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You searched for subject:(Foreign speakers). Showing records 1 – 30 of 1268 total matches.

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University of Victoria

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

Degree: Department of Linguistics, 2018, University of Victoria

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Thesis, University of Victoria. Accessed August 13, 2020. https://dspace.library.uvic.ca//handle/1828/8990.

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

MLA Handbook (7th Edition):

Saif, Shahrzad. “Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners.” 2018. Web. 13 Aug 2020.

Vancouver:

Saif S. Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learners. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Aug 13]. Available from: https://dspace.library.uvic.ca//handle/1828/8990.

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

Council of Science Editors:

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

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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Doctoral Dissertation, University of South Wales. Accessed August 13, 2020. http://hdl.handle.net/10265/600.

MLA Handbook (7th Edition):

Kontra, Edit Hegybíró. “The need for a culture-sensitive approach to teacher education in English as a foreign language.” 2012. Web. 13 Aug 2020.

Vancouver:

Kontra EH. The need for a culture-sensitive approach to teacher education in English as a foreign language. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10265/600.

Council of Science Editors:

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


Columbia University

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

Degree: 2013, Columbia University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Doctoral Dissertation, Columbia University. Accessed August 13, 2020. https://doi.org/10.7916/D8RF6264.

MLA Handbook (7th Edition):

Rodriguez, Olga. “Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study.” 2013. Web. 13 Aug 2020.

Vancouver:

Rodriguez O. Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Aug 13]. Available from: https://doi.org/10.7916/D8RF6264.

Council of Science Editors:

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


Central Connecticut State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Thesis, Central Connecticut State University. Accessed August 13, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

MLA Handbook (7th Edition):

Russo, Mary-Beth, 1959-. “Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy.” 2016. Web. 13 Aug 2020.

Vancouver:

Russo, Mary-Beth 1. Street-Level Bureaucrats : Teachers of English Language Learners Implementing Policy. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2020 Aug 13]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2377.

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

Council of Science Editors:

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

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


Florida State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Doctoral Dissertation, Florida State University. Accessed August 13, 2020. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

MLA Handbook (7th Edition):

Peters, Sabine U. “Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.” 2015. Web. 13 Aug 2020.

Vancouver:

Peters SU. Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2020 Aug 13]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426 ;.

Council of Science Editors:

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


Florida State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Doctoral Dissertation, Florida State University. Accessed August 13, 2020. http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

MLA Handbook (7th Edition):

Tawfeeq, Wasan Azeez. “The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners.” 2018. Web. 13 Aug 2020.

Vancouver:

Tawfeeq WA. The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2020 Aug 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Tawfeeq_fsu_0071E_14677 ;.

Council of Science Editors:

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


Florida State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Doctoral Dissertation, Florida State University. Accessed August 13, 2020. http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

MLA Handbook (7th Edition):

Eom, Mijin. “The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance.” 2018. Web. 13 Aug 2020.

Vancouver:

Eom M. The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2020 Aug 13]. Available from: http://purl.flvc.org/fsu/fd/2018_Fall_Eom_fsu_0071E_14888 ;.

Council of Science Editors:

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


University of Johannesburg

8. Kockaert, Hendrik Jozef. Corrective strategies for the pronunciation of French as a foreign language among Swazi learners.

Degree: 2012, University of Johannesburg

D.Litt. et Phil.

The final objective of this study involves the acquisition of received French pronunciation on the part of native speakers of siSwati. However,… (more)

Subjects/Keywords: French language - Pronunciation by foreign speakers.; French language - Study and teaching - Swazi speakers.

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APA (6th Edition):

Kockaert, H. J. (2012). Corrective strategies for the pronunciation of French as a foreign language among Swazi learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7113

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):

Kockaert, Hendrik Jozef. “Corrective strategies for the pronunciation of French as a foreign language among Swazi learners.” 2012. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/7113.

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

MLA Handbook (7th Edition):

Kockaert, Hendrik Jozef. “Corrective strategies for the pronunciation of French as a foreign language among Swazi learners.” 2012. Web. 13 Aug 2020.

Vancouver:

Kockaert HJ. Corrective strategies for the pronunciation of French as a foreign language among Swazi learners. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/7113.

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

Council of Science Editors:

Kockaert HJ. Corrective strategies for the pronunciation of French as a foreign language among Swazi learners. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7113

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


University of Johannesburg

9. Nkatini, Ntlawini Livingstone. Tsongamoedertaalsprekers se uitspraak van Afrikaans in Gazankulu.

Degree: 2015, University of Johannesburg

D. Litt. et Phil.

Evidence from several sociolinguistic studies suggests that second language speakers' pronunciation of their target language embodies several varieties of the target… (more)

Subjects/Keywords: Afrikaans language - Pronunciation by foreign speakers; Afrikaans language - Study and teaching - Tsonga speakers

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APA (6th Edition):

Nkatini, N. L. (2015). Tsongamoedertaalsprekers se uitspraak van Afrikaans in Gazankulu. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14532

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):

Nkatini, Ntlawini Livingstone. “Tsongamoedertaalsprekers se uitspraak van Afrikaans in Gazankulu.” 2015. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/14532.

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

MLA Handbook (7th Edition):

Nkatini, Ntlawini Livingstone. “Tsongamoedertaalsprekers se uitspraak van Afrikaans in Gazankulu.” 2015. Web. 13 Aug 2020.

Vancouver:

Nkatini NL. Tsongamoedertaalsprekers se uitspraak van Afrikaans in Gazankulu. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/14532.

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

Council of Science Editors:

Nkatini NL. Tsongamoedertaalsprekers se uitspraak van Afrikaans in Gazankulu. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14532

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

10. Tedesco, Daniel J. English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States.

Degree: 2015, SUNY College at Fredonia

 The growing need for proficient English speakers in China, Japan and Korea has spurred a shift in English language policy from the traditional model focusing… (more)

Subjects/Keywords: English language  – Study and teaching  – United States  – Foreign speakers.; Foreign study.; Japanese students  – Foreign countries.; Chinese students  – Foreign countries.; Korean students.; Education  – Study and teaching (Continuing education)  – Foreign speakers

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APA (6th Edition):

Tedesco, D. J. (2015). English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65734

Chicago Manual of Style (16th Edition):

Tedesco, Daniel J. “English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed August 13, 2020. http://hdl.handle.net/1951/65734.

MLA Handbook (7th Edition):

Tedesco, Daniel J. “English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States. ” 2015. Web. 13 Aug 2020.

Vancouver:

Tedesco DJ. English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1951/65734.

Council of Science Editors:

Tedesco DJ. English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65734


Stellenbosch University

11. Gibello, Lauren. Mandarin native speakers' perceptions and attitudes towards learning English as a foreign language.

Degree: MA, General Linguistics, 2017, Stellenbosch University

ENGLISH ABSTRACT: As the spread of the English language advances exponentially, the need for improving English language teaching for second language (L2) learners becomes more… (more)

Subjects/Keywords: Chinese language  – Textbooks for foreign speakers; Chinese language  – Knowledge and learning  – Attitudes; English language  – Study and teaching  – Foreign speakers; English language  – Textbooks for foreign speakers; UCTD

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APA (6th Edition):

Gibello, L. (2017). Mandarin native speakers' perceptions and attitudes towards learning English as a foreign language. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/101278

Chicago Manual of Style (16th Edition):

Gibello, Lauren. “Mandarin native speakers' perceptions and attitudes towards learning English as a foreign language.” 2017. Masters Thesis, Stellenbosch University. Accessed August 13, 2020. http://hdl.handle.net/10019.1/101278.

MLA Handbook (7th Edition):

Gibello, Lauren. “Mandarin native speakers' perceptions and attitudes towards learning English as a foreign language.” 2017. Web. 13 Aug 2020.

Vancouver:

Gibello L. Mandarin native speakers' perceptions and attitudes towards learning English as a foreign language. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10019.1/101278.

Council of Science Editors:

Gibello L. Mandarin native speakers' perceptions and attitudes towards learning English as a foreign language. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/101278


Texas Christian University

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

Degree: 2015, Texas Christian University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Thesis, Texas Christian University. Accessed August 13, 2020. https://repository.tcu.edu/handle/116099117/10241.

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

MLA Handbook (7th Edition):

Ma, Jingjing. “Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school.” 2015. Web. 13 Aug 2020.

Vancouver:

Ma J. Investigating academic language proficiency and chemistry content knowledge of newcomer English language learners in a public high school. [Internet] [Thesis]. Texas Christian University; 2015. [cited 2020 Aug 13]. Available from: https://repository.tcu.edu/handle/116099117/10241.

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

Council of Science Editors:

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

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


University of Johannesburg

13. Bekker, Erna. 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui.

Degree: 2014, University of Johannesburg

M.A. (Applied Linguistics)

It is usually only in times of major political crisis that there are revolutions in educational practice. Governments and institutions seem to… (more)

Subjects/Keywords: Zulu language - Study and teaching - Foreign speakers; Zulu language - Business Zulu - Study and teaching - Foreign speakers.

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APA (6th Edition):

Bekker, E. (2014). 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9132

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):

Bekker, Erna. “'n Funksionele benadering tot 'n Zoeloekursus vir sakelui.” 2014. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/9132.

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

MLA Handbook (7th Edition):

Bekker, Erna. “'n Funksionele benadering tot 'n Zoeloekursus vir sakelui.” 2014. Web. 13 Aug 2020.

Vancouver:

Bekker E. 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/9132.

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

Council of Science Editors:

Bekker E. 'n Funksionele benadering tot 'n Zoeloekursus vir sakelui. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9132

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

14. Megan, Kane. Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELA .

Degree: 2016, SUNY College at Fredonia

 The population of Emergent Bilinguals (EB) in schools continues to rise annually in the United States (García et al., 2008) and with this consistent increase… (more)

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

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APA (6th Edition):

Megan, K. (2016). Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELA . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70388

Chicago Manual of Style (16th Edition):

Megan, Kane. “Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELA .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed August 13, 2020. http://hdl.handle.net/1951/70388.

MLA Handbook (7th Edition):

Megan, Kane. “Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELA .” 2016. Web. 13 Aug 2020.

Vancouver:

Megan K. Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELA . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1951/70388.

Council of Science Editors:

Megan K. Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELA . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70388


Latrobe University

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

Degree: PhD, 2012, Latrobe University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Doctoral Dissertation, Latrobe University. Accessed August 13, 2020. http://hdl.handle.net/1959.9/501702.

MLA Handbook (7th Edition):

Ahmad Zainuddin, Shahiza. “Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study.” 2012. Web. 13 Aug 2020.

Vancouver:

Ahmad Zainuddin S. Stakeholders' perceptions of the language needs of diploma in ICT students in a Malaysian polytechnic : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1959.9/501702.

Council of Science Editors:

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


Latrobe University

16. Al Qahtani, Saeed. A description of the oral communication practices in Arabic lessons in boys' primary schools in Assir, Saudi Arabia.

Degree: PhD, 2012, Latrobe University

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

Submission note: "A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy [to the] Faculty of Education, La Trobe University, Australia".

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

Subjects/Keywords: Arabic language  – Study and teaching  – Foreign speakers.; Oral communication  – Study and teaching  – Foreign speakers.; Oral communication  – Social aspects  – Saudi Arabia.

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

APA (6th Edition):

Al Qahtani, S. (2012). A description of the oral communication practices in Arabic lessons in boys' primary schools in Assir, Saudi Arabia. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/493147

Chicago Manual of Style (16th Edition):

Al Qahtani, Saeed. “A description of the oral communication practices in Arabic lessons in boys' primary schools in Assir, Saudi Arabia.” 2012. Doctoral Dissertation, Latrobe University. Accessed August 13, 2020. http://hdl.handle.net/1959.9/493147.

MLA Handbook (7th Edition):

Al Qahtani, Saeed. “A description of the oral communication practices in Arabic lessons in boys' primary schools in Assir, Saudi Arabia.” 2012. Web. 13 Aug 2020.

Vancouver:

Al Qahtani S. A description of the oral communication practices in Arabic lessons in boys' primary schools in Assir, Saudi Arabia. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1959.9/493147.

Council of Science Editors:

Al Qahtani S. A description of the oral communication practices in Arabic lessons in boys' primary schools in Assir, Saudi Arabia. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/493147


University of New Mexico

17. Causarano, Antonio. AN INVESTIGATION OF ACADEMIC WRITING IN INTERNATIONAL STUDENTS IN POST-SECONDARY EDUCATION.

Degree: Teacher Education, Educational Leadership & Policy, 2011, University of New Mexico

 Writing and the power of the written word is a very important aspect of our literate society and writing is integrated into all aspects of… (more)

Subjects/Keywords: Academic writing; English language – Study and teaching – Foreign speakers; Students; Foreign – Education – United States

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APA (6th Edition):

Causarano, A. (2011). AN INVESTIGATION OF ACADEMIC WRITING IN INTERNATIONAL STUDENTS IN POST-SECONDARY EDUCATION. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13131

Chicago Manual of Style (16th Edition):

Causarano, Antonio. “AN INVESTIGATION OF ACADEMIC WRITING IN INTERNATIONAL STUDENTS IN POST-SECONDARY EDUCATION.” 2011. Doctoral Dissertation, University of New Mexico. Accessed August 13, 2020. http://hdl.handle.net/1928/13131.

MLA Handbook (7th Edition):

Causarano, Antonio. “AN INVESTIGATION OF ACADEMIC WRITING IN INTERNATIONAL STUDENTS IN POST-SECONDARY EDUCATION.” 2011. Web. 13 Aug 2020.

Vancouver:

Causarano A. AN INVESTIGATION OF ACADEMIC WRITING IN INTERNATIONAL STUDENTS IN POST-SECONDARY EDUCATION. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1928/13131.

Council of Science Editors:

Causarano A. AN INVESTIGATION OF ACADEMIC WRITING IN INTERNATIONAL STUDENTS IN POST-SECONDARY EDUCATION. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13131


Stellenbosch University

18. Coetzee, Sarah-Jane. The comprehensibility of plain language for second language speakers of English at a South African college of further education and training.

Degree: MA, General Linguistics, 2019, Stellenbosch University

 ENGLISH ABSTRACT: Plain language has existed in various forms and guises for more than 2000 years (Garner 2009: 40-41; Petelin 2010: 207). Although no consensus… (more)

Subjects/Keywords: Education, Bilingual  – Foreign speakers; English language  – Usage  – Foreign speakers; Use of plain language; Comprehensibility of a plain English text; Second language speakers of English; Cloze test procedure; UCTD

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APA (6th Edition):

Coetzee, S. (2019). The comprehensibility of plain language for second language speakers of English at a South African college of further education and training. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/105975

Chicago Manual of Style (16th Edition):

Coetzee, Sarah-Jane. “The comprehensibility of plain language for second language speakers of English at a South African college of further education and training.” 2019. Masters Thesis, Stellenbosch University. Accessed August 13, 2020. http://hdl.handle.net/10019.1/105975.

MLA Handbook (7th Edition):

Coetzee, Sarah-Jane. “The comprehensibility of plain language for second language speakers of English at a South African college of further education and training.” 2019. Web. 13 Aug 2020.

Vancouver:

Coetzee S. The comprehensibility of plain language for second language speakers of English at a South African college of further education and training. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10019.1/105975.

Council of Science Editors:

Coetzee S. The comprehensibility of plain language for second language speakers of English at a South African college of further education and training. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/105975


Utah Valley University

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

Degree: 2011, Utah Valley University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rojas, Lauren Hill. “Effects of First Language Development on Second Language Acquisition among English Language Learners.” 2011. Thesis, Utah Valley University. Accessed August 13, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,562.

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

MLA Handbook (7th Edition):

Rojas, Lauren Hill. “Effects of First Language Development on Second Language Acquisition among English Language Learners.” 2011. Web. 13 Aug 2020.

Vancouver:

Rojas LH. Effects of First Language Development on Second Language Acquisition among English Language Learners. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2020 Aug 13]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,562.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2014, Utah Valley University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rosenbeck, Zoe H. “Learning from Teachers of English Language Learners: An Instrumental Case Study.” 2014. Thesis, Utah Valley University. Accessed August 13, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,658.

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

MLA Handbook (7th Edition):

Rosenbeck, Zoe H. “Learning from Teachers of English Language Learners: An Instrumental Case Study.” 2014. Web. 13 Aug 2020.

Vancouver:

Rosenbeck ZH. Learning from Teachers of English Language Learners: An Instrumental Case Study. [Internet] [Thesis]. Utah Valley University; 2014. [cited 2020 Aug 13]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,658.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2016, Utah Valley University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Benson, Regan C. “Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.” 2016. Thesis, Utah Valley University. Accessed August 13, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,681.

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

MLA Handbook (7th Edition):

Benson, Regan C. “Reading Aloud and Close Read Project to Increase Independent Reading Comprehension.” 2016. Web. 13 Aug 2020.

Vancouver:

Benson RC. Reading Aloud and Close Read Project to Increase Independent Reading Comprehension. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2020 Aug 13]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,681.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2016, Utah Valley University

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

119 p.

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Thesis, Utah Valley University. Accessed August 13, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

MLA Handbook (7th Edition):

Burgon, Natalie Palmer. “Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners.” 2016. Web. 13 Aug 2020.

Vancouver:

Burgon NP. Creating an Informational Guide and Supplementary Instructional Materials for Volunteers to Support English Language Learners. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2020 Aug 13]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,693.

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

Council of Science Editors:

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

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


Oregon State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Doctoral Dissertation, Oregon State University. Accessed August 13, 2020. http://hdl.handle.net/1957/59741.

MLA Handbook (7th Edition):

Díaz, Guadalupe. “The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners.” 2016. Web. 13 Aug 2020.

Vancouver:

Díaz G. The Influence of Family Demographics and Individual Factors on School Readiness : A Focus on Low-Income Spanish-speaking English Language Learners. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1957/59741.

Council of Science Editors:

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


University of Johannesburg

24. De Wit, Helene Elma Duyvene. Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë.

Degree: PhD, 2015, University of Johannesburg

 According to research reports the fluency of non-mother tongue speakers in African language courses at university level is unsatisfactory. This is not surprising seeing that… (more)

Subjects/Keywords: Zulu language - Study and teaching - Foreign speakers; Language acquisition

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APA (6th Edition):

De Wit, H. E. D. (2015). Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë. (Doctoral Dissertation). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14534

Chicago Manual of Style (16th Edition):

De Wit, Helene Elma Duyvene. “Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë.” 2015. Doctoral Dissertation, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/14534.

MLA Handbook (7th Edition):

De Wit, Helene Elma Duyvene. “Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë.” 2015. Web. 13 Aug 2020.

Vancouver:

De Wit HED. Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë. [Internet] [Doctoral dissertation]. University of Johannesburg; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/14534.

Council of Science Editors:

De Wit HED. Die onderrig van Zulu aan nie-moedertaalsprekers in die lig van resente taalaanleerteorieë. [Doctoral Dissertation]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14534


University of Johannesburg

25. Mahapa, Morongwa Johanna. Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig.

Degree: 2012, University of Johannesburg

M.A.

Since the 1960s, teaching has become ever-more learner-centred, with the results that drastic changes have been wrought to the theory of language learners' problems.… (more)

Subjects/Keywords: Afrikaans language - Study and teaching (Higher) - Foreign speakers; Second language acquisition

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APA (6th Edition):

Mahapa, M. J. (2012). Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6524

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):

Mahapa, Morongwa Johanna. “Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig.” 2012. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/6524.

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

MLA Handbook (7th Edition):

Mahapa, Morongwa Johanna. “Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig.” 2012. Web. 13 Aug 2020.

Vancouver:

Mahapa MJ. Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/6524.

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

Council of Science Editors:

Mahapa MJ. Taalprobleme van Noord-Sotho sprekende onderwysstudente wat Afrikaans gaan onderrig. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6524

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


University of Johannesburg

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

Degree: 2010, University of Johannesburg

M.A.

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/3155.

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

MLA Handbook (7th Edition):

Moyo, Joseph. “A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa.” 2010. Web. 13 Aug 2020.

Vancouver:

Moyo J. A study of the teaching/learning of English as a first language in a predominantly non-native English classroom in South Africa. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/3155.

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

Council of Science Editors:

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

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


Macquarie University

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

Degree: 2016, Macquarie University

Theoretical thesis.

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ruegg, Rachael. “The effects of peer and teacher feedback: a longitudinal, multi-method study.” 2016. Doctoral Dissertation, Macquarie University. Accessed August 13, 2020. http://hdl.handle.net/1959.14/1125840.

MLA Handbook (7th Edition):

Ruegg, Rachael. “The effects of peer and teacher feedback: a longitudinal, multi-method study.” 2016. Web. 13 Aug 2020.

Vancouver:

Ruegg R. The effects of peer and teacher feedback: a longitudinal, multi-method study. [Internet] [Doctoral dissertation]. Macquarie University; 2016. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1959.14/1125840.

Council of Science Editors:

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


Massey University

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

Degree: 2013, Massey University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hamlin, Rachel Kim. “Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand .” 2013. Thesis, Massey University. Accessed August 13, 2020. http://hdl.handle.net/10179/4898.

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

MLA Handbook (7th Edition):

Hamlin, Rachel Kim. “Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand .” 2013. Web. 13 Aug 2020.

Vancouver:

Hamlin RK. Marking time : is there a differential effect on L2 written accuracy following focused or unfocused written corrective feedback? : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, Manawatu, New Zealand . [Internet] [Thesis]. Massey University; 2013. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10179/4898.

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

Council of Science Editors:

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

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

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

Degree: PhD, 2016, Ball State University

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moss, Lauren E. “The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.” 2016. Doctoral Dissertation, Ball State University. Accessed August 13, 2020. http://cardinalscholar.bsu.edu/handle/123456789/200557.

MLA Handbook (7th Edition):

Moss, Lauren E. “The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals.” 2016. Web. 13 Aug 2020.

Vancouver:

Moss LE. The relationships among acculturation, executive functioning and English language proficiency in bilingual adults: Acculturation, EF, and ELP in bilinguals. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2020 Aug 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200557.

Council of Science Editors:

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


Columbia University

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

Degree: 2012, Columbia University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hodara, Michelle. “Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.” 2012. Doctoral Dissertation, Columbia University. Accessed August 13, 2020. https://doi.org/10.7916/D8BK1KF7.

MLA Handbook (7th Edition):

Hodara, Michelle. “Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?.” 2012. Web. 13 Aug 2020.

Vancouver:

Hodara M. Language Minority Students at Community College: How Do Developmental Education and English as a Second Language Affect Their Educational Outcomes?. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Aug 13]. Available from: https://doi.org/10.7916/D8BK1KF7.

Council of Science Editors:

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

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