Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(English language Study AND teaching Higher ). Showing records 1 – 30 of 17707 total matches.

[1] [2] [3] [4] [5] … [591]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


University of Hong Kong

1. Zhou, Jiming. Changing assessment perceptions and practices in Chinese college English classrooms.

Degree: PhD, 2016, University of Hong Kong

 This study examines teachers’ and students’ perceptions and practices of classroom assessment in an English curriculum innovation at a Chinese university. It slices through the… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - China

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhou, J. (2016). Changing assessment perceptions and practices in Chinese college English classrooms. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/235863

Chicago Manual of Style (16th Edition):

Zhou, Jiming. “Changing assessment perceptions and practices in Chinese college English classrooms.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. http://hdl.handle.net/10722/235863.

MLA Handbook (7th Edition):

Zhou, Jiming. “Changing assessment perceptions and practices in Chinese college English classrooms.” 2016. Web. 22 Sep 2019.

Vancouver:

Zhou J. Changing assessment perceptions and practices in Chinese college English classrooms. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10722/235863.

Council of Science Editors:

Zhou J. Changing assessment perceptions and practices in Chinese college English classrooms. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/235863


University of Hong Kong

2. 李展; Li, Zhan. The participatory relationship among teachers, students and curriculum materials : a case study of four Chinese EFL (English as a foreign language) teachers at the tertiary level in mainland China.

Degree: PhD, 2016, University of Hong Kong

 This thesis examines how and why language teachers enact the prescribed curriculum materials at the tertiary level in Mainland China. Given that English textbooks are… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - China

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

李展; Li, Z. (2016). The participatory relationship among teachers, students and curriculum materials : a case study of four Chinese EFL (English as a foreign language) teachers at the tertiary level in mainland China. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/250348

Chicago Manual of Style (16th Edition):

李展; Li, Zhan. “The participatory relationship among teachers, students and curriculum materials : a case study of four Chinese EFL (English as a foreign language) teachers at the tertiary level in mainland China.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. http://hdl.handle.net/10722/250348.

MLA Handbook (7th Edition):

李展; Li, Zhan. “The participatory relationship among teachers, students and curriculum materials : a case study of four Chinese EFL (English as a foreign language) teachers at the tertiary level in mainland China.” 2016. Web. 22 Sep 2019.

Vancouver:

李展; Li Z. The participatory relationship among teachers, students and curriculum materials : a case study of four Chinese EFL (English as a foreign language) teachers at the tertiary level in mainland China. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10722/250348.

Council of Science Editors:

李展; Li Z. The participatory relationship among teachers, students and curriculum materials : a case study of four Chinese EFL (English as a foreign language) teachers at the tertiary level in mainland China. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/250348


University of Hong Kong

3. Han, Ye. Learner engagement with teacher written corrective feedback in Chinese tertiary-level EFL classrooms : a sociocognitive perspective.

Degree: PhD, 2016, University of Hong Kong

 Written corrective feedback (WCF) has drawn intensive attention over the past two decades as a prevalent but controversial teaching technique in L2 classrooms. While previous… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - China

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Han, Y. (2016). Learner engagement with teacher written corrective feedback in Chinese tertiary-level EFL classrooms : a sociocognitive perspective. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/235881

Chicago Manual of Style (16th Edition):

Han, Ye. “Learner engagement with teacher written corrective feedback in Chinese tertiary-level EFL classrooms : a sociocognitive perspective.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. http://hdl.handle.net/10722/235881.

MLA Handbook (7th Edition):

Han, Ye. “Learner engagement with teacher written corrective feedback in Chinese tertiary-level EFL classrooms : a sociocognitive perspective.” 2016. Web. 22 Sep 2019.

Vancouver:

Han Y. Learner engagement with teacher written corrective feedback in Chinese tertiary-level EFL classrooms : a sociocognitive perspective. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10722/235881.

Council of Science Editors:

Han Y. Learner engagement with teacher written corrective feedback in Chinese tertiary-level EFL classrooms : a sociocognitive perspective. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/235881

4. Murphy, Ashley N. Teaching dialect awareness in the college composition classroom : an evaluation.

Degree: PhD, 2012, Ball State University

 Linguists have long accepted the inevitability of linguistic variation as scientific fact. However, the general public continues to associate regional variation with low intelligence and… (more)

Subjects/Keywords: English language  – Dialects  – Study and teaching (Higher); English language  – Rhetoric  – Study and teaching (Higher); English language  – Dialects; College students  – Attitudes

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Murphy, A. N. (2012). Teaching dialect awareness in the college composition classroom : an evaluation. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195868

Chicago Manual of Style (16th Edition):

Murphy, Ashley N. “Teaching dialect awareness in the college composition classroom : an evaluation.” 2012. Doctoral Dissertation, Ball State University. Accessed September 22, 2019. http://cardinalscholar.bsu.edu/handle/123456789/195868.

MLA Handbook (7th Edition):

Murphy, Ashley N. “Teaching dialect awareness in the college composition classroom : an evaluation.” 2012. Web. 22 Sep 2019.

Vancouver:

Murphy AN. Teaching dialect awareness in the college composition classroom : an evaluation. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Sep 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195868.

Council of Science Editors:

Murphy AN. Teaching dialect awareness in the college composition classroom : an evaluation. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195868


Massey University

5. Knox, Daniel. Japanese students' reflections on high school preparation for university English classes.

Degree: MEd, 2018, Massey University

 High school English classes in Japan typically focus on passive writing skills at the expense of practical communication skills, leading many Japanese students of English(more)

Subjects/Keywords: English language  – Study and teaching (Higher)  – Japanese speakers  – Interviews; English language  – Study and teaching (Higher)  – Japanese speakers  – Attitudes; English language  – Study and teaching (Secondary)  – Japan; English language  – Spoken English  – Japan

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knox, D. (2018). Japanese students' reflections on high school preparation for university English classes. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14654

Chicago Manual of Style (16th Edition):

Knox, Daniel. “Japanese students' reflections on high school preparation for university English classes.” 2018. Masters Thesis, Massey University. Accessed September 22, 2019. http://hdl.handle.net/10179/14654.

MLA Handbook (7th Edition):

Knox, Daniel. “Japanese students' reflections on high school preparation for university English classes.” 2018. Web. 22 Sep 2019.

Vancouver:

Knox D. Japanese students' reflections on high school preparation for university English classes. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10179/14654.

Council of Science Editors:

Knox D. Japanese students' reflections on high school preparation for university English classes. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14654

6. Alenizi, Aied Mutlaq. Noun countability judgments by Arabic speakers of English.

Degree: PhD, 2017, Ball State University

 In an attempt to better understand the role of relationship between the use of English indefinite article and L1 transfer in L2 countability judgments by… (more)

Subjects/Keywords: English language  – Noun.; English language  – Article.; English language  – Study and teaching (Higher)  – Arabic speakers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alenizi, A. M. (2017). Noun countability judgments by Arabic speakers of English. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200665

Chicago Manual of Style (16th Edition):

Alenizi, Aied Mutlaq. “Noun countability judgments by Arabic speakers of English.” 2017. Doctoral Dissertation, Ball State University. Accessed September 22, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200665.

MLA Handbook (7th Edition):

Alenizi, Aied Mutlaq. “Noun countability judgments by Arabic speakers of English.” 2017. Web. 22 Sep 2019.

Vancouver:

Alenizi AM. Noun countability judgments by Arabic speakers of English. [Internet] [Doctoral dissertation]. Ball State University; 2017. [cited 2019 Sep 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200665.

Council of Science Editors:

Alenizi AM. Noun countability judgments by Arabic speakers of English. [Doctoral Dissertation]. Ball State University; 2017. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200665


University of North Texas

7. Lin, Baysan. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.

Degree: 2010, University of North Texas

 This exploratory, qualitative research explored the extent that course syllabi in the Departments of English in 13 public and 9 private universities in Taiwan reflect… (more)

Subjects/Keywords: Syllabi; higher education; English department; English literature  – Study and teaching (Higher)  – Taiwan.; English language  – Study and teaching (Higher)  – Taiwan.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lin, B. (2010). An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28451/

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):

Lin, Baysan. “An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.” 2010. Thesis, University of North Texas. Accessed September 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc28451/.

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

MLA Handbook (7th Edition):

Lin, Baysan. “An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan.” 2010. Web. 22 Sep 2019.

Vancouver:

Lin B. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Sep 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28451/.

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

Council of Science Editors:

Lin B. An Assessment of Undergraduate Course Syllabi in the Departments of English at Universities in Taiwan. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28451/

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


University of New Mexico

8. Welhausen, Candice. TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS.

Degree: English, 2009, University of New Mexico

 New media and digital texts of the twenty-first century are generally characterized as rich and dynamic combinations of verbal, visual, and aural elements. Instruction in… (more)

Subjects/Keywords: Rhetoric – Study and teaching (Higher); English language – Writing – Study and teaching (Higher); Visual literacy – Study and teaching (Higher); Media literacy – Study and teaching (Higher); Visual communication – Study and teaching (Higher)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Welhausen, C. (2009). TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9833

Chicago Manual of Style (16th Edition):

Welhausen, Candice. “TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS.” 2009. Doctoral Dissertation, University of New Mexico. Accessed September 22, 2019. http://hdl.handle.net/1928/9833.

MLA Handbook (7th Edition):

Welhausen, Candice. “TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS.” 2009. Web. 22 Sep 2019.

Vancouver:

Welhausen C. TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1928/9833.

Council of Science Editors:

Welhausen C. TOWARD A VISUAL PAIDEIA: VISUAL RHETORIC IN UNDERGRADUATE WRITING PROGRAMS. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9833


Columbia University

9. Callahan, Nicole A. In Company with Others: Commentaries as Conversational Community Practice Towards Philosophical Thinking.

Degree: 2017, Columbia University

 In the interest of fostering deep student transactions with texts, the purpose of this research is to study a particular approach to teaching writing, and… (more)

Subjects/Keywords: Education; English language – Writing – Study and teaching (Higher); Philosophy – Study and teaching (Higher); Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Callahan, N. A. (2017). In Company with Others: Commentaries as Conversational Community Practice Towards Philosophical Thinking. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8W66Z4T

Chicago Manual of Style (16th Edition):

Callahan, Nicole A. “In Company with Others: Commentaries as Conversational Community Practice Towards Philosophical Thinking.” 2017. Doctoral Dissertation, Columbia University. Accessed September 22, 2019. https://doi.org/10.7916/D8W66Z4T.

MLA Handbook (7th Edition):

Callahan, Nicole A. “In Company with Others: Commentaries as Conversational Community Practice Towards Philosophical Thinking.” 2017. Web. 22 Sep 2019.

Vancouver:

Callahan NA. In Company with Others: Commentaries as Conversational Community Practice Towards Philosophical Thinking. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2019 Sep 22]. Available from: https://doi.org/10.7916/D8W66Z4T.

Council of Science Editors:

Callahan NA. In Company with Others: Commentaries as Conversational Community Practice Towards Philosophical Thinking. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8W66Z4T

10. DiSarro, David R. Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms.

Degree: PhD, 2011, Ball State University

 Within recent years there have been numerous scholarly discussions describing the tendency to erect various binaries between the fields of composition and creative writing. In… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher); Creative writing (Higher education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

DiSarro, D. R. (2011). Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194890

Chicago Manual of Style (16th Edition):

DiSarro, David R. “Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms.” 2011. Doctoral Dissertation, Ball State University. Accessed September 22, 2019. http://cardinalscholar.bsu.edu/handle/123456789/194890.

MLA Handbook (7th Edition):

DiSarro, David R. “Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms.” 2011. Web. 22 Sep 2019.

Vancouver:

DiSarro DR. Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2019 Sep 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194890.

Council of Science Editors:

DiSarro DR. Good fences make good neighbors : an ethnographic study of first-year composition and introductory creative writing classrooms. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194890


University of Hong Kong

11. Huang, Huizhu. Mutual influences between learners' identity construction and English language learning in the first year of university study in China.

Degree: M. Phil., 2012, University of Hong Kong

 This thesis explores the mutual impacts between English learners’ identity construction and their English learning at university level of education in the People’s Republic of… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - China.; English language - Study and teaching (Higher) - Chinese speakers.; Identity (Psychology)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Huang, H. (2012). Mutual influences between learners' identity construction and English language learning in the first year of university study in China. (Masters Thesis). University of Hong Kong. Retrieved from Huang, H. [黄慧珠]. (2012). Mutual influences between learners' identity construction and English language learning in the first year of university study in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833017 ; http://dx.doi.org/10.5353/th_b4833017 ; http://hdl.handle.net/10722/173913

Chicago Manual of Style (16th Edition):

Huang, Huizhu. “Mutual influences between learners' identity construction and English language learning in the first year of university study in China.” 2012. Masters Thesis, University of Hong Kong. Accessed September 22, 2019. Huang, H. [黄慧珠]. (2012). Mutual influences between learners' identity construction and English language learning in the first year of university study in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833017 ; http://dx.doi.org/10.5353/th_b4833017 ; http://hdl.handle.net/10722/173913.

MLA Handbook (7th Edition):

Huang, Huizhu. “Mutual influences between learners' identity construction and English language learning in the first year of university study in China.” 2012. Web. 22 Sep 2019.

Vancouver:

Huang H. Mutual influences between learners' identity construction and English language learning in the first year of university study in China. [Internet] [Masters thesis]. University of Hong Kong; 2012. [cited 2019 Sep 22]. Available from: Huang, H. [黄慧珠]. (2012). Mutual influences between learners' identity construction and English language learning in the first year of university study in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833017 ; http://dx.doi.org/10.5353/th_b4833017 ; http://hdl.handle.net/10722/173913.

Council of Science Editors:

Huang H. Mutual influences between learners' identity construction and English language learning in the first year of university study in China. [Masters Thesis]. University of Hong Kong; 2012. Available from: Huang, H. [黄慧珠]. (2012). Mutual influences between learners' identity construction and English language learning in the first year of university study in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4833017 ; http://dx.doi.org/10.5353/th_b4833017 ; http://hdl.handle.net/10722/173913


Michigan State University

12. Braude, Mirabeth. GRIN : global, rhetorical, inclusive, networked writing and re-writing of happiness.

Degree: 2016, Michigan State University

Thesis M.A. Michigan State University. Critical Studies in Literacy and Pedagogy 2016

Historically, happiness has been philosophized in Western Society as an independent pursuit of… (more)

Subjects/Keywords: English language – Composition and exercises – Study and teaching (Higher); English language – Study and teaching (Higher); Happiness; Rhetoric; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Braude, M. (2016). GRIN : global, rhetorical, inclusive, networked writing and re-writing of happiness. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4069

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):

Braude, Mirabeth. “GRIN : global, rhetorical, inclusive, networked writing and re-writing of happiness.” 2016. Thesis, Michigan State University. Accessed September 22, 2019. http://etd.lib.msu.edu/islandora/object/etd:4069.

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

MLA Handbook (7th Edition):

Braude, Mirabeth. “GRIN : global, rhetorical, inclusive, networked writing and re-writing of happiness.” 2016. Web. 22 Sep 2019.

Vancouver:

Braude M. GRIN : global, rhetorical, inclusive, networked writing and re-writing of happiness. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 Sep 22]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4069.

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

Council of Science Editors:

Braude M. GRIN : global, rhetorical, inclusive, networked writing and re-writing of happiness. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4069

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


University of Hong Kong

13. Huang, Kaisheng. A corpus study of Chinese EFL majors' phraseological performance.

Degree: PhD, 2014, University of Hong Kong

 For more than half a century linguists have been interested in phraseology, the study of the structure, meaning and use of word combinations. The literature… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - China; English language - Study and teaching - Chinese speakers; Second language acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Huang, K. (2014). A corpus study of Chinese EFL majors' phraseological performance. (Doctoral Dissertation). University of Hong Kong. Retrieved from Huang, K. [黄开胜]. (2014). A corpus study of Chinese EFL majors' phraseological performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5350994 ; http://dx.doi.org/10.5353/th_b5350994 ; http://hdl.handle.net/10722/219900

Chicago Manual of Style (16th Edition):

Huang, Kaisheng. “A corpus study of Chinese EFL majors' phraseological performance.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. Huang, K. [黄开胜]. (2014). A corpus study of Chinese EFL majors' phraseological performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5350994 ; http://dx.doi.org/10.5353/th_b5350994 ; http://hdl.handle.net/10722/219900.

MLA Handbook (7th Edition):

Huang, Kaisheng. “A corpus study of Chinese EFL majors' phraseological performance.” 2014. Web. 22 Sep 2019.

Vancouver:

Huang K. A corpus study of Chinese EFL majors' phraseological performance. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Sep 22]. Available from: Huang, K. [黄开胜]. (2014). A corpus study of Chinese EFL majors' phraseological performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5350994 ; http://dx.doi.org/10.5353/th_b5350994 ; http://hdl.handle.net/10722/219900.

Council of Science Editors:

Huang K. A corpus study of Chinese EFL majors' phraseological performance. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Huang, K. [黄开胜]. (2014). A corpus study of Chinese EFL majors' phraseological performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5350994 ; http://dx.doi.org/10.5353/th_b5350994 ; http://hdl.handle.net/10722/219900


University of Hong Kong

14. 姚爽; Yao, Shuang. An error analysis of plurality in L2 English by L1 Mandarin college students.

Degree: MAin Applied, 2015, University of Hong Kong

This dissertation demonstrates an error analysis of plurality (i.e. singular/base versus plural forms) of nouns and pronouns in L2 (second language) English made by L1… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - Chinese speakers; English language - Errors of usage

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

姚爽; Yao, S. (2015). An error analysis of plurality in L2 English by L1 Mandarin college students. (Masters Thesis). University of Hong Kong. Retrieved from Yao, S. [姚爽]. (2015). An error analysis of plurality in L2 English by L1 Mandarin college students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677106 ; http://dx.doi.org/10.5353/th_b5677106 ; http://hdl.handle.net/10722/223119

Chicago Manual of Style (16th Edition):

姚爽; Yao, Shuang. “An error analysis of plurality in L2 English by L1 Mandarin college students.” 2015. Masters Thesis, University of Hong Kong. Accessed September 22, 2019. Yao, S. [姚爽]. (2015). An error analysis of plurality in L2 English by L1 Mandarin college students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677106 ; http://dx.doi.org/10.5353/th_b5677106 ; http://hdl.handle.net/10722/223119.

MLA Handbook (7th Edition):

姚爽; Yao, Shuang. “An error analysis of plurality in L2 English by L1 Mandarin college students.” 2015. Web. 22 Sep 2019.

Vancouver:

姚爽; Yao S. An error analysis of plurality in L2 English by L1 Mandarin college students. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Sep 22]. Available from: Yao, S. [姚爽]. (2015). An error analysis of plurality in L2 English by L1 Mandarin college students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677106 ; http://dx.doi.org/10.5353/th_b5677106 ; http://hdl.handle.net/10722/223119.

Council of Science Editors:

姚爽; Yao S. An error analysis of plurality in L2 English by L1 Mandarin college students. [Masters Thesis]. University of Hong Kong; 2015. Available from: Yao, S. [姚爽]. (2015). An error analysis of plurality in L2 English by L1 Mandarin college students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677106 ; http://dx.doi.org/10.5353/th_b5677106 ; http://hdl.handle.net/10722/223119


University of Hong Kong

15. 万中艳.; Wan, Zhongyan. A multi-case study of CALL integration in a private university in China: the intersection of teacher beliefsand contextual factors.

Degree: PhD, 2012, University of Hong Kong

 This thesis presents an in-depth, qualitative study that examines how a group of English teachers’ pedagogical beliefs and various sociocultural and institutional factors affect their… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - China.; English language - Computer-assisted instruction for foreign speakers.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

万中艳.; Wan, Z. (2012). A multi-case study of CALL integration in a private university in China: the intersection of teacher beliefsand contextual factors. (Doctoral Dissertation). University of Hong Kong. Retrieved from Wan, Z. [万中艳]. (2012). A multi-case study of CALL integration in a private university in China : the intersection of teacher beliefs and contextual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832989 ; http://dx.doi.org/10.5353/th_b4832989 ; http://hdl.handle.net/10722/173961

Chicago Manual of Style (16th Edition):

万中艳.; Wan, Zhongyan. “A multi-case study of CALL integration in a private university in China: the intersection of teacher beliefsand contextual factors.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. Wan, Z. [万中艳]. (2012). A multi-case study of CALL integration in a private university in China : the intersection of teacher beliefs and contextual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832989 ; http://dx.doi.org/10.5353/th_b4832989 ; http://hdl.handle.net/10722/173961.

MLA Handbook (7th Edition):

万中艳.; Wan, Zhongyan. “A multi-case study of CALL integration in a private university in China: the intersection of teacher beliefsand contextual factors.” 2012. Web. 22 Sep 2019.

Vancouver:

万中艳.; Wan Z. A multi-case study of CALL integration in a private university in China: the intersection of teacher beliefsand contextual factors. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Sep 22]. Available from: Wan, Z. [万中艳]. (2012). A multi-case study of CALL integration in a private university in China : the intersection of teacher beliefs and contextual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832989 ; http://dx.doi.org/10.5353/th_b4832989 ; http://hdl.handle.net/10722/173961.

Council of Science Editors:

万中艳.; Wan Z. A multi-case study of CALL integration in a private university in China: the intersection of teacher beliefsand contextual factors. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Wan, Z. [万中艳]. (2012). A multi-case study of CALL integration in a private university in China : the intersection of teacher beliefs and contextual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832989 ; http://dx.doi.org/10.5353/th_b4832989 ; http://hdl.handle.net/10722/173961

16. Lutkewitte, Claire E. Multimodality is – : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses.

Degree: PhD, 2010, Ball State University

 This dissertation identifies if and how graduate teaching assistants and instructors working in the field of rhetoric and composition teach multimodal assignments in first-year composition… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher); English language – Rhetoric – Interactive media

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lutkewitte, C. E. (2010). Multimodality is – : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193450

Chicago Manual of Style (16th Edition):

Lutkewitte, Claire E. “Multimodality is – : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses.” 2010. Doctoral Dissertation, Ball State University. Accessed September 22, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193450.

MLA Handbook (7th Edition):

Lutkewitte, Claire E. “Multimodality is – : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses.” 2010. Web. 22 Sep 2019.

Vancouver:

Lutkewitte CE. Multimodality is – : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2019 Sep 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193450.

Council of Science Editors:

Lutkewitte CE. Multimodality is – : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193450


Western Washington University

17. Medina, Dylan. Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition.

Degree: MA, English, 2012, Western Washington University

  First-year composition (FYC) holds a peculiar place in the realm of higher education. Frequently, it is the only universally mandated course that students must… (more)

Subjects/Keywords: English Language and Literature; English language – Rhetoric – Study and teaching (Higher); English language – Composition and exercises – Study and teaching (Higher); Education, Higher – Curricula – United States; United States; masters theses

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Medina, D. (2012). Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition. (Masters Thesis). Western Washington University. Retrieved from https://cedar.wwu.edu/wwuet/197

Chicago Manual of Style (16th Edition):

Medina, Dylan. “Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition.” 2012. Masters Thesis, Western Washington University. Accessed September 22, 2019. https://cedar.wwu.edu/wwuet/197.

MLA Handbook (7th Edition):

Medina, Dylan. “Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition.” 2012. Web. 22 Sep 2019.

Vancouver:

Medina D. Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition. [Internet] [Masters thesis]. Western Washington University; 2012. [cited 2019 Sep 22]. Available from: https://cedar.wwu.edu/wwuet/197.

Council of Science Editors:

Medina D. Rhetorical mindfulness and eco-criticism: inhabiting the space of first-year composition. [Masters Thesis]. Western Washington University; 2012. Available from: https://cedar.wwu.edu/wwuet/197


California State University – East Bay

18. AcMoody, Hillary Dawn. Basic Writing Within the California State University : History, Politics, and the Early Start Program.

Degree: MAin English, 2014, California State University – East Bay

 In identifying and discussing the field of basic writing, this thesis explores various facets that make up this discipline of composition studies. Basic writing students… (more)

Subjects/Keywords: English language  – Rhetoric  – Study and teaching (Higher)  – California  – History

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

AcMoody, H. D. (2014). Basic Writing Within the California State University : History, Politics, and the Early Start Program. (Masters Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/129426

Chicago Manual of Style (16th Edition):

AcMoody, Hillary Dawn. “Basic Writing Within the California State University : History, Politics, and the Early Start Program.” 2014. Masters Thesis, California State University – East Bay. Accessed September 22, 2019. http://hdl.handle.net/10211.3/129426.

MLA Handbook (7th Edition):

AcMoody, Hillary Dawn. “Basic Writing Within the California State University : History, Politics, and the Early Start Program.” 2014. Web. 22 Sep 2019.

Vancouver:

AcMoody HD. Basic Writing Within the California State University : History, Politics, and the Early Start Program. [Internet] [Masters thesis]. California State University – East Bay; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.3/129426.

Council of Science Editors:

AcMoody HD. Basic Writing Within the California State University : History, Politics, and the Early Start Program. [Masters Thesis]. California State University – East Bay; 2014. Available from: http://hdl.handle.net/10211.3/129426

19. Copley, Andrew J. College-level ELLs in two English composition courses: the transition from ESL to the mainstream.

Degree: MA, English, 2016, Eastern Washington University

 "This study will analyze patterns' in ESL student academic behavior particularly related to classroom learning during their transition between English 101 and English 201. The… (more)

Subjects/Keywords: Case studies; English language – Study and teaching (Higher) – Foreign speakers – Case studies; English language – Study and teaching (Higher) – Northwest; Pacific; Action research in education; Action research in education; English language – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Copley, A. J. (2016). College-level ELLs in two English composition courses: the transition from ESL to the mainstream. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/345

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):

Copley, Andrew J. “College-level ELLs in two English composition courses: the transition from ESL to the mainstream.” 2016. Thesis, Eastern Washington University. Accessed September 22, 2019. http://dc.ewu.edu/theses/345.

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

MLA Handbook (7th Edition):

Copley, Andrew J. “College-level ELLs in two English composition courses: the transition from ESL to the mainstream.” 2016. Web. 22 Sep 2019.

Vancouver:

Copley AJ. College-level ELLs in two English composition courses: the transition from ESL to the mainstream. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Sep 22]. Available from: http://dc.ewu.edu/theses/345.

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

Council of Science Editors:

Copley AJ. College-level ELLs in two English composition courses: the transition from ESL to the mainstream. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/345

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


University of Hong Kong

20. Jiang, Lianjiang. Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges.

Degree: PhD, 2015, University of Hong Kong

 As multimodal composing (MC) of digital texts that combines semiotic modes such as words and sounds proliferates in contemporary society, theorists of multiliteracies and social… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - Chinese speakers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jiang, L. (2015). Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. (Doctoral Dissertation). University of Hong Kong. Retrieved from Jiang, L. [蒋联江]. (2015). Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689254 ; http://dx.doi.org/10.5353/th_b5689254 ; http://hdl.handle.net/10722/233727

Chicago Manual of Style (16th Edition):

Jiang, Lianjiang. “Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. Jiang, L. [蒋联江]. (2015). Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689254 ; http://dx.doi.org/10.5353/th_b5689254 ; http://hdl.handle.net/10722/233727.

MLA Handbook (7th Edition):

Jiang, Lianjiang. “Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges.” 2015. Web. 22 Sep 2019.

Vancouver:

Jiang L. Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Sep 22]. Available from: Jiang, L. [蒋联江]. (2015). Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689254 ; http://dx.doi.org/10.5353/th_b5689254 ; http://hdl.handle.net/10722/233727.

Council of Science Editors:

Jiang L. Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Jiang, L. [蒋联江]. (2015). Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689254 ; http://dx.doi.org/10.5353/th_b5689254 ; http://hdl.handle.net/10722/233727


University of Hong Kong

21. 李娇; Li, Jiao. Analyzing the usefulness of college English textbooks in scaffolding students' English academic writing.

Degree: MEd, 2016, University of Hong Kong

Currently students increasingly need to learn academic writing in English and scholars in China have been calling on English for Academic purpose and English for… (more)

Subjects/Keywords: Academic writing; Study and teaching (Higher) - English language - Textbook

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

李娇; Li, J. (2016). Analyzing the usefulness of college English textbooks in scaffolding students' English academic writing. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/240606

Chicago Manual of Style (16th Edition):

李娇; Li, Jiao. “Analyzing the usefulness of college English textbooks in scaffolding students' English academic writing.” 2016. Masters Thesis, University of Hong Kong. Accessed September 22, 2019. http://hdl.handle.net/10722/240606.

MLA Handbook (7th Edition):

李娇; Li, Jiao. “Analyzing the usefulness of college English textbooks in scaffolding students' English academic writing.” 2016. Web. 22 Sep 2019.

Vancouver:

李娇; Li J. Analyzing the usefulness of college English textbooks in scaffolding students' English academic writing. [Internet] [Masters thesis]. University of Hong Kong; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10722/240606.

Council of Science Editors:

李娇; Li J. Analyzing the usefulness of college English textbooks in scaffolding students' English academic writing. [Masters Thesis]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/240606


Florida State University

22. Alshammari, Meshari. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.

Degree: PhD, Teacher Education, 2015, Florida State University

 ABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing skills, and reading speed and comprehension.… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Adult education; Education, Higher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alshammari, M. (2015). Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;

Chicago Manual of Style (16th Edition):

Alshammari, Meshari. “Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.” 2015. Doctoral Dissertation, Florida State University. Accessed September 22, 2019. http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;.

MLA Handbook (7th Edition):

Alshammari, Meshari. “Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.” 2015. Web. 22 Sep 2019.

Vancouver:

Alshammari M. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Sep 22]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;.

Council of Science Editors:

Alshammari M. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;


University of Hong Kong

23. 马晶静.; Ma, Jingjing. Chinese EFL university students' decision-making in peer review of second language writing.

Degree: PhD, 2012, University of Hong Kong

 Informed by a sociocognitive view of writing, this study investigated six Chinese EFL students’ focus of decision-making and extent of criteria use in evaluating student… (more)

Subjects/Keywords: Second language acquisition - Study and teaching (Higher) - China.; Peer review - China.; English language - Rhetoric - Study and teaching (Higher) - China.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

马晶静.; Ma, J. (2012). Chinese EFL university students' decision-making in peer review of second language writing. (Doctoral Dissertation). University of Hong Kong. Retrieved from Ma, J. [马晶静]. (2012). Chinese EFL university students' decision-making in peer review of second language writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832986 ; http://dx.doi.org/10.5353/th_b4832986 ; http://hdl.handle.net/10722/173958

Chicago Manual of Style (16th Edition):

马晶静.; Ma, Jingjing. “Chinese EFL university students' decision-making in peer review of second language writing.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. Ma, J. [马晶静]. (2012). Chinese EFL university students' decision-making in peer review of second language writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832986 ; http://dx.doi.org/10.5353/th_b4832986 ; http://hdl.handle.net/10722/173958.

MLA Handbook (7th Edition):

马晶静.; Ma, Jingjing. “Chinese EFL university students' decision-making in peer review of second language writing.” 2012. Web. 22 Sep 2019.

Vancouver:

马晶静.; Ma J. Chinese EFL university students' decision-making in peer review of second language writing. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Sep 22]. Available from: Ma, J. [马晶静]. (2012). Chinese EFL university students' decision-making in peer review of second language writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832986 ; http://dx.doi.org/10.5353/th_b4832986 ; http://hdl.handle.net/10722/173958.

Council of Science Editors:

马晶静.; Ma J. Chinese EFL university students' decision-making in peer review of second language writing. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Ma, J. [马晶静]. (2012). Chinese EFL university students' decision-making in peer review of second language writing. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4832986 ; http://dx.doi.org/10.5353/th_b4832986 ; http://hdl.handle.net/10722/173958


University of Hong Kong

24. Chavali, Nalini. Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning.

Degree: PhD, 2011, University of Hong Kong

 The literature on autonomy in language education has primarily focused on the development of a theoretical basis for the construct of autonomy and the implementation… (more)

Subjects/Keywords: Language and languages - Study and teaching (Higher) - China - Hong Kong.; English language - Study and teaching (Higher) - China - Hong Kong.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chavali, N. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning. (Doctoral Dissertation). University of Hong Kong. Retrieved from Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977

Chicago Manual of Style (16th Edition):

Chavali, Nalini. “Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed September 22, 2019. Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977.

MLA Handbook (7th Edition):

Chavali, Nalini. “Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning.” 2011. Web. 22 Sep 2019.

Vancouver:

Chavali N. Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Sep 22]. Available from: Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977.

Council of Science Editors:

Chavali N. Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Chavali, N.. (2011). Evaluating an independent learning programme at tertiary English language centre in Hong Kong : implications for the theory and practice of autonomy in learning. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4722868 ; http://dx.doi.org/10.5353/th_b4722868 ; http://hdl.handle.net/10722/166977


University of Johannesburg

25. Masebenza, Benson James. Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective.

Degree: 2014, University of Johannesburg

M.A. (Applied Linguistics)

The central concern of the research study is the academic underachievement of the student. The problem is probed by looking at the… (more)

Subjects/Keywords: English language - Study and teaching (Higher) - South Africa - Venda - Foreign speakers; English language - Study and teaching (Higher) - South Africa - Foreign speakers; Language and languages - Study and teaching - Social aspects

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Masebenza, B. J. (2014). Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9325

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):

Masebenza, Benson James. “Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective.” 2014. Thesis, University of Johannesburg. Accessed September 22, 2019. http://hdl.handle.net/10210/9325.

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

MLA Handbook (7th Edition):

Masebenza, Benson James. “Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective.” 2014. Web. 22 Sep 2019.

Vancouver:

Masebenza BJ. Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10210/9325.

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

Council of Science Editors:

Masebenza BJ. Sociocultural factors as variables in the written output of students of English at the University of Venda : a semantic-conceptual perspective. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9325

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

26. Ridgeway, April Dawn. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom.

Degree: MA, English, 2013, Eastern Washington University

  "Over the past 40 years, the field of composition has recognized of the importance of legitimizing students' linguistic diversity in the composition classroom. However,… (more)

Subjects/Keywords: English language – Rhetoric – Study and teaching (Higher) – United States; English language – Composition and exercises – Study and teaching (Higher) – United States; Code switching (Linguistics); Diglossia (Linguistics); English Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ridgeway, A. D. (2013). Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/95

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):

Ridgeway, April Dawn. “Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom.” 2013. Thesis, Eastern Washington University. Accessed September 22, 2019. http://dc.ewu.edu/theses/95.

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

MLA Handbook (7th Edition):

Ridgeway, April Dawn. “Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom.” 2013. Web. 22 Sep 2019.

Vancouver:

Ridgeway AD. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Sep 22]. Available from: http://dc.ewu.edu/theses/95.

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

Council of Science Editors:

Ridgeway AD. Developing a pedagogy of pluralistic linguistic expression in the first year composition classroom. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/95

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

27. Lacey, Peter M. Poetry in translation to teach ESL composition at the college level.

Degree: MA, English, 2013, Eastern Washington University

  "This thesis records the L1 to English poetry translations and subsequent self- reflections on the translation process by college level ESL composition students. It… (more)

Subjects/Keywords: English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Poetry – Translating; Diaries – Authorship; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lacey, P. M. (2013). Poetry in translation to teach ESL composition at the college level. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/88

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):

Lacey, Peter M. “Poetry in translation to teach ESL composition at the college level.” 2013. Thesis, Eastern Washington University. Accessed September 22, 2019. http://dc.ewu.edu/theses/88.

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

MLA Handbook (7th Edition):

Lacey, Peter M. “Poetry in translation to teach ESL composition at the college level.” 2013. Web. 22 Sep 2019.

Vancouver:

Lacey PM. Poetry in translation to teach ESL composition at the college level. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2019 Sep 22]. Available from: http://dc.ewu.edu/theses/88.

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

Council of Science Editors:

Lacey PM. Poetry in translation to teach ESL composition at the college level. [Thesis]. Eastern Washington University; 2013. Available from: http://dc.ewu.edu/theses/88

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

28. Bippes, Brandy R. An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication.

Degree: English, 2015, Eastern Washington University

 "Different teaching methods are used across the disciplines to teach English composition, English as a Second or Other Language (ESL), and technical communication. In the… (more)

Subjects/Keywords: Interdisciplinary approach in education; English language – Composition and exercises – Study and teaching (Higher) – Washington (State) – Cheney; English language – Study and teaching (Higher) – Foreign speakers; English language – Study and teaching (Higher) – Washington (State) – Cheney; Business communication – Study and teaching (Higher) – Washington (State) – Cheney; Communication of technical information – Study and teaching (Higher) – Washington (State) – Cheney; Teaching – Aids and devices; English Language and Literature

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bippes, B. R. (2015). An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/279

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):

Bippes, Brandy R. “An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication.” 2015. Thesis, Eastern Washington University. Accessed September 22, 2019. http://dc.ewu.edu/theses/279.

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

MLA Handbook (7th Edition):

Bippes, Brandy R. “An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication.” 2015. Web. 22 Sep 2019.

Vancouver:

Bippes BR. An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2019 Sep 22]. Available from: http://dc.ewu.edu/theses/279.

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

Council of Science Editors:

Bippes BR. An integrative approach to English composition, ESL, English for specific/special purposes (ESP), and technical communication. [Thesis]. Eastern Washington University; 2015. Available from: http://dc.ewu.edu/theses/279

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


Durban University of Technology

29. Els, Lorraine. The impact of medium of instruction on the learning of computer applications technology in tertiary education.

Degree: 2015, Durban University of Technology

Submitted in compliance with the requirements for the Master’s Degree in Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology. Durban,… (more)

Subjects/Keywords: Second language acquisition; Language arts – Correlation with content subjects; Computer literacy; English language – Study and teaching (Higher) – Zulu speakers; English language – Study and teaching (Higher) – Arabic speakers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Els, L. (2015). The impact of medium of instruction on the learning of computer applications technology in tertiary education. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/1436

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):

Els, Lorraine. “The impact of medium of instruction on the learning of computer applications technology in tertiary education.” 2015. Thesis, Durban University of Technology. Accessed September 22, 2019. http://hdl.handle.net/10321/1436.

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

MLA Handbook (7th Edition):

Els, Lorraine. “The impact of medium of instruction on the learning of computer applications technology in tertiary education.” 2015. Web. 22 Sep 2019.

Vancouver:

Els L. The impact of medium of instruction on the learning of computer applications technology in tertiary education. [Internet] [Thesis]. Durban University of Technology; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10321/1436.

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

Council of Science Editors:

Els L. The impact of medium of instruction on the learning of computer applications technology in tertiary education. [Thesis]. Durban University of Technology; 2015. Available from: http://hdl.handle.net/10321/1436

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


University of Johannesburg

30. Seligmann, Judy. Integrating language and subject content in higher education : a pedagogy for course design.

Degree: 2014, University of Johannesburg

D.Litt. et Phil. (Higher Education)

This study investigates the design of a Reading-to-Write programme for students who enter a university with limited literacy competence in… (more)

Subjects/Keywords: Language arts (Higher) - Correlation with content subjects - Research - South Africa; English language - Written English - Study and teaching (Higher) - Research - South Africa

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Seligmann, J. (2014). Integrating language and subject content in higher education : a pedagogy for course design. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9508

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):

Seligmann, Judy. “Integrating language and subject content in higher education : a pedagogy for course design.” 2014. Thesis, University of Johannesburg. Accessed September 22, 2019. http://hdl.handle.net/10210/9508.

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

MLA Handbook (7th Edition):

Seligmann, Judy. “Integrating language and subject content in higher education : a pedagogy for course design.” 2014. Web. 22 Sep 2019.

Vancouver:

Seligmann J. Integrating language and subject content in higher education : a pedagogy for course design. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10210/9508.

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

Council of Science Editors:

Seligmann J. Integrating language and subject content in higher education : a pedagogy for course design. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9508

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

[1] [2] [3] [4] [5] … [591]

.