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You searched for subject:(English language Study AND teaching Foreign speakers). Showing records 1 – 30 of 17737 total matches.

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University of Hong Kong

1. 陳浩然; Chan, Ho-yin, Tony. The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong.

Degree: MAin Applied, 2009, University of Hong Kong

published_or_final_version

Applied English Studies

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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

APA (6th Edition):

陳浩然; Chan, Ho-yin, T. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong. (Masters Thesis). University of Hong Kong. Retrieved from Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727

Chicago Manual of Style (16th Edition):

陳浩然; Chan, Ho-yin, Tony. “The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong.” 2009. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727.

MLA Handbook (7th Edition):

陳浩然; Chan, Ho-yin, Tony. “The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong.” 2009. Web. 14 Oct 2019.

Vancouver:

陳浩然; Chan, Ho-yin T. The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong. [Internet] [Masters thesis]. University of Hong Kong; 2009. [cited 2019 Oct 14]. Available from: Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727.

Council of Science Editors:

陳浩然; Chan, Ho-yin T. The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong. [Masters Thesis]. University of Hong Kong; 2009. Available from: Chan, H. T. [陳浩然]. (2009). The language learning strategies used by L2 English learners in the processing of corrective feedback : a case study from a secondary school in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4324074 ; http://dx.doi.org/10.5353/th_b4324074 ; http://hdl.handle.net/10722/56727


University of Hong Kong

2. 陳靜欣; Chan, Ching-yan, Sammi. Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study.

Degree: MAin Applied, 2009, University of Hong Kong

published_or_final_version

Applied English Studies

Master

Master of Arts in Applied Linguistics

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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

APA (6th Edition):

陳靜欣; Chan, Ching-yan, S. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study. (Masters Thesis). University of Hong Kong. Retrieved from Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738

Chicago Manual of Style (16th Edition):

陳靜欣; Chan, Ching-yan, Sammi. “Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study.” 2009. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738.

MLA Handbook (7th Edition):

陳靜欣; Chan, Ching-yan, Sammi. “Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study.” 2009. Web. 14 Oct 2019.

Vancouver:

陳靜欣; Chan, Ching-yan S. Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study. [Internet] [Masters thesis]. University of Hong Kong; 2009. [cited 2019 Oct 14]. Available from: Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738.

Council of Science Editors:

陳靜欣; Chan, Ching-yan S. Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case study. [Masters Thesis]. University of Hong Kong; 2009. Available from: Chan, C. S. [陳靜欣]. (2009). Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4322637 ; http://dx.doi.org/10.5353/th_b4322637 ; http://hdl.handle.net/10722/56738


Central Connecticut State University

3. Russo, Mary-Beth, 1959-. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.

Degree: Department of Educational Leadership, 2016, Central Connecticut State University

Across the nation, the number of English Language Learners (ELLs) in grades K-12 is steadily increasing, however, ELLs perform significantly lower on standardized assessments as… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers.

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APA (6th Edition):

Russo, Mary-Beth, 1. (2016). Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2377

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):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

MLA Handbook (7th Edition):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Web. 14 Oct 2019.

Vancouver:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

Council of Science Editors:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377

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

4. Kontra, Edit Hegybíró. The need for a culture-sensitive approach to teacher education in English as a foreign language.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 The aim of this Portfolio is to provide insight into some characteristics of I lungarian learners of English, and to use this as evidence in… (more)

Subjects/Keywords: English language - Study and teaching - Foreign speakers

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APA (6th Edition):

Kontra, E. H. (2012). The need for a culture-sensitive approach to teacher education in English as a foreign language. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/600

Chicago Manual of Style (16th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Doctoral Dissertation, University of South Wales. Accessed October 14, 2019. http://hdl.handle.net/10265/600.

MLA Handbook (7th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Web. 14 Oct 2019.

Vancouver:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10265/600.

Council of Science Editors:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/600


Columbia University

5. Rodriguez, Olga. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.

Degree: 2013, Columbia University

 Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who… (more)

Subjects/Keywords: English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Rodriguez, O. (2013). Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8RF6264

Chicago Manual of Style (16th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Doctoral Dissertation, Columbia University. Accessed October 14, 2019. https://doi.org/10.7916/D8RF6264.

MLA Handbook (7th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Web. 14 Oct 2019.

Vancouver:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2019 Oct 14]. Available from: https://doi.org/10.7916/D8RF6264.

Council of Science Editors:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8RF6264


Florida State University

6. Peters, Sabine U. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.

Degree: PhD, Educational Psychology and Learning Systems, 2015, Florida State University

 Learning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Peters, S. U. (2015). Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;

Chicago Manual of Style (16th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Doctoral Dissertation, Florida State University. Accessed October 14, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

MLA Handbook (7th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Web. 14 Oct 2019.

Vancouver:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

Council of Science Editors:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;


Florida State University

7. Tawfeeq, Wasan Azeez. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.

Degree: PhD, Teacher Education, 2018, Florida State University

 This study centers on maintaining motivation in second language learning (SLL), by exploring Directed Motivational Currents (DMCs), a recently conceptualized phenomenon theorized by Professor Dornyei… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Tawfeeq, W. A. (2018). The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;

Chicago Manual of Style (16th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Doctoral Dissertation, Florida State University. Accessed October 14, 2019. http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

MLA Handbook (7th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Web. 14 Oct 2019.

Vancouver:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

Council of Science Editors:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;


Florida State University

8. Eom, Mijin. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.

Degree: PhD, Teacher Education, 2018, Florida State University

This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers

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APA (6th Edition):

Eom, M. (2018). The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;

Chicago Manual of Style (16th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Doctoral Dissertation, Florida State University. Accessed October 14, 2019. http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

MLA Handbook (7th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Web. 14 Oct 2019.

Vancouver:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

Council of Science Editors:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;


University of Victoria

9. Saif, Shahrzad. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.

Degree: Department of Linguistics, 2018, University of Victoria

 Researchers' and educators' recognition of the positive/negative effects of tests on teaching and learning activities goes back at least four decades. However, this phenomenon, referred… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Textbooks for foreign speakers

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APA (6th Edition):

Saif, S. (2018). Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8990

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):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Thesis, University of Victoria. Accessed October 14, 2019. https://dspace.library.uvic.ca//handle/1828/8990.

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

MLA Handbook (7th Edition):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Web. 14 Oct 2019.

Vancouver:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Oct 14]. Available from: https://dspace.library.uvic.ca//handle/1828/8990.

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

Council of Science Editors:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/8990

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


Oregon State University

10. Díaz, Guadalupe. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.

Degree: PhD, Human Development and Family , 2016, Oregon State University

English Language Learners (ELLs) represent a culturally and linguistically diverse population in US schools. ELLs enter kindergarten with a range of academic and self-regulation skills,… (more)

Subjects/Keywords: English Language Learners; English language  – Study and teaching  – Foreign speakers

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APA (6th Edition):

Díaz, G. (2016). The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59741

Chicago Manual of Style (16th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Doctoral Dissertation, Oregon State University. Accessed October 14, 2019. http://hdl.handle.net/1957/59741.

MLA Handbook (7th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Web. 14 Oct 2019.

Vancouver:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1957/59741.

Council of Science Editors:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59741


Montana State University

11. Mahoney, Shannon Kathleen. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.

Degree: College of Letters & Science, 2014, Montana State University

 This study examines a recently developed EAP (English for Academic Purposes) course that was largely guided by the genre based instruction promoted by Swales and… (more)

Subjects/Keywords: English language Study and teaching Foreign speakers.; English language Writing.

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APA (6th Edition):

Mahoney, S. K. (2014). A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8785

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):

Mahoney, Shannon Kathleen. “A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.” 2014. Thesis, Montana State University. Accessed October 14, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8785.

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

MLA Handbook (7th Edition):

Mahoney, Shannon Kathleen. “A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students.” 2014. Web. 14 Oct 2019.

Vancouver:

Mahoney SK. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Oct 14]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8785.

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

Council of Science Editors:

Mahoney SK. A critical review of genre based instruction in a writing and research course for second langauge graduate students: A critical review of genre based instruction in a writing and research course for second language graduate students. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8785

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


University of Johannesburg

12. Moyo, Joseph. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.

Degree: 2010, University of Johannesburg

M.A.

The movement of former township learners to suburban schools has resulted in more non-native learners taking English as a Home Language (EHL). In some… (more)

Subjects/Keywords: English language study and teaching; English language and foreign speakers

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APA (6th Edition):

Moyo, J. (2010). A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3155

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):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/3155.

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

MLA Handbook (7th Edition):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Web. 14 Oct 2019.

Vancouver:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/3155.

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

Council of Science Editors:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3155

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


Latrobe University

13. Ahmad Zainuddin, Shahiza. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.

Degree: PhD, 2012, Latrobe University

Thesis (Ph.D.) - La Trobe University, 2012

Submission note: "A thesis submitted in a total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] Faculty of Education (Bundoora), La Trobe University, Victoria".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers.; Students  – Malaysia  – Attitudes.; English language  – Study and teaching  – Foreign speakers  – Evaluation.

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APA (6th Edition):

Ahmad Zainuddin, S. (2012). Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/501702

Chicago Manual of Style (16th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Doctoral Dissertation, Latrobe University. Accessed October 14, 2019. http://hdl.handle.net/1959.9/501702.

MLA Handbook (7th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Web. 14 Oct 2019.

Vancouver:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1959.9/501702.

Council of Science Editors:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/501702


Utah Valley University

14. Burgon, Natalie Palmer. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.

Degree: 2016, Utah Valley University

Due to the increasing number of English language learners (ELLs) entering our schools, additional support is needed in providing the skills they need to be successful. This project is a set of informative materials and supplementary instructional materials for volunteers to use while working with ELLs.

119 p.

Subjects/Keywords: English language – Study and teaching – Foreign speakers; Teaching – Aids and devices

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APA (6th Edition):

Burgon, N. P. (2016). Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,693

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):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Thesis, Utah Valley University. Accessed October 14, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

MLA Handbook (7th Edition):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Web. 14 Oct 2019.

Vancouver:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2019 Oct 14]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

Council of Science Editors:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693

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


Rutgers University

15. McConnochie, Meredith Clay, 1982-. Assessment, literacy, and identity in the new Latino diaspora.

Degree: PhD, Education, 2017, Rutgers University

This dissertation project represents a 2.5-year ethnographic study in a second-grade bilingual classroom and the homes of seven emergent bilingual children of Mexican-origin. This study(more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Foreign Speakers; Second language acquisition

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APA (6th Edition):

McConnochie, Meredith Clay, 1. (2017). Assessment, literacy, and identity in the new Latino diaspora. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53740/

Chicago Manual of Style (16th Edition):

McConnochie, Meredith Clay, 1982-. “Assessment, literacy, and identity in the new Latino diaspora.” 2017. Doctoral Dissertation, Rutgers University. Accessed October 14, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/53740/.

MLA Handbook (7th Edition):

McConnochie, Meredith Clay, 1982-. “Assessment, literacy, and identity in the new Latino diaspora.” 2017. Web. 14 Oct 2019.

Vancouver:

McConnochie, Meredith Clay 1. Assessment, literacy, and identity in the new Latino diaspora. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2019 Oct 14]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53740/.

Council of Science Editors:

McConnochie, Meredith Clay 1. Assessment, literacy, and identity in the new Latino diaspora. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53740/

16. Altamimi, Ali K. Improving English pronunciation among Arabic EFL school-age students using minimal pairs.

Degree: 2015, SUNY College at Fredonia

 This study investigated whether the use of the minimal pairs’ strategy improves English pronunciation of unfamiliar consonant sounds for native Arab student in a 2nd… (more)

Subjects/Keywords: English language  – Phonology.; English language  – Pronunciation.; Speech.; English language  – Study and teaching  – Foreign speakers.

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APA (6th Edition):

Altamimi, A. K. (2015). Improving English pronunciation among Arabic EFL school-age students using minimal pairs. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65691

Chicago Manual of Style (16th Edition):

Altamimi, Ali K. “Improving English pronunciation among Arabic EFL school-age students using minimal pairs. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed October 14, 2019. http://hdl.handle.net/1951/65691.

MLA Handbook (7th Edition):

Altamimi, Ali K. “Improving English pronunciation among Arabic EFL school-age students using minimal pairs. ” 2015. Web. 14 Oct 2019.

Vancouver:

Altamimi AK. Improving English pronunciation among Arabic EFL school-age students using minimal pairs. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1951/65691.

Council of Science Editors:

Altamimi AK. Improving English pronunciation among Arabic EFL school-age students using minimal pairs. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65691


Texas Christian University

17. Ma, Jingjing. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.

Degree: 2015, Texas Christian University

 The present study aimed to investigate the characteristics of, the relationship between, and the effects of gender, age, and prior schooling on newcomer English language(more)

Subjects/Keywords: Chemistry Study and teaching (Secondary) Foreign speakers.; Science Study and teaching (Secondary) Foreign speakers.; Academic language.; English language Study and teaching (Secondary) Foreign speakers.; Limited English-proficient students.

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APA (6th Edition):

Ma, J. (2015). Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. (Thesis). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/10241

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):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Thesis, Texas Christian University. Accessed October 14, 2019. https://repository.tcu.edu/handle/116099117/10241.

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

MLA Handbook (7th Edition):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Web. 14 Oct 2019.

Vancouver:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Internet] [Thesis]. Texas Christian University; 2015. [cited 2019 Oct 14]. Available from: https://repository.tcu.edu/handle/116099117/10241.

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

Council of Science Editors:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Thesis]. Texas Christian University; 2015. Available from: https://repository.tcu.edu/handle/116099117/10241

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


Utah Valley University

18. Rojas, Lauren Hill. Effects of First Language Development on Second Language Acquisition among English Language Learners.

Degree: 2011, Utah Valley University

This is a mixed-methods study to analyze the effects that first language acquisition has on learning a second languages. The study focuses on native Spanish-speaking… (more)

Subjects/Keywords: Education, Secondary; English language – Study and teaching – Foreign speakers; Dissertations, Academic

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APA (6th Edition):

Rojas, L. H. (2011). Effects of First Language Development on Second Language Acquisition among English Language Learners. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,562

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):

Rojas, Lauren Hill. “Effects of First Language Development on Second Language Acquisition among English Language Learners.” 2011. Thesis, Utah Valley University. Accessed October 14, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,562.

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

MLA Handbook (7th Edition):

Rojas, Lauren Hill. “Effects of First Language Development on Second Language Acquisition among English Language Learners.” 2011. Web. 14 Oct 2019.

Vancouver:

Rojas LH. Effects of First Language Development on Second Language Acquisition among English Language Learners. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2019 Oct 14]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,562.

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

Council of Science Editors:

Rojas LH. Effects of First Language Development on Second Language Acquisition among English Language Learners. [Thesis]. Utah Valley University; 2011. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,562

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


Utah Valley University

19. Rosenbeck, Zoe H. Learning from Teachers of English Language Learners: An Instrumental Case Study.

Degree: 2014, Utah Valley University

As immigrant students move into US schools, the typical classroom is becoming increasingly diverse and teachers are faced with the unique challenge of addressing the… (more)

Subjects/Keywords: Education; English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Rosenbeck, Z. H. (2014). Learning from Teachers of English Language Learners: An Instrumental Case Study. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,658

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):

Rosenbeck, Zoe H. “Learning from Teachers of English Language Learners: An Instrumental Case Study.” 2014. Thesis, Utah Valley University. Accessed October 14, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,658.

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

MLA Handbook (7th Edition):

Rosenbeck, Zoe H. “Learning from Teachers of English Language Learners: An Instrumental Case Study.” 2014. Web. 14 Oct 2019.

Vancouver:

Rosenbeck ZH. Learning from Teachers of English Language Learners: An Instrumental Case Study. [Internet] [Thesis]. Utah Valley University; 2014. [cited 2019 Oct 14]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,658.

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

Council of Science Editors:

Rosenbeck ZH. Learning from Teachers of English Language Learners: An Instrumental Case Study. [Thesis]. Utah Valley University; 2014. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,658

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


Utah Valley University

20. Benson, Regan C. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.

Degree: 2016, Utah Valley University

This project introduces reading comprehension strategies through reading aloud and reinforces those strategies through a close read. From the literature, it has been determined that… (more)

Subjects/Keywords: Education; English language – Study and teaching – Foreign speakers; Reading comprehension

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APA (6th Edition):

Benson, R. C. (2016). Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,681

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):

Benson, Regan C. “Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.” 2016. Thesis, Utah Valley University. Accessed October 14, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,681.

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

MLA Handbook (7th Edition):

Benson, Regan C. “Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.” 2016. Web. 14 Oct 2019.

Vancouver:

Benson RC. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2019 Oct 14]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,681.

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

Council of Science Editors:

Benson RC. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,681

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


University of Victoria

21. Katib, Adisra. A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 This research describes and investigates comprehension monitoring strategies of 16 EFL Thai second and fourth year undergraduate students at Chulalongkorn University, Bangkok, Thailand, reading an… (more)

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Research

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APA (6th Edition):

Katib, A. (2018). A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9763

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):

Katib, Adisra. “A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English.” 2018. Thesis, University of Victoria. Accessed October 14, 2019. https://dspace.library.uvic.ca//handle/1828/9763.

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

MLA Handbook (7th Edition):

Katib, Adisra. “A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English.” 2018. Web. 14 Oct 2019.

Vancouver:

Katib A. A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Oct 14]. Available from: https://dspace.library.uvic.ca//handle/1828/9763.

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

Council of Science Editors:

Katib A. A descriptive study of Thai EFL students' comprehension monitoring strategies when reading in English. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9763

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


Macquarie University

22. Ruegg, Rachael. The effects of peer and teacher feedback: a longitudinal, multi-method study.

Degree: 2016, Macquarie University

Theoretical thesis.

Chapter 1. Overall introduction  – Chapter 2. The relative effects of peer and teacher feedback on improvement in EFL students’ writing performance  –… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers  – Evaluation

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APA (6th Edition):

Ruegg, R. (2016). The effects of peer and teacher feedback: a longitudinal, multi-method study. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1125840

Chicago Manual of Style (16th Edition):

Ruegg, Rachael. “The effects of peer and teacher feedback: a longitudinal, multi-method study.” 2016. Doctoral Dissertation, Macquarie University. Accessed October 14, 2019. http://hdl.handle.net/1959.14/1125840.

MLA Handbook (7th Edition):

Ruegg, Rachael. “The effects of peer and teacher feedback: a longitudinal, multi-method study.” 2016. Web. 14 Oct 2019.

Vancouver:

Ruegg R. The effects of peer and teacher feedback: a longitudinal, multi-method study. [Internet] [Doctoral dissertation]. Macquarie University; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1959.14/1125840.

Council of Science Editors:

Ruegg R. The effects of peer and teacher feedback: a longitudinal, multi-method study. [Doctoral Dissertation]. Macquarie University; 2016. Available from: http://hdl.handle.net/1959.14/1125840


Massey University

23. Hamlin, Rachel Kim. Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand .

Degree: 2013, Massey University

 Educational assessment in Brunei Darussalam is currently in a period of change as it transitions from an emphasis on traditional assessment methods to School Based… (more)

Subjects/Keywords: English language; Study and teaching (Secondary); Foreign speakers; Feedback; Psychology; Brunei

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APA (6th Edition):

Hamlin, R. K. (2013). Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4898

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):

Hamlin, Rachel Kim. “Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand .” 2013. Thesis, Massey University. Accessed October 14, 2019. http://hdl.handle.net/10179/4898.

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

MLA Handbook (7th Edition):

Hamlin, Rachel Kim. “Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand .” 2013. Web. 14 Oct 2019.

Vancouver:

Hamlin RK. Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand . [Internet] [Thesis]. Massey University; 2013. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10179/4898.

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

Council of Science Editors:

Hamlin RK. Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand . [Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4898

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

24. Moss, Lauren E. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.

Degree: PhD, 2016, Ball State University

 The purpose of this study was to examine the relationships among measures of acculturation, as measured by the Stephenson Multigroup Acculturation Scale (SMAS); executive functioning,… (more)

Subjects/Keywords: Acculturation.; Executive functions (Neuropsychology); English language  – Study and teaching  – Foreign speakers.

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APA (6th Edition):

Moss, L. E. (2016). The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200557

Chicago Manual of Style (16th Edition):

Moss, Lauren E. “The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.” 2016. Doctoral Dissertation, Ball State University. Accessed October 14, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200557.

MLA Handbook (7th Edition):

Moss, Lauren E. “The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.” 2016. Web. 14 Oct 2019.

Vancouver:

Moss LE. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2019 Oct 14]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200557.

Council of Science Editors:

Moss LE. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200557


IUPUI

25. El-adawy, Rasha Mahmoud. Teaching EAP Through Distance Education: An Analysis of an Online Writing Course.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

The application of advanced communication technology holds promise for distance learning in general and language distance learning in particular. Technology… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; Educational technology; Distance education

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APA (6th Edition):

El-adawy, R. M. (2010). Teaching EAP Through Distance Education: An Analysis of an Online Writing Course. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2187

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):

El-adawy, Rasha Mahmoud. “Teaching EAP Through Distance Education: An Analysis of an Online Writing Course.” 2010. Thesis, IUPUI. Accessed October 14, 2019. http://hdl.handle.net/1805/2187.

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

MLA Handbook (7th Edition):

El-adawy, Rasha Mahmoud. “Teaching EAP Through Distance Education: An Analysis of an Online Writing Course.” 2010. Web. 14 Oct 2019.

Vancouver:

El-adawy RM. Teaching EAP Through Distance Education: An Analysis of an Online Writing Course. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1805/2187.

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

Council of Science Editors:

El-adawy RM. Teaching EAP Through Distance Education: An Analysis of an Online Writing Course. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2187

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


Columbia University

26. Hodara, Michelle. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.

Degree: 2012, Columbia University

 Community colleges play an important role in providing first and second generation immigrants access to higher education and the opportunity to earn a postsecondary credential.… (more)

Subjects/Keywords: Community colleges; Educational evaluation; English language – Study and teaching – Foreign speakers

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APA (6th Edition):

Hodara, M. (2012). Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8BK1KF7

Chicago Manual of Style (16th Edition):

Hodara, Michelle. “Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.” 2012. Doctoral Dissertation, Columbia University. Accessed October 14, 2019. https://doi.org/10.7916/D8BK1KF7.

MLA Handbook (7th Edition):

Hodara, Michelle. “Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.” 2012. Web. 14 Oct 2019.

Vancouver:

Hodara M. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2019 Oct 14]. Available from: https://doi.org/10.7916/D8BK1KF7.

Council of Science Editors:

Hodara M. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8BK1KF7


Brock University

27. Nakaprasit, Thinan. Identifying language needs of ESL students in a Canadian university based intensive English language program .

Degree: Department of Graduate and Undergraduate Studies in Education, 2010, Brock University

 This study investigated the needs of adult ESL learners intending to pursue higher education in Canada. Its chief purpose was to enable educators and administrators… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers; College students  – Canada

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

APA (6th Edition):

Nakaprasit, T. (2010). Identifying language needs of ESL students in a Canadian university based intensive English language program . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3037

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):

Nakaprasit, Thinan. “Identifying language needs of ESL students in a Canadian university based intensive English language program .” 2010. Thesis, Brock University. Accessed October 14, 2019. http://hdl.handle.net/10464/3037.

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

MLA Handbook (7th Edition):

Nakaprasit, Thinan. “Identifying language needs of ESL students in a Canadian university based intensive English language program .” 2010. Web. 14 Oct 2019.

Vancouver:

Nakaprasit T. Identifying language needs of ESL students in a Canadian university based intensive English language program . [Internet] [Thesis]. Brock University; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10464/3037.

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

Council of Science Editors:

Nakaprasit T. Identifying language needs of ESL students in a Canadian university based intensive English language program . [Thesis]. Brock University; 2010. Available from: http://hdl.handle.net/10464/3037

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


Florida State University

28. Ryu, Jung. Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century.

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

 Literacy in the 21st century is not confined to communication based on reading and writing only print texts. New literacies include multimedia projects and multimodal… (more)

Subjects/Keywords: Education; English language; Study and teaching; Foreign speakers; Education (Secondary)

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APA (6th Edition):

Ryu, J. (2015). Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;

Chicago Manual of Style (16th Edition):

Ryu, Jung. “Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century.” 2015. Doctoral Dissertation, Florida State University. Accessed October 14, 2019. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;.

MLA Handbook (7th Edition):

Ryu, Jung. “Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century.” 2015. Web. 14 Oct 2019.

Vancouver:

Ryu J. Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;.

Council of Science Editors:

Ryu J. Korean English Teachers' Perceptions about Teaching and Assessing Multimodal Composition: A New Direction for Writing Instruction and Assessment in the 21st Century. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9444 ;


Florida State University

29. Farrington, Amber L. The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth.

Degree: PhD, Psychology, 2016, Florida State University

 Children who are native Spanish-speaking Language Minority Youth (LMY) comprise the fastest growing population of students in the United States. In addition, these children lag… (more)

Subjects/Keywords: Psychology; Early childhood education; English language; Study and teaching; Foreign speakers

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

APA (6th Edition):

Farrington, A. L. (2016). The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;

Chicago Manual of Style (16th Edition):

Farrington, Amber L. “The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth.” 2016. Doctoral Dissertation, Florida State University. Accessed October 14, 2019. http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;.

MLA Handbook (7th Edition):

Farrington, Amber L. “The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth.” 2016. Web. 14 Oct 2019.

Vancouver:

Farrington AL. The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;.

Council of Science Editors:

Farrington AL. The Bilingual Advantage on Tasks of Interferernce Suppression and Response Inhibition Among Language Minority Youth. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Farrington_fsu_0071E_13393 ;


Florida State University

30. 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

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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 October 14, 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. 14 Oct 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 Oct 14]. 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 ;

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