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You searched for subject:(English language Study AND teaching Higher Foreign speakers Case studies). Showing records 1 – 30 of 18758 total matches.

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1. 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

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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 https://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 April 05, 2020. https://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. 05 Apr 2020.

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 2020 Apr 05]. Available from: https://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: https://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 Johannesburg

2. Seligmann, Judy. Rural teachers' learning of English in a distance education programme.

Degree: 2012, University of Johannesburg

M.Ed.

This dissertation sets out to examine the feasibility of teaching English to rural black teachers by distance education. It argues that the retraining of… (more)

Subjects/Keywords: Teachers - Language; English language - Study and teaching (Higher) - South Africa - Foreign speakers; Distance education - Case studies

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APA (6th Edition):

Seligmann, J. (2012). Rural teachers' learning of English in a distance education programme. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7274

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. “Rural teachers' learning of English in a distance education programme.” 2012. Thesis, University of Johannesburg. Accessed April 05, 2020. http://hdl.handle.net/10210/7274.

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. “Rural teachers' learning of English in a distance education programme.” 2012. Web. 05 Apr 2020.

Vancouver:

Seligmann J. Rural teachers' learning of English in a distance education programme. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/10210/7274.

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. Rural teachers' learning of English in a distance education programme. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7274

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

3. Gullon, Jacqueline D. Multilingual writers' unintentional plagiarism: action research in college composition.

Degree: MA, English, 2016, Eastern Washington University

 "This study investigates the awareness of plagiarism and MLA citations among multilingual college students. It is an example of action research that began Fall Quarter… (more)

Subjects/Keywords: Case studies; Plagiarism; English language – Study and teaching (Higher) – Foreign speakers – Case studies; English language – Composition and exercises – Study and teaching (Higher) – Washington (State) – Cheney; Action research in education; Action research in education; English language – Composition and exercises – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers; Plagiarism

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APA (6th Edition):

Gullon, J. D. (2016). Multilingual writers' unintentional plagiarism: action research in college composition. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/350

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):

Gullon, Jacqueline D. “Multilingual writers' unintentional plagiarism: action research in college composition.” 2016. Thesis, Eastern Washington University. Accessed April 05, 2020. https://dc.ewu.edu/theses/350.

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

MLA Handbook (7th Edition):

Gullon, Jacqueline D. “Multilingual writers' unintentional plagiarism: action research in college composition.” 2016. Web. 05 Apr 2020.

Vancouver:

Gullon JD. Multilingual writers' unintentional plagiarism: action research in college composition. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2020 Apr 05]. Available from: https://dc.ewu.edu/theses/350.

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

Council of Science Editors:

Gullon JD. Multilingual writers' unintentional plagiarism: action research in college composition. [Thesis]. Eastern Washington University; 2016. Available from: https://dc.ewu.edu/theses/350

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

4. Stephens, Nicholas. Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States.

Degree: MA, English, 2013, Eastern Washington University

  "This single case study is a close-up view of how one second language learner, Abdul, acquired a particular variety of American English-in this case(more)

Subjects/Keywords: Second language acquisition – Psychological aspects; English language – Study and teaching (Higher) – Washington (State) – Cheney – Foreign speakers – Case studies; English language – Study and teaching (Higher) – Washington (State) – Cheney – Arabic speakers – Case studies; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Stephens, N. (2013). Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/98

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):

Stephens, Nicholas. “Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States.” 2013. Thesis, Eastern Washington University. Accessed April 05, 2020. https://dc.ewu.edu/theses/98.

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

MLA Handbook (7th Edition):

Stephens, Nicholas. “Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States.” 2013. Web. 05 Apr 2020.

Vancouver:

Stephens N. Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States. [Internet] [Thesis]. Eastern Washington University; 2013. [cited 2020 Apr 05]. Available from: https://dc.ewu.edu/theses/98.

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

Council of Science Editors:

Stephens N. Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States. [Thesis]. Eastern Washington University; 2013. Available from: https://dc.ewu.edu/theses/98

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

5. Hawkins, Jennifer. Games for vocabulary enrichment: teaching multilingual writers at the college level.

Degree: MA, English, 2016, Eastern Washington University

  "This study explores the effectiveness of the game activity, Taboo, to teach ESL vocabulary in a college-level EAP course. It is mixed-methods research, including… (more)

Subjects/Keywords: Case studies; Games; English language – Study and teaching (Higher) – Foreign speakers – Case studies; English language – Composition and exercises – Study and teaching (Higher) – Washington (State) – Cheney; English language – Study and teaching (Higher) – Foreign speakers – Games; Educational games; Action research in education – Washington (State) – Cheney; Action research in education; Educational games; English language – Composition and exercises – Study and teaching (Higher); English language – Study and teaching (Higher) – Foreign speakers

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APA (6th Edition):

Hawkins, J. (2016). Games for vocabulary enrichment: teaching multilingual writers at the college level. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/353

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):

Hawkins, Jennifer. “Games for vocabulary enrichment: teaching multilingual writers at the college level.” 2016. Thesis, Eastern Washington University. Accessed April 05, 2020. https://dc.ewu.edu/theses/353.

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

MLA Handbook (7th Edition):

Hawkins, Jennifer. “Games for vocabulary enrichment: teaching multilingual writers at the college level.” 2016. Web. 05 Apr 2020.

Vancouver:

Hawkins J. Games for vocabulary enrichment: teaching multilingual writers at the college level. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2020 Apr 05]. Available from: https://dc.ewu.edu/theses/353.

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

Council of Science Editors:

Hawkins J. Games for vocabulary enrichment: teaching multilingual writers at the college level. [Thesis]. Eastern Washington University; 2016. Available from: https://dc.ewu.edu/theses/353

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


University of Oxford

6. Hessel, Gianna. The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation.

Degree: PhD, 2016, University of Oxford

 It is widely assumed that participation in study abroad contributes to developing second language (L2) proficiency, as well as related outcomes such as higher levels… (more)

Subjects/Keywords: 428.0071; Second language acquisition – Case studies; Motivation in education – Case studies; English language – Study and teaching (Higher); Foreign study; Applied linguistics

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APA (6th Edition):

Hessel, G. (2016). The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:7ae490c6-2303-4889-ae67-df3deb5eb870 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729003

Chicago Manual of Style (16th Edition):

Hessel, Gianna. “The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation.” 2016. Doctoral Dissertation, University of Oxford. Accessed April 05, 2020. http://ora.ox.ac.uk/objects/uuid:7ae490c6-2303-4889-ae67-df3deb5eb870 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729003.

MLA Handbook (7th Edition):

Hessel, Gianna. “The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation.” 2016. Web. 05 Apr 2020.

Vancouver:

Hessel G. The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation. [Internet] [Doctoral dissertation]. University of Oxford; 2016. [cited 2020 Apr 05]. Available from: http://ora.ox.ac.uk/objects/uuid:7ae490c6-2303-4889-ae67-df3deb5eb870 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729003.

Council of Science Editors:

Hessel G. The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation. [Doctoral Dissertation]. University of Oxford; 2016. Available from: http://ora.ox.ac.uk/objects/uuid:7ae490c6-2303-4889-ae67-df3deb5eb870 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.729003


Florida State University

7. 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 (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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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 ;


Oregon State University

8. Dantas-Whitney, Maria. ESL students as ethnographers : co-researching communicative practices in an academic discourse community.

Degree: PhD, Education, 2003, Oregon State University

 No research to date has involved ESL students as researchers in investigations of community language practices. This study examined the research processes of 23 international… (more)

Subjects/Keywords: English language  – Study and teaching (Higher)  – Foreign speakers  – Case studies

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APA (6th Edition):

Dantas-Whitney, M. (2003). ESL students as ethnographers : co-researching communicative practices in an academic discourse community. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/31177

Chicago Manual of Style (16th Edition):

Dantas-Whitney, Maria. “ESL students as ethnographers : co-researching communicative practices in an academic discourse community.” 2003. Doctoral Dissertation, Oregon State University. Accessed April 05, 2020. http://hdl.handle.net/1957/31177.

MLA Handbook (7th Edition):

Dantas-Whitney, Maria. “ESL students as ethnographers : co-researching communicative practices in an academic discourse community.” 2003. Web. 05 Apr 2020.

Vancouver:

Dantas-Whitney M. ESL students as ethnographers : co-researching communicative practices in an academic discourse community. [Internet] [Doctoral dissertation]. Oregon State University; 2003. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1957/31177.

Council of Science Editors:

Dantas-Whitney M. ESL students as ethnographers : co-researching communicative practices in an academic discourse community. [Doctoral Dissertation]. Oregon State University; 2003. Available from: http://hdl.handle.net/1957/31177


Massey University

9. Nur'Aini, Siti. Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia.

Degree: PhD, Applied Linguistics, 2018, Massey University

 This study explores the identity formation of English teachers in Tegal City, Banyumasan area in Central Java, Indonesia. It draws on the frameworks of identity-agency… (more)

Subjects/Keywords: English teachers; Indonesia; Tegal; Case studies; Student teachers; English language; Study and teaching; Indonesia; Foreign speakers

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APA (6th Edition):

Nur'Aini, S. (2018). Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/15219

Chicago Manual of Style (16th Edition):

Nur'Aini, Siti. “Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia.” 2018. Doctoral Dissertation, Massey University. Accessed April 05, 2020. http://hdl.handle.net/10179/15219.

MLA Handbook (7th Edition):

Nur'Aini, Siti. “Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia.” 2018. Web. 05 Apr 2020.

Vancouver:

Nur'Aini S. Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/10179/15219.

Council of Science Editors:

Nur'Aini S. Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/15219


University of Hong Kong

10. 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.

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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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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


University of Johannesburg

11. 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

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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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

12. Johnson, Michael E. ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors.

Degree: MA, English, 2015, Eastern Washington University

 "This Master's thesis is a case study of four experienced ESL instructors of Adult Basic Education (ABE) and Vocational ESL. (VESL). All are alumni of… (more)

Subjects/Keywords: Johnson; Micheal E.; Adult education – Case studies; Vocational education – Case studies; English language – Study and teaching – Foreign speakers; Second language acquisition; Bilingual, Multilingual, and Multicultural Education; English Language and Literature

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APA (6th Edition):

Johnson, M. E. (2015). ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors. (Thesis). Eastern Washington University. Retrieved from https://dc.ewu.edu/theses/295

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):

Johnson, Michael E. “ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors.” 2015. Thesis, Eastern Washington University. Accessed April 05, 2020. https://dc.ewu.edu/theses/295.

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

MLA Handbook (7th Edition):

Johnson, Michael E. “ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors.” 2015. Web. 05 Apr 2020.

Vancouver:

Johnson ME. ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors. [Internet] [Thesis]. Eastern Washington University; 2015. [cited 2020 Apr 05]. Available from: https://dc.ewu.edu/theses/295.

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

Council of Science Editors:

Johnson ME. ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors. [Thesis]. Eastern Washington University; 2015. Available from: https://dc.ewu.edu/theses/295

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

13. Peterson, Sarah G. Disproportionate representation of English Language Learners in special education.

Degree: 2015, SUNY College at Fredonia

 The disproportionate representation of English language learners (ELLs) in special education has been a persistent issue in the United States. This study examined Western New… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers.; Special education  – United States  – Case studies.; Education, Bilingual.; Education  – Statistics.

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APA (6th Edition):

Peterson, S. G. (2015). Disproportionate representation of English Language Learners in special education. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65732

Chicago Manual of Style (16th Edition):

Peterson, Sarah G. “Disproportionate representation of English Language Learners in special education. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed April 05, 2020. http://hdl.handle.net/1951/65732.

MLA Handbook (7th Edition):

Peterson, Sarah G. “Disproportionate representation of English Language Learners in special education. ” 2015. Web. 05 Apr 2020.

Vancouver:

Peterson SG. Disproportionate representation of English Language Learners in special education. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1951/65732.

Council of Science Editors:

Peterson SG. Disproportionate representation of English Language Learners in special education. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65732


University of New Mexico

14. Yaqub, Connie. Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

  The purpose of this qualitative study is to examine principals perceptions of their responsibilities for English language learners (ELLs) and their beliefs about what… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers  – Administration; School principals  – Attitudes; Educational leadership  – Case studies; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Yaqub, C. (2013). Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22081

Chicago Manual of Style (16th Edition):

Yaqub, Connie. “Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners.” 2013. Doctoral Dissertation, University of New Mexico. Accessed April 05, 2020. http://hdl.handle.net/1928/22081.

MLA Handbook (7th Edition):

Yaqub, Connie. “Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners.” 2013. Web. 05 Apr 2020.

Vancouver:

Yaqub C. Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1928/22081.

Council of Science Editors:

Yaqub C. Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22081


University of Hong Kong

15. 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 (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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

16. 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 (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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

17. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

18. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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


Central Connecticut State University

19. 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 April 05, 2020. 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. 05 Apr 2020.

Vancouver:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Apr 05]. 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


Florida State University

20. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

21. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

22. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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 Arizona

23. Yang, Kwo-Jen. The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students.

Degree: 1994, University of Arizona

 A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers  – Case studies.; English language  – Composition and exercises  – Study and teaching (Higher)  – Case studies.; Students, Foreign  – Education (Higher)  – United States.

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APA (6th Edition):

Yang, K. (1994). The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/186805

Chicago Manual of Style (16th Edition):

Yang, Kwo-Jen. “The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students. ” 1994. Doctoral Dissertation, University of Arizona. Accessed April 05, 2020. http://hdl.handle.net/10150/186805.

MLA Handbook (7th Edition):

Yang, Kwo-Jen. “The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students. ” 1994. Web. 05 Apr 2020.

Vancouver:

Yang K. The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students. [Internet] [Doctoral dissertation]. University of Arizona; 1994. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/10150/186805.

Council of Science Editors:

Yang K. The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students. [Doctoral Dissertation]. University of Arizona; 1994. Available from: http://hdl.handle.net/10150/186805

24. Bailey, Candice. Creating equitable environments for English language learners in the age of accountability.

Degree: 2016, NC Docks

 The demographic composition of the American classroom reflects the diversity of society as a whole. The cultural, language, and ethnic diversity of students is often… (more)

Subjects/Keywords: Educational equalization $v Case studies; Educational accountability $v Case studies; English language $x Study and teaching $x Foreign speakers; School principals; English language teachers

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APA (6th Edition):

Bailey, C. (2016). Creating equitable environments for English language learners in the age of accountability. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Bailey_uncg_0154D_11923.pdf

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):

Bailey, Candice. “Creating equitable environments for English language learners in the age of accountability.” 2016. Thesis, NC Docks. Accessed April 05, 2020. http://libres.uncg.edu/ir/uncg/f/Bailey_uncg_0154D_11923.pdf.

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

MLA Handbook (7th Edition):

Bailey, Candice. “Creating equitable environments for English language learners in the age of accountability.” 2016. Web. 05 Apr 2020.

Vancouver:

Bailey C. Creating equitable environments for English language learners in the age of accountability. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Apr 05]. Available from: http://libres.uncg.edu/ir/uncg/f/Bailey_uncg_0154D_11923.pdf.

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

Council of Science Editors:

Bailey C. Creating equitable environments for English language learners in the age of accountability. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Bailey_uncg_0154D_11923.pdf

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

25. Forcucci, Kristen. Response to intervention implemented with English language learners .

Degree: 2016, SUNY College at Fredonia

 In the past decade, Response to Intervention (RTI) has been adopted by many states and districts as a prereferral for special education. The purpose of… (more)

Subjects/Keywords: Language and education – Study and teaching – Foreign speakers – Case studies; Language acquisition; Literacy programs

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APA (6th Edition):

Forcucci, K. (2016). Response to intervention implemented with English language learners . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70386

Chicago Manual of Style (16th Edition):

Forcucci, Kristen. “Response to intervention implemented with English language learners .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed April 05, 2020. http://hdl.handle.net/1951/70386.

MLA Handbook (7th Edition):

Forcucci, Kristen. “Response to intervention implemented with English language learners .” 2016. Web. 05 Apr 2020.

Vancouver:

Forcucci K. Response to intervention implemented with English language learners . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1951/70386.

Council of Science Editors:

Forcucci K. Response to intervention implemented with English language learners . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70386


University of Victoria

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

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 April 05, 2020. 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. 05 Apr 2020.

Vancouver:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Apr 05]. 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

27. Almahmoud, Abdullah. English teacher perception of the current English curriculum and instruction at a university in Saudia Arabia .

Degree: 2016, SUNY College at Fredonia

 Task design allows teachers to organize and implement tasks according to the specific needs of the learners. The purpose of this research was to evaluate… (more)

Subjects/Keywords: English language  – Study and teaching (Higher)  – Foreign speakers  – Curricula; English language  – Study and teaching (Higher)  – Saudi Arabia; English language  – Study and teaching (Higher)  – Foreign speakers  – Case studies

…real-life situations leading to a more communicative approach to English language teaching… …that Ellis (2003) described as a method of teaching a second/foreign language which… …limited to English language only, and the participants were directly related to the study as… …curriculum has led many English language learners (ELLs) to take a long path to learn and… …Enriching the English curriculum to become successful in teaching and learning is important… 

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

APA (6th Edition):

Almahmoud, A. (2016). English teacher perception of the current English curriculum and instruction at a university in Saudia Arabia . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/69099

Chicago Manual of Style (16th Edition):

Almahmoud, Abdullah. “English teacher perception of the current English curriculum and instruction at a university in Saudia Arabia .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed April 05, 2020. http://hdl.handle.net/1951/69099.

MLA Handbook (7th Edition):

Almahmoud, Abdullah. “English teacher perception of the current English curriculum and instruction at a university in Saudia Arabia .” 2016. Web. 05 Apr 2020.

Vancouver:

Almahmoud A. English teacher perception of the current English curriculum and instruction at a university in Saudia Arabia . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1951/69099.

Council of Science Editors:

Almahmoud A. English teacher perception of the current English curriculum and instruction at a university in Saudia Arabia . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/69099

28. Evans, Moyra. A language-based approach to literature teaching for ESL undergraduates.

Degree: 2015, University of Johannesburg

M.A. (Applied Linguistics)

To account for the characteristic linguistic needs of second language students, psycholinguistic theories of second language acquisition are taken into account. Sociolinguistic… (more)

Subjects/Keywords: English literature - Study and teaching (Higher) - South Africa - Foreign speakers; Second language acquisition

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

APA (6th Edition):

Evans, M. (2015). A language-based approach to literature teaching for ESL undergraduates. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14746

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):

Evans, Moyra. “A language-based approach to literature teaching for ESL undergraduates.” 2015. Thesis, University of Johannesburg. Accessed April 05, 2020. http://hdl.handle.net/10210/14746.

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

MLA Handbook (7th Edition):

Evans, Moyra. “A language-based approach to literature teaching for ESL undergraduates.” 2015. Web. 05 Apr 2020.

Vancouver:

Evans M. A language-based approach to literature teaching for ESL undergraduates. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/10210/14746.

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

Council of Science Editors:

Evans M. A language-based approach to literature teaching for ESL undergraduates. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14746

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


University of Alberta

29. Sun, Miao. The language and literacy practices of English-Chinese bilingual students in Western Canada.

Degree: PhD, Department of Elementary Education, 2011, University of Alberta

 In a rapidly globalizing world, bilingualism and biliteracy become important assets. It is widely recognized that full and partial immersion (bilingual) education programs are emerging… (more)

Subjects/Keywords: Chinese Canadians  – Education  – Case studies; Education, Bilingual  – Canada, Western; Second language acquisition; English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching (Elementary)  – Chinese speakers  – Case studies; Bilingualism  – Canada, Western

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

APA (6th Edition):

Sun, M. (2011). The language and literacy practices of English-Chinese bilingual students in Western Canada. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8p58pf568

Chicago Manual of Style (16th Edition):

Sun, Miao. “The language and literacy practices of English-Chinese bilingual students in Western Canada.” 2011. Doctoral Dissertation, University of Alberta. Accessed April 05, 2020. https://era.library.ualberta.ca/files/8p58pf568.

MLA Handbook (7th Edition):

Sun, Miao. “The language and literacy practices of English-Chinese bilingual students in Western Canada.” 2011. Web. 05 Apr 2020.

Vancouver:

Sun M. The language and literacy practices of English-Chinese bilingual students in Western Canada. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2020 Apr 05]. Available from: https://era.library.ualberta.ca/files/8p58pf568.

Council of Science Editors:

Sun M. The language and literacy practices of English-Chinese bilingual students in Western Canada. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/8p58pf568

30. Hales, Kelly Kristina. The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.

Degree: 2013, NC Docks

 The exponential increase of English Language Learners (ELL) in the United States has resulted in the implementation of effective instructional programs addressing language acquisition and… (more)

Subjects/Keywords: English language $x Study and teaching $x Foreign speakers $v Case studies; English language $x Rhetoric $x Study and teaching $v Case studies; English teachers $z United States $v Case studies

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

APA (6th Edition):

Hales, K. K. (2013). The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf

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):

Hales, Kelly Kristina. “The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.” 2013. Thesis, NC Docks. Accessed April 05, 2020. http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf.

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

MLA Handbook (7th Edition):

Hales, Kelly Kristina. “The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing.” 2013. Web. 05 Apr 2020.

Vancouver:

Hales KK. The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. [Internet] [Thesis]. NC Docks; 2013. [cited 2020 Apr 05]. Available from: http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf.

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

Council of Science Editors:

Hales KK. The effects of professional practice of a systematic approach to the professional development of ESL teachers in the area of writing. [Thesis]. NC Docks; 2013. Available from: http://libres.uncg.edu/ir/uncg/f/Hales_uncg_0154D_11316.pdf

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

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