilingual students in my general music classroom.

Degree: 2015, The William Paterson University of New Jersey

  With this qualitative self-study, I investigated my practice as a general music teacher with my Limited English Proficient (LEP) students. The purpose of this… (more)

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

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APA (6th Edition):

Webb, N. A. (2015). Beyond the language barrier| Developing creative strategies aimed towards engaging the sixth grade bilingual students in my general music classroom. (Thesis). The William Paterson University of New Jersey. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1592302

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):

Webb, Nathan A. “Beyond the language barrier| Developing creative strategies aimed towards engaging the sixth grade bilingual students in my general music classroom.” 2015. Thesis, The William Paterson University of New Jersey. Accessed February 24, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1592302.

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

MLA Handbook (7th Edition):

Webb, Nathan A. “Beyond the language barrier| Developing creative strategies aimed towards engaging the sixth grade bilingual students in my general music classroom.” 2015. Web. 24 Feb 2020.

Vancouver:

Webb NA. Beyond the language barrier| Developing creative strategies aimed towards engaging the sixth grade bilingual students in my general music classroom. [Internet] [Thesis]. The William Paterson University of New Jersey; 2015. [cited 2020 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592302.

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

Council of Science Editors:

Webb NA. Beyond the language barrier| Developing creative strategies aimed towards engaging the sixth grade bilingual students in my general music classroom. [Thesis]. The William Paterson University of New Jersey; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592302

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

29. McGuthrie, Monica Elena Leal. An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests.

Degree: 2015, California State University, Long Beach

Second language (L2) learners are usually given a limited amount of exposure to pragmatic instruction even though researchers have advocated the importance of teaching… (more)

Subjects/Keywords: Linguistics; English as a second language

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APA (6th Edition):

McGuthrie, M. E. L. (2015). An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1596984

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):

McGuthrie, Monica Elena Leal. “An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests.” 2015. Thesis, California State University, Long Beach. Accessed February 24, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1596984.

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

MLA Handbook (7th Edition):

McGuthrie, Monica Elena Leal. “An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests.” 2015. Web. 24 Feb 2020.

Vancouver:

McGuthrie MEL. An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2020 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1596984.

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

Council of Science Editors:

McGuthrie MEL. An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1596984

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


University of Toledo

30. Barr, Regina L. Sociolinguistics and Bilingualism.

Degree: MA, English (as a Second Language), 2017, University of Toledo

 Sociolinguistics studies the influence certain social factors can have on how language acquisition occurs. In studies of sociolinguistics in children raised bilingual, the point of… (more)

Subjects/Keywords: English As A Second Language; Linguistics; Sociolinguistics

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

APA (6th Edition):

Barr, R. L. (2017). Sociolinguistics and Bilingualism. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549

Chicago Manual of Style (16th Edition):

Barr, Regina L. “Sociolinguistics and Bilingualism.” 2017. Masters Thesis, University of Toledo. Accessed February 24, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.

MLA Handbook (7th Edition):

Barr, Regina L. “Sociolinguistics and Bilingualism.” 2017. Web. 24 Feb 2020.

Vancouver:

Barr RL. Sociolinguistics and Bilingualism. [Internet] [Masters thesis]. University of Toledo; 2017. [cited 2020 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549.

Council of Science Editors:

Barr RL. Sociolinguistics and Bilingualism. [Masters Thesis]. University of Toledo; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1512423875160549

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