You searched for subject:(English language learning).
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1.
Peter, Anne Sheela.
The effect of culture shock on english language learning
of international students in India a study at the tertiary
level.
Degree: English literature, 2013, Shri Jagdishprasad Jhabarmal Tibarewala University
URL: http://shodhganga.inflibnet.ac.in/handle/10603/13912 
► India is a preferred destination for education, especially in the tertiary levels, as students from different parts of the world find it easy to obtain…
(more)
▼ India is a preferred destination for education,
especially in the tertiary levels, as students from different parts
of the world find it easy to obtain a bachelors or masters degree
here. The main reasons for them to do so are that education is
imparted in the English language, the cost of education is
relatively low, duration for courses of study is less when compared
to that of their western counterparts and most importantly, they
find that the education imparted is of a high quality. It is not
surprising then, that there is a large inflow of students from
other Asian, Middle Eastern and African countries. These students
prefer to study in the metropolises in India as there is a common
notion that these cities provide the necessary ambience and
atmosphere for easy adjustment into the new culture. However,
international students in India encounter several situations
arising from cultural differences between their home country and
the host country. More often than not, these encounters give rise
to mental, physical and psychological stress which together is
termed as Culture Shock . newlineIn the recent decades innumerable
researches have been conducted and have proved that this phenomenon
of culture shock is not just a passing phase or a fleeting feeling
of home sickness. It is a very real and painful experience which
has been likened to a disease- complete with symptoms and cures.
Several researchers such as Kalervo Oberg, Cora Du Bois, H.D. Brown
and John Schumann have identified the various stages that
individuals go through as they experience culture shock. Although
the period of time taken to move from stage to stage may differ
from individual to individual all of them go through these stages.
newlineIn the first stage he experiences euphoria when he steps
into a new country. Every experience seems new and exciting and the
individual feels like a tourist, eager to learn everything he can
about his new home.
Summary p. 190-200, Appendix p.
201-226
Advisors/Committee Members: Narayanan R.
Subjects/Keywords: English literature; English language learning; International students
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APA (6th Edition):
Peter, A. S. (2013). The effect of culture shock on english language learning
of international students in India a study at the tertiary
level. (Thesis). Shri Jagdishprasad Jhabarmal Tibarewala University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/13912
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):
Peter, Anne Sheela. “The effect of culture shock on english language learning
of international students in India a study at the tertiary
level.” 2013. Thesis, Shri Jagdishprasad Jhabarmal Tibarewala University. Accessed January 17, 2021.
http://shodhganga.inflibnet.ac.in/handle/10603/13912.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Peter, Anne Sheela. “The effect of culture shock on english language learning
of international students in India a study at the tertiary
level.” 2013. Web. 17 Jan 2021.
Vancouver:
Peter AS. The effect of culture shock on english language learning
of international students in India a study at the tertiary
level. [Internet] [Thesis]. Shri Jagdishprasad Jhabarmal Tibarewala University; 2013. [cited 2021 Jan 17].
Available from: http://shodhganga.inflibnet.ac.in/handle/10603/13912.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Peter AS. The effect of culture shock on english language learning
of international students in India a study at the tertiary
level. [Thesis]. Shri Jagdishprasad Jhabarmal Tibarewala University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/13912
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade Nova
2.
Tonoian, Lilit.
English Language Learning Inside and Outside the Classroom in Portugal.
Degree: 2014, Universidade Nova
URL: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/13616
► This study investigates the way of learning the English language in Portugal. First-year students of the faculty of Social Sciences and Humanities of New University…
(more)
▼ This study investigates the way of learning the English language in Portugal. First-year students of the faculty of Social Sciences and Humanities of New University of Lisbon were selected as participants in the case study. As data collection tools a questionnaire and focus-groups were used. 115 students completed the designed questionnaire and after that 12 students were selected for the more detailed focus-group discussions.
Results of the research show that most part of the students´ English knowledge is received from outside the classroom by means of movies, songs, computer games, the Internet, communication with friends and other sources. Also, the results show that motivation is very important in language learning process and motivated students acquire the language faster and easier.
Subjects/Keywords: English; Language acquisition; Language learning; Exposure
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APA (6th Edition):
Tonoian, L. (2014). English Language Learning Inside and Outside the Classroom in Portugal. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/13616
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):
Tonoian, Lilit. “English Language Learning Inside and Outside the Classroom in Portugal.” 2014. Thesis, Universidade Nova. Accessed January 17, 2021.
http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/13616.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tonoian, Lilit. “English Language Learning Inside and Outside the Classroom in Portugal.” 2014. Web. 17 Jan 2021.
Vancouver:
Tonoian L. English Language Learning Inside and Outside the Classroom in Portugal. [Internet] [Thesis]. Universidade Nova; 2014. [cited 2021 Jan 17].
Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/13616.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tonoian L. English Language Learning Inside and Outside the Classroom in Portugal. [Thesis]. Universidade Nova; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/13616
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3.
Alshaya, Khalifa.
English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning.
Degree: PhD, Teaching & Learning, 2020, University of North Dakota
URL: https://commons.und.edu/theses/3088
► This body of work contains three articles that examine the intersectionality between English Language Learner (ELL) teachers and digital games. The purpose of the…
(more)
▼ This body of work contains three articles that examine the intersectionality between
English Language Learner (ELL) teachers and digital games. The purpose of the study is to qualitatively explore the perception of ELL teachers’ use of digital games as educational tools and whether they realize the potential to promote
language learning for ELLs. This study aims to understand the lived experiences of ELL teachers to identify their viewpoint of
language learning through gaming. The work focuses particularly on the teacher in an effort to contribute empirical work that supports the need for a more holistic approach to digital games in teacher education programs. This dissertation sought to answer four main questions: 1) What is the perception and lived experiences of ELL teachers use of digital games as educational tools?; 2) What are the perceived challenges facing ELL teachers in incorporating digital games?; 3) How does ELL teacher’s perception of digital games influence their use and incorporation?; 4) How do ELL teachers define best practices for digital games in order to promote
language learning?
I employed qualitative case study methods with a phenomenological lens to analyze the data. I interviewed six ELL teachers in the upper Midwest of the United States.
The outcome of this study has the potential to enable teachers to use digital games effectively and to ultimately improve teaching and
learning. Today, almost every aspect of society requires the use of technology. Therefore, the incorporation of technology into lesson plans is aligned with the needs of society in the 21st century. By adding digital games into classroom
learning, educators may be able to better prepare students for their future careers. This preparation can be achieved because digital games have the potential to increase students’ problem-solving skills, as well as spatial and logical reasoning. The upward mobility and
learning opportunities in digital games for ELLs are multiplied in fun and engaging ways.
Advisors/Committee Members: Pamela Beck.
Subjects/Keywords: digital games; education; English language learner; game-based learning; language learning
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APA (6th Edition):
Alshaya, K. (2020). English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/3088
Chicago Manual of Style (16th Edition):
Alshaya, Khalifa. “English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning.” 2020. Doctoral Dissertation, University of North Dakota. Accessed January 17, 2021.
https://commons.und.edu/theses/3088.
MLA Handbook (7th Edition):
Alshaya, Khalifa. “English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning.” 2020. Web. 17 Jan 2021.
Vancouver:
Alshaya K. English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning. [Internet] [Doctoral dissertation]. University of North Dakota; 2020. [cited 2021 Jan 17].
Available from: https://commons.und.edu/theses/3088.
Council of Science Editors:
Alshaya K. English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning. [Doctoral Dissertation]. University of North Dakota; 2020. Available from: https://commons.und.edu/theses/3088
Addis Ababa University
4.
Yemanebirhan, Kelemework.
HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/2167
► The purpose of this study was to investigate high school students' current perception of English language learning in relation to the new language teaching approach…
(more)
▼ The purpose of this study was to investigate high school students' current perception of
English language learning in relation to the new
language teaching approach adopted
recently. An attempt has been made to examine how high school students perceive the
nature of
language, the functions of an
English language teacher and their own role as
language learners. The study involved 200 grade 11 students.
The major instruments in this study were questionnaire and interview. The questionnaire
contained 24 items which were classified into four groups. To consolidate the information
obtained through the questionnaire, interviews were also conducted with the sampled
students.
The study showed that most of the sampled students seemed to hold traditional
perception of
language learning. The study revealed that the students assessed more
positively their perception of the nature of
language, the functions of the
language
classrooms, their teacher's role and their own roles in the traditional approaches than in
the more current ones.
Advisors/Committee Members: Dr. Awol Endris (advisor).
Subjects/Keywords: HIGH SCHOOL STUDENTS' PERCEPTION;
ENGLISH LANGUAGE LEARNING:
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APA (6th Edition):
Yemanebirhan, K. (2012). HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2167
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):
Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS
.” 2012. Thesis, Addis Ababa University. Accessed January 17, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/2167.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS
.” 2012. Web. 17 Jan 2021.
Vancouver:
Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 17].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Ghana
5.
Nyamekye, K.
Using Assessment Results To Improve English Language Teaching And Learning
.
Degree: 2012, University of Ghana
URL: http://ugspace.ug.edu.gh/handle/123456789/23762
► Quality education is the bedrock of national development and progress. In the course of the history of education in Ghana, there arose the need to…
(more)
▼ Quality education is the bedrock of national development and progress. In the course of the history of education in Ghana, there arose the need to improve accessibility. Hence, a series of interventions such as the Education For All (EFA), the Free Compulsory Universal Basic Education (FCUBE), the Fast Track Initiative (FTI), and the abolition of school fees and levies which led to the introduction of the Capitation Grant scheme (CGS), were introduced. These initiatives triggered a surge in enrolment figures in public primary schools by about sixteen percent (16%). It became necessary that after getting the children into school, the government should ensure that the children receive relevant literacy skills and for that matter, academic knowledge. As a sequel to this development, there arose the need for quality instruction in the classroom, an issue which has become a major concern among reform movements across the world. Concern with quality immediately gives rise to the issue of assessment. Assessment is the process of obtaining information that is used to make educational decisions about students, to give feedback to the students about their progress, strengths and weaknesses and to judge instructional effectiveness and weaknesses and curricula adequacy. This is why various reforms that have dominated the education scene in the last three decades propose the use of assessment as a critical factor to improve quality.
This research is to find out the opinions of the actual administrators and users of assessment results. The views collated from the various stakeholders showed that there is no major attempt to use the results of the various assessments so far conducted in the public schools in the classrooms to target the individual testees. Also, the opinions gathered suggest that many teachers in the classroom need a serious training / orientation on how to plan a test and how to write good test items.
Subjects/Keywords: Assessment Results;
English Language Teaching;
Learning
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APA ·
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Manager
APA (6th Edition):
Nyamekye, K. (2012). Using Assessment Results To Improve English Language Teaching And Learning
. (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/23762
Chicago Manual of Style (16th Edition):
Nyamekye, K. “Using Assessment Results To Improve English Language Teaching And Learning
.” 2012. Masters Thesis, University of Ghana. Accessed January 17, 2021.
http://ugspace.ug.edu.gh/handle/123456789/23762.
MLA Handbook (7th Edition):
Nyamekye, K. “Using Assessment Results To Improve English Language Teaching And Learning
.” 2012. Web. 17 Jan 2021.
Vancouver:
Nyamekye K. Using Assessment Results To Improve English Language Teaching And Learning
. [Internet] [Masters thesis]. University of Ghana; 2012. [cited 2021 Jan 17].
Available from: http://ugspace.ug.edu.gh/handle/123456789/23762.
Council of Science Editors:
Nyamekye K. Using Assessment Results To Improve English Language Teaching And Learning
. [Masters Thesis]. University of Ghana; 2012. Available from: http://ugspace.ug.edu.gh/handle/123456789/23762
University of Tasmania
6.
MacFarlane, G.
Investigation into English grammar proficiency of teachers of English language.
Degree: 2015, University of Tasmania
URL: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf
► There have been many studies that have supported the teaching of grammar and many that have not, mainly because grammar teaching did not seem to…
(more)
▼ There have been many studies that have supported the teaching of grammar and many that have not, mainly because grammar teaching did not seem to have a marked improvement on students’ writing. In English speaking countries, traditional grammar ceased to be taught in the late 1960s after the Dartmouth Conference of 1966, which proved to be a catalyst for change in government policy in those countries. As a consequence, grammar has been taught in a progressively attenuated manner since that time. Australia has now inaugurated a national curriculum requiring teachers to teach grammar. The question is whether, after almost 50 years of this situation, teachers are equipped to fulfil this requirement. As this policy has been instrumental in the preparation of teachers in different educational sectors (in domestic school settings and in international English teaching settings), this study was conducted with a group of teachers in an English language teaching centre attached to an Australian university, providing tuition for international students intending to pursue tertiary studies through the medium of English language.
The aim of this study was to discover whether teachers of English at the language teaching centre experience difficulties in their own understanding of English traditional grammar, and, if so, which aspects of grammar cause them particular difficulty. Those grammar items identified as problematic would be included in a professional development program specifically devised for teachers at that centre. Teachers’ views on the importance of grammar were also canvassed. The study was conducted as an action research project, employing a mixed method approach with collection of both quantitative and qualitative data. The study was carried out in three distinct phases. This study was a sequential one, with each phase analysed before the next phase began, and with each phase informing the subsequent one. Instruments used in the three phases were (i) inventories; (ii) surveys; and (iii) semi-structured interviews.
The study had five major findings, the first and most important of which was that many of the respondents showed a lack of understanding of certain aspects of grammar. There was also some evidence regarding lack of confidence in this area. Teaching grammar in context was the most preferred method among the respondents. The findings fulfilled the study objectives which included gaining teacher views on the significance and importance of grammar knowledge in TESOL teaching; discovering any gaps in the respondents’ grammar knowledge; and devising a professional development program in grammar specifically tailored to their needs.
Some of the implications resulting from this study are that:
(i) universities should take a more visible and concerted lead in teaching grammar to student teachers to better prepare them for (a) teaching grammar in domestic schools to fulfil the aspirations of the new Australian Curriculum; and (b) teaching grammar to international students, who expect their teachers to impart…
Subjects/Keywords: language learning; English grammar; teacher grammar knowledge
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APA ·
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APA (6th Edition):
MacFarlane, G. (2015). Investigation into English grammar proficiency of teachers of English language. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.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):
MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Thesis, University of Tasmania. Accessed January 17, 2021.
https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
MacFarlane, G. “Investigation into English grammar proficiency of teachers of English language.” 2015. Web. 17 Jan 2021.
Vancouver:
MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2021 Jan 17].
Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
MacFarlane G. Investigation into English grammar proficiency of teachers of English language. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23217/1/MacFarlane_whole_thesis.pdf
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Texas
7.
Zhu, Shanyuan.
U.S. International ESL Students' Experiences with and Perceptions of Utilizing Mobile Technologies for English Learning.
Degree: 2017, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc1062867/
► The purpose of this research was to examine ESL (English as a second language) students' current use of their mobile phones for English skill building…
(more)
▼ The purpose of this research was to examine ESL (
English as a second
language) students' current use of their mobile phones for
English skill building activities outside of class in a U.S. school setting. In addition, this research reported on students' perceptions of the potential benefits of using smartphones in class for
English learning. Also learners' current
English related activities using mobile devices and time duration of using different phone features were studied. The literature review included smartphones, computer education, mobile
learning, mobile assisted
language learning (MALL), computer assisted
language learning (CALL), theories of second
language learning, second
language learner attributes and the use of smartphones outside the classroom. An electronic survey was used to collect the quantitative data which were analyzed by descriptive and inferential statistics. The results concluded that students used mobile applications on a
daily basis to read and write email, read books and news, check a dictionary, talk, text and video chat. Students used mobile phones outside of class to improve the
English skills listed in the survey and the same participants perceived the potential benefits of using smartphones in class for the same
English skills. Among the
English skills, vocabulary exercises, finding example sentences of
English words and
English grammar exercises had a significant difference between out of class and in class variable. The results indicated a direction for future research on using mobile phones for ESL
learning. This study also revealed a focus of practice for utilizing mobile technologies in the teaching and
learning of ESL.
Advisors/Committee Members: Norris, Cathleen, Spector, Michael, Lin, Lin.
Subjects/Keywords: Mobile learning; English as a second language
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Massey University
8.
Nguyen, Long Van.
Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions.
Degree: PhD, Applied Linguistics, 2011, Massey University
URL: http://hdl.handle.net/10179/2203
► Viewing language learning from a sociocultural perspective, this study investigates the nature of both synchronous and asynchronous computer-mediated communication (CMC) and how these two modes…
(more)
▼ Viewing language learning from a sociocultural perspective, this study investigates the nature of both synchronous and asynchronous computer-mediated communication (CMC) and how these two modes of communication may complement each other and contribute to collaborative learning in an EFL classroom environment. The focus is on collaborative language learning competence and learners‟ perceptions of the application of CMC to classroom practices. This classroom-based research took the form of a collaborative problem-solving experiment in a group of EFL students in a large university in Central Vietnam. Various data were collected for the study, including the initial pre-project questionnaire on students‟ background and attitudes, transcripts from both face-to-face and chat discussion, after-chat focus-group interviews, peer comments from both traditional pen-and-paper and wiki exchanges, final collaborative written assignments, and post-project questionnaires and interviews with students about their reflections on classroom CMC in collaborative learning. The study, with both process and product orientation, took place throughout a 12-week semester.
Results from the study indicated promising avenues for the application of various CMC technologies in the language classroom. First, although learners‟ language production in the online synchronous discussion was not as high as that from traditional face-to-face practice, the quality of discussion was persuasively better in the SCMC mode. In addition to the fact that learners‟ participation was more equal, evidence of interaction and negotiation leading to a satisfactory level of information synthesis were found to be promising elements in online chatscripts. Second, the use of wikis as a new platform for peer exchanges can be considered an innovation, liberating the students from the conventional, narrow, and linear practice of pen-and-paper-based peer editing. The students participated more, interacted more, and negotiated more in the multi-way interactive architecture of participation, the wiki. Third, although there was no significantly statistical difference in any of the comparative criteria between the two sets of essays produced by the two classes, indications of trends in terms of quality were positive toward the online essays. Fourth, the students‟ reflections on and perceptions of the introduction of CMC into the language classroom presented a potential picture of a technology-enhanced classroom. Apart from the fact that computer and typing skills turned out to be the biggest hindrance regarding the effectiveness of CMC integration, the students‟ reflections on the process were positive and they saw it as constructive. Finally, the four key issues emerging from the study included classroom boundary, the sociotechnical affordances of the CMC environment, the teacher‟s roles in the CMC environment, and product-oriented versus learning-oriented collaborative learning styles.
Subjects/Keywords: English language learning;
Collaborative learning;
Computer-mediated communication;
Online learning
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APA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nguyen, L. V. (2011). Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2203
Chicago Manual of Style (16th Edition):
Nguyen, Long Van. “Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions.” 2011. Doctoral Dissertation, Massey University. Accessed January 17, 2021.
http://hdl.handle.net/10179/2203.
MLA Handbook (7th Edition):
Nguyen, Long Van. “Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions.” 2011. Web. 17 Jan 2021.
Vancouver:
Nguyen LV. Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions. [Internet] [Doctoral dissertation]. Massey University; 2011. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10179/2203.
Council of Science Editors:
Nguyen LV. Computer-mediated collaborative learning in a Vietnamese tertiary EFL context : process, product, and learners' perceptions. [Doctoral Dissertation]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2203
York University
9.
Hardware, Shawnee.
Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning.
Degree: PhD, Education, 2018, York University
URL: http://hdl.handle.net/10315/35465
► My four-month research project is the first recorded Jamaican study to explore if and how multiliteracies pedagogy (MLS) paired with sociocultural theory (SCT) can improve…
(more)
▼ My four-month research project is the first recorded Jamaican study to explore if and how multiliteracies pedagogy (MLS) paired with sociocultural theory (SCT) can improve inner-city students
English language development (ELD) and engagement. In diglossic Jamaica, social class typically dictates Jamaican
language abilities. Typically, most upper- and middle-class Jamaicans speak
English, while most members of the Jamaican lower class speak Patois.
English is the
language of the Jamaican curriculum, employment and power. Improvement in my participants EDL will improve their access to better-paying jobs and higher education.
I conducted my research in the following sequential manner: 1) a month of classroom observation of the original
English teachers classroom; 2) two months where I taught my experiential communicative lessons inspired by MLS and SCT; 3) four student focus group interviews and one teacher interview; and, 4) document analysis of examples of students three individual work (two after-lesson reflections and a paragraph of narrative account). All of these data collection tools ensured that I captured my participants meaning making and subjectivities.
My research findings support and diverge from the weight of evidence in multiliteracies pedagogy and sociocultural theory. Similar to other research employing MLS and SCT, my findings revealed that my participants became more engaged in their
English learning during my experiential teaching than they were in their original
English language class. The majority of the students writing skills also improved. However, unlike MLS and SCT based research, in my study there was not a strong relationship between the students emotional engagement and their behavioural engagement; there was also no relationship between the students emotional engagement and improvement in
language development.
I recommend that teachers incorporate multiliteracies-inspired communicative activities in their
English classes, as these activities engage students and promote
English language development. I also suggest that multiliteracies researchers implement goodbehavioural strategies to ensure that students are engaged cognitively, emotionally and behaviourally. Moreover, I encourage teachers, future researchers and the Jamaican Ministry of Education to respect the students voices and agency, rather than merely incorporating their lived experiences in their school
learning.
Advisors/Committee Members: Dlamini, Nombuso (advisor).
Subjects/Keywords: English as a second language; Multiliteracies pedagogy; Sociocultural theory; English language learning; Jamaican Language Arts.
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APA (6th Edition):
Hardware, S. (2018). Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35465
Chicago Manual of Style (16th Edition):
Hardware, Shawnee. “Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning.” 2018. Doctoral Dissertation, York University. Accessed January 17, 2021.
http://hdl.handle.net/10315/35465.
MLA Handbook (7th Edition):
Hardware, Shawnee. “Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning.” 2018. Web. 17 Jan 2021.
Vancouver:
Hardware S. Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10315/35465.
Council of Science Editors:
Hardware S. Miss mek wi trai: Using Multiliteracies Pedagogy to Effect Changes in Jamaica Inner-city Grade 7 Students' English Learning. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/35465
10.
Nguyen, Thi Bich Ngoc.
Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system : Enseignement d’une matière intégrée à une langue étrangère : évolution des perceptions des étudiants et des enseignants dans une dispositif innovant.
Degree: Docteur es, Didactique des langues, 2019, Université Toulouse III – Paul Sabatier
URL: http://www.theses.fr/2019TOU30086
► Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et…
(more)
▼ Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire a été administré après une année et demi de pratique de l'EMILE. Parallèlement, les enseignants de spécialité qui participaient au dispositif EMILE, ont été interviewés. Le traitement des données a permis de confronter les perceptions des élèves et des enseignants à propos du dispositif innovant et d'en identifier les qualités et les défauts. Les résultats soulignent le décalage qui existe entre la perception des potentialités du dispositif et les nombreux obstacles concrets qui entravent leurs réalisations.
The present research examines Content and Language Integrated Learning (CLIL), an innovative language learning system in Vietnam launched by the Vietnamese Ministry of Education and Training in 2008. This exploratory, qualitative investigation was first centred on the perceptions of high school students, obtained through two questionnaires. The first one was administered at the outset of the CLIL implementation, with a view to identifying their perceptions about and motivations for English in general, English as a Foreign Language and CLIL. A second questionnaire was administered after a year and a half of CLIL practice to evaluate potential motivational changes. At the same time, the content teachers of the project who taught their speciality in English were interviewed. Data processing made it possible to cross-check students' and teachers' perceptions of CLIL, its assets and its drawbacks. The results point out the discrepancy which exists between the perceived didactic potentialities of CLIL and the many concrete impediments that hamper their full realization. In the wake of this survey, some recommendations are made to improve CLIL implementation in Vietnam, particularly with regard to the content teachers' training in the foreign language.
Advisors/Committee Members: Raby, Françoise (thesis director), Monnier, Nolwena (thesis director).
Subjects/Keywords: EMILE; English language learning; Perceptions; Motivation; Asia; Innovation; Content and Language Integrated Learning; English language learning; Perceptions; Motivation; Asia; Innovation
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APA (6th Edition):
Nguyen, T. B. N. (2019). Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system : Enseignement d’une matière intégrée à une langue étrangère : évolution des perceptions des étudiants et des enseignants dans une dispositif innovant. (Doctoral Dissertation). Université Toulouse III – Paul Sabatier. Retrieved from http://www.theses.fr/2019TOU30086
Chicago Manual of Style (16th Edition):
Nguyen, Thi Bich Ngoc. “Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system : Enseignement d’une matière intégrée à une langue étrangère : évolution des perceptions des étudiants et des enseignants dans une dispositif innovant.” 2019. Doctoral Dissertation, Université Toulouse III – Paul Sabatier. Accessed January 17, 2021.
http://www.theses.fr/2019TOU30086.
MLA Handbook (7th Edition):
Nguyen, Thi Bich Ngoc. “Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system : Enseignement d’une matière intégrée à une langue étrangère : évolution des perceptions des étudiants et des enseignants dans une dispositif innovant.” 2019. Web. 17 Jan 2021.
Vancouver:
Nguyen TBN. Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system : Enseignement d’une matière intégrée à une langue étrangère : évolution des perceptions des étudiants et des enseignants dans une dispositif innovant. [Internet] [Doctoral dissertation]. Université Toulouse III – Paul Sabatier; 2019. [cited 2021 Jan 17].
Available from: http://www.theses.fr/2019TOU30086.
Council of Science Editors:
Nguyen TBN. Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system : Enseignement d’une matière intégrée à une langue étrangère : évolution des perceptions des étudiants et des enseignants dans une dispositif innovant. [Doctoral Dissertation]. Université Toulouse III – Paul Sabatier; 2019. Available from: http://www.theses.fr/2019TOU30086
11.
Jafari, Nuzhat.
The role of vocabulary learning strategies in lexical progression in an ESL context.
Degree: PhD, 2017, University of Bedfordshire
URL: http://hdl.handle.net/10547/623355
► This study explores vocabulary learning strategies (VLSs) behind the lexical progression in adult learners assessed by productive vocabulary tests. Previous research has provided some insights…
(more)
▼ This study explores vocabulary learning strategies (VLSs) behind the lexical progression in adult learners assessed by productive vocabulary tests. Previous research has provided some insights into this issue (Ahmad, 1989; Gu and Johnson, 1996; Wu, 2005). Such research, however, tended to focus on individual or a small number of strategies, and very few studies looked at a group of VLSs as a whole (e.g. Schmitt, 1997) particularly in the Pakistani tertiary ESL context. This large-scale, longitudinal study was therefore designed to fill this gap, by examining the impact of some curricular and extra-curricular VLSs on vocabulary gain assessed by two types of a productive vocabulary test. The two types of test (i.e. general and course-related vocabulary tests) were administered twice to 578 Pakistani tertiary students who were learning English as a second language with a one-year gap in between to assess the learners' vocabulary progress. They also responded to the VLS questionnaire to report on the VLS they adopted, and 120 of them also took part in four weeks' structured vocabulary learning diary reports (N=120 x 4 weeks) as well as interviews to elaborate on their VLSs use. Wilcoxon Signed Ranks tests identified the learners' significant vocabulary gain between the pre-and post-tests. A series of multiple regression analyses showed extra-curricular, self-initiatives and selective-attention strategies significantly predicted general vocabulary progress, whereas the curricular, dictionary for comprehension, association and imagery and selective-attention strategies turned out to be best positive predictors of course-related vocabulary progress. Structured weekly diary reports and interview data indicated complex nature of VLSs use, such as the use of certain VLSs in particular contexts and two or more strategies in combination. Students who progressed in both general and course-related vocabulary seemed to use a variety of strategies in combination, and their balanced and integrated approach appeared to be the most efficient in general and course-related vocabulary progression. i turned out to be best positive predictors of course-related vocabulary progress. Structured weekly diary reports and interview data indicated complex nature of VLSs use, such as the use of certain VLSs in particular contexts and two or more strategies in combination. Students who progressed in both general and course- related vocabulary seemed to use a variety of strategies in combination, and their balanced and integrated approach appeared to be the most efficient in general and course-related vocabulary progression.
Subjects/Keywords: vocabulary learning strategies; vocabulary tests; language learning; vocabulary progress; English language learning; X162 Teaching English as a Foreign Language (TEFL)
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APA (6th Edition):
Jafari, N. (2017). The role of vocabulary learning strategies in lexical progression in an ESL context. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/623355
Chicago Manual of Style (16th Edition):
Jafari, Nuzhat. “The role of vocabulary learning strategies in lexical progression in an ESL context.” 2017. Doctoral Dissertation, University of Bedfordshire. Accessed January 17, 2021.
http://hdl.handle.net/10547/623355.
MLA Handbook (7th Edition):
Jafari, Nuzhat. “The role of vocabulary learning strategies in lexical progression in an ESL context.” 2017. Web. 17 Jan 2021.
Vancouver:
Jafari N. The role of vocabulary learning strategies in lexical progression in an ESL context. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2017. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10547/623355.
Council of Science Editors:
Jafari N. The role of vocabulary learning strategies in lexical progression in an ESL context. [Doctoral Dissertation]. University of Bedfordshire; 2017. Available from: http://hdl.handle.net/10547/623355
Penn State University
12.
Kim, Miso.
South Korean entry-level jobseekers' English-language learning in the neoliberal job market.
Degree: 2020, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/17629mxk532
► The dissertation examines South Korean entry-level white-collar jobseekers’ negotiation of neoliberal employment requirements, reasons for studying English, and use of tools and resources for English…
(more)
▼ The dissertation examines South Korean entry-level white-collar jobseekers’ negotiation of neoliberal employment requirements, reasons for studying
English, and use of tools and resources for
English learning. Although previous studies have problematized neoliberalism and
English in South Korea (J. S.-Y. Park, 2009, 2010, 2011, 2018; J. S.-Y. Park & Wee, 2015; Piller & J. Cho, 2013), relatively few studies have considered how Korean jobseekers who have to develop
English skills to enhance their competitiveness in the job market negotiate the demands of neoliberalism. There is even less research on how to provide appropriate educational support for them. To this end, I designed and implemented an eight-week exploratory program that aimed at developing jobseekers’
English skills using their own tools and resources based on an ecological perspective (van Lier, 2000, 2004). The study addressed the following research questions:
1. How do the Korean jobseekers interpret and negotiate the neoliberal norms of employability in the job market?
2. For what reasons do the Korean jobseekers study for the standardized
English tests and develop oral
English proficiency?
3. If opportunities can be provided to study
English in a flexible setting, how do the Korean jobseekers, who have had little experience speaking
English, create their own ways of developing their
English speaking skills to achieve their goals?
Employing thematic analysis (Braun & Clarke, 2006), the study analyzed six participants’ data collected during the program, which included interviews, narratives, self-assessments, participant-provided tools and resources, worksheet responses, and video recordings of classroom interactions. The analysis showed that the influence of neoliberalism differed based on gender and age. The male participants coped with the pressure of neoliberalism by adapting themselves to meet the demands of corporations, whereas the female participants chose to leave Korea to pursue less competitive lives. The male participants developed their
English skills to outperform others and demonstrate their effort, seeing
English as an instrument for job-seeking. In contrast, the female participants did so to talk about topics of their own interest and move abroad, viewing
English a tool for freedom. All of the participants, when given the opportunity, were able to mobilize a number of tools and resources to create their own ways of
learning English. Based on these findings, I argue for the continued intersectional analysis of neoliberalism and representation of diverse learners’ negotiations of neoliberalism and
English learning. I also provide pedagogical implications for expanding the boundaries of
language-
learning materials and creating meaningful affordances for
learning.
Advisors/Committee Members: Suresh Canagarajah, Dissertation Advisor/Co-Advisor, Suresh Canagarajah, Committee Chair/Co-Chair, Celeste S Kinginger, Committee Member, Matthew Edward Poehner, Committee Member, Mari Haneda, Outside Member, Robert William Schrauf, Program Head/Chair.
Subjects/Keywords: neoliberalism; South Korea; jobseekers; English-language learning; language ideology; job market; second language learning; affordances
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APA ·
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APA (6th Edition):
Kim, M. (2020). South Korean entry-level jobseekers' English-language learning in the neoliberal job market. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17629mxk532
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):
Kim, Miso. “South Korean entry-level jobseekers' English-language learning in the neoliberal job market.” 2020. Thesis, Penn State University. Accessed January 17, 2021.
https://submit-etda.libraries.psu.edu/catalog/17629mxk532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kim, Miso. “South Korean entry-level jobseekers' English-language learning in the neoliberal job market.” 2020. Web. 17 Jan 2021.
Vancouver:
Kim M. South Korean entry-level jobseekers' English-language learning in the neoliberal job market. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Jan 17].
Available from: https://submit-etda.libraries.psu.edu/catalog/17629mxk532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kim M. South Korean entry-level jobseekers' English-language learning in the neoliberal job market. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17629mxk532
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Sivardeen, Hussain Ziya Zaeem.
Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context.
Degree: PhD, 2016, University of Bedfordshire
URL: http://hdl.handle.net/10547/622530
► A number of studies seem to indicate that Extensive Reading (ER) enhances language proficiency in general and vocabulary knowledge in particular. However none of those…
(more)
▼ A number of studies seem to indicate that Extensive Reading (ER) enhances language proficiency in general and vocabulary knowledge in particular. However none of those surveyed focused on poorly motivated lower level language learners in a normal course of study that incorporated ER of unsimplified material, and few addressed partial vocabulary gain and the other factors that could have affected this. In this study the participants were young adult male Saudi Arabians, who were elementary English language learners and who were not used to reading for pleasure even in Arabic. Tests were used to gauge their partial vocabulary acquisition when they engaged in ER involving an open choice of simplified and unsimplified English material during a regular English preparatory course of just one semester. If ER could be linked to improved vocabulary acquisition in such difficult but natural conditions, the case for ER‘s wider implementation could be strengthened. The study also used diaries, surveys and interviews to delve into the reading habits, academic background and cultural context that could also explain any observed vocabulary gain. The results showed there were few statistically significant partial vocabulary gains after the ER programme, and although the experimental cohort that received the ER programme showed greater gains than the control in most of these cases, the difference was not large in terms of the absolute number of words. The diaries, surveys and interviews gave a rich profile of the participants with a level of detail that surpassed that of any other surveyed study, offering several possible reasons for their modest vocabulary gains and yielding unanticipated findings, such as an exposition of their motivations for academic study. It is concluded that a greater awareness of the learners‘ context is essential when applying ER, which in this particular context leads to the view that pure ER may not be suitable for vocabulary learning, and instead a significantly modified version could be more appropriate. These modifications include selecting appropriate books for the students and adding explicit vocabulary learning activities, and they even include linking the reading to the students‘ final grade. Further research is needed to gauge the effectiveness of such modifications, while a more inductive approach is also important when investigating ER and vocabulary acquisition to give the opportunity for unforeseen results to emerge.
Subjects/Keywords: English language learning; Saudi Arabia; reading; simplified English
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APA ·
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APA (6th Edition):
Sivardeen, H. Z. Z. (2016). Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/622530
Chicago Manual of Style (16th Edition):
Sivardeen, Hussain Ziya Zaeem. “Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context.” 2016. Doctoral Dissertation, University of Bedfordshire. Accessed January 17, 2021.
http://hdl.handle.net/10547/622530.
MLA Handbook (7th Edition):
Sivardeen, Hussain Ziya Zaeem. “Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context.” 2016. Web. 17 Jan 2021.
Vancouver:
Sivardeen HZZ. Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2016. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10547/622530.
Council of Science Editors:
Sivardeen HZZ. Vocabulary acquisition through extensive reading of unsimplified English material in a Saudi Arabian tertiary context. [Doctoral Dissertation]. University of Bedfordshire; 2016. Available from: http://hdl.handle.net/10547/622530
University of California – Berkeley
14.
Collett, Jennifer Marie.
Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners.
Degree: Education, 2014, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/4r04p0w5
► Qualitative research methods guide data collection and analysis (Bogdan & Biklen, 2007; Dyson & Genishi, 2005; Heath & Street, 2008; Schram 2006) of this 18…
(more)
▼ Qualitative research methods guide data collection and analysis (Bogdan & Biklen, 2007; Dyson & Genishi, 2005; Heath & Street, 2008; Schram 2006) of this 18 month study researching the academic lives of 21 Spanish-English language learners classified as limited English proficient (LEP) in two urban, elementary school communities. In this dissertation, I argue language learners in elementary school begin to construct identities with language through the school community resources they are able to access as they participate in school-based activities. These language identities are related to students' engagement and motivation to participate in school, and also hold a relationship with students' language classification status. By triangulating the data of 21 focal students to include: 1) student interviews, 2) observations of students in academic and non-academic school activities, and 3) students' performance on academic tests, findings reveal how all language learners construct one of three language-learning identities - dual, separation, or distant - where a distant identity is associated with students who remain classified LEP or are reclassified as a long-term English language learner upon exiting elementary school.
Subjects/Keywords: Education; Language; Dual language programs; Education; English language learners; Identity; Language learning
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APA (6th Edition):
Collett, J. M. (2014). Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4r04p0w5
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):
Collett, Jennifer Marie. “Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners.” 2014. Thesis, University of California – Berkeley. Accessed January 17, 2021.
http://www.escholarship.org/uc/item/4r04p0w5.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Collett, Jennifer Marie. “Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners.” 2014. Web. 17 Jan 2021.
Vancouver:
Collett JM. Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2021 Jan 17].
Available from: http://www.escholarship.org/uc/item/4r04p0w5.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Collett JM. Negotiating an identity to achieve in English: Investigating the linguistic identities of young language learners. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/4r04p0w5
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Jönköping University
15.
Markström, Magnus.
Language skills : How teachers in Years 7-9 prioritize and teach language skills in their English lessons.
Degree: 2019, Jönköping University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46299
► This study aims to study how teachers of English, in years 7-9 focus on various language skills in their lessons. To do this it…
(more)
▼ This study aims to study how teachers of English, in years 7-9 focus on various language skills in their lessons. To do this it is necessary to answer several questions. The first question is what language skills are the most important, according to research and steering documents. The second question is what language skills the teachers see as the most important and whether these are the same skills that they focus their teaching on. The third question is what reason the teachers have to focus on certain language skills. The fourth question is what methods the teachers use to teach these language skills. These questions are answered through theories of English foreign language teaching, especially the communicative approach. Previous research shows that all skills are important for English language proficiency. However, the results from the interviews show that the teachers tend to focus on reading, writing and to a lesser extent listening. This is according to the teachers because it is the skills that the students are least proficient in. Furthermore, there are several methods presented that explain how certain language skills may be taught. The language skills studied are reading, writing, speaking and listening. The results have been reached through semi-structured qualitative interviews with teachers working at a single school. The teachers’ answers, together with the theoretical background, have given several results. A result that emerged in this study was that there is a dissonance between what language skills teachers consider the most important and what language skills they teach in their classrooms.
Subjects/Keywords: Foreign language learning; language proficiency; English second language education; language skills; Pedagogy; Pedagogik
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APA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Markström, M. (2019). Language skills : How teachers in Years 7-9 prioritize and teach language skills in their English lessons. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46299
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):
Markström, Magnus. “Language skills : How teachers in Years 7-9 prioritize and teach language skills in their English lessons.” 2019. Thesis, Jönköping University. Accessed January 17, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Markström, Magnus. “Language skills : How teachers in Years 7-9 prioritize and teach language skills in their English lessons.” 2019. Web. 17 Jan 2021.
Vancouver:
Markström M. Language skills : How teachers in Years 7-9 prioritize and teach language skills in their English lessons. [Internet] [Thesis]. Jönköping University; 2019. [cited 2021 Jan 17].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46299.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Markström M. Language skills : How teachers in Years 7-9 prioritize and teach language skills in their English lessons. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46299
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Aberdeen
16.
Wijayanto, Agus.
Interlanguage pragmatics of refusal strategies by Javanese EFL learners.
Degree: PhD, 2011, University of Aberdeen
URL: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153344590005941
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553852
► The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data…
(more)
▼ The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited, using discourse completion tasks (DCT), from 20 NSE and 50 JLE. Comparative data concerning refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explained by the influence of L1 pragmatics. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990) and were analysed into sociopragmatic and pragmalinguistic strategies. Z test and Chi Square (χ2) were applied to test the statistical significance of differences between JLE and NSE usage. The study found that all three groups employed broadly similar sequential orders, frequencies of occurrences, and contents of both semantic formulae and adjuncts. Some differences were found, however, in which the strategies of the two Javanese groups (JLE and NJ) were more alike than either was to NSE. These findings suggest that distinctive JLE usages (i.e. different from NSE) are either due to the influence of L1 (negative pragmatic transfer) or simply deviation (idiosyncratic usage). The former occurred mainly in the utilization of politeness strategies by the Javanese groups. The salient elements of Javanese cultural values and their relation to the expression of politeness are discussed in some detail, and are shown to be reflected in the English of Javanese learners. The latter (deviations) appeared to arise from a conflict between JLE speakers’ notions of “correct” grammar and word meanings, on the one hand, and the pragmalinguistic demands of the interaction, on the other hand.
Subjects/Keywords: 428.2499222; English language; Second language acquisition; Intercultural communication; Language transfer (Language learning); Communication
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APA (6th Edition):
Wijayanto, A. (2011). Interlanguage pragmatics of refusal strategies by Javanese EFL learners. (Doctoral Dissertation). University of Aberdeen. Retrieved from https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153344590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553852
Chicago Manual of Style (16th Edition):
Wijayanto, Agus. “Interlanguage pragmatics of refusal strategies by Javanese EFL learners.” 2011. Doctoral Dissertation, University of Aberdeen. Accessed January 17, 2021.
https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153344590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553852.
MLA Handbook (7th Edition):
Wijayanto, Agus. “Interlanguage pragmatics of refusal strategies by Javanese EFL learners.” 2011. Web. 17 Jan 2021.
Vancouver:
Wijayanto A. Interlanguage pragmatics of refusal strategies by Javanese EFL learners. [Internet] [Doctoral dissertation]. University of Aberdeen; 2011. [cited 2021 Jan 17].
Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153344590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553852.
Council of Science Editors:
Wijayanto A. Interlanguage pragmatics of refusal strategies by Javanese EFL learners. [Doctoral Dissertation]. University of Aberdeen; 2011. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12153344590005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553852
17.
Hasan, Zahir T.
How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology.
Degree: EdD, School of Education, 2017, Northeastern University
URL: http://hdl.handle.net/2047/D20246969
► This research study examines teaching beliefs of English-language professors in Japan, how professors make sense of their beliefs, and how the beliefs influence their pedagogical…
(more)
▼ This research study examines teaching beliefs of English-language professors in Japan, how professors make sense of their beliefs, and how the beliefs influence their pedagogical strategies related to using technology and teaching with technology. An Interpretative Phenomenological Analysis (IPA) research design was used. Six English-language professors employed full-time in universities in Tokyo and Kanagawa participated in this study. Social Cognitive Theory was used as the theoretical framework. Each instructors beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors actual teaching practices related to the use of technology. This study demonstrated that instructors beliefs about teaching are intrinsically related to their incorporation of technology as well as to the frequency of their use of technology. It revealed a complicated relationship between what teachers think and what they do in class in relation to technology-mediated tasks.; Findings of this study suggest that English Language Teaching (ELT) instructors at the university level in Japan are navigating through a complex cultural, Confucian-influenced, structural educational system. Computer-mediated instruction includes Computer-assisted language learning (CALL), information and communications technology (ICT), social networking service (SNS), e-learning, and m-learning. This study suggests technology integration into the English language curriculum will require a greater collaborative effort by stakeholders in recognizing instructors beliefs as vital to technology acceptance.
Subjects/Keywords: computer-assisted language learning; e-learning; English as a foreign language; English language teaching; information and communication technology; self-efficacy
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APA (6th Edition):
Hasan, Z. T. (2017). How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20246969
Chicago Manual of Style (16th Edition):
Hasan, Zahir T. “How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology.” 2017. Doctoral Dissertation, Northeastern University. Accessed January 17, 2021.
http://hdl.handle.net/2047/D20246969.
MLA Handbook (7th Edition):
Hasan, Zahir T. “How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology.” 2017. Web. 17 Jan 2021.
Vancouver:
Hasan ZT. How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/2047/D20246969.
Council of Science Editors:
Hasan ZT. How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20246969
University of Ghana
18.
Babulweri, J.
Using Environmental Prints to Teach Reading at the Basic School
.
Degree: 2014, University of Ghana
URL: http://ugspace.ug.edu.gh/handle/123456789/8169
► This study examined the use of environmental prints as appropriate teaching/learning materials for the teaching of reading in JHS One in rural areas with inadequate…
(more)
▼ This study examined the use of environmental prints as appropriate teaching/
learning materials for the teaching of reading in JHS One in rural areas with inadequate teaching/
learning materials. The aim of the study was to find out whether an intervention/treatment using environmental prints would improve the reading abilities of learners. The sample of 66 JHS One pupils and two
English teachers were from Wurishie Al-Badal JHS in Tamale. Data for the study was collected through questionnaire and tests. Responses from the questionnaire revealed that respondents had no idea that environmental prints could be used to teach or learn reading/literacy in the classroom. A pre-intervention test was conducted to assess the performance of learners in some
language skills before the intervention was carried out. A posttest was then conducted to find out if learners‟ reading abilities had improved or not after the intervention with environmental prints. The findings show that environmental prints impacted positively on the reading and even the writing of learners since there was a significant difference in the mean gain scores between the control and the experimental groups. This therefore provides evidence in support of the use of environmental prints to teach reading at the basic school.In order to help pupils in rural schools with inadequate teaching and
learning materials especially,
English Language textbooks to learn to read, the study recommended that environmental prints be incorporated in the curriculum and teachers be trained on how to acquire and use environmental prints to teach reading in the
language classroom
Advisors/Committee Members: Saah, K. K (advisor), Agbedor, P. K (advisor).
Subjects/Keywords: Environmental Prints;
Teaching/Learning Materials;
Language Skills;
English Language Textbooks
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APA (6th Edition):
Babulweri, J. (2014). Using Environmental Prints to Teach Reading at the Basic School
. (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/8169
Chicago Manual of Style (16th Edition):
Babulweri, J. “Using Environmental Prints to Teach Reading at the Basic School
.” 2014. Masters Thesis, University of Ghana. Accessed January 17, 2021.
http://ugspace.ug.edu.gh/handle/123456789/8169.
MLA Handbook (7th Edition):
Babulweri, J. “Using Environmental Prints to Teach Reading at the Basic School
.” 2014. Web. 17 Jan 2021.
Vancouver:
Babulweri J. Using Environmental Prints to Teach Reading at the Basic School
. [Internet] [Masters thesis]. University of Ghana; 2014. [cited 2021 Jan 17].
Available from: http://ugspace.ug.edu.gh/handle/123456789/8169.
Council of Science Editors:
Babulweri J. Using Environmental Prints to Teach Reading at the Basic School
. [Masters Thesis]. University of Ghana; 2014. Available from: http://ugspace.ug.edu.gh/handle/123456789/8169
University of California – Berkeley
19.
Shenoy, Sunaina.
Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities.
Degree: Education, 2015, University of California – Berkeley
URL: http://www.escholarship.org/uc/item/7mz9v5sw
► This study offers a mixed-methods analyses of formal and informal screening tools in L1 and L2 to identify English Language Learners in who are “at…
(more)
▼ This study offers a mixed-methods analyses of formal and informal screening tools in L1 and L2 to identify English Language Learners in who are “at risk” for language learning disabilities. It was conducted in Bangalore, India and the sample consisted of 104 participants in Grades 2-5 from low, middle and high-income private schools. Teachers currently use school-based performance scores in English to classify students as persistent low-achievers. The purpose of this study was to provide teachers with a screening tool in both L1 Kannada and L2 English to be able classify two sub-populations of low-achieving students: students who are delayed in the second language acquisition process and students who are at risk for an underlying language learning disability. Two formal bilingual screening tools were adapted and rendered culturally relevant in both British English and Kannada, namely the Preschool Language Scale 5 Screening Test (Zimmerman, Steiner, & Pond, 2012) and the Clinical Evaluation of Language Fundamentals 5 Screening Test (Semel, Wiig, & Secord, 2013). Both tests were efficacious in assessing general language ability, and there was a statistically significant relationship between the test scores. The PLS 5 was used to compare language competencies across age, as the same test that was developed for 7-year olds was administered to all students in the population, whose ages ranged from 7-10 years. Quantitative analysis revealed a statistically significant difference between 7-8 year olds and 9-10 year olds in their English scores but not in their Kannada scores, suggesting that L2 English was maintained as an academic language while L1 Kannada was not. The CELF 5 Test was used to classify students as “bilingual” (if they passed both tests in L1 and L2), “dominant L1”(if they only passed the Kannada test), “dominant L2”(if they only passed the English test) and “at risk for a language learning disability” (if they did not pass either the L1 or L2 tests). When CELF 5 scores were compared to school-based assessment scores, more than half of the students who were classified as being “at risk” by their teachers turned out to be dominant in their L2 according to their CELF5 classification.Four informal screening tools were used for the study: Narrative Assessment, Parent Questionnaire, Teacher Interview and Classroom Observation. Students’ narrative skills were assessed using the Narrative Scoring Scheme (Heilmann et al, 2010). A high degree of overlap was observed between the students’ NSS scores and their CELF5 scores. Students who were identified as being “dominant L1 or L2” according to their CELF5 scores, also got an overall “proficient” classification on the NSS and students who were considered “at risk” by the CELF 5, were classified as “minimal” or “emerging” in their narrative skills. Quantitative analysis revealed that the CELF5 English and Kannada scores significantly predicted students’ NSS scores. The other informal tools, the parent questionnaire, teacher interview and classroom observation…
Subjects/Keywords: Special education; assessment; English Language Learners; language learning disabilities
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Shenoy, S. (2015). Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7mz9v5sw
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):
Shenoy, Sunaina. “Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities.” 2015. Thesis, University of California – Berkeley. Accessed January 17, 2021.
http://www.escholarship.org/uc/item/7mz9v5sw.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shenoy, Sunaina. “Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities.” 2015. Web. 17 Jan 2021.
Vancouver:
Shenoy S. Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2021 Jan 17].
Available from: http://www.escholarship.org/uc/item/7mz9v5sw.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shenoy S. Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/7mz9v5sw
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
20.
Cho, Eunhee.
Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.
Degree: PhD, Educational Psychology, 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/153982
► This dissertation investigated two issues: cross-language transfer among three typologically distant languages—Korean, English, and Chinese—and the language learning motivation of Korean students as it relates…
(more)
▼ This dissertation investigated two issues: cross-
language transfer among three typologically distant languages—Korean,
English, and Chinese—and the
language learning motivation of Korean students as it relates to two foreign languages—
English and Chinese. The study participants were Korean-speaking 9th graders who studied
English and Chinese as foreign languages for seven years and one year, respectively.
In the first of this dissertation’s two articles, the author examined the nature of morphology-based cross-
language transfer from Korean to reading and writing in
English and Chinese. Utilizing the body of recent morphological awareness research as a potent point of reference, the author investigated whether the skill of morphological awareness in Korean can be transferred to reading and writing in
English and, by extension, whether morphological awareness skills in Korean and
English can be transferred to reading and writing in Chinese. While this inquiry found no significant transfer of morphological awareness from Korean to writing in
English or Chinese, it did ultimately link morphological awareness in Korean with a significant contribution to reading comprehension in the two target languages. This study also served to underscore the unique morphology-based transfer that can facilitate reading comprehension across different orthographies and the importance of proficiency in the target
language.
The second article investigated the motivation for
learning a foreign
language by exploring the potential relationship between motivation orientation, expectancy, and
language performance. In particular, the author analyzed the primary motivations for Korean-speaking students in
learning English as a second
language (L2) and Chinese as a third
language (L3), respectively, and whether expectancy for L2 and L3 mediated the relationship between motivation orientation and
language performance. A mediating effect of expectancy between motivation orientation and
language performance was, indeed, observed in a significant way for both
English and Chinese, while the magnitude of the mediation was found to differ between the two target languages. This latter discrepancy can be interpreted as resulting from the different types of influence of required motivational orientation and instrumental motivational orientation and their discrete scopes of influence in
English and Chinese
learning.
In the final analysis, this dissertation studied the interdependence among three typologically distant languages, focusing on morphological awareness; it also compared the motivational effect as it affects
learning in two foreign languages. Results from both lines of inquiry strongly suggest that the diverse cross-
language transfer effect and motivational factors in foreign
language skills are directly tied to the target
language, proficiency in the target
language, and the socio-educational context in which the
language is learned.
Advisors/Committee Members: Tong, Fuhui (advisor), Joshi, R (committee member), Lara-Alecio, Rafael (committee member), Kwok, Oi-Man (committee member).
Subjects/Keywords: cross-language transfer; language learning motivation; Korean; English; Chinese
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APA ·
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Manager
APA (6th Edition):
Cho, E. (2014). Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153982
Chicago Manual of Style (16th Edition):
Cho, Eunhee. “Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 17, 2021.
http://hdl.handle.net/1969.1/153982.
MLA Handbook (7th Edition):
Cho, Eunhee. “Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese.” 2014. Web. 17 Jan 2021.
Vancouver:
Cho E. Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1969.1/153982.
Council of Science Editors:
Cho E. Cross Language Transfer and Foreign Language Learning Motivation in English and Chinese. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153982
University of Debrecen
21.
Pan, Yingying.
Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/156252
► The aim of this paper is to explore the difficulties for Chinese learners in phonological prosodic and grammatical skills while learning English, and try to…
(more)
▼ The aim of this paper is to explore the difficulties for Chinese learners in phonological prosodic and grammatical skills while
learning English, and try to find the methodological problems or disadvantages of the temporary
English teaching in China. Having seen the problems of the Chinese learners in
learning English, some typical problems have been listed, in a way that the two languages – Chinese and
English are compared in pronunciations, structure and grammar, and the evidences of the strange L1 interference are also listed with Chinglish examples, based on the result others has already found.
Concerning these typical problems of the learners, some unsuitable ways of teaching
English are also revealed in this paper. With these crucial problems, some suggestions aiming to improve the way of teaching
English, and in what sense should the innovation should be taken place, especially for oral
English part are given. Additionally, the limited condition and wrong concept of teaching and
learning English as a foreign
language in China are also presented.
Advisors/Committee Members: Sankó, Gyula (advisor).
Subjects/Keywords: language learning difficulties;
Chinese students;
English as a foreign language
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APA ·
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Manager
APA (6th Edition):
Pan, Y. (2013). Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/156252
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):
Pan, Yingying. “Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language
.” 2013. Thesis, University of Debrecen. Accessed January 17, 2021.
http://hdl.handle.net/2437/156252.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pan, Yingying. “Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language
.” 2013. Web. 17 Jan 2021.
Vancouver:
Pan Y. Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/2437/156252.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pan Y. Chinese Student's Difficulties in Phonological Prosodic and Grammatical Skills While Learning English as a Foreign Language
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/156252
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
George Mason University
22.
Kim, Yoon Kyong.
Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami
.
Degree: 2011, George Mason University
URL: http://hdl.handle.net/1920/6371
► English Language Learners (ELLs), in addition to increased risk for living in poverty, experience the extra challenge of learning a second language while trying to…
(more)
▼ English Language Learners (ELLs), in addition to increased risk for living in poverty, experience the extra challenge of
learning a second
language while trying to learn new academic content during early schooling. Due to such challenges, ELLs often lag behind their peers at school. This dissertation examines child-, family-, and school-level factors associated with the speed/growth of
English proficiency among ELLs in early elementary school. The Miami School Readiness Project (MSRP) is a large-scale, community-wide project that assessed the school readiness of low-income children who attended subsidized childcare or public school pre-k programs and then followed them longitudinally throughout early elementary school. This dissertation examines a subset of ELL children (n = 19,454) and follows their trajectories for
English language proficiency through 5th grade. Family background information was collected along with children’s school readiness assessments at age four, and characteristics of the child’s public
elementary school were included. Hierarchical Linear Modeling and discrete-time survival analyses were conducted to examine initial status in kindergarten and growth over time until fifth grade, as well as latency to reaching district standards for being considered proficient in
English. Growth curve modeling showed that White/Other and African American/Black children started higher in
English proficiency compared to Hispanic/Latinos, but Blacks showed faster
English language growth than Hispanics. Children whose parents were married started kindergarten higher on
English proficiency compared to children of single parents but children of single parents showed steeper growth. Children high on socio-emotional skills and low on behavior problems started higher in kindergarten and showed faster growth in
English proficiency. Children higher in cognitive/
language skill started school with greater
English skills. Larger schools and schools with fewer ELLs had children with greater initial
English skills. Children who attended schools with fewer Hispanic students and larger classes showed faster
English growth. Survival analysis indicated that it took close to two years for half of the ELLs to become proficient in
English according to district standards. However, White/Others took less time to be considered proficient than Hispanic/Latinos, and Blacks took the longest. Children who were proficient enough to be assessed in
English at age four reached proficiency on average a year earlier than those who were assessed in Spanish at age four. In kindergarten, 28% of the ELLs became proficient in
English and the proportion increased each grade; 26% in first grade, 40%, in second grade, 50%, 42%, and 58% respectively in continuing grades. Being White, not receiving free/reduced lunch; having stronger cognitive,
language, and socio-emotional skills in preschool; and being from a
more-educated family were associated with faster attainment of the
English proficiency milestone. It is important for teachers to understand that…
Advisors/Committee Members: Winsler, Adam J (advisor).
Subjects/Keywords: English Language Learner;
ELL;
Early childhood;
Language Learning;
L2
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APA ·
Chicago ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kim, Y. K. (2011). Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami
. (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6371
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):
Kim, Yoon Kyong. “Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami
.” 2011. Thesis, George Mason University. Accessed January 17, 2021.
http://hdl.handle.net/1920/6371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kim, Yoon Kyong. “Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami
.” 2011. Web. 17 Jan 2021.
Vancouver:
Kim YK. Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami
. [Internet] [Thesis]. George Mason University; 2011. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/1920/6371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kim YK. Child, Family, and School Characteristics Related to English Proficiency Development Among Four-Year-Old English Language Learners (ELLs) in Miami
. [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Technology, Sydney
23.
Al Mukhallafi, TR.
Computer assisted language learning for learning English in Saudi Arabia.
Degree: 2014, University of Technology, Sydney
URL: http://hdl.handle.net/10453/29236
► The goal of this research was to study the attitudes of English language teachers of intermediate level schools in the Al Madina region with respect…
(more)
▼ The goal of this research was to study the attitudes of English language teachers of intermediate level schools in the Al Madina region with respect to the effectiveness of Computer Assisted Language Learning (CALL) in teaching and learning English, and to seek their views on various issues pertaining to readiness for implementation of teaching using CALL. The views of intermediate level teachers had not been studied prior to this research. A mixture of qualitative and quantitative approaches were used in the data collection process. The researcher designed a questionnaire and an interview to ascertain the teachers’ attitudes, and also the status of computer usage in teaching English in the classrooms, and the teachers’ readiness to use computers to teach English and move away from ‘traditional’ face-to-face methods.
This study aimed to inform stakeholders of what might be needed to empower teachers with the skills and equipment necessary for the introduction of this innovation and provide information that could facilitate implementation of computers in teaching English in intermediate level schools, in Al Madina, Saudi Arabia, with the hope that such practice could be generalised throughout the Kingdom at large.
The results of the research disclosed that teachers felt that Saudi Arabia was not technologically advanced in teaching English but most teachers had knowledge about using computers and the Internet in teaching English and would welcome the implementation of computers in intermediate schools, but overall they felt that more training and information was needed. It was found that students also have knowledge of using computers and the Internet but some did not have adequate access to either. Also, there were already ICT systems in some (mainly private) schools and that teaching and learning English via computers was believed to be entertaining, enjoyable and more effective than traditional methods and could provide access to remote students, enabling distance education. Teachers were also concerned that there were some problems that needed to be addressed regarding the currently available CALL programs and syllabuses.
The implications of the research were, that for general implementation of computers and the Internet for the teaching and learning of English to be successful, improvements needed to be made in providing new, computer oriented syllabuses, sufficient hardware and suitable software and that ongoing training of teachers be implemented to keep them abreast of advances in English language teaching via computer.
Subjects/Keywords: Computer Assisted Language Learning.; English language.; Teaching.; Saudi Arabia.
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APA (6th Edition):
Al Mukhallafi, T. (2014). Computer assisted language learning for learning English in Saudi Arabia. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29236
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):
Al Mukhallafi, TR. “Computer assisted language learning for learning English in Saudi Arabia.” 2014. Thesis, University of Technology, Sydney. Accessed January 17, 2021.
http://hdl.handle.net/10453/29236.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Al Mukhallafi, TR. “Computer assisted language learning for learning English in Saudi Arabia.” 2014. Web. 17 Jan 2021.
Vancouver:
Al Mukhallafi T. Computer assisted language learning for learning English in Saudi Arabia. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10453/29236.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Al Mukhallafi T. Computer assisted language learning for learning English in Saudi Arabia. [Thesis]. University of Technology, Sydney; 2014. Available from: http://hdl.handle.net/10453/29236
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Arizona State University
24.
Gonzalez, Taucia.
Latina/o Language Minorities with Learning Disabilities:
Examining the Interplay Between In- and Out-of-School
Literacies.
Degree: Special Education, 2015, Arizona State University
URL: http://repository.asu.edu/items/34919
► There are many educational issues connected to the exponential growth of the Latina/o population in the U.S. One such issue is Latina/os’ educational outcomes in…
(more)
▼ There are many educational issues connected to the
exponential growth of the Latina/o population in the U.S. One such
issue is Latina/os’ educational outcomes in the area of literacy.
Despite the increased attention to subpopulations of students
(e.g., English language learners, students with disabilities) there
is little attention given to students that do not fit neatly into
one subcategory, which positions Latina/o language minorities (LMs)
with learning disabilities (LDs) in a liminal space where their
educational services are fragmented into either being a student
with LD or a LM student. Unfortunately, labels that are meant to
afford students resources often result in fragmenting students’
educational experiences. This becomes evident when attempting to
locate research on students who have ethnic, linguistic, and
ability differences. Rarely are their educational needs as Latina/o
LMs with LD met fluidly. Understanding the intersections of
ethnicity, language, and ability differences in situated literacy
practice is imperative to creating the deep, nuanced understanding
of how Latina/o LMs with LD might become proficient in the use of
critical twenty-first century tools such as new literacies. In this
study I used cultural historical activity theory in combination
with New Literacy Studies (Cope & Kalantzis, 2009; Gee, 1996)
and intersectionality (McCall, 2014) to examine how Latina/o LMs
with LD’s participated in literacies across in- and out-of-school
contexts with the following research questions: In what ways does
participation in literacy change for Latina/o LMs with LD as they
move between in- and out-of-school? What situated identities do LMs
with LD enact and resist while participating in literacy across in-
and out-of-school contexts?
Subjects/Keywords: Education; English Language Learners; Language Minority; Latinos; Learning Disability; Literacies
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gonzalez, T. (2015). Latina/o Language Minorities with Learning Disabilities:
Examining the Interplay Between In- and Out-of-School
Literacies. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/34919
Chicago Manual of Style (16th Edition):
Gonzalez, Taucia. “Latina/o Language Minorities with Learning Disabilities:
Examining the Interplay Between In- and Out-of-School
Literacies.” 2015. Doctoral Dissertation, Arizona State University. Accessed January 17, 2021.
http://repository.asu.edu/items/34919.
MLA Handbook (7th Edition):
Gonzalez, Taucia. “Latina/o Language Minorities with Learning Disabilities:
Examining the Interplay Between In- and Out-of-School
Literacies.” 2015. Web. 17 Jan 2021.
Vancouver:
Gonzalez T. Latina/o Language Minorities with Learning Disabilities:
Examining the Interplay Between In- and Out-of-School
Literacies. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2021 Jan 17].
Available from: http://repository.asu.edu/items/34919.
Council of Science Editors:
Gonzalez T. Latina/o Language Minorities with Learning Disabilities:
Examining the Interplay Between In- and Out-of-School
Literacies. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/34919
Jönköping University
25.
Ali, Shadan.
Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3.
Degree: Education and Communication, 2019, Jönköping University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153
► The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students…
(more)
▼ The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students and of teachers, and how these difficulties materialise in the classroom. The study was carried out through interviews with teachers and newly arrived immigrant students on the language introductory program at an upper secondary school. Interviews were used to investigate teachers' and students' experiences and attitudes. The results show that the most significant difficulties the students encounter occur in connection with listening comprehension, and these appear when the students are tested in hearing comprehension. Important factors that influence students’ listening skills are, among other things, that the students learn two languages simultaneously, and also that they have not developed strategies for listening comprehension. It also emerged that both teachers and students use tools such as pictures in order to facilitate learning. Students also use Google to translate, to some extent. When examining both teachers' and students' responses, it was revealed that they have a negative attitude to learning Swedish and English simultaneously. This is explained by the fact that they lose focus, and everything becomes confusing. In conclusion, the result shows that there are no advantages to having newly arrived students learn two languages at the same time. According to the participating teachers, the students must be well-grounded in the Swedish language before they start with English.
Subjects/Keywords: Newly arrived students; Learning English as a third language; Difficulties in language learning; Learning strategies; Learning two languages simultaneously; Learning; Lärande
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APA ·
Chicago ·
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APA (6th Edition):
Ali, S. (2019). Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153
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):
Ali, Shadan. “Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3.” 2019. Thesis, Jönköping University. Accessed January 17, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ali, Shadan. “Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3.” 2019. Web. 17 Jan 2021.
Vancouver:
Ali S. Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3. [Internet] [Thesis]. Jönköping University; 2019. [cited 2021 Jan 17].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ali S. Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of KwaZulu-Natal
26.
Mahlaba, Lucky Nkosikhona.
An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography.
Degree: 2017, University of KwaZulu-Natal
URL: https://researchspace.ukzn.ac.za/handle/10413/16476
► The purpose of this study is to explore the teachers‟ practices on the use of English as a Language of learning and teaching (henceforth LOLT)…
(more)
▼ The purpose of this study is to explore the teachers‟ practices on the use of
English as a
Language of
learning and teaching (henceforth LOLT) when teaching Geography in three secondary schools located in rural areas in the uMshwathi District of KwaZulu-Natal. Three participants teaching Geography at the FET level in these three rural school contexts were selected using a purposive sample method. This research seeks to answer the three following critical questions: What are teachers‟ challenges of teaching Geography in rural schools using
English as a LOLT? Secondly, what are teachers‟ practices of teaching Geography using
English as a LOLT? Thirdly, how do teachers‟ practices facilitate the learners‟ understanding of Geographical concepts using
English as a LOLT? This study lends itself to an interpretivist approach as it aims to understand the challenges and teachers‟ practices on the use of
English as a
Language of
learning and teaching (LOLT) when teaching Geography to ESL learners. Three principles of Geography discourse by Naidoo (2013) were used as a conceptual framework of this study. The semi-structured interviews and classroom observations have been conducted by a researcher to collect a qualitative data from these three grade ten Geography teachers using a case study methodology. Both deductive and inductive approaches to data analysis were adopted to analyse findings using themes that have emerged from the data and three principles of Naidoo‟s (2013) of Geography discourse.
The findings showed that most ESL learners attending these rural schools find it difficult to acquire Geography content knowledge presented in
English. Some of the factors that contribute to this include learners‟ poor capability to speak/understand
English, work volume and the number of concepts used in the
subject Geography, teaching strategies used by the teacher to conduct a lesson and the environment in which the learners are located. As a result of these factors and experiences, learners remain silent during lessons where
English is used to teach the learners. They also give their answers in chorus whenever the teacher poses a question in
English. Consequently, these learners obtain poor results when assessed in
English during tests and examinations.
Therefore, this study recommends that the South African Department of Education organises more formal workshops based on teaching
English Second
Language teachers about different ways or strategies of teaching ESL learners whose competency in
English is very poor.
Advisors/Committee Members: Bertram, Carol Anne. (advisor).
Subjects/Keywords: English language.; English language of learning.; Rural teachers practice.; Teaching geography.; Situational teaching.
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mahlaba, L. N. (2017). An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16476
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):
Mahlaba, Lucky Nkosikhona. “An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography.” 2017. Thesis, University of KwaZulu-Natal. Accessed January 17, 2021.
https://researchspace.ukzn.ac.za/handle/10413/16476.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mahlaba, Lucky Nkosikhona. “An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography.” 2017. Web. 17 Jan 2021.
Vancouver:
Mahlaba LN. An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Jan 17].
Available from: https://researchspace.ukzn.ac.za/handle/10413/16476.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mahlaba LN. An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/16476
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Technology, Sydney
27.
Tajima, Misako.
Engagements with English in Japan : ideological constitutions of the language and its speakers.
Degree: 2018, University of Technology, Sydney
URL: http://hdl.handle.net/10453/127892
► This thesis explores the ideological constitutions of English and its speakers in Japan, drawing on language ideology theory. The theory, which originates from linguistic anthropology,…
(more)
▼ This thesis explores the ideological constitutions of English and its speakers in Japan, drawing on language ideology theory. The theory, which originates from linguistic anthropology, views ideologies as people’s thoughts, beliefs, and feelings about language rather than as top-down forces. The thesis therefore aims to examine how people engaging with English in Japan understand the language, and what language ideologies constitute or are constituted by their engagements with and understandings of English.
As research sites where people engage with English, the thesis focuses on self-help English language learning (ELL) books, Philippines-based Skype English conversation (eikaiwa) lessons, and English as an official corporate language (EOCL) policies in Japan-based enterprises. Through a lens of critical multimodal discourse analysis (CMDA), different types of data collected from these three research sites, such as the contents of the self-help ELL books, promotional materials produced by Philippines-based Skype eikaiwa providers, online customer reviews on the books and providers, and interview findings regarding EOCL policies are analyzed. By doing this, the thesis untangles the complicated intersection of people’s engagements with English, what they think of the language and its speakers, and what kinds of beliefs and feelings they have toward them.
The findings suggest several important considerations. First, they show that my participants are involved in English or ELL far more divergently than what language use and language learning mean in the conventional sense. To further explore this phenomenon, the thesis proposes two new ideas (‘engagements with English for self-development’ and ‘engagements with English for male gratification’), asserting the need to reconsider the notions of language use and language learning. The findings also demonstrate that in the course of engaging with English or ELL, the participants conceptualize the language and its speakers in specific ways. The native speaker, for example, is often considered as someone who is qualified to judge whether particular English is ‘correct’ or not, based on his/her intuition. However, the findings simultaneously indicate that this sort of conceptualization is not fixed but rather is constantly negotiated; the notion of the native speaker is socially, culturally, and ideologically constituted through people’s discursive practices, and the glorification of ‘native English’ is not absolute.
The thesis contributes to providing more comprehensive understandings of English and ELL by developing the idea of ‘engagement’ instead of utilizing the more traditional notions of ‘use’ and ‘learning.’ The thesis also advances the theorization of language ideologies within critical inquiries in language studies, helping usher in significant changes in both Japan’s and the world’s language education.
Subjects/Keywords: Language ideology theory.; English in Japan.; Learning English in Japan.; Theorization of language ideologies.
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Tajima, M. (2018). Engagements with English in Japan : ideological constitutions of the language and its speakers. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/127892
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):
Tajima, Misako. “Engagements with English in Japan : ideological constitutions of the language and its speakers.” 2018. Thesis, University of Technology, Sydney. Accessed January 17, 2021.
http://hdl.handle.net/10453/127892.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tajima, Misako. “Engagements with English in Japan : ideological constitutions of the language and its speakers.” 2018. Web. 17 Jan 2021.
Vancouver:
Tajima M. Engagements with English in Japan : ideological constitutions of the language and its speakers. [Internet] [Thesis]. University of Technology, Sydney; 2018. [cited 2021 Jan 17].
Available from: http://hdl.handle.net/10453/127892.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tajima M. Engagements with English in Japan : ideological constitutions of the language and its speakers. [Thesis]. University of Technology, Sydney; 2018. Available from: http://hdl.handle.net/10453/127892
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Arizona State University
28.
Nolastname, Digengni.
The Impact of Collaborative Learning on the Academic English
Proficiency of International College Students.
Degree: Art, 2020, Arizona State University
URL: http://repository.asu.edu/items/57430
► English proficiency is one of the major factors affecting international students’ academic adjustment to American universities. Many international college students select to improve their academic…
(more)
▼ English proficiency is one of the major factors
affecting international students’ academic adjustment to American
universities. Many international college students select to improve
their academic English proficiency through an English intensive
program. Collaborative learning is an educational approach to
teaching and learning that allows students and teachers to engage
in a common task and work together to search for knowledge and
skills. This thesis study aims to develop, design, and iteratively
refine strategies to help English intensive program teachers build
collaborative learning and promote international students’
effective collaboration, so as to improve students' academic
English proficiency. In this study, two different collaborative
learning strategies were designed, implemented and iterated. Data
was collected using qualitative methods and follow the principle of
design-based research (DBR; Barab, 2014) The results of this study
suggest that successful instructional strategies for collaborative
learning should be designed in the following ways. First, gathering
participants’ opinions and feedback at all phases of design and
iteration; Second, linking the new strategies or activity to
students’ grade should be the center of the design. Third, in
DBR，researchers need to be patient to build good relationships with
practitioners, which can provide a basis for continuing
research.
Subjects/Keywords: Education; English as a second language; Language; Academic English Proficiency; Collaborative Learning; International College Students
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APA ·
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Manager
APA (6th Edition):
Nolastname, D. (2020). The Impact of Collaborative Learning on the Academic English
Proficiency of International College Students. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/57430
Chicago Manual of Style (16th Edition):
Nolastname, Digengni. “The Impact of Collaborative Learning on the Academic English
Proficiency of International College Students.” 2020. Masters Thesis, Arizona State University. Accessed January 17, 2021.
http://repository.asu.edu/items/57430.
MLA Handbook (7th Edition):
Nolastname, Digengni. “The Impact of Collaborative Learning on the Academic English
Proficiency of International College Students.” 2020. Web. 17 Jan 2021.
Vancouver:
Nolastname D. The Impact of Collaborative Learning on the Academic English
Proficiency of International College Students. [Internet] [Masters thesis]. Arizona State University; 2020. [cited 2021 Jan 17].
Available from: http://repository.asu.edu/items/57430.
Council of Science Editors:
Nolastname D. The Impact of Collaborative Learning on the Academic English
Proficiency of International College Students. [Masters Thesis]. Arizona State University; 2020. Available from: http://repository.asu.edu/items/57430
University of Akron
29.
Yue, Junliang.
A Study of Chinese Students’ Perceptions of American Culture
and Their English Language Acquisition.
Degree: MAin Education, Educational Foundations-Social/Philosophical
Foundations of Education, 2016, University of Akron
URL: http://rave.ohiolink.edu/etdc/view?acc_num=akron1460627328
► Chinese students is the largest international student group in US. Those students are expected to acquire fluent English skills during their study in the US.…
(more)
▼ Chinese students is the largest international student
group in US. Those students are expected to acquire fluent
English
skills during their study in the US. The reality is the always
true. There are several reasons behind this result and culture is
one of the important factors impact their
English language
acquisition. In this study, the author used a qualitative research
method and interviewed four Chinese international students about
their perceptions of American and their
English language
acquisition. The researcher found that the participants’
improvements of
English language proficiency appeared to be
correlated with their degree of acculturation to the American
culture. The deeper they adapted to the American culture, a higher
level of
English language proficiency they could
achieve.
Advisors/Committee Members: Li, Huey-Li (Advisor).
Subjects/Keywords: Education Philosophy; Educational Leadership; English As A Second Language; Chinese students, English language learning,
Culture
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yue, J. (2016). A Study of Chinese Students’ Perceptions of American Culture
and Their English Language Acquisition. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1460627328
Chicago Manual of Style (16th Edition):
Yue, Junliang. “A Study of Chinese Students’ Perceptions of American Culture
and Their English Language Acquisition.” 2016. Masters Thesis, University of Akron. Accessed January 17, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=akron1460627328.
MLA Handbook (7th Edition):
Yue, Junliang. “A Study of Chinese Students’ Perceptions of American Culture
and Their English Language Acquisition.” 2016. Web. 17 Jan 2021.
Vancouver:
Yue J. A Study of Chinese Students’ Perceptions of American Culture
and Their English Language Acquisition. [Internet] [Masters thesis]. University of Akron; 2016. [cited 2021 Jan 17].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1460627328.
Council of Science Editors:
Yue J. A Study of Chinese Students’ Perceptions of American Culture
and Their English Language Acquisition. [Masters Thesis]. University of Akron; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1460627328
Tampere University
30.
Heinsuo, Laura.
Evaluation of Moomin Language School in early English language teaching
.
Degree: 2020, Tampere University
URL: https://trepo.tuni.fi/handle/10024/120991
► This thesis analyzes and evaluates the content of a language learning service Moomin Language School from the perspective of early English language teaching. Although it…
(more)
▼ This thesis analyzes and evaluates the content of a language learning service Moomin Language School from the perspective of early English language teaching. Although it seems that all the time more children begin to learn their first foreign language at an earlier age, there is still very little research on it. Therefore, the motivation of this study is not only to produce an evaluation of Moomin Language School but to also gain more knowledge of the field of early English language teaching. The role of evaluation of English language teaching materials is crucial in enhancing and developing more suitable and appropriate language teaching materials for young learners. The first objective of the study was to examine the content of the first year of Moomin Language School curriculum to see how the service takes into consideration the young age of the learners. The second objective of the study was to investigate what kinds of attitudes and experiences the users of Moomin Language School have of the service in the context of early language teaching. The third objective was to make suggestions for improving the service based on the results of these analyses.
In order to form an objective evaluation, the study combines quantitative and qualitative methods, although the analyses focus on the qualitative approach due to the nature of the material. The study is divided into two types of analysis. First, for analyzing the first 50 lesson plans in Moomin Language School curriculum and the application, a language teaching material analysis was executed through a close reading of the lesson plans and the application. In the quantitative analysis, the number of themes, theme-related lessons, activities, and activity types were counted, and thus the emphasis of the material could be assessed. In the qualitative analysis of the curriculum, themes, vocabulary, sequencing of lessons, and activity content were analyzed from the perspective of early English language teaching to assess their age-appropriacy and suitability.
Second, for analyzing the attitudes and experiences of the users of Moomin Language School, a qualitative survey was conducted. An electronic questionnaire was used to gather the data, in order to reach as many participants as possible. 18 participants answered the questionnaire; 16 from Finland and 2 from Greece. The questionnaire consisted of three sections and 17 questions, which combined dichotomous yes/no questions to gather information about attitudes, 5-point Likert scale questions to evaluate the content of Moomin Language School, and open-ended questions to give the participants a platform in which they could express their views more deliberately. Through these question types, both quantitative and qualitative data could be gathered. Yet, due to the low number of participants, the focus is on the qualitative approach, and the openended answers are emphasized in the analysis to gain a more comprehensive view of the perceptions of the participants.
Firstly, according to the analysis of the content of…
Subjects/Keywords: early English language teaching
;
early language teaching
;
English language teaching material
;
material evaluation
;
digital language learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Heinsuo, L. (2020). Evaluation of Moomin Language School in early English language teaching
. (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/120991
Chicago Manual of Style (16th Edition):
Heinsuo, Laura. “Evaluation of Moomin Language School in early English language teaching
.” 2020. Masters Thesis, Tampere University. Accessed January 17, 2021.
https://trepo.tuni.fi/handle/10024/120991.
MLA Handbook (7th Edition):
Heinsuo, Laura. “Evaluation of Moomin Language School in early English language teaching
.” 2020. Web. 17 Jan 2021.
Vancouver:
Heinsuo L. Evaluation of Moomin Language School in early English language teaching
. [Internet] [Masters thesis]. Tampere University; 2020. [cited 2021 Jan 17].
Available from: https://trepo.tuni.fi/handle/10024/120991.
Council of Science Editors:
Heinsuo L. Evaluation of Moomin Language School in early English language teaching
. [Masters Thesis]. Tampere University; 2020. Available from: https://trepo.tuni.fi/handle/10024/120991
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Open Access Theses and Dissertations
