Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Foreign Language). Showing records 1 – 30 of 3393 total matches.

[1] [2] [3] [4] [5] … [114]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


California State Polytechnic University – Pomona

1. Jimenez, Stacy. Decision-Making Factors and Reasoning for Foreign Language Educators.

Degree: MA, Department of Education, 2019, California State Polytechnic University – Pomona

Foreign language educators are required to instruct in different methods that vary by school sites. How do they go about implementing what they learn via… (more)

Subjects/Keywords: foreign language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jimenez, S. (2019). Decision-Making Factors and Reasoning for Foreign Language Educators. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/212964

Chicago Manual of Style (16th Edition):

Jimenez, Stacy. “Decision-Making Factors and Reasoning for Foreign Language Educators.” 2019. Masters Thesis, California State Polytechnic University – Pomona. Accessed September 19, 2019. http://hdl.handle.net/10211.3/212964.

MLA Handbook (7th Edition):

Jimenez, Stacy. “Decision-Making Factors and Reasoning for Foreign Language Educators.” 2019. Web. 19 Sep 2019.

Vancouver:

Jimenez S. Decision-Making Factors and Reasoning for Foreign Language Educators. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2019. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/212964.

Council of Science Editors:

Jimenez S. Decision-Making Factors and Reasoning for Foreign Language Educators. [Masters Thesis]. California State Polytechnic University – Pomona; 2019. Available from: http://hdl.handle.net/10211.3/212964

2. Walter, Catherine. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.

Degree: 2016, Lewis and Clark College

  The persistent achievement (opportunity) gap between White and Latino students continues to plague our education system. As schools and policy makers attempt to narrow… (more)

Subjects/Keywords: Foreign language education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walter, C. (2016). Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3742199

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):

Walter, Catherine. “Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.” 2016. Thesis, Lewis and Clark College. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3742199.

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

MLA Handbook (7th Edition):

Walter, Catherine. “Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program.” 2016. Web. 19 Sep 2019.

Vancouver:

Walter C. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. [Internet] [Thesis]. Lewis and Clark College; 2016. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742199.

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

Council of Science Editors:

Walter C. Journey towards equity| How interactions between stakeholders, policy, and environment impact implementation during the first year of a dual language program. [Thesis]. Lewis and Clark College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3742199

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

3. Zhou, Yi. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.

Degree: PhD, Education, 2011, National Library of Canada

 As a result of globalisation, the increasing communication among people from different language and cultural backgrounds makes intercultural competence teaching a significant objective for second… (more)

Subjects/Keywords: Foreign language instruction.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhou, Y. (2011). A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/428

Chicago Manual of Style (16th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Doctoral Dissertation, National Library of Canada. Accessed September 19, 2019. http://scholar.uwindsor.ca/etd/428.

MLA Handbook (7th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Web. 19 Sep 2019.

Vancouver:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Internet] [Doctoral dissertation]. National Library of Canada; 2011. [cited 2019 Sep 19]. Available from: http://scholar.uwindsor.ca/etd/428.

Council of Science Editors:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Doctoral Dissertation]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/428


University of Georgia

4. Wooten, Jennifer Ann. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.

Degree: PhD, Foreign Language Education, 2010, University of Georgia

 This qualitative study uses a methodology of performance to investigate how nine non-native teachers of Spanish in grades 6-16 in Georgia public schools construct and… (more)

Subjects/Keywords: Foreign Language Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wooten, J. A. (2010). Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd

Chicago Manual of Style (16th Edition):

Wooten, Jennifer Ann. “Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.” 2010. Doctoral Dissertation, University of Georgia. Accessed September 19, 2019. http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd.

MLA Handbook (7th Edition):

Wooten, Jennifer Ann. “Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities.” 2010. Web. 19 Sep 2019.

Vancouver:

Wooten JA. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Sep 19]. Available from: http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd.

Council of Science Editors:

Wooten JA. Cultural drag: theorizing the performances of non-native Spanish teachers’ linguistic and cultural identities. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/wooten_jennifer_a_201008_phd


University of Georgia

5. Colón, Victor Antonio. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.

Degree: PhD, Instructional Technology, 2011, University of Georgia

 Learning a foreign language in a classroom environment can be frustrating to all involved. Presently, teachers use tedious writing assignments in order for students to… (more)

Subjects/Keywords: Foreign Language Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Colón, V. A. (2011). Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd

Chicago Manual of Style (16th Edition):

Colón, Victor Antonio. “Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.” 2011. Doctoral Dissertation, University of Georgia. Accessed September 19, 2019. http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd.

MLA Handbook (7th Edition):

Colón, Victor Antonio. “Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills.” 2011. Web. 19 Sep 2019.

Vancouver:

Colón VA. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Sep 19]. Available from: http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd.

Council of Science Editors:

Colón VA. Using Web 2.0 tools in a foreign language classroom: motivating students through virtual social interaction to improve reading and writing skills. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/colon_victor_a_201105_phd

6. Jung, Jae Eun. A developmental process of English vowel acquisition by Korean adult L2 learners.

Degree: 2016, State University of New York at Buffalo

  The purpose of this study is to address Korean adult L2 learners’ developmental English vowel acquisition process. The present study demonstrated how adult L2… (more)

Subjects/Keywords: Foreign language education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jung, J. E. (2016). A developmental process of English vowel acquisition by Korean adult L2 learners. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10163843

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):

Jung, Jae Eun. “A developmental process of English vowel acquisition by Korean adult L2 learners.” 2016. Thesis, State University of New York at Buffalo. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10163843.

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

MLA Handbook (7th Edition):

Jung, Jae Eun. “A developmental process of English vowel acquisition by Korean adult L2 learners.” 2016. Web. 19 Sep 2019.

Vancouver:

Jung JE. A developmental process of English vowel acquisition by Korean adult L2 learners. [Internet] [Thesis]. State University of New York at Buffalo; 2016. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163843.

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

Council of Science Editors:

Jung JE. A developmental process of English vowel acquisition by Korean adult L2 learners. [Thesis]. State University of New York at Buffalo; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163843

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


University of Cincinnati

7. Woods, Angie L. Reaching Out and Jumping In| The Relational Context of Service-Learning.

Degree: 2013, University of Cincinnati

  This dissertation examines how college students' participation in a Spanish service-learning course affected their perceptions of language culture and community. Findings demonstrate that students… (more)

Subjects/Keywords: Education; Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Woods, A. L. (2013). Reaching Out and Jumping In| The Relational Context of Service-Learning. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3597991

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):

Woods, Angie L. “Reaching Out and Jumping In| The Relational Context of Service-Learning.” 2013. Thesis, University of Cincinnati. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.

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

MLA Handbook (7th Edition):

Woods, Angie L. “Reaching Out and Jumping In| The Relational Context of Service-Learning.” 2013. Web. 19 Sep 2019.

Vancouver:

Woods AL. Reaching Out and Jumping In| The Relational Context of Service-Learning. [Internet] [Thesis]. University of Cincinnati; 2013. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.

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

Council of Science Editors:

Woods AL. Reaching Out and Jumping In| The Relational Context of Service-Learning. [Thesis]. University of Cincinnati; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3597991

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


University of Nairobi

8. Mula, Jameson M. Cross-linguistic influence in foreign language learning: a case study of the learning of french at Kaumoni secondary school, Makueni County, Kenya .

Degree: 2015, University of Nairobi

 This study focuses on Cross-Linguistic Influence in the learning of French as a foreign language. The study investigates whether first and second languages learnt earlier… (more)

Subjects/Keywords: Foreign Language Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mula, J. M. (2015). Cross-linguistic influence in foreign language learning: a case study of the learning of french at Kaumoni secondary school, Makueni County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/94404

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):

Mula, Jameson M. “Cross-linguistic influence in foreign language learning: a case study of the learning of french at Kaumoni secondary school, Makueni County, Kenya .” 2015. Thesis, University of Nairobi. Accessed September 19, 2019. http://hdl.handle.net/11295/94404.

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

MLA Handbook (7th Edition):

Mula, Jameson M. “Cross-linguistic influence in foreign language learning: a case study of the learning of french at Kaumoni secondary school, Makueni County, Kenya .” 2015. Web. 19 Sep 2019.

Vancouver:

Mula JM. Cross-linguistic influence in foreign language learning: a case study of the learning of french at Kaumoni secondary school, Makueni County, Kenya . [Internet] [Thesis]. University of Nairobi; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/11295/94404.

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

Council of Science Editors:

Mula JM. Cross-linguistic influence in foreign language learning: a case study of the learning of french at Kaumoni secondary school, Makueni County, Kenya . [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/94404

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


Miami University

9. Miranda Caniceiro, Gwendoline. ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE.

Degree: MA, French, 2016, Miami University

 This thesis, written in French, aims at defining the various relations of historical truth within testimonies of the Second World War written throughout the past… (more)

Subjects/Keywords: Literature; Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miranda Caniceiro, G. (2016). ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1470428048

Chicago Manual of Style (16th Edition):

Miranda Caniceiro, Gwendoline. “ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE.” 2016. Masters Thesis, Miami University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1470428048.

MLA Handbook (7th Edition):

Miranda Caniceiro, Gwendoline. “ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE.” 2016. Web. 19 Sep 2019.

Vancouver:

Miranda Caniceiro G. ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE. [Internet] [Masters thesis]. Miami University; 2016. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1470428048.

Council of Science Editors:

Miranda Caniceiro G. ECRIRE POUR TEMOIGNER: LA VERITE HISTORIQUE DANS LES TEMOIGNAGES DE LA SECONDE GUERRE MONDIALE. [Masters Thesis]. Miami University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1470428048


University of Kansas

10. Jiang, Zhuojun. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.

Degree: PhD, Curriculum and Teaching, 2017, University of Kansas

 This study tried to understand how teacher education programs and the practices in American K-12 schools shaped beliefs and behaviors of Chinese language teachers through… (more)

Subjects/Keywords: Foreign language education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jiang, Z. (2017). From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25962

Chicago Manual of Style (16th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Doctoral Dissertation, University of Kansas. Accessed September 19, 2019. http://hdl.handle.net/1808/25962.

MLA Handbook (7th Edition):

Jiang, Zhuojun. “From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S.” 2017. Web. 19 Sep 2019.

Vancouver:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1808/25962.

Council of Science Editors:

Jiang Z. From graduate schools to K-12 schools: the transformation of Chinese language teachers  – - Understanding the socialization process of novice Chinese language teachers in the U.S. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25962


West Virginia University

11. Riepel, Joern-Timo. The Web 2.0 Revolution: Using technology to shape standard-based instruction.

Degree: MA, World Languages, Literatures and Linguistics, 2011, West Virginia University

 Different Web 2.0 applications, such as weblogs, podcasts, wikis, and twitter have revolutionized the way people interact online and opened a path to a new… (more)

Subjects/Keywords: Foreign language education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Riepel, J. (2011). The Web 2.0 Revolution: Using technology to shape standard-based instruction. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/4772

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):

Riepel, Joern-Timo. “The Web 2.0 Revolution: Using technology to shape standard-based instruction.” 2011. Thesis, West Virginia University. Accessed September 19, 2019. https://researchrepository.wvu.edu/etd/4772.

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

MLA Handbook (7th Edition):

Riepel, Joern-Timo. “The Web 2.0 Revolution: Using technology to shape standard-based instruction.” 2011. Web. 19 Sep 2019.

Vancouver:

Riepel J. The Web 2.0 Revolution: Using technology to shape standard-based instruction. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Sep 19]. Available from: https://researchrepository.wvu.edu/etd/4772.

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

Council of Science Editors:

Riepel J. The Web 2.0 Revolution: Using technology to shape standard-based instruction. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/4772

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


The Ohio State University

12. Lee, Eun Jeong. THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT.

Degree: PhD, EDU Teaching and Learning, 2013, The Ohio State University

 The purpose of this dissertation study was to examine not only how teachers’ oral corrective feedback (CF) interacted with students’ affective variables (anxiety, attitude, motivation,… (more)

Subjects/Keywords: Foreign Language; Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, E. J. (2013). THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062

Chicago Manual of Style (16th Edition):

Lee, Eun Jeong. “THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT.” 2013. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

MLA Handbook (7th Edition):

Lee, Eun Jeong. “THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT.” 2013. Web. 19 Sep 2019.

Vancouver:

Lee EJ. THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

Council of Science Editors:

Lee EJ. THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062


University of Windsor

13. Zhou, Yi. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.

Degree: PhD, Education, 2011, University of Windsor

 As a result of globalisation, the increasing communication among people from different language and cultural backgrounds makes intercultural competence teaching a significant objective for second… (more)

Subjects/Keywords: Foreign language instruction.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhou, Y. (2011). A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/428

Chicago Manual of Style (16th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Doctoral Dissertation, University of Windsor. Accessed September 19, 2019. https://scholar.uwindsor.ca/etd/428.

MLA Handbook (7th Edition):

Zhou, Yi. “A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING.” 2011. Web. 19 Sep 2019.

Vancouver:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Internet] [Doctoral dissertation]. University of Windsor; 2011. [cited 2019 Sep 19]. Available from: https://scholar.uwindsor.ca/etd/428.

Council of Science Editors:

Zhou Y. A STUDY OF CHINESE UNIVERSITY EFL TEACHERS AND THEIR INTERCULTURAL COMPETENCE TEACHING. [Doctoral Dissertation]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/428


Georgetown University

14. Gurzynski-Weiss, Laura. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.

Degree: 2010, Georgetown University

  The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gurzynski-Weiss, L. (2010). Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412596

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):

Gurzynski-Weiss, Laura. “Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.” 2010. Thesis, Georgetown University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3412596.

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

MLA Handbook (7th Edition):

Gurzynski-Weiss, Laura. “Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience.” 2010. Web. 19 Sep 2019.

Vancouver:

Gurzynski-Weiss L. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. [Internet] [Thesis]. Georgetown University; 2010. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412596.

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

Council of Science Editors:

Gurzynski-Weiss L. Factors influencing oral corrective feedback provision in the Spanish foreign language classroom| Investigating instructor native/nonnative speaker status, SLA education, & teaching experience. [Thesis]. Georgetown University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412596

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


Temple University

15. Poteau, Christine E. Effects of interlocutor familiarity on second language learning in group work.

Degree: 2011, Temple University

  Recent research in second language acquisition has focused on the effects of group work on learning by examining various factors (i.e., motivation, age, task,… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Poteau, C. E. (2011). Effects of interlocutor familiarity on second language learning in group work. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3440117

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):

Poteau, Christine E. “Effects of interlocutor familiarity on second language learning in group work.” 2011. Thesis, Temple University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3440117.

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

MLA Handbook (7th Edition):

Poteau, Christine E. “Effects of interlocutor familiarity on second language learning in group work.” 2011. Web. 19 Sep 2019.

Vancouver:

Poteau CE. Effects of interlocutor familiarity on second language learning in group work. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440117.

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

Council of Science Editors:

Poteau CE. Effects of interlocutor familiarity on second language learning in group work. [Thesis]. Temple University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440117

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


Georgetown University

16. Sachs, Rebecca Raewyn. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.

Degree: 2011, Georgetown University

  Second language acquisition research into the effects of corrective feedback has investigated a variety of learning targets using a wide range of implicit and… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sachs, R. R. (2011). Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450858

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):

Sachs, Rebecca Raewyn. “Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.” 2011. Thesis, Georgetown University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3450858.

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

MLA Handbook (7th Edition):

Sachs, Rebecca Raewyn. “Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.” 2011. Web. 19 Sep 2019.

Vancouver:

Sachs RR. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. [Internet] [Thesis]. Georgetown University; 2011. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450858.

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

Council of Science Editors:

Sachs RR. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese. [Thesis]. Georgetown University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450858

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

17. Martin, Veronique. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.

Degree: 2014, State University of New York at Albany

  Since the early 2000s, foreign language practitioners and researchers have shown an increasing interest in exploring the affordances of multimodal telecollaborative environments for the… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Martin, V. (2014). Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3603261

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):

Martin, Veronique. “Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.” 2014. Thesis, State University of New York at Albany. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

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

MLA Handbook (7th Edition):

Martin, Veronique. “Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language.” 2014. Web. 19 Sep 2019.

Vancouver:

Martin V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. [Internet] [Thesis]. State University of New York at Albany; 2014. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

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

Council of Science Editors:

Martin V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language. [Thesis]. State University of New York at Albany; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3603261

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


San Jose State University

18. Ryan, Mary Moran. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.

Degree: 2017, San Jose State University

  In this thesis, a new methodology is proposed for investigating Spanish [s] lenition (sound weakening or loss) via morphological analysis instead of phonetics. Word-final… (more)

Subjects/Keywords: Linguistics; Foreign language education; Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ryan, M. M. (2017). Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. (Thesis). San Jose State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10633842

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):

Ryan, Mary Moran. “Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.” 2017. Thesis, San Jose State University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10633842.

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

MLA Handbook (7th Edition):

Ryan, Mary Moran. “Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian.” 2017. Web. 19 Sep 2019.

Vancouver:

Ryan MM. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. [Internet] [Thesis]. San Jose State University; 2017. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10633842.

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

Council of Science Editors:

Ryan MM. Quantifying the Functional Consequences of Spanish [S] Lenition| Plural Marking and Derived Homophony in Western Andalusian and Castilian. [Thesis]. San Jose State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10633842

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

19. Lakshmi S. A critical evaluation of the shift of emphasis in ELT in India since independence;.

Degree: Foreign Language, 1992, INFLIBNET

This thesis entitled quotA Critical Evaluation of the Shift of Emphasis in ELT in India since Independencequot attempts a perspective of English Language Teaching in… (more)

Subjects/Keywords: Foreign Language; English Language Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

S, L. (1992). A critical evaluation of the shift of emphasis in ELT in India since independence;. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/16244

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):

S, Lakshmi. “A critical evaluation of the shift of emphasis in ELT in India since independence;.” 1992. Thesis, INFLIBNET. Accessed September 19, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/16244.

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

MLA Handbook (7th Edition):

S, Lakshmi. “A critical evaluation of the shift of emphasis in ELT in India since independence;.” 1992. Web. 19 Sep 2019.

Vancouver:

S L. A critical evaluation of the shift of emphasis in ELT in India since independence;. [Internet] [Thesis]. INFLIBNET; 1992. [cited 2019 Sep 19]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/16244.

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

Council of Science Editors:

S L. A critical evaluation of the shift of emphasis in ELT in India since independence;. [Thesis]. INFLIBNET; 1992. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/16244

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


Indiana University

20. Rose, Marda C. Pragmatic development of L2 Spanish proposals in planning talk.

Degree: 2013, Indiana University

  This study examines proposals made during planning talk—a speech act that has received little attention in previous literature—to determine the applicability of the stages… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rose, M. C. (2013). Pragmatic development of L2 Spanish proposals in planning talk. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3599236

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):

Rose, Marda C. “Pragmatic development of L2 Spanish proposals in planning talk.” 2013. Thesis, Indiana University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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

MLA Handbook (7th Edition):

Rose, Marda C. “Pragmatic development of L2 Spanish proposals in planning talk.” 2013. Web. 19 Sep 2019.

Vancouver:

Rose MC. Pragmatic development of L2 Spanish proposals in planning talk. [Internet] [Thesis]. Indiana University; 2013. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.

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

Council of Science Editors:

Rose MC. Pragmatic development of L2 Spanish proposals in planning talk. [Thesis]. Indiana University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3599236

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

21. Umbreen, Saima. Ideologies of language and negotiation of multilayered identities in an age of superdiversity.

Degree: 2014, State University of New York at Buffalo

  Researchers of super-diversity, a state of intense cultural heterogeneity common mostly in urban centers across the globe, have strongly emphasized the potential for rigorous… (more)

Subjects/Keywords: Language, Linguistics; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Umbreen, S. (2014). Ideologies of language and negotiation of multilayered identities in an age of superdiversity. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629866

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):

Umbreen, Saima. “Ideologies of language and negotiation of multilayered identities in an age of superdiversity.” 2014. Thesis, State University of New York at Buffalo. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3629866.

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

MLA Handbook (7th Edition):

Umbreen, Saima. “Ideologies of language and negotiation of multilayered identities in an age of superdiversity.” 2014. Web. 19 Sep 2019.

Vancouver:

Umbreen S. Ideologies of language and negotiation of multilayered identities in an age of superdiversity. [Internet] [Thesis]. State University of New York at Buffalo; 2014. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629866.

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

Council of Science Editors:

Umbreen S. Ideologies of language and negotiation of multilayered identities in an age of superdiversity. [Thesis]. State University of New York at Buffalo; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629866

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


The Ohio State University

22. Zhao, Wenting. Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy.

Degree: MA, East Asian Languages and Literatures, 2017, The Ohio State University

 Dialogue, as a genre in foreign language materials, is an important element in Chinese language pedagogy. However, an examination of the design of dialogue experiences… (more)

Subjects/Keywords: Foreign Language; Chinese Language Pedagogy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhao, W. (2017). Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353

Chicago Manual of Style (16th Edition):

Zhao, Wenting. “Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy.” 2017. Masters Thesis, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353.

MLA Handbook (7th Edition):

Zhao, Wenting. “Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy.” 2017. Web. 19 Sep 2019.

Vancouver:

Zhao W. Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353.

Council of Science Editors:

Zhao W. Creating Stories: On the Design of Dialogue Experience in Chinese Language Pedagogy. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500328309151353


University of Debrecen

23. Végh, Zsuzsa. The Effects of Foreign Language Anxiety on Language Learning .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

This study focuses on foreign language anxiety which seems to be quite a common feeling among language learners. It is associated with feelings of discomfort and uneasiness in the language class. Advisors/Committee Members: Mónos, Katalin (advisor).

Subjects/Keywords: foreign language anxiety; language learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Végh, Z. (2013). The Effects of Foreign Language Anxiety on Language Learning . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174355

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):

Végh, Zsuzsa. “The Effects of Foreign Language Anxiety on Language Learning .” 2013. Thesis, University of Debrecen. Accessed September 19, 2019. http://hdl.handle.net/2437/174355.

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

MLA Handbook (7th Edition):

Végh, Zsuzsa. “The Effects of Foreign Language Anxiety on Language Learning .” 2013. Web. 19 Sep 2019.

Vancouver:

Végh Z. The Effects of Foreign Language Anxiety on Language Learning . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2437/174355.

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

Council of Science Editors:

Végh Z. The Effects of Foreign Language Anxiety on Language Learning . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174355

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

24. Erickson-Betz, Emily. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.

Degree: 2018, Northern Illinois University

  This mixed methods study examines the difference in high school foreign language learners’ acquisition of French oral proficiency skills by types of task. This… (more)

Subjects/Keywords: Foreign language education; Education; Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Erickson-Betz, E. (2018). Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10784546

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):

Erickson-Betz, Emily. “Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.” 2018. Thesis, Northern Illinois University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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

MLA Handbook (7th Edition):

Erickson-Betz, Emily. “Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language.” 2018. Web. 19 Sep 2019.

Vancouver:

Erickson-Betz E. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. [Internet] [Thesis]. Northern Illinois University; 2018. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10784546.

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

Council of Science Editors:

Erickson-Betz E. Examination of Task-Based Language Learning Methods on High School Students' Oral Proficiency in French as a Foreign Language. [Thesis]. Northern Illinois University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10784546

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


University of Kansas

25. Maruyama, Rie. An analysis of typing errors by JFL learners and the causes of those errors.

Degree: MA, East Asian Languages & Cultures, 2010, University of Kansas

 The present study investigated the tendency of common typing errors by JFL (Japanese as a Foreign Language) learners, focusing on errors that relate to long… (more)

Subjects/Keywords: Language, linguistics; Foreign language instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Maruyama, R. (2010). An analysis of typing errors by JFL learners and the causes of those errors. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/7713

Chicago Manual of Style (16th Edition):

Maruyama, Rie. “An analysis of typing errors by JFL learners and the causes of those errors.” 2010. Masters Thesis, University of Kansas. Accessed September 19, 2019. http://hdl.handle.net/1808/7713.

MLA Handbook (7th Edition):

Maruyama, Rie. “An analysis of typing errors by JFL learners and the causes of those errors.” 2010. Web. 19 Sep 2019.

Vancouver:

Maruyama R. An analysis of typing errors by JFL learners and the causes of those errors. [Internet] [Masters thesis]. University of Kansas; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1808/7713.

Council of Science Editors:

Maruyama R. An analysis of typing errors by JFL learners and the causes of those errors. [Masters Thesis]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7713


Indiana University

26. Killam, Jason. An interlanguage analysis of differential object marking in L2 Spanish.

Degree: 2012, Indiana University

  This dissertation examines the second language acquisition of marking patterns with human animate direct objects in Spanish. While variation is claimed to exist among… (more)

Subjects/Keywords: Language, Linguistics; Language, Modern; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Killam, J. (2012). An interlanguage analysis of differential object marking in L2 Spanish. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488206

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):

Killam, Jason. “An interlanguage analysis of differential object marking in L2 Spanish.” 2012. Thesis, Indiana University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3488206.

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

MLA Handbook (7th Edition):

Killam, Jason. “An interlanguage analysis of differential object marking in L2 Spanish.” 2012. Web. 19 Sep 2019.

Vancouver:

Killam J. An interlanguage analysis of differential object marking in L2 Spanish. [Internet] [Thesis]. Indiana University; 2012. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488206.

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

Council of Science Editors:

Killam J. An interlanguage analysis of differential object marking in L2 Spanish. [Thesis]. Indiana University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488206

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


Georgetown University

27. Baralt, Melissa Lorrain. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.

Degree: 2010, Georgetown University

  The construct of cognitive complexity has played an increasingly important role in studies on task design, which aim to explore how increases in the… (more)

Subjects/Keywords: Language, Linguistics; Language, Modern; Education, Foreign Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baralt, M. L. (2010). Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. (Thesis). Georgetown University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3412595

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):

Baralt, Melissa Lorrain. “Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.” 2010. Thesis, Georgetown University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3412595.

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

MLA Handbook (7th Edition):

Baralt, Melissa Lorrain. “Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments.” 2010. Web. 19 Sep 2019.

Vancouver:

Baralt ML. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. [Internet] [Thesis]. Georgetown University; 2010. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412595.

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

Council of Science Editors:

Baralt ML. Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments. [Thesis]. Georgetown University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3412595

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


University of Houston

28. Liu, Yueh-Hua. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 That learning a foreign language can create anxiety has been commonly reported by the language learners and documented in the literature and research on foreign(more)

Subjects/Keywords: Foreign Language Anxiety; Foreign Language Learning; Language Anxiety Triggers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Liu, Y. (2014). Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1682

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):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Thesis, University of Houston. Accessed September 19, 2019. http://hdl.handle.net/10657/1682.

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

MLA Handbook (7th Edition):

Liu, Yueh-Hua. “Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety.” 2014. Web. 19 Sep 2019.

Vancouver:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10657/1682.

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

Council of Science Editors:

Liu Y. Perspectives of International Students in the USA: Qualitative Research in Foreign Language Anxiety. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1682

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


The Ohio State University

29. Luebbers, Julie Brooke. How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

 The purpose of this study was to examine how seven undergraduate foreign language (FL) preservice teachers‘ (PSTs) motives, use and appropriation of tools, and teacher… (more)

Subjects/Keywords: Education; Foreign Language; Foreign language education; Foreign Language preservice teachers; teacher identity; Activity theory; CLT

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Luebbers, J. B. (2010). How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044

Chicago Manual of Style (16th Edition):

Luebbers, Julie Brooke. “How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044.

MLA Handbook (7th Edition):

Luebbers, Julie Brooke. “How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education.” 2010. Web. 19 Sep 2019.

Vancouver:

Luebbers JB. How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044.

Council of Science Editors:

Luebbers JB. How Foreign Language Preservice Teachers‘ Development, Identities, and Commitments are Shaped During Teacher Education. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290028044


Colorado State University

30. Waack, Brittany L. Motivation of second language learners| The influence on culture acquisition.

Degree: 2011, Colorado State University

  Second language (L2) acquisition does not consist solely of vocabulary, syntax and conjugations, it is necessary that learners also have an understanding of the… (more)

Subjects/Keywords: Education, Foreign Language; Education, Multilingual

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Waack, B. L. (2011). Motivation of second language learners| The influence on culture acquisition. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1483965

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):

Waack, Brittany L. “Motivation of second language learners| The influence on culture acquisition.” 2011. Thesis, Colorado State University. Accessed September 19, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1483965.

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

MLA Handbook (7th Edition):

Waack, Brittany L. “Motivation of second language learners| The influence on culture acquisition.” 2011. Web. 19 Sep 2019.

Vancouver:

Waack BL. Motivation of second language learners| The influence on culture acquisition. [Internet] [Thesis]. Colorado State University; 2011. [cited 2019 Sep 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1483965.

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

Council of Science Editors:

Waack BL. Motivation of second language learners| The influence on culture acquisition. [Thesis]. Colorado State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1483965

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

[1] [2] [3] [4] [5] … [114]

.