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You searched for subject:(Learning AND acquisition of a foreign language). Showing records 1 – 30 of 760 total matches.

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1. Marti, Alexandra. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.

Degree: Docteur es, Sciences du langage, 2017, Sorbonne Paris Cité; Universidad de Alicante

Cette thèse qui se veut transdisciplinaire, alliant les sciences du langage, les sciences de l'éducation et la sociolinguistique, se centre sur quatre axes principaux :… (more)

Subjects/Keywords: Français Langue Étrangère (FLE); Espagnol Langue Étrangère (ELE); Éducation plurilingue; Feedback correctif; Enseignement; Apprentissage/acquisition d'une LE; French as a Foreign Language (FFL); Spanish as a Foreign Language (SFL); Plurilingual education; Corrective feedback (CF); Teaching; Learning and acquisition of a foreign language; Francés Lengua Extranjera (FLE); Español Lengua Extranjera (ELE); Educación plurilingüe; Feedback correctivo; Enseñanza; Aprendizaje/adquisición de una LE; 440.71; 460.71

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

APA (6th Edition):

Marti, A. (2017). « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. (Doctoral Dissertation). Sorbonne Paris Cité; Universidad de Alicante. Retrieved from http://www.theses.fr/2017USPCB184

Chicago Manual of Style (16th Edition):

Marti, Alexandra. “« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.” 2017. Doctoral Dissertation, Sorbonne Paris Cité; Universidad de Alicante. Accessed October 29, 2020. http://www.theses.fr/2017USPCB184.

MLA Handbook (7th Edition):

Marti, Alexandra. “« Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process.” 2017. Web. 29 Oct 2020.

Vancouver:

Marti A. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; Universidad de Alicante; 2017. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2017USPCB184.

Council of Science Editors:

Marti A. « Feedback » correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France : processus d'enseignement, apprentissage et acquisition : Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process. [Doctoral Dissertation]. Sorbonne Paris Cité; Universidad de Alicante; 2017. Available from: http://www.theses.fr/2017USPCB184


University of South Africa

2. Rousseau, Riana. Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion .

Degree: 2014, University of South Africa

 This study was conducted to explore gender differences in language acquisition of adult male and female learners in Qatar. With globalization, English is no longer… (more)

Subjects/Keywords: Adult learners; Anxieties during language acquisition; Foreign language learning; Foreign language teaching; Gender differences in cognitive abilities in language acquisition; Motivation towards acquiring a second language; Strategies employed in English second language acquisition; Anxieties experience during language acquisition; Teaching methods for English second language learners

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APA (6th Edition):

Rousseau, R. (2014). Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/14500

Chicago Manual of Style (16th Edition):

Rousseau, Riana. “Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion .” 2014. Doctoral Dissertation, University of South Africa. Accessed October 29, 2020. http://hdl.handle.net/10500/14500.

MLA Handbook (7th Edition):

Rousseau, Riana. “Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion .” 2014. Web. 29 Oct 2020.

Vancouver:

Rousseau R. Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10500/14500.

Council of Science Editors:

Rousseau R. Teaching English as a second or foreign language to adults in Qatar: exploring gender differences in language acquistion . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/14500


University of Kansas

3. Singman, Cooper. THE EFFECTIVENESS OF SOCIAL MEDIA ACTIVITIES ON TAIWANESE UNDERGRADUATES' EFL GRAMMAR ACHIEVEMENT.

Degree: PhD, Curriculum and Teaching, 2012, University of Kansas

 The purpose of this study was to compare the effects of social media language learning activities with traditional language learning activities on the development of… (more)

Subjects/Keywords: English as a second language; Educational technology; Language; Computer-assisted language learning; English as a foreign language; Grammar; Second language acquisition; Social media; Wiki

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APA (6th Edition):

Singman, C. (2012). THE EFFECTIVENESS OF SOCIAL MEDIA ACTIVITIES ON TAIWANESE UNDERGRADUATES' EFL GRAMMAR ACHIEVEMENT. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15077

Chicago Manual of Style (16th Edition):

Singman, Cooper. “THE EFFECTIVENESS OF SOCIAL MEDIA ACTIVITIES ON TAIWANESE UNDERGRADUATES' EFL GRAMMAR ACHIEVEMENT.” 2012. Doctoral Dissertation, University of Kansas. Accessed October 29, 2020. http://hdl.handle.net/1808/15077.

MLA Handbook (7th Edition):

Singman, Cooper. “THE EFFECTIVENESS OF SOCIAL MEDIA ACTIVITIES ON TAIWANESE UNDERGRADUATES' EFL GRAMMAR ACHIEVEMENT.” 2012. Web. 29 Oct 2020.

Vancouver:

Singman C. THE EFFECTIVENESS OF SOCIAL MEDIA ACTIVITIES ON TAIWANESE UNDERGRADUATES' EFL GRAMMAR ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1808/15077.

Council of Science Editors:

Singman C. THE EFFECTIVENESS OF SOCIAL MEDIA ACTIVITIES ON TAIWANESE UNDERGRADUATES' EFL GRAMMAR ACHIEVEMENT. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/15077


University of Houston

4. Lee, Kar Man 1978-. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.

Degree: EdD, Curriculum and Instruction, 2011, University of Houston

 Phonological awareness and orthographic knowledge have been shown in the literature as the two most important precursor skills underlying word identification, which is in turn… (more)

Subjects/Keywords: Learning English as a Second Language; Foreign language learning; Learning; Phonological awareness; Orthographic Knowledge; Word Identification; Reading comprehension; English language – Study and teaching; Second language acquisition; Word recognition

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APA (6th Edition):

Lee, K. M. 1. (2011). Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/427

Chicago Manual of Style (16th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Doctoral Dissertation, University of Houston. Accessed October 29, 2020. http://hdl.handle.net/10657/427.

MLA Handbook (7th Edition):

Lee, Kar Man 1978-. “Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language.” 2011. Web. 29 Oct 2020.

Vancouver:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10657/427.

Council of Science Editors:

Lee KM1. Relative Contributions of Phonological Awareness and Orthographic Knowledge to the Reading Proficiency of Chinese Students Learning English as a Foreign Language. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/427


Florida Atlantic University

5. McCahill, Tiffany Patella. Teacher perceptions of response to intervention for English learners.

Degree: 2014, Florida Atlantic University

Summary: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making… (more)

Subjects/Keywords: Cognitive styles in children; Education, Bilingual; English language  – Study and teaching  – Foreign speakers; English language  – Study and teaching as a second language; Individual differences; Language teachers, Training of; Response to intervention (Learning disabled children); Second language acquisition

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APA (6th Edition):

McCahill, T. P. (2014). Teacher perceptions of response to intervention for English learners. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004215 ; (URL) http://purl.flvc.org/fau/fd/FA00004215

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):

McCahill, Tiffany Patella. “Teacher perceptions of response to intervention for English learners.” 2014. Thesis, Florida Atlantic University. Accessed October 29, 2020. http://purl.flvc.org/fau/fd/FA00004215 ; (URL) http://purl.flvc.org/fau/fd/FA00004215.

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

MLA Handbook (7th Edition):

McCahill, Tiffany Patella. “Teacher perceptions of response to intervention for English learners.” 2014. Web. 29 Oct 2020.

Vancouver:

McCahill TP. Teacher perceptions of response to intervention for English learners. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2020 Oct 29]. Available from: http://purl.flvc.org/fau/fd/FA00004215 ; (URL) http://purl.flvc.org/fau/fd/FA00004215.

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

Council of Science Editors:

McCahill TP. Teacher perceptions of response to intervention for English learners. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004215 ; (URL) http://purl.flvc.org/fau/fd/FA00004215

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


University of Maryland

6. Wagener, Thomas Robert. The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency.

Degree: Second Language Acquisition and Application, 2015, University of Maryland

 This research investigates the ability of predictive measures to differentiate level of language proficiency among learners across languages, language categories, and learning contexts. It fills… (more)

Subjects/Keywords: Foreign language education; Educational psychology; DLAB; Foreign Language Aptitude; Foreign Language Proficiency; Language Categorization; Language Learning; Second Language Acquisition

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

APA (6th Edition):

Wagener, T. R. (2015). The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/17314

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):

Wagener, Thomas Robert. “The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency.” 2015. Thesis, University of Maryland. Accessed October 29, 2020. http://hdl.handle.net/1903/17314.

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

MLA Handbook (7th Edition):

Wagener, Thomas Robert. “The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency.” 2015. Web. 29 Oct 2020.

Vancouver:

Wagener TR. The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency. [Internet] [Thesis]. University of Maryland; 2015. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1903/17314.

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

Council of Science Editors:

Wagener TR. The Influences of Aptitude, Learning Context, and Language Difficulty Categorization on Foreign Language Proficiency. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/17314

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


Brigham Young University

7. Burdis, Jacob R. Designing a Russian language Learning Course for Brigham Young University Independent Study.

Degree: MS, 2012, Brigham Young University

 In 2010, Brigham Young University Independent Study (BYU IS) sponsored a development project for the creation of a second-year high school Russian language learning course.… (more)

Subjects/Keywords: language learning; language acquisition; distance education; online learning; independent study; foreign language learning; Educational Psychology

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APA (6th Edition):

Burdis, J. R. (2012). Designing a Russian language Learning Course for Brigham Young University Independent Study. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4281&context=etd

Chicago Manual of Style (16th Edition):

Burdis, Jacob R. “Designing a Russian language Learning Course for Brigham Young University Independent Study.” 2012. Masters Thesis, Brigham Young University. Accessed October 29, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4281&context=etd.

MLA Handbook (7th Edition):

Burdis, Jacob R. “Designing a Russian language Learning Course for Brigham Young University Independent Study.” 2012. Web. 29 Oct 2020.

Vancouver:

Burdis JR. Designing a Russian language Learning Course for Brigham Young University Independent Study. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2020 Oct 29]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4281&context=etd.

Council of Science Editors:

Burdis JR. Designing a Russian language Learning Course for Brigham Young University Independent Study. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4281&context=etd


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

8. Kalogirou, Konstantina. Vocabulary acquisition via drama.

Degree: 2018, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

This thesis has a twofold purpose. Firstly, to frame the position of second language teaching inmodern Europe and investigate the gap which exists in the… (more)

Subjects/Keywords: Εκπαιδευτικό δράμα; Διαδικαστικό Δράμα; Απόκτηση λεξιλογίου στην ξένη γλώσσα; Απόκτηση Δεύτερης Ξένης Γλώσσας; Ελληνικά ως ξένη Γλώσσα; Ελληνικά Παροικιακά Σχολεία; Βιωματική μάθηση; Drama in education; Acquisition of second language; Vocabulary acquisition and teaching; Experiential learning; Modern Foreign Languages; Greek as a second language; Welsh as a heritage language

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APA (6th Edition):

Kalogirou, K. (2018). Vocabulary acquisition via drama. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/43018

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):

Kalogirou, Konstantina. “Vocabulary acquisition via drama.” 2018. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed October 29, 2020. http://hdl.handle.net/10442/hedi/43018.

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

MLA Handbook (7th Edition):

Kalogirou, Konstantina. “Vocabulary acquisition via drama.” 2018. Web. 29 Oct 2020.

Vancouver:

Kalogirou K. Vocabulary acquisition via drama. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2018. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10442/hedi/43018.

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

Council of Science Editors:

Kalogirou K. Vocabulary acquisition via drama. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2018. Available from: http://hdl.handle.net/10442/hedi/43018

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

9. Barreca, Giulia. L’acquisition de la liaison chez des apprenants italophones : des atouts d’un corpus de natifs pour l’étude de la liaison en français langue étrangère (FLE) : Acquisition of liaison by Italian-speaking learners : advantages of a native-speaker corpus for the study of liaison in French as a foreign language.

Degree: Docteur es, Sciences du langage, 2015, Université Paris X – Nanterre

Dans le cadre du projet « InterPhonologie du Français Contemporain » (IPFC) (Racine, Detey et Kawaguchi 2012) ce travail se propose d’examiner les stratégies d’acquisition(more)

Subjects/Keywords: Acquisition de la liaison; Français langue étrangère; Stratégies d’acquisition; Usages des natifs; Traitement classificatoire de la liaison; Apprentissage sur corpus; Acquisition of liaison; French as a foreign language; Acquisition strategies; Native speaker usage; Classificatory treatment of liaison; Data-driven learning; Acquisizione della liaison; Francese lingua straniera; Strategie di acquisizione; Usi dei nativi; Classificazioni della liaison; Data-driven learning; 440

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

APA (6th Edition):

Barreca, G. (2015). L’acquisition de la liaison chez des apprenants italophones : des atouts d’un corpus de natifs pour l’étude de la liaison en français langue étrangère (FLE) : Acquisition of liaison by Italian-speaking learners : advantages of a native-speaker corpus for the study of liaison in French as a foreign language. (Doctoral Dissertation). Université Paris X – Nanterre. Retrieved from http://www.theses.fr/2015PA100186

Chicago Manual of Style (16th Edition):

Barreca, Giulia. “L’acquisition de la liaison chez des apprenants italophones : des atouts d’un corpus de natifs pour l’étude de la liaison en français langue étrangère (FLE) : Acquisition of liaison by Italian-speaking learners : advantages of a native-speaker corpus for the study of liaison in French as a foreign language.” 2015. Doctoral Dissertation, Université Paris X – Nanterre. Accessed October 29, 2020. http://www.theses.fr/2015PA100186.

MLA Handbook (7th Edition):

Barreca, Giulia. “L’acquisition de la liaison chez des apprenants italophones : des atouts d’un corpus de natifs pour l’étude de la liaison en français langue étrangère (FLE) : Acquisition of liaison by Italian-speaking learners : advantages of a native-speaker corpus for the study of liaison in French as a foreign language.” 2015. Web. 29 Oct 2020.

Vancouver:

Barreca G. L’acquisition de la liaison chez des apprenants italophones : des atouts d’un corpus de natifs pour l’étude de la liaison en français langue étrangère (FLE) : Acquisition of liaison by Italian-speaking learners : advantages of a native-speaker corpus for the study of liaison in French as a foreign language. [Internet] [Doctoral dissertation]. Université Paris X – Nanterre; 2015. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2015PA100186.

Council of Science Editors:

Barreca G. L’acquisition de la liaison chez des apprenants italophones : des atouts d’un corpus de natifs pour l’étude de la liaison en français langue étrangère (FLE) : Acquisition of liaison by Italian-speaking learners : advantages of a native-speaker corpus for the study of liaison in French as a foreign language. [Doctoral Dissertation]. Université Paris X – Nanterre; 2015. Available from: http://www.theses.fr/2015PA100186


West Virginia University

10. Tango Rojas, Jamile Sulam. The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study.

Degree: MA, World Languages, Literatures and Linguistics, 2020, West Virginia University

  The combination of online learning and face-to-face lessons have become a relevant learning model in English Language Teaching in the last years. The goal… (more)

Subjects/Keywords: blended learning; online lessons; face-to-face lessons; language proficiency; language skills; English as a foreign language; asynchronous lessons; First and Second Language Acquisition; Online and Distance Education

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

APA (6th Edition):

Tango Rojas, J. S. (2020). The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.7609 ; https://researchrepository.wvu.edu/etd/7609

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):

Tango Rojas, Jamile Sulam. “The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study.” 2020. Thesis, West Virginia University. Accessed October 29, 2020. https://doi.org/10.33915/etd.7609 ; https://researchrepository.wvu.edu/etd/7609.

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

MLA Handbook (7th Edition):

Tango Rojas, Jamile Sulam. “The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study.” 2020. Web. 29 Oct 2020.

Vancouver:

Tango Rojas JS. The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study. [Internet] [Thesis]. West Virginia University; 2020. [cited 2020 Oct 29]. Available from: https://doi.org/10.33915/etd.7609 ; https://researchrepository.wvu.edu/etd/7609.

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

Council of Science Editors:

Tango Rojas JS. The Effect of Blended Learning on Language Proficiency of an EFL Class: An Empirical Study. [Thesis]. West Virginia University; 2020. Available from: https://doi.org/10.33915/etd.7609 ; https://researchrepository.wvu.edu/etd/7609

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


Michigan State University

11. Kahng, Ji Min. Exploring the production and perception of second language fluency : utterance, cognitive, and perceived fluency.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Second Language Studies - Doctor of Philosophy 2014.

Fluency is one of the most noticeable differences between native and… (more)

Subjects/Keywords: Fluency (Language learning); Second language acquisition; Language and languages – Study and teaching – Foreign speakers; Speech perception; Linguistics; English as a second language; Cognitive psychology

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

APA (6th Edition):

Kahng, J. M. (2014). Exploring the production and perception of second language fluency : utterance, cognitive, and perceived fluency. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3005

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):

Kahng, Ji Min. “Exploring the production and perception of second language fluency : utterance, cognitive, and perceived fluency.” 2014. Thesis, Michigan State University. Accessed October 29, 2020. http://etd.lib.msu.edu/islandora/object/etd:3005.

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

MLA Handbook (7th Edition):

Kahng, Ji Min. “Exploring the production and perception of second language fluency : utterance, cognitive, and perceived fluency.” 2014. Web. 29 Oct 2020.

Vancouver:

Kahng JM. Exploring the production and perception of second language fluency : utterance, cognitive, and perceived fluency. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Oct 29]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3005.

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

Council of Science Editors:

Kahng JM. Exploring the production and perception of second language fluency : utterance, cognitive, and perceived fluency. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:3005

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


University of Arizona

12. Enkin, Elizabeth Bella. The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning .

Degree: 2012, University of Arizona

 The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to… (more)

Subjects/Keywords: Psycholinguistics; Second Language Acquisition; Second Language Learning; Spanish Learning; Second Language Acquisition & Teaching; Applied Linguistics; Foreign Language Learning

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

APA (6th Edition):

Enkin, E. B. (2012). The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/238674

Chicago Manual of Style (16th Edition):

Enkin, Elizabeth Bella. “The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 29, 2020. http://hdl.handle.net/10150/238674.

MLA Handbook (7th Edition):

Enkin, Elizabeth Bella. “The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning .” 2012. Web. 29 Oct 2020.

Vancouver:

Enkin EB. The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10150/238674.

Council of Science Editors:

Enkin EB. The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/238674


University of Arizona

13. Díaz Granado, Miriam. L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English .

Degree: 2011, University of Arizona

 This dissertation explores the potential differences in the acquisition of the sound system of a second language (L2) versus a third language (L3), building on… (more)

Subjects/Keywords: second language acquisition; speech learning; third language acquisition; vowels; Second Language Acquisition & Teaching; foreign language; phonetics

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

APA (6th Edition):

Díaz Granado, M. (2011). L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/225892

Chicago Manual of Style (16th Edition):

Díaz Granado, Miriam. “L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English .” 2011. Doctoral Dissertation, University of Arizona. Accessed October 29, 2020. http://hdl.handle.net/10150/225892.

MLA Handbook (7th Edition):

Díaz Granado, Miriam. “L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English .” 2011. Web. 29 Oct 2020.

Vancouver:

Díaz Granado M. L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10150/225892.

Council of Science Editors:

Díaz Granado M. L2 and L3 Acquisition of the Portuguese Stressed Vowel Inventory by Native Speakers of English . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/225892


Univerzitet u Beogradu

14. Matić, Marijana, 1972-. Pristupi, metode i tehnike u nastavi engleskog jezika u nižim razredima osnovne škole u Srbiji.

Degree: Filološki fakultet, 2015, Univerzitet u Beogradu

Filološke nauke - Engleski jezik / Philological studies - English language

Ova doktorska disertacija istražuje koji pristupi, metode i tehnike se koriste u učenju engleskog… (more)

Subjects/Keywords: approaches; methods; techniques; language acquisition; language learning; English as a foreign language; quantitative research; qualitative research; mixed methods` research; quantitative causal analysis; triangulation

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APA (6th Edition):

Matić, Marijana, 1. (2015). Pristupi, metode i tehnike u nastavi engleskog jezika u nižim razredima osnovne škole u Srbiji. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:9453/bdef:Content/get

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):

Matić, Marijana, 1972-. “Pristupi, metode i tehnike u nastavi engleskog jezika u nižim razredima osnovne škole u Srbiji.” 2015. Thesis, Univerzitet u Beogradu. Accessed October 29, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:9453/bdef:Content/get.

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

MLA Handbook (7th Edition):

Matić, Marijana, 1972-. “Pristupi, metode i tehnike u nastavi engleskog jezika u nižim razredima osnovne škole u Srbiji.” 2015. Web. 29 Oct 2020.

Vancouver:

Matić, Marijana 1. Pristupi, metode i tehnike u nastavi engleskog jezika u nižim razredima osnovne škole u Srbiji. [Internet] [Thesis]. Univerzitet u Beogradu; 2015. [cited 2020 Oct 29]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9453/bdef:Content/get.

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

Council of Science Editors:

Matić, Marijana 1. Pristupi, metode i tehnike u nastavi engleskog jezika u nižim razredima osnovne škole u Srbiji. [Thesis]. Univerzitet u Beogradu; 2015. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9453/bdef:Content/get

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


Jönköping University

15. Björk, Ludvig. Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School.

Degree: Disciplinary Research, 2019, Jönköping University

  Is it Smart to Use Smartphones in School? A Quantitative Research on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary… (more)

Subjects/Keywords: English as a foreign/second language; second language acquisition; Information and communication technology; Mobile-Assisted Language Teaching & Learning.; Specific Languages; Studier av enskilda språk

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APA (6th Edition):

Björk, L. (2019). Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44029

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):

Björk, Ludvig. “Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School.” 2019. Thesis, Jönköping University. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44029.

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

MLA Handbook (7th Edition):

Björk, Ludvig. “Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School.” 2019. Web. 29 Oct 2020.

Vancouver:

Björk L. Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School. [Internet] [Thesis]. Jönköping University; 2019. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44029.

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

Council of Science Editors:

Björk L. Is it Smart to Use Smartphones in School? : A Quantitative study on Using Smartphones as English-Teaching & Learning Tools in Lower & Upper Secondary School. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44029

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

16. Schwartzmeyer, Tina. What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners .

Degree: 2016, SUNY College at Fredonia

 When looking into best practice pedagogy for English language learners (ELLs), it is important to take a holistic view and explore the many different factors… (more)

Subjects/Keywords: Education, Bilingual – Study and teaching – Foreign speakers.; Language acquisition – Research – New York (State), Western.; Motivation in education.; Learning, Psychology of.

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APA (6th Edition):

Schwartzmeyer, T. (2016). What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70436

Chicago Manual of Style (16th Edition):

Schwartzmeyer, Tina. “What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed October 29, 2020. http://hdl.handle.net/1951/70436.

MLA Handbook (7th Edition):

Schwartzmeyer, Tina. “What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners .” 2016. Web. 29 Oct 2020.

Vancouver:

Schwartzmeyer T. What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/1951/70436.

Council of Science Editors:

Schwartzmeyer T. What do my teachers think of me? The effect of deficit framing on emergent bilinguals' self-concept as language learners . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70436


Linköping University

17. Nuñez, Alberto. Human–computer interaction in second language word acquisition : A qualitative study on Peruvians’ use of computers to learn new words in Swedish.

Degree: Human-Centered systems, 2018, Linköping University

  The program for language learning Svenska för invandrare (Swedish for newcomers) has only a small amount of students who complete the program successfully. The… (more)

Subjects/Keywords: Second language acquisition; foreign language acquisition; word acquisition; human-computer interaction; Swedish as a second language; Andraspråksinlärning; främmandespråkinlärning; ord tillägnande; människo-dator interaktion; svenska som andraspråk; Interaction Technologies; Interaktionsteknik; Learning; Lärande

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APA (6th Edition):

Nuñez, A. (2018). Human–computer interaction in second language word acquisition : A qualitative study on Peruvians’ use of computers to learn new words in Swedish. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-164611

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):

Nuñez, Alberto. “Human–computer interaction in second language word acquisition : A qualitative study on Peruvians’ use of computers to learn new words in Swedish.” 2018. Thesis, Linköping University. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-164611.

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

MLA Handbook (7th Edition):

Nuñez, Alberto. “Human–computer interaction in second language word acquisition : A qualitative study on Peruvians’ use of computers to learn new words in Swedish.” 2018. Web. 29 Oct 2020.

Vancouver:

Nuñez A. Human–computer interaction in second language word acquisition : A qualitative study on Peruvians’ use of computers to learn new words in Swedish. [Internet] [Thesis]. Linköping University; 2018. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-164611.

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

Council of Science Editors:

Nuñez A. Human–computer interaction in second language word acquisition : A qualitative study on Peruvians’ use of computers to learn new words in Swedish. [Thesis]. Linköping University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-164611

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


Stellenbosch University

18. Sass, Jaydey. Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente.

Degree: MA, Afrikaans and Dutch, 2017, Stellenbosch University

ENGLISH ABSTRACT: This study investigates the use of music as pedagogical aid for the learning of Afrikaans emotive vocabulary and pronunciation by first year university… (more)

Subjects/Keywords: Afrikaans  – Study and teaching  – Foreign speakers; Second language acquisition; Language learning; Music and language; UCTD

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APA (6th Edition):

Sass, J. (2017). Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100872

Chicago Manual of Style (16th Edition):

Sass, Jaydey. “Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente.” 2017. Masters Thesis, Stellenbosch University. Accessed October 29, 2020. http://hdl.handle.net/10019.1/100872.

MLA Handbook (7th Edition):

Sass, Jaydey. “Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente.” 2017. Web. 29 Oct 2020.

Vancouver:

Sass J. Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente. [Internet] [Masters thesis]. Stellenbosch University; 2017. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10019.1/100872.

Council of Science Editors:

Sass J. Die gebruik van Afrikaanse musiek met lirieke as pedagogiese hulpmiddel vir die aanleer van woordeskat en uitspraak by taalverwerwingstudente. [Masters Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/100872


Virginia Tech

19. Fu, I-Ping P. Student Approaches to Learning Chinese Vocabulary.

Degree: PhD, Curriculum and Instruction, 2005, Virginia Tech

 This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year… (more)

Subjects/Keywords: Chinese as a Foreign Language; Chinese as a Second Language; Second Language Acquisition; Vocabulary Acquisition; Vocabulary Learning Strategies

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APA (6th Edition):

Fu, I. P. (2005). Student Approaches to Learning Chinese Vocabulary. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/25955

Chicago Manual of Style (16th Edition):

Fu, I-Ping P. “Student Approaches to Learning Chinese Vocabulary.” 2005. Doctoral Dissertation, Virginia Tech. Accessed October 29, 2020. http://hdl.handle.net/10919/25955.

MLA Handbook (7th Edition):

Fu, I-Ping P. “Student Approaches to Learning Chinese Vocabulary.” 2005. Web. 29 Oct 2020.

Vancouver:

Fu IP. Student Approaches to Learning Chinese Vocabulary. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10919/25955.

Council of Science Editors:

Fu IP. Student Approaches to Learning Chinese Vocabulary. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/25955


Linnaeus University

20. Zagrobelny, Maria. ¿Cómo influye el grado de la motivación intrínseca del aprendiente sobre la intensidad y variabilidad del aprendizaje del vocabulario? : Un estudio sobre la motivación y las estrategias de aprendizaje del vocabulario en aprendientes adultos de ELE en España.

Degree: Languages, 2016, Linnaeus University

  The study is based on the answers of 106 international students of Spanish as a foreign language from three different private schools in Madrid.… (more)

Subjects/Keywords: intrinsic motivation; vocabulary learning; empirical study; acquisition of Spanish as a foreign language; motivación intrínseca; aprendizaje del vocabulario; la adquisición de español como lengua extranjera; Specific Languages; Studier av enskilda språk

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APA (6th Edition):

Zagrobelny, M. (2016). ¿Cómo influye el grado de la motivación intrínseca del aprendiente sobre la intensidad y variabilidad del aprendizaje del vocabulario? : Un estudio sobre la motivación y las estrategias de aprendizaje del vocabulario en aprendientes adultos de ELE en España. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57491

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):

Zagrobelny, Maria. “¿Cómo influye el grado de la motivación intrínseca del aprendiente sobre la intensidad y variabilidad del aprendizaje del vocabulario? : Un estudio sobre la motivación y las estrategias de aprendizaje del vocabulario en aprendientes adultos de ELE en España.” 2016. Thesis, Linnaeus University. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57491.

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

MLA Handbook (7th Edition):

Zagrobelny, Maria. “¿Cómo influye el grado de la motivación intrínseca del aprendiente sobre la intensidad y variabilidad del aprendizaje del vocabulario? : Un estudio sobre la motivación y las estrategias de aprendizaje del vocabulario en aprendientes adultos de ELE en España.” 2016. Web. 29 Oct 2020.

Vancouver:

Zagrobelny M. ¿Cómo influye el grado de la motivación intrínseca del aprendiente sobre la intensidad y variabilidad del aprendizaje del vocabulario? : Un estudio sobre la motivación y las estrategias de aprendizaje del vocabulario en aprendientes adultos de ELE en España. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57491.

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

Council of Science Editors:

Zagrobelny M. ¿Cómo influye el grado de la motivación intrínseca del aprendiente sobre la intensidad y variabilidad del aprendizaje del vocabulario? : Un estudio sobre la motivación y las estrategias de aprendizaje del vocabulario en aprendientes adultos de ELE en España. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57491

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


University of Florida

21. Kirby, Emily Bourne. Cooperative Learning and Learner Perceptions of Language Acquisition in College-Level ESL Classrooms.

Degree: MA, Linguistics, 2008, University of Florida

 This study investigates the effects of cooperative learning on the perceptions and feelings of college-level ESL students. Specifically, this study looks at ESL students' perceptions… (more)

Subjects/Keywords: Classrooms; Control groups; Cooperative learning; English as a second language; Foreign language learning; Language acquisition; Learning; Perceptual learning; Teachers; Women; acquisition, cooperative, esl, language, learning, perceptions

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

APA (6th Edition):

Kirby, E. B. (2008). Cooperative Learning and Learner Perceptions of Language Acquisition in College-Level ESL Classrooms. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0022241

Chicago Manual of Style (16th Edition):

Kirby, Emily Bourne. “Cooperative Learning and Learner Perceptions of Language Acquisition in College-Level ESL Classrooms.” 2008. Masters Thesis, University of Florida. Accessed October 29, 2020. https://ufdc.ufl.edu/UFE0022241.

MLA Handbook (7th Edition):

Kirby, Emily Bourne. “Cooperative Learning and Learner Perceptions of Language Acquisition in College-Level ESL Classrooms.” 2008. Web. 29 Oct 2020.

Vancouver:

Kirby EB. Cooperative Learning and Learner Perceptions of Language Acquisition in College-Level ESL Classrooms. [Internet] [Masters thesis]. University of Florida; 2008. [cited 2020 Oct 29]. Available from: https://ufdc.ufl.edu/UFE0022241.

Council of Science Editors:

Kirby EB. Cooperative Learning and Learner Perceptions of Language Acquisition in College-Level ESL Classrooms. [Masters Thesis]. University of Florida; 2008. Available from: https://ufdc.ufl.edu/UFE0022241


University of Florida

22. Salgado-Robles,Francisco. The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context.

Degree: PhD, Romance Languages - Spanish and Portuguese Studies, 2011, University of Florida

 It is generally believed that study abroad (SA) is the most efficient and successful way to acquire proficiency in a second language (L2). SA is… (more)

Subjects/Keywords: Foreign language learning; Language; Mayors; Nonnative languages; Persona; Referents; Second language acquisition; Sociolinguistics; Study abroad; Tablas; immersion  – leismo  – sla  – sociolinguistics  – spanish  – variation; City of Gainesville ( local )

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APA (6th Edition):

Salgado-Robles,Francisco. (2011). The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043109

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Salgado-Robles,Francisco. “The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context.” 2011. Doctoral Dissertation, University of Florida. Accessed October 29, 2020. https://ufdc.ufl.edu/UFE0043109.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Salgado-Robles,Francisco. “The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context.” 2011. Web. 29 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Salgado-Robles,Francisco. The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2020 Oct 29]. Available from: https://ufdc.ufl.edu/UFE0043109.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Salgado-Robles,Francisco. The Acquisition of Sociolinguistic Variation by Learners of Spanish in a Study Abroad Context. [Doctoral Dissertation]. University of Florida; 2011. Available from: https://ufdc.ufl.edu/UFE0043109

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Canterbury

23. Mohd Nawi, Abdullah. Applied Drama in English Language Learning.

Degree: PhD, Education, 2014, University of Canterbury

 This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as… (more)

Subjects/Keywords: drama; applied drama; drama in education; drama in language learning; English as a second language; English as a Foreign language; English to speakers of other languages; ESL; EFL; ESOL; teaching; creative teaching; language learning; language acquisition; Malaysia; New Zealand; Malay; Malay culture; culture in education; process drama; secondary school education; adult education; reflective practice; reflective teaching; critical reflection; supplementing textbook; MUET; SPM; communicative teaching; engagement; motivation; rural education; qualitative research; vocabulary; grammar; teacher training; initial teacher education; ITE

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

APA (6th Edition):

Mohd Nawi, A. (2014). Applied Drama in English Language Learning. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9444

Chicago Manual of Style (16th Edition):

Mohd Nawi, Abdullah. “Applied Drama in English Language Learning.” 2014. Doctoral Dissertation, University of Canterbury. Accessed October 29, 2020. http://dx.doi.org/10.26021/9444.

MLA Handbook (7th Edition):

Mohd Nawi, Abdullah. “Applied Drama in English Language Learning.” 2014. Web. 29 Oct 2020.

Vancouver:

Mohd Nawi A. Applied Drama in English Language Learning. [Internet] [Doctoral dissertation]. University of Canterbury; 2014. [cited 2020 Oct 29]. Available from: http://dx.doi.org/10.26021/9444.

Council of Science Editors:

Mohd Nawi A. Applied Drama in English Language Learning. [Doctoral Dissertation]. University of Canterbury; 2014. Available from: http://dx.doi.org/10.26021/9444

24. Irani, Ava. Learning From Positive Evidence: The Acquisition Of Verb Argument Structure.

Degree: 2019, University of Pennsylvania

 This dissertation investigates how children acquire verb argument structure using positive evidence from the linguistic input. I discuss three case studies: the acquisition of raising… (more)

Subjects/Keywords: acquisition of syntax; language acquisition; verb argument structure; verb learning; Linguistics

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APA (6th Edition):

Irani, A. (2019). Learning From Positive Evidence: The Acquisition Of Verb Argument Structure. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/3475

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):

Irani, Ava. “Learning From Positive Evidence: The Acquisition Of Verb Argument Structure.” 2019. Thesis, University of Pennsylvania. Accessed October 29, 2020. https://repository.upenn.edu/edissertations/3475.

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

MLA Handbook (7th Edition):

Irani, Ava. “Learning From Positive Evidence: The Acquisition Of Verb Argument Structure.” 2019. Web. 29 Oct 2020.

Vancouver:

Irani A. Learning From Positive Evidence: The Acquisition Of Verb Argument Structure. [Internet] [Thesis]. University of Pennsylvania; 2019. [cited 2020 Oct 29]. Available from: https://repository.upenn.edu/edissertations/3475.

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

Council of Science Editors:

Irani A. Learning From Positive Evidence: The Acquisition Of Verb Argument Structure. [Thesis]. University of Pennsylvania; 2019. Available from: https://repository.upenn.edu/edissertations/3475

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


Virginia Commonwealth University

25. Brinckwirth, Anton. Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language(more)

Subjects/Keywords: tandem language exchange; second language acquisition; language learning technology; computer mediated communication; international university partnerships; distance learning; foreign language education; Education

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

APA (6th Edition):

Brinckwirth, A. (2012). Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/TX1T-BB14 ; https://scholarscompass.vcu.edu/etd/2752

Chicago Manual of Style (16th Edition):

Brinckwirth, Anton. “Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 29, 2020. https://doi.org/10.25772/TX1T-BB14 ; https://scholarscompass.vcu.edu/etd/2752.

MLA Handbook (7th Edition):

Brinckwirth, Anton. “Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study.” 2012. Web. 29 Oct 2020.

Vancouver:

Brinckwirth A. Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2020 Oct 29]. Available from: https://doi.org/10.25772/TX1T-BB14 ; https://scholarscompass.vcu.edu/etd/2752.

Council of Science Editors:

Brinckwirth A. Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://doi.org/10.25772/TX1T-BB14 ; https://scholarscompass.vcu.edu/etd/2752

26. Cavaletto, Benjamin Jared. Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages.

Degree: MA, Linguistics, 2015, University of North Dakota

  Deaf people have as great or greater need and desire to learn foreign languages as their hearing peers. Currently it is difficult for these… (more)

Subjects/Keywords: Computer-Assisted Language Learning; Computer-Assisted Vocabulary Learning; Deaf; Foreign Sign Language; Second Language Acquisition; Sign Language

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

APA (6th Edition):

Cavaletto, B. J. (2015). Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1753

Chicago Manual of Style (16th Edition):

Cavaletto, Benjamin Jared. “Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages.” 2015. Masters Thesis, University of North Dakota. Accessed October 29, 2020. https://commons.und.edu/theses/1753.

MLA Handbook (7th Edition):

Cavaletto, Benjamin Jared. “Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages.” 2015. Web. 29 Oct 2020.

Vancouver:

Cavaletto BJ. Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages. [Internet] [Masters thesis]. University of North Dakota; 2015. [cited 2020 Oct 29]. Available from: https://commons.und.edu/theses/1753.

Council of Science Editors:

Cavaletto BJ. Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages. [Masters Thesis]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1753

27. Söderqvist, Fredrik. Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills.

Degree: English, 2018, Dalarna University

  This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural… (more)

Subjects/Keywords: Extramural English; second language acquisition; english as a second language; language proficiencies; out-of-school learning.; General Language Studies and Linguistics; Jämförande språkvetenskap och allmän lingvistik

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

APA (6th Edition):

Söderqvist, F. (2018). Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483

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):

Söderqvist, Fredrik. “Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills.” 2018. Thesis, Dalarna University. Accessed October 29, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.

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

MLA Handbook (7th Edition):

Söderqvist, Fredrik. “Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills.” 2018. Web. 29 Oct 2020.

Vancouver:

Söderqvist F. Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills. [Internet] [Thesis]. Dalarna University; 2018. [cited 2020 Oct 29]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.

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

Council of Science Editors:

Söderqvist F. Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills. [Thesis]. Dalarna University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483

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


University of Arizona

28. Álvarez Valencia, José Aldemar. Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu .

Degree: 2014, University of Arizona

 Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for… (more)

Subjects/Keywords: Busuu; CALL; CMC; Foreign language learning; Second language acquisition; Social Networking Sites

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

APA (6th Edition):

Álvarez Valencia, J. A. (2014). Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/316461

Chicago Manual of Style (16th Edition):

Álvarez Valencia, José Aldemar. “Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 29, 2020. http://hdl.handle.net/10150/316461.

MLA Handbook (7th Edition):

Álvarez Valencia, José Aldemar. “Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu .” 2014. Web. 29 Oct 2020.

Vancouver:

Álvarez Valencia JA. Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2020 Oct 29]. Available from: http://hdl.handle.net/10150/316461.

Council of Science Editors:

Álvarez Valencia JA. Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/316461


Wayne State University

29. Morreale, Stefania Gabriella. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.

Degree: PhD, Curriculum and Instruction, 2011, Wayne State University

  The objective of this dissertation was to discover the program effects of long- and short-term study abroad for university students at a midwestern, public… (more)

Subjects/Keywords: foreign language curriculum; foreign language learning; second language acquisition; study abroad; Curriculum and Instruction; Education; Other Teacher Education and Professional Development

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

APA (6th Edition):

Morreale, S. G. (2011). The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/219

Chicago Manual of Style (16th Edition):

Morreale, Stefania Gabriella. “The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.” 2011. Doctoral Dissertation, Wayne State University. Accessed October 29, 2020. https://digitalcommons.wayne.edu/oa_dissertations/219.

MLA Handbook (7th Edition):

Morreale, Stefania Gabriella. “The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.” 2011. Web. 29 Oct 2020.

Vancouver:

Morreale SG. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2020 Oct 29]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/219.

Council of Science Editors:

Morreale SG. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/219


Université Toulouse II – Le Mirail

30. Ahmad, Ajhar. The use of metacognitive learning strategies in learning vocabulary among Malaysian university students : L'utilisation des stratégies métacognitives dans l’apprentissage du vocabulaire en milieu universitaire malaisien.

Degree: Docteur es, Sciences du langage, 2017, Université Toulouse II – Le Mirail

 La présente étude vise à étudier: (1) les perceptions des élèves à l’égard de l’apprentissage du vocabulaire qui influence le choix et l’utilisation des stratégies… (more)

Subjects/Keywords: Stratégie d’apprentissage de la langue; Stratégie d’apprentissage métacognitive; Stratégie d’apprentissage du vocabulaire; Acquisition de la langue seconde; Enseignement et apprentissage du français langue étrangère; Apprentissage du vocabulaire; Language learning strategy; Metacognitive learning strategy; Vocabulary learning strategy; Vocabulary learning; Second language acquisition; Teaching and learning french as a foreign language

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

APA (6th Edition):

Ahmad, A. (2017). The use of metacognitive learning strategies in learning vocabulary among Malaysian university students : L'utilisation des stratégies métacognitives dans l’apprentissage du vocabulaire en milieu universitaire malaisien. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2017TOU20092

Chicago Manual of Style (16th Edition):

Ahmad, Ajhar. “The use of metacognitive learning strategies in learning vocabulary among Malaysian university students : L'utilisation des stratégies métacognitives dans l’apprentissage du vocabulaire en milieu universitaire malaisien.” 2017. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed October 29, 2020. http://www.theses.fr/2017TOU20092.

MLA Handbook (7th Edition):

Ahmad, Ajhar. “The use of metacognitive learning strategies in learning vocabulary among Malaysian university students : L'utilisation des stratégies métacognitives dans l’apprentissage du vocabulaire en milieu universitaire malaisien.” 2017. Web. 29 Oct 2020.

Vancouver:

Ahmad A. The use of metacognitive learning strategies in learning vocabulary among Malaysian university students : L'utilisation des stratégies métacognitives dans l’apprentissage du vocabulaire en milieu universitaire malaisien. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2017. [cited 2020 Oct 29]. Available from: http://www.theses.fr/2017TOU20092.

Council of Science Editors:

Ahmad A. The use of metacognitive learning strategies in learning vocabulary among Malaysian university students : L'utilisation des stratégies métacognitives dans l’apprentissage du vocabulaire en milieu universitaire malaisien. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2017. Available from: http://www.theses.fr/2017TOU20092

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