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You searched for subject:(NESTs native English speaking teachers). Showing records 1 – 30 of 48242 total matches.

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Brigham Young University

1. Judd, Syringa Joanah. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.

Degree: MA, 2019, Brigham Young University

  This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify… (more)

Subjects/Keywords: Expatriate; native teachers; nonnative teachers; self-ascription; inner-circle; outer circle; expanding circle; L1: first language; L2: second language; TESOL: teaching English to speakers of other languages; ELT: English language teaching; NESTs: native English-speaking teachers; nonNESTs: nonnative English-speaking teachers; MOE: Ministry of Education in Malaysia.; Education

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APA (6th Edition):

Judd, S. J. (2019). Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd

Chicago Manual of Style (16th Edition):

Judd, Syringa Joanah. “Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.” 2019. Masters Thesis, Brigham Young University. Accessed February 23, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd.

MLA Handbook (7th Edition):

Judd, Syringa Joanah. “Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers.” 2019. Web. 23 Feb 2020.

Vancouver:

Judd SJ. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2020 Feb 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd.

Council of Science Editors:

Judd SJ. Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8502&context=etd


University of Exeter

2. Ashraf, Sabina. Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism.

Degree: Thesis (EdD), 2016, University of Exeter

 This thesis develops a better understanding of the lived experiences of NNES teachers, coming from diverse racial, cultural and linguistic backgrounds, and the complex negotiations… (more)

Subjects/Keywords: 428.0071; Professional Identity; Non-native English-speaking Teachers; Native Speakerism

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APA (6th Edition):

Ashraf, S. (2016). Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24106

Chicago Manual of Style (16th Edition):

Ashraf, Sabina. “Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism.” 2016. Doctoral Dissertation, University of Exeter. Accessed February 23, 2020. http://hdl.handle.net/10871/24106.

MLA Handbook (7th Edition):

Ashraf, Sabina. “Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism.” 2016. Web. 23 Feb 2020.

Vancouver:

Ashraf S. Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10871/24106.

Council of Science Editors:

Ashraf S. Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24106


University of New South Wales

3. Luong, Phan Nhu Hien. A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam.

Degree: Education, 2019, University of New South Wales

 There is a lacuna in research investigating the support needs of “non-native English-speaking teachers” (NNETs) and “native English-speaking teachers” (NETs) in EFL (English as a… (more)

Subjects/Keywords: Non-native English-speaking teachers; Teacher support needs; Native English-speaking teachers; EFL; ELT; Foreign language centres

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APA (6th Edition):

Luong, P. N. H. (2019). A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/61459

Chicago Manual of Style (16th Edition):

Luong, Phan Nhu Hien. “A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam.” 2019. Doctoral Dissertation, University of New South Wales. Accessed February 23, 2020. http://handle.unsw.edu.au/1959.4/61459.

MLA Handbook (7th Edition):

Luong, Phan Nhu Hien. “A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam.” 2019. Web. 23 Feb 2020.

Vancouver:

Luong PNH. A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam. [Internet] [Doctoral dissertation]. University of New South Wales; 2019. [cited 2020 Feb 23]. Available from: http://handle.unsw.edu.au/1959.4/61459.

Council of Science Editors:

Luong PNH. A case study of the support needs of English as a foreign language (EFL) teachers at foreign language centres in Vietnam. [Doctoral Dissertation]. University of New South Wales; 2019. Available from: http://handle.unsw.edu.au/1959.4/61459

4. Huo, Xiangying. "You Don't Look Like a Professor": An Autoethnographic Study of how Racial Identity, Legitimacy and Language Intersect at a Canadian Higher Education Writing Centre.

Degree: PhD, Education, 2017, York University

 With the rapid spread of English as a lingua franca, the number of non-native English teachers far exceeds that of native English-speaking teachers worldwide. In… (more)

Subjects/Keywords: Higher education; Non-native English-speaking teachers; Ideology; Native speakerism; Hegemony; Dichotomy

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APA (6th Edition):

Huo, X. (2017). "You Don't Look Like a Professor": An Autoethnographic Study of how Racial Identity, Legitimacy and Language Intersect at a Canadian Higher Education Writing Centre. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33564

Chicago Manual of Style (16th Edition):

Huo, Xiangying. “"You Don't Look Like a Professor": An Autoethnographic Study of how Racial Identity, Legitimacy and Language Intersect at a Canadian Higher Education Writing Centre.” 2017. Doctoral Dissertation, York University. Accessed February 23, 2020. http://hdl.handle.net/10315/33564.

MLA Handbook (7th Edition):

Huo, Xiangying. “"You Don't Look Like a Professor": An Autoethnographic Study of how Racial Identity, Legitimacy and Language Intersect at a Canadian Higher Education Writing Centre.” 2017. Web. 23 Feb 2020.

Vancouver:

Huo X. "You Don't Look Like a Professor": An Autoethnographic Study of how Racial Identity, Legitimacy and Language Intersect at a Canadian Higher Education Writing Centre. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10315/33564.

Council of Science Editors:

Huo X. "You Don't Look Like a Professor": An Autoethnographic Study of how Racial Identity, Legitimacy and Language Intersect at a Canadian Higher Education Writing Centre. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33564


University of Adelaide

5. Setiawan, Ardian Wahyu. Attitudes towards Indonesian teachers of English and implications for their professional identity.

Degree: 2015, University of Adelaide

 This qualitative study explores the way various education stakeholders, including students, parents and other subject teachers (OSTs), perceive Indonesian teachers of English (ITEs) in relation… (more)

Subjects/Keywords: Indonesian Teachers of English; professional identity; attitudes; non-native English-speaking teachers; native speacker fallacy; ethnography

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APA (6th Edition):

Setiawan, A. W. (2015). Attitudes towards Indonesian teachers of English and implications for their professional identity. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/98639

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):

Setiawan, Ardian Wahyu. “Attitudes towards Indonesian teachers of English and implications for their professional identity.” 2015. Thesis, University of Adelaide. Accessed February 23, 2020. http://hdl.handle.net/2440/98639.

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

MLA Handbook (7th Edition):

Setiawan, Ardian Wahyu. “Attitudes towards Indonesian teachers of English and implications for their professional identity.” 2015. Web. 23 Feb 2020.

Vancouver:

Setiawan AW. Attitudes towards Indonesian teachers of English and implications for their professional identity. [Internet] [Thesis]. University of Adelaide; 2015. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2440/98639.

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

Council of Science Editors:

Setiawan AW. Attitudes towards Indonesian teachers of English and implications for their professional identity. [Thesis]. University of Adelaide; 2015. Available from: http://hdl.handle.net/2440/98639

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


University of Iowa

6. Takayama, Hiromi. Professional development in Japanese non-native English speaking teachers' identity and efficacy.

Degree: PhD, Teaching and Learning, 2015, University of Iowa

  This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English(more)

Subjects/Keywords: Japanese English teachers; Non-native speaking teachers; Teacher education; Teacher Education and Professional Development

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APA (6th Edition):

Takayama, H. (2015). Professional development in Japanese non-native English speaking teachers' identity and efficacy. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5655

Chicago Manual of Style (16th Edition):

Takayama, Hiromi. “Professional development in Japanese non-native English speaking teachers' identity and efficacy.” 2015. Doctoral Dissertation, University of Iowa. Accessed February 23, 2020. https://ir.uiowa.edu/etd/5655.

MLA Handbook (7th Edition):

Takayama, Hiromi. “Professional development in Japanese non-native English speaking teachers' identity and efficacy.” 2015. Web. 23 Feb 2020.

Vancouver:

Takayama H. Professional development in Japanese non-native English speaking teachers' identity and efficacy. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2020 Feb 23]. Available from: https://ir.uiowa.edu/etd/5655.

Council of Science Editors:

Takayama H. Professional development in Japanese non-native English speaking teachers' identity and efficacy. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/5655


University of Georgia

7. Li, Weiling. Science achievement of non-native English speakers: a longitudinal, hierarchical linear modeling perspective.

Degree: PhD, Science Education, 2008, University of Georgia

 This study was conducted using a nationally representative sample of Non-native English Speaking (NNES) students to estimate effects of certain student, family, and school variables… (more)

Subjects/Keywords: Non-native English Speaking students

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APA (6th Edition):

Li, W. (2008). Science achievement of non-native English speakers: a longitudinal, hierarchical linear modeling perspective. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/li_weiling_200812_phd

Chicago Manual of Style (16th Edition):

Li, Weiling. “Science achievement of non-native English speakers: a longitudinal, hierarchical linear modeling perspective.” 2008. Doctoral Dissertation, University of Georgia. Accessed February 23, 2020. http://purl.galileo.usg.edu/uga_etd/li_weiling_200812_phd.

MLA Handbook (7th Edition):

Li, Weiling. “Science achievement of non-native English speakers: a longitudinal, hierarchical linear modeling perspective.” 2008. Web. 23 Feb 2020.

Vancouver:

Li W. Science achievement of non-native English speakers: a longitudinal, hierarchical linear modeling perspective. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Feb 23]. Available from: http://purl.galileo.usg.edu/uga_etd/li_weiling_200812_phd.

Council of Science Editors:

Li W. Science achievement of non-native English speakers: a longitudinal, hierarchical linear modeling perspective. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/li_weiling_200812_phd


University of Alberta

8. Lee, Seung-Ryul. A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers.

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

 Globalization has made English a pivotal language for global communication. This has increasingly made a great number of native English speakers move to Korea and… (more)

Subjects/Keywords: Native English Speaking Teachers; Hermeneutics; Honorifics; In-between Space; Linguistic Imperialism; Conflicts; World Englishes; Globalization

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APA (6th Edition):

Lee, S. (2011). A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vx021f588

Chicago Manual of Style (16th Edition):

Lee, Seung-Ryul. “A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers.” 2011. Doctoral Dissertation, University of Alberta. Accessed February 23, 2020. https://era.library.ualberta.ca/files/vx021f588.

MLA Handbook (7th Edition):

Lee, Seung-Ryul. “A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers.” 2011. Web. 23 Feb 2020.

Vancouver:

Lee S. A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2020 Feb 23]. Available from: https://era.library.ualberta.ca/files/vx021f588.

Council of Science Editors:

Lee S. A Hermeneutic Inquiry into the Conflicts of Native English Speaking Teachers. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/vx021f588


Texas A&M University

9. Ates, Burcu. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.

Degree: 2010, Texas A&M University

 The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants… (more)

Subjects/Keywords: Native and Nonnative English Speaking Graduate Teaching Assistants; Preservice Teachers; ESL Methodology Courses

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APA (6th Edition):

Ates, B. (2010). Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

MLA Handbook (7th Edition):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Web. 23 Feb 2020.

Vancouver:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

Council of Science Editors:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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

10. Podkoritnik, Laura. Applying the Vaughan Method When Teaching English as a Foreign Language in Spain.

Degree: 2019, Univerza v Mariboru

In the thesis we write about English as a global language and the process of teaching it using a special in-company method. Learning a language… (more)

Subjects/Keywords: English teaching; language learning; adults; non-native speaking teachers; native speaking teachers; Vaughan; Spain; poučevanje angleščine; učenje jezika; odrasli; nenaravni govorci; naravni govorci; Vaughan; Španija; info:eu-repo/classification/udc/811.111'243(460)(043.2)

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APA (6th Edition):

Podkoritnik, L. (2019). Applying the Vaughan Method When Teaching English as a Foreign Language in Spain. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=72957 ; https://dk.um.si/Dokument.php?id=132046&dn= ; https://plus.si.cobiss.net/opac7/bib/24368392?lang=sl

Chicago Manual of Style (16th Edition):

Podkoritnik, Laura. “Applying the Vaughan Method When Teaching English as a Foreign Language in Spain.” 2019. Masters Thesis, Univerza v Mariboru. Accessed February 23, 2020. https://dk.um.si/IzpisGradiva.php?id=72957 ; https://dk.um.si/Dokument.php?id=132046&dn= ; https://plus.si.cobiss.net/opac7/bib/24368392?lang=sl.

MLA Handbook (7th Edition):

Podkoritnik, Laura. “Applying the Vaughan Method When Teaching English as a Foreign Language in Spain.” 2019. Web. 23 Feb 2020.

Vancouver:

Podkoritnik L. Applying the Vaughan Method When Teaching English as a Foreign Language in Spain. [Internet] [Masters thesis]. Univerza v Mariboru; 2019. [cited 2020 Feb 23]. Available from: https://dk.um.si/IzpisGradiva.php?id=72957 ; https://dk.um.si/Dokument.php?id=132046&dn= ; https://plus.si.cobiss.net/opac7/bib/24368392?lang=sl.

Council of Science Editors:

Podkoritnik L. Applying the Vaughan Method When Teaching English as a Foreign Language in Spain. [Masters Thesis]. Univerza v Mariboru; 2019. Available from: https://dk.um.si/IzpisGradiva.php?id=72957 ; https://dk.um.si/Dokument.php?id=132046&dn= ; https://plus.si.cobiss.net/opac7/bib/24368392?lang=sl


Macquarie University

11. Nenchin, Jacqueline Endres. Native and nonnative English-speaking teachers of English and their academic literacy.

Degree: 2011, Macquarie University

"This thesis is presented for the degree of PhD in Applied Linguistics, Macquarie University, Division of Linguistics and Psychology, 2011".

Bibliography: pages 322-346.

1. Introduction… (more)

Subjects/Keywords: English teachers  – Language; Teachers, Foreign  – Language  – Ability testing; Literacy  – Evaluation; Functional literacy; Functionalism (Linguistics); Language and languages  – Study and teaching  – Evaluation; systemic functional linguistics; socioliteracy; native speaker; nonnative English speaking teachers; academic literacy; literacy development

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APA (6th Edition):

Nenchin, J. E. (2011). Native and nonnative English-speaking teachers of English and their academic literacy. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/264976

Chicago Manual of Style (16th Edition):

Nenchin, Jacqueline Endres. “Native and nonnative English-speaking teachers of English and their academic literacy.” 2011. Doctoral Dissertation, Macquarie University. Accessed February 23, 2020. http://hdl.handle.net/1959.14/264976.

MLA Handbook (7th Edition):

Nenchin, Jacqueline Endres. “Native and nonnative English-speaking teachers of English and their academic literacy.” 2011. Web. 23 Feb 2020.

Vancouver:

Nenchin JE. Native and nonnative English-speaking teachers of English and their academic literacy. [Internet] [Doctoral dissertation]. Macquarie University; 2011. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1959.14/264976.

Council of Science Editors:

Nenchin JE. Native and nonnative English-speaking teachers of English and their academic literacy. [Doctoral Dissertation]. Macquarie University; 2011. Available from: http://hdl.handle.net/1959.14/264976

12. Wells, Carrie Naomi. Evaluation of NES and NNES students' perceptions of NES and NNES instructors in Engineering.

Degree: MA, Teaching of English Sec Lang, 2016, University of Illinois – Urbana-Champaign

 In response to the continually growing population of internationals at the University of Illinois in Urbana-Champaign, the population of international Engineering students has also grown,… (more)

Subjects/Keywords: Engineering; Native-English-Speaking teachers (NEST); Non-Native English-Speaking students (NNEST); Native-English-Speaking students (NES); Non-Native English-Speaking students (NNES); English as a Second Language (ESL)

…and Non-Native-English-Speaking Teachers (NNESTs) in an English as a Foreign… …x29; looked at Chinese students’ perceptions of their Native-English-Speaking teachers in an… …viewpoints towards both NESTs and NNESTs, due to the fact that Native-English-Speaking students are… …in a Native-English-Speaking institution, and therefore, would prefer to have NESTs that… …have focused on ESL students’ perceptions of Native-EnglishSpeaking Teachers (NESTs)… 

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APA (6th Edition):

Wells, C. N. (2016). Evaluation of NES and NNES students' perceptions of NES and NNES instructors in Engineering. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90622

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):

Wells, Carrie Naomi. “Evaluation of NES and NNES students' perceptions of NES and NNES instructors in Engineering.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed February 23, 2020. http://hdl.handle.net/2142/90622.

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

MLA Handbook (7th Edition):

Wells, Carrie Naomi. “Evaluation of NES and NNES students' perceptions of NES and NNES instructors in Engineering.” 2016. Web. 23 Feb 2020.

Vancouver:

Wells CN. Evaluation of NES and NNES students' perceptions of NES and NNES instructors in Engineering. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2142/90622.

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

Council of Science Editors:

Wells CN. Evaluation of NES and NNES students' perceptions of NES and NNES instructors in Engineering. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90622

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

13. Henry, Meagan J. Hagwons, Future Careers in TESL? A Qualitative Study about the Career Choices of the Multiple Year Private School English Teachers in South Korea.

Degree: MA, English, 2016, St. Cloud State University

  Few research studies have been published in the Teaching English as a Second Language (TESL) research literature concerning the work environment and career paths… (more)

Subjects/Keywords: hagwon; South Korea; native English teachers; careers

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APA (6th Edition):

Henry, M. J. (2016). Hagwons, Future Careers in TESL? A Qualitative Study about the Career Choices of the Multiple Year Private School English Teachers in South Korea. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/52

Chicago Manual of Style (16th Edition):

Henry, Meagan J. “Hagwons, Future Careers in TESL? A Qualitative Study about the Career Choices of the Multiple Year Private School English Teachers in South Korea.” 2016. Masters Thesis, St. Cloud State University. Accessed February 23, 2020. https://repository.stcloudstate.edu/engl_etds/52.

MLA Handbook (7th Edition):

Henry, Meagan J. “Hagwons, Future Careers in TESL? A Qualitative Study about the Career Choices of the Multiple Year Private School English Teachers in South Korea.” 2016. Web. 23 Feb 2020.

Vancouver:

Henry MJ. Hagwons, Future Careers in TESL? A Qualitative Study about the Career Choices of the Multiple Year Private School English Teachers in South Korea. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2020 Feb 23]. Available from: https://repository.stcloudstate.edu/engl_etds/52.

Council of Science Editors:

Henry MJ. Hagwons, Future Careers in TESL? A Qualitative Study about the Career Choices of the Multiple Year Private School English Teachers in South Korea. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/engl_etds/52

14. Quinn, Kaleigh C. Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging.

Degree: Educational Administration, Foundations and Psychology, 2013, University of Manitoba

 This study examined the perceptions of non-native English speaking immigrant students at a small Canadian university relating to their transition to university, their experiences within… (more)

Subjects/Keywords: immigrant; non-native English speaking; postsecondary; transition; academic integration; social integration; sense of belonging

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APA (6th Edition):

Quinn, K. C. (2013). Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/22181

Chicago Manual of Style (16th Edition):

Quinn, Kaleigh C. “Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging.” 2013. Masters Thesis, University of Manitoba. Accessed February 23, 2020. http://hdl.handle.net/1993/22181.

MLA Handbook (7th Edition):

Quinn, Kaleigh C. “Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging.” 2013. Web. 23 Feb 2020.

Vancouver:

Quinn KC. Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging. [Internet] [Masters thesis]. University of Manitoba; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1993/22181.

Council of Science Editors:

Quinn KC. Transition into a Canadian university for non-native English speaking imigrant students: finding a sense of institutional belonging. [Masters Thesis]. University of Manitoba; 2013. Available from: http://hdl.handle.net/1993/22181


University of Otago

15. Moodie, Ian. Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea .

Degree: University of Otago

 This thesis contributes to the field of language teacher cognition (LTC) research by investigating LTC and development in South Korea (Korea, hereafter), where English is… (more)

Subjects/Keywords: language teacher cognition; professional knowledge base; grounded theory narrative inquiry; non-native English speaking teachers; English in South Korea

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

APA (6th Edition):

Moodie, I. (n.d.). Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/5741

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Moodie, Ian. “Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea .” Doctoral Dissertation, University of Otago. Accessed February 23, 2020. http://hdl.handle.net/10523/5741.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Moodie, Ian. “Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea .” Web. 23 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Moodie I. Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea . [Internet] [Doctoral dissertation]. University of Otago; [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10523/5741.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Moodie I. Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/5741

Note: this citation may be lacking information needed for this citation format:
No year of publication.

16. Rajabieslami, Natasha. Professional identity adaptation of native English speaking ESL teachers in the state of Qatar Contact Zone.

Degree: Thesis (EdD), 2017, University of Exeter

 Sachs (2005) argues that a conceptual framework of identity can guide teachers on how to construct their own ideas regarding “how to be”, “how to… (more)

Subjects/Keywords: Professional identity; Professional identity adaptation; Native English speaking teachers; Contact Zone; Acculturation

…for the practice of these native English speaking teachers (NESTs)? 1.3… …of English native speaking teachers who teach English at foundation level in two Qatari… …in other domains. Key questions here are how native English speaking ESL teachers overcome… …whether native English speaking ESL teachers adapt their professional identity in the state of… …Qatar. Here, I should mention that the term ‘native English speaking teachers has been… 

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

APA (6th Edition):

Rajabieslami, N. (2017). Professional identity adaptation of native English speaking ESL teachers in the state of Qatar Contact Zone. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/30896

Chicago Manual of Style (16th Edition):

Rajabieslami, Natasha. “Professional identity adaptation of native English speaking ESL teachers in the state of Qatar Contact Zone.” 2017. Doctoral Dissertation, University of Exeter. Accessed February 23, 2020. http://hdl.handle.net/10871/30896.

MLA Handbook (7th Edition):

Rajabieslami, Natasha. “Professional identity adaptation of native English speaking ESL teachers in the state of Qatar Contact Zone.” 2017. Web. 23 Feb 2020.

Vancouver:

Rajabieslami N. Professional identity adaptation of native English speaking ESL teachers in the state of Qatar Contact Zone. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10871/30896.

Council of Science Editors:

Rajabieslami N. Professional identity adaptation of native English speaking ESL teachers in the state of Qatar Contact Zone. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/30896


University of Texas – Austin

17. -7430-7297. English evolution : development and change of conversational language education policy in South Korea.

Degree: Master of Global Policy Studies, Global Policy Studies, 2017, University of Texas – Austin

 Conversational language instructors as defined by the Korean Immigration Service’s E-2 visa category have become a hallmark of foreign language instruction in South Korea, particularly… (more)

Subjects/Keywords: South Korea; English; Education; Education policy; English as a foreign language; Immigration; Native speaking teacher; E-2 visa

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

APA (6th Edition):

-7430-7297. (2017). English evolution : development and change of conversational language education policy in South Korea. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61759

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

Chicago Manual of Style (16th Edition):

-7430-7297. “English evolution : development and change of conversational language education policy in South Korea.” 2017. Masters Thesis, University of Texas – Austin. Accessed February 23, 2020. http://hdl.handle.net/2152/61759.

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

MLA Handbook (7th Edition):

-7430-7297. “English evolution : development and change of conversational language education policy in South Korea.” 2017. Web. 23 Feb 2020.

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

Vancouver:

-7430-7297. English evolution : development and change of conversational language education policy in South Korea. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2152/61759.

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

Council of Science Editors:

-7430-7297. English evolution : development and change of conversational language education policy in South Korea. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61759

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


University of Toronto

18. Lee, Kathy Wing Yee. Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university.

Degree: 2009, University of Toronto

This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same… (more)

Subjects/Keywords: foreign and local teacher collaboration; native and non-native English speaking teachers; communities of practice; local and foreign teacher relationships; Chinese concept of face; Chinese university; 0530

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

APA (6th Edition):

Lee, K. W. Y. (2009). Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18102

Chicago Manual of Style (16th Edition):

Lee, Kathy Wing Yee. “Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university.” 2009. Masters Thesis, University of Toronto. Accessed February 23, 2020. http://hdl.handle.net/1807/18102.

MLA Handbook (7th Edition):

Lee, Kathy Wing Yee. “Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university.” 2009. Web. 23 Feb 2020.

Vancouver:

Lee KWY. Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1807/18102.

Council of Science Editors:

Lee KWY. Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18102


University of South Africa

19. Kasule, Daniel. A model for a non-native ELT teacher education programme .

Degree: 2009, University of South Africa

 The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As… (more)

Subjects/Keywords: English language competence; Second language teaching competence; Communicative language teaching; Target language; Second language; First language; Initial teacher education; Non-native English-Speaking Teachers; Native English-speaking teachers; In-Service education and training; English as a second language; English language teaching; Medium of instruction; Language teacher education

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

APA (6th Edition):

Kasule, D. (2009). A model for a non-native ELT teacher education programme . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/2130

Chicago Manual of Style (16th Edition):

Kasule, Daniel. “A model for a non-native ELT teacher education programme .” 2009. Doctoral Dissertation, University of South Africa. Accessed February 23, 2020. http://hdl.handle.net/10500/2130.

MLA Handbook (7th Edition):

Kasule, Daniel. “A model for a non-native ELT teacher education programme .” 2009. Web. 23 Feb 2020.

Vancouver:

Kasule D. A model for a non-native ELT teacher education programme . [Internet] [Doctoral dissertation]. University of South Africa; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10500/2130.

Council of Science Editors:

Kasule D. A model for a non-native ELT teacher education programme . [Doctoral Dissertation]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/2130


Georgia State University

20. Shin, Yu Kyoung. Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers.

Degree: PhD, Applied Linguistics and English as a Second Language, 2018, Georgia State University

  Formulaic language is widely used in academic prose and is known to be a useful measure of various aspects of language development. This dissertation… (more)

Subjects/Keywords: Academic prose; Formulaic language; Lexical bundles; Native and nonnative English corpora; Entering undergraduate students; Korean-speaking learners of English; English articles; Syntactic roles; Semantic prosodies; Semantic preferences

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

APA (6th Edition):

Shin, Y. K. (2018). Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/alesl_diss/47

Chicago Manual of Style (16th Edition):

Shin, Yu Kyoung. “Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 23, 2020. https://scholarworks.gsu.edu/alesl_diss/47.

MLA Handbook (7th Edition):

Shin, Yu Kyoung. “Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers.” 2018. Web. 23 Feb 2020.

Vancouver:

Shin YK. Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 Feb 23]. Available from: https://scholarworks.gsu.edu/alesl_diss/47.

Council of Science Editors:

Shin YK. Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/alesl_diss/47


Queensland University of Technology

21. Yokoyama, Takahiro. The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan.

Degree: 2016, Queensland University of Technology

 This study examined potential effects of teacher training or education in Teaching English to Speakers of Other Languages upon job satisfaction of ‘native English speaker’… (more)

Subjects/Keywords: TESOL teacher education; Native speaker English teachers; Assistant Language Teachers; Job satisfaction; English language education in Japan

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APA (6th Edition):

Yokoyama, T. (2016). The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/101737/

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):

Yokoyama, Takahiro. “The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan.” 2016. Thesis, Queensland University of Technology. Accessed February 23, 2020. https://eprints.qut.edu.au/101737/.

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

MLA Handbook (7th Edition):

Yokoyama, Takahiro. “The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan.” 2016. Web. 23 Feb 2020.

Vancouver:

Yokoyama T. The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2020 Feb 23]. Available from: https://eprints.qut.edu.au/101737/.

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

Council of Science Editors:

Yokoyama T. The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan. [Thesis]. Queensland University of Technology; 2016. Available from: https://eprints.qut.edu.au/101737/

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


The Ohio State University

22. Song, Sun Yung. Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

 Given the high status of English academic publishing in academia, there has been an increasing demand on doctoral students to enter into the arena of… (more)

Subjects/Keywords: English As A Second Language; Higher Education; Literacy; Multilingual Education; writing for publication; second language academic literacy; non-native English speaking students; doctoral education; power; sociopolitical perspective

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APA (6th Edition):

Song, S. Y. (2014). Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335

Chicago Manual of Style (16th Edition):

Song, Sun Yung. “Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study.” 2014. Doctoral Dissertation, The Ohio State University. Accessed February 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.

MLA Handbook (7th Edition):

Song, Sun Yung. “Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study.” 2014. Web. 23 Feb 2020.

Vancouver:

Song SY. Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2020 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.

Council of Science Editors:

Song SY. Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335

23. Youssef, Soha. International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation.

Degree: PhD, English, 2018, Bowling Green State University

 Scholars such as Donald L. Rubin, Barbara S. Plakans, Consolata N. Mutua, and Monika Shehi reminded the English Language Teaching (ELT) field that a stigmatic… (more)

Subjects/Keywords: English As A Second Language; Pedagogy; Rhetoric; Teacher Education; International Teaching Assistants; ITAs; undergraduate native English-speaking students; professionalization; end-of-semester course evaluations; program administrators

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APA (6th Edition):

Youssef, S. (2018). International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312

Chicago Manual of Style (16th Edition):

Youssef, Soha. “International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed February 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

MLA Handbook (7th Edition):

Youssef, Soha. “International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation.” 2018. Web. 23 Feb 2020.

Vancouver:

Youssef S. International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2020 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

Council of Science Editors:

Youssef S. International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312


The Ohio State University

24. Lee, Jeong-Ah. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 Researchers in education have documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. Yet, in the field of… (more)

Subjects/Keywords: Education; Teachers' sense of efficacy; Elementary EFL education; Nonnative English speaking teacher education; Attitudes toward the English Language; English language proficiency; English teaching confidence

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APA (6th Edition):

Lee, J. (2009). Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070

Chicago Manual of Style (16th Edition):

Lee, Jeong-Ah. “Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.” 2009. Doctoral Dissertation, The Ohio State University. Accessed February 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070.

MLA Handbook (7th Edition):

Lee, Jeong-Ah. “Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers.” 2009. Web. 23 Feb 2020.

Vancouver:

Lee J. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Feb 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070.

Council of Science Editors:

Lee J. Teachers' Sense Of Efficacy in Teaching English, Perceived English Language Proficiency, and Attitudes Toward the English Language: A Case of Korean Public Elementary School Teachers. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1233648070


University of Ottawa

25. Moyer, Norman. Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972 .

Degree: 2014, University of Ottawa

 This work is concerned with the way that official bilingualism emerged as a part of English-Canadian values in the 1960s. Much of this work is… (more)

Subjects/Keywords: Bilingualism; English-speaking Canada

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APA (6th Edition):

Moyer, N. (2014). Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972 . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/31841

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):

Moyer, Norman. “Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972 .” 2014. Thesis, University of Ottawa. Accessed February 23, 2020. http://hdl.handle.net/10393/31841.

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

MLA Handbook (7th Edition):

Moyer, Norman. “Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972 .” 2014. Web. 23 Feb 2020.

Vancouver:

Moyer N. Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972 . [Internet] [Thesis]. University of Ottawa; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/10393/31841.

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

Council of Science Editors:

Moyer N. Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972 . [Thesis]. University of Ottawa; 2014. Available from: http://hdl.handle.net/10393/31841

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


McGill University

26. O'Brien, Michael. The development and history of the Federation of English Speaking Teachers, incorporated, of Montreal.

Degree: MA, Faculty of Education, 1973, McGill University

Subjects/Keywords: Federation of English-Speaking Catholic Teachers; Montréal  – History.

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APA (6th Edition):

O'Brien, M. (1973). The development and history of the Federation of English Speaking Teachers, incorporated, of Montreal. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile51623.pdf

Chicago Manual of Style (16th Edition):

O'Brien, Michael. “The development and history of the Federation of English Speaking Teachers, incorporated, of Montreal.” 1973. Masters Thesis, McGill University. Accessed February 23, 2020. http://digitool.library.mcgill.ca/thesisfile51623.pdf.

MLA Handbook (7th Edition):

O'Brien, Michael. “The development and history of the Federation of English Speaking Teachers, incorporated, of Montreal.” 1973. Web. 23 Feb 2020.

Vancouver:

O'Brien M. The development and history of the Federation of English Speaking Teachers, incorporated, of Montreal. [Internet] [Masters thesis]. McGill University; 1973. [cited 2020 Feb 23]. Available from: http://digitool.library.mcgill.ca/thesisfile51623.pdf.

Council of Science Editors:

O'Brien M. The development and history of the Federation of English Speaking Teachers, incorporated, of Montreal. [Masters Thesis]. McGill University; 1973. Available from: http://digitool.library.mcgill.ca/thesisfile51623.pdf

27. Abid Hussien, Wafa Jawad. The Effects of Acquiring Study Skills in the English Language on the Non native Speaking Students Learning in Gulf College Oman: A Case Study; -.

Degree: Computer science, 2014, Bhagwant University

Abstract availbal newline

Bibliography p.162-170

Advisors/Committee Members: Bhatnagar, Rashmi.

Subjects/Keywords: Acquiring Study Skills; English Language; Non-native Speaking Students,; Gulf College

Page 1

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APA (6th Edition):

Abid Hussien, W. J. (2014). The Effects of Acquiring Study Skills in the English Language on the Non native Speaking Students Learning in Gulf College Oman: A Case Study; -. (Thesis). Bhagwant University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/28948

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):

Abid Hussien, Wafa Jawad. “The Effects of Acquiring Study Skills in the English Language on the Non native Speaking Students Learning in Gulf College Oman: A Case Study; -.” 2014. Thesis, Bhagwant University. Accessed February 23, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/28948.

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

MLA Handbook (7th Edition):

Abid Hussien, Wafa Jawad. “The Effects of Acquiring Study Skills in the English Language on the Non native Speaking Students Learning in Gulf College Oman: A Case Study; -.” 2014. Web. 23 Feb 2020.

Vancouver:

Abid Hussien WJ. The Effects of Acquiring Study Skills in the English Language on the Non native Speaking Students Learning in Gulf College Oman: A Case Study; -. [Internet] [Thesis]. Bhagwant University; 2014. [cited 2020 Feb 23]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/28948.

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

Council of Science Editors:

Abid Hussien WJ. The Effects of Acquiring Study Skills in the English Language on the Non native Speaking Students Learning in Gulf College Oman: A Case Study; -. [Thesis]. Bhagwant University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/28948

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


University of Pretoria

28. Channing, O. Ernestien. English written proficiency as a contributing factor to academic performance.

Degree: MEd, Humanities Education, 2017, University of Pretoria

 Internationally English is increasingly being used as a language of instruction in education. This is also true within the South African context, a country with… (more)

Subjects/Keywords: UCTD; Academic performance; Grammatical proficiency; Non-native English speaking students (NNES); Written proficiency

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

APA (6th Edition):

Channing, O. E. (2017). English written proficiency as a contributing factor to academic performance. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/65481

Chicago Manual of Style (16th Edition):

Channing, O Ernestien. “English written proficiency as a contributing factor to academic performance.” 2017. Masters Thesis, University of Pretoria. Accessed February 23, 2020. http://hdl.handle.net/2263/65481.

MLA Handbook (7th Edition):

Channing, O Ernestien. “English written proficiency as a contributing factor to academic performance.” 2017. Web. 23 Feb 2020.

Vancouver:

Channing OE. English written proficiency as a contributing factor to academic performance. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/2263/65481.

Council of Science Editors:

Channing OE. English written proficiency as a contributing factor to academic performance. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/65481


University of Florida

29. Liu, Qing. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.

Degree: PhD, Curriculum and Instruction (CUI) - Teaching and Learning, 2012, University of Florida

 Written English, as a way of communication in the globalized world, plays an increasingly important role in China. However, English instruction in China is still… (more)

Subjects/Keywords: English teachers; Students; Teachers; Writing; Writing ability; Writing instruction; Writing processes; Writing skills; Writing teachers; Writing tests; china  – efl  – english  – esl  – fallacy  – instructors  – native  – nes  – writing

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

APA (6th Edition):

Liu, Q. (2012). A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043625

Chicago Manual of Style (16th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Doctoral Dissertation, University of Florida. Accessed February 23, 2020. http://ufdc.ufl.edu/UFE0043625.

MLA Handbook (7th Edition):

Liu, Qing. “A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China.” 2012. Web. 23 Feb 2020.

Vancouver:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2020 Feb 23]. Available from: http://ufdc.ufl.edu/UFE0043625.

Council of Science Editors:

Liu Q. A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043625


University of Florida

30. Pierini, Kelly. Effective Practices for Vocabulary Instruction in an Inclusive Classroom with English Language Learners.

Degree: 2012, University of Florida

 A review of the literature has demonstrated the need for an explicit vocabulary lesson within inclusive classrooms specifically geared towards both English Language Learners (ELLs)… (more)

Subjects/Keywords: Classrooms; English language learners; English teachers; Native languages; Pedagogy; Reading instruction; Students; Vocabulary; Vocabulary skills; Words; English language; English language – Study and teaching – Foreign speakers; Vocabulary; Vocabulary – Study and teaching

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

APA (6th Edition):

Pierini, K. (2012). Effective Practices for Vocabulary Instruction in an Inclusive Classroom with English Language Learners. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059837

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):

Pierini, Kelly. “Effective Practices for Vocabulary Instruction in an Inclusive Classroom with English Language Learners.” 2012. Thesis, University of Florida. Accessed February 23, 2020. http://ufdc.ufl.edu/AA00059837.

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

MLA Handbook (7th Edition):

Pierini, Kelly. “Effective Practices for Vocabulary Instruction in an Inclusive Classroom with English Language Learners.” 2012. Web. 23 Feb 2020.

Vancouver:

Pierini K. Effective Practices for Vocabulary Instruction in an Inclusive Classroom with English Language Learners. [Internet] [Thesis]. University of Florida; 2012. [cited 2020 Feb 23]. Available from: http://ufdc.ufl.edu/AA00059837.

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

Council of Science Editors:

Pierini K. Effective Practices for Vocabulary Instruction in an Inclusive Classroom with English Language Learners. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00059837

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

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