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You searched for subject:(Russian learners of English as a second language). Showing records 1 – 30 of 320281 total matches.

[1] [2] [3] [4] [5] … [10677]

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University of Missouri – Columbia

1. Lin, Pei-Ying (Teacher). In-service elementary ESOL teachers' perspectives, usage, and difficulties of teaching English through music.

Degree: 2013, University of Missouri – Columbia

 Due to the increasing numbers of English Language Learners (ELLs) in the U.S., additional ways of teaching English need to be discovered. This study was… (more)

Subjects/Keywords: English as a second language; English language learners; music education

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

APA (6th Edition):

Lin, P. (. (2013). In-service elementary ESOL teachers' perspectives, usage, and difficulties of teaching English through music. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37791

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):

Lin, Pei-Ying (Teacher). “In-service elementary ESOL teachers' perspectives, usage, and difficulties of teaching English through music.” 2013. Thesis, University of Missouri – Columbia. Accessed August 11, 2020. https://doi.org/10.32469/10355/37791.

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

MLA Handbook (7th Edition):

Lin, Pei-Ying (Teacher). “In-service elementary ESOL teachers' perspectives, usage, and difficulties of teaching English through music.” 2013. Web. 11 Aug 2020.

Vancouver:

Lin P(. In-service elementary ESOL teachers' perspectives, usage, and difficulties of teaching English through music. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2020 Aug 11]. Available from: https://doi.org/10.32469/10355/37791.

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

Council of Science Editors:

Lin P(. In-service elementary ESOL teachers' perspectives, usage, and difficulties of teaching English through music. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37791

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


Washington State University

2. [No author]. UNCOVERING CRITICAL PEDAGOGY DISPOSITIONS IN ENGLISH LANGUAGE TEACHER EDUCATION .

Degree: 2011, Washington State University

 The purpose of the studies presented in this paper is to examine the critical pedagogy dispositions demonstrated by teacher-learners in the education of English Language(more)

Subjects/Keywords: Teacher Education; English as a Second Language; Critical Pedagogy; Dispositions; English Language Learners; Teacher-learners

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APA (6th Edition):

author], [. (2011). UNCOVERING CRITICAL PEDAGOGY DISPOSITIONS IN ENGLISH LANGUAGE TEACHER EDUCATION . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/2930

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):

author], [No. “UNCOVERING CRITICAL PEDAGOGY DISPOSITIONS IN ENGLISH LANGUAGE TEACHER EDUCATION .” 2011. Thesis, Washington State University. Accessed August 11, 2020. http://hdl.handle.net/2376/2930.

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

MLA Handbook (7th Edition):

author], [No. “UNCOVERING CRITICAL PEDAGOGY DISPOSITIONS IN ENGLISH LANGUAGE TEACHER EDUCATION .” 2011. Web. 11 Aug 2020.

Vancouver:

author] [. UNCOVERING CRITICAL PEDAGOGY DISPOSITIONS IN ENGLISH LANGUAGE TEACHER EDUCATION . [Internet] [Thesis]. Washington State University; 2011. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2376/2930.

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

Council of Science Editors:

author] [. UNCOVERING CRITICAL PEDAGOGY DISPOSITIONS IN ENGLISH LANGUAGE TEACHER EDUCATION . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/2930

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


Temple University

3. Volynsky, Maria. Encoding of motion events in the two languages of Russian-English bilinguals.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

The purpose of the present study was to examine the encoding of motion in the two languages of Russian-English bilinguals who differed… (more)

Subjects/Keywords: English as a second language; bilingualism; motion; Russian; Talmy; transfer

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APA (6th Edition):

Volynsky, M. (2012). Encoding of motion events in the two languages of Russian-English bilinguals. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,192587

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):

Volynsky, Maria. “Encoding of motion events in the two languages of Russian-English bilinguals.” 2012. Thesis, Temple University. Accessed August 11, 2020. http://digital.library.temple.edu/u?/p245801coll10,192587.

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

MLA Handbook (7th Edition):

Volynsky, Maria. “Encoding of motion events in the two languages of Russian-English bilinguals.” 2012. Web. 11 Aug 2020.

Vancouver:

Volynsky M. Encoding of motion events in the two languages of Russian-English bilinguals. [Internet] [Thesis]. Temple University; 2012. [cited 2020 Aug 11]. Available from: http://digital.library.temple.edu/u?/p245801coll10,192587.

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

Council of Science Editors:

Volynsky M. Encoding of motion events in the two languages of Russian-English bilinguals. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,192587

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


University of Illinois – Urbana-Champaign

4. Ricklefs, Mariana. Educational policy and literacy learning in an ESL classroom: constraints and opportunities.

Degree: PhD, 0095, 2012, University of Illinois – Urbana-Champaign

 This dissertation was a qualitative case study of an educational program for English Language Learners (ELL) at an elementary school in a small city in… (more)

Subjects/Keywords: language ideologies; English Language Learners; Bilingual Education; English as a second language (ESL) programs.

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

APA (6th Edition):

Ricklefs, M. (2012). Educational policy and literacy learning in an ESL classroom: constraints and opportunities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34490

Chicago Manual of Style (16th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 11, 2020. http://hdl.handle.net/2142/34490.

MLA Handbook (7th Edition):

Ricklefs, Mariana. “Educational policy and literacy learning in an ESL classroom: constraints and opportunities.” 2012. Web. 11 Aug 2020.

Vancouver:

Ricklefs M. Educational policy and literacy learning in an ESL classroom: constraints and opportunities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2142/34490.

Council of Science Editors:

Ricklefs M. Educational policy and literacy learning in an ESL classroom: constraints and opportunities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34490


Northeastern University

5. Mannion, Adeleine Rodene. Towards understanding the nature of English language learners and the experiences of their educators.

Degree: EdD, School of Education, 2017, Northeastern University

 The goal of this research study was to analyze the successful teaching methods used most frequently by educators of English Language Learners (ELLs). This study… (more)

Subjects/Keywords: achievement gap; cultural diversity; English as a Second Language; English Language Development; English Language Learners; Second Language Acquisition

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

APA (6th Edition):

Mannion, A. R. (2017). Towards understanding the nature of English language learners and the experiences of their educators. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251680

Chicago Manual of Style (16th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 11, 2020. http://hdl.handle.net/2047/D20251680.

MLA Handbook (7th Edition):

Mannion, Adeleine Rodene. “Towards understanding the nature of English language learners and the experiences of their educators.” 2017. Web. 11 Aug 2020.

Vancouver:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2047/D20251680.

Council of Science Editors:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251680


Texas A&M University

6. Wiese, Rachel. Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.

Degree: 2014, Texas A&M University

 This research reveals preservice teachers? observations of their own experiences and their English Language Learners? (ELL) experiences while performing in a full-scale, bilingual production of… (more)

Subjects/Keywords: theatre; English Language Learners; product-oriented drama; English as a Second Language; musical production

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

APA (6th Edition):

Wiese, R. (2014). Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154039

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):

Wiese, Rachel. “Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.” 2014. Thesis, Texas A&M University. Accessed August 11, 2020. http://hdl.handle.net/1969.1/154039.

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

MLA Handbook (7th Edition):

Wiese, Rachel. “Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners.” 2014. Web. 11 Aug 2020.

Vancouver:

Wiese R. Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/1969.1/154039.

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

Council of Science Editors:

Wiese R. Preservice Teachers' Observations about Theatre as a Teaching Tool for English Language Learners. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154039

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


University of Missouri – Columbia

7. Elder, Jodi Elaine. A mixed-method study of teacher efficacy with English language learners in rural schools.

Degree: 2012, University of Missouri – Columbia

 The United States of America is experiencing a demographic change as dramatic as in the early 20th century when thousands of immigrants entered Ellis Island.… (more)

Subjects/Keywords: English as a second language; rural schools; migrant workers; English language learners

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APA (6th Edition):

Elder, J. E. (2012). A mixed-method study of teacher efficacy with English language learners in rural schools. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/14990

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):

Elder, Jodi Elaine. “A mixed-method study of teacher efficacy with English language learners in rural schools.” 2012. Thesis, University of Missouri – Columbia. Accessed August 11, 2020. https://doi.org/10.32469/10355/14990.

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

MLA Handbook (7th Edition):

Elder, Jodi Elaine. “A mixed-method study of teacher efficacy with English language learners in rural schools.” 2012. Web. 11 Aug 2020.

Vancouver:

Elder JE. A mixed-method study of teacher efficacy with English language learners in rural schools. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Aug 11]. Available from: https://doi.org/10.32469/10355/14990.

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

Council of Science Editors:

Elder JE. A mixed-method study of teacher efficacy with English language learners in rural schools. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/14990

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


Northeastern University

8. Doblix, Jonathan. English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals.

Degree: EdD, School of Education, 2019, Northeastern University

 The focus of this study centers on interactions encountered by English Language Learners (ELLs) within one mid-Atlantic semi-urban school division, as well as their perceptions… (more)

Subjects/Keywords: English Language Learners; School Climate; School Culture; Social Justice; English as a second language

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APA (6th Edition):

Doblix, J. (2019). English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20350244

Chicago Manual of Style (16th Edition):

Doblix, Jonathan. “English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 11, 2020. http://hdl.handle.net/2047/D20350244.

MLA Handbook (7th Edition):

Doblix, Jonathan. “English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals.” 2019. Web. 11 Aug 2020.

Vancouver:

Doblix J. English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2047/D20350244.

Council of Science Editors:

Doblix J. English Language Learners And Their Perception Of School Climate And Cultures. Viewpoints Of Students, Parents, Teachers, And Principals. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20350244


University of Illinois – Urbana-Champaign

9. Young, John Austin. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.

Degree: PhD, Secondary & Continuing Educ, 2015, University of Illinois – Urbana-Champaign

 This mixed-methods study examined the beliefs and performance of 10 adult Japanese speakers of English regarding the phenomenon of contraction in spoken English. Over the… (more)

Subjects/Keywords: spoken English; contraction; Japanese learners; production; perception; beliefs; English as a Second Language (ESL); English as a Foreign Language (EFL)

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APA (6th Edition):

Young, J. A. (2015). Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89026

Chicago Manual of Style (16th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 11, 2020. http://hdl.handle.net/2142/89026.

MLA Handbook (7th Edition):

Young, John Austin. “Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions.” 2015. Web. 11 Aug 2020.

Vancouver:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2142/89026.

Council of Science Editors:

Young JA. Exploring Japanese learners' perception, production, and beliefs concerning spoken English contractions. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89026


University of Toledo

10. Jahanyfard, Asieh. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.

Degree: MA, English (English as a Second Language), 2015, University of Toledo

 These day teachers try to find the best ways for teaching English to their students. They use variety of materials to improve their students’ skills.… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Jahanyfard, A. (2015). The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739

Chicago Manual of Style (16th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Masters Thesis, University of Toledo. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

MLA Handbook (7th Edition):

Jahanyfard, Asieh. “The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level.” 2015. Web. 11 Aug 2020.

Vancouver:

Jahanyfard A. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. [Internet] [Masters thesis]. University of Toledo; 2015. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

Council of Science Editors:

Jahanyfard A. The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level. [Masters Thesis]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739


University of Toledo

11. Mustafa Ali, Duaa Mohamed. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.

Degree: MA, English (as a Second Language), 2018, University of Toledo

 The purpose of this study is to investigate the properties within a linkage that lead to code-switching among bilingual speakers using the Hard Science Linguistics… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Mustafa Ali, D. M. (2018). Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435

Chicago Manual of Style (16th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Masters Thesis, University of Toledo. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

MLA Handbook (7th Edition):

Mustafa Ali, Duaa Mohamed. “Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers.” 2018. Web. 11 Aug 2020.

Vancouver:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Internet] [Masters thesis]. University of Toledo; 2018. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435.

Council of Science Editors:

Mustafa Ali DM. Investigation of Linkage Factors Affecting Code-switching in Arabic-English Speakers. [Masters Thesis]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525439563365435


University of Minnesota

12. Willms, Mary Katherine. Learner language in dyadic telecollaborative reciprocal language exchange.

Degree: MA, English as a second language, 2011, University of Minnesota

University of Minnesota M.A. thesis. August 2011. Major: English as a second language. Advisor: Elaine Tarone. 1 computer file (PDF)vii, 117 pages, appendices A-D.

This… (more)

Subjects/Keywords: English as a second language

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

APA (6th Edition):

Willms, M. K. (2011). Learner language in dyadic telecollaborative reciprocal language exchange. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/117237

Chicago Manual of Style (16th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed August 11, 2020. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 11 Aug 2020.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Aug 11]. Available from: http://purl.umn.edu/117237.

Council of Science Editors:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117237


University of Kansas

13. Bozan, Emrah. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.

Degree: MA, Curriculum and Teaching, 2015, University of Kansas

 This study examined the effects of extensive listening for pleasure on the improvement of the global proficiency levels of learners of English as a foreign… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Bozan, E. (2015). The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21594

Chicago Manual of Style (16th Edition):

Bozan, Emrah. “The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.” 2015. Masters Thesis, University of Kansas. Accessed August 11, 2020. http://hdl.handle.net/1808/21594.

MLA Handbook (7th Edition):

Bozan, Emrah. “The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting.” 2015. Web. 11 Aug 2020.

Vancouver:

Bozan E. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/1808/21594.

Council of Science Editors:

Bozan E. The Effects of Extensive Listening for Pleasure on the Global Proficiency Level of EFL Learners in an Input-based Setting. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/21594

14. Nurmukhamedov, Ulugbek. An evaluation of collocation tools for second language writers.

Degree: 2015, Northern Arizona University

  Collocations, two or more words that co-occur (e.g., <i>extensive research, conduct a study),</i> are linked with native-like lexical accuracy and fluency. Yet even advanced-level… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Nurmukhamedov, U. (2015). An evaluation of collocation tools for second language writers. (Thesis). Northern Arizona University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

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):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Thesis, Northern Arizona University. Accessed August 11, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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

MLA Handbook (7th Edition):

Nurmukhamedov, Ulugbek. “An evaluation of collocation tools for second language writers.” 2015. Web. 11 Aug 2020.

Vancouver:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Internet] [Thesis]. Northern Arizona University; 2015. [cited 2020 Aug 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913.

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

Council of Science Editors:

Nurmukhamedov U. An evaluation of collocation tools for second language writers. [Thesis]. Northern Arizona University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3713913

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

15. Bonifacius, Hannah. Responding to Mental Well-being Concerns in the Adult ESL Classroom.

Degree: 2018, Northeastern Illinois University

  This study aims to investigate programmatic and curricular support systems in place for ESL instructors to readily and appropriately address mental well-being concerns amongst… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Bonifacius, H. (2018). Responding to Mental Well-being Concerns in the Adult ESL Classroom. (Thesis). Northeastern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

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):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Thesis, Northeastern Illinois University. Accessed August 11, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

MLA Handbook (7th Edition):

Bonifacius, Hannah. “Responding to Mental Well-being Concerns in the Adult ESL Classroom.” 2018. Web. 11 Aug 2020.

Vancouver:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Internet] [Thesis]. Northeastern Illinois University; 2018. [cited 2020 Aug 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834.

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

Council of Science Editors:

Bonifacius H. Responding to Mental Well-being Concerns in the Adult ESL Classroom. [Thesis]. Northeastern Illinois University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10837834

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


The Ohio State University

16. Yang, Hsiu-Hui. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

  Within the field of teacher education, there has been an on-going debate about what constitutes a professional knowledge base. However, comparatively few language teaching… (more)

Subjects/Keywords: English As A Second Language

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APA (6th Edition):

Yang, H. (2011). Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768

Chicago Manual of Style (16th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Doctoral Dissertation, The Ohio State University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

MLA Handbook (7th Edition):

Yang, Hsiu-Hui. “Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University.” 2011. Web. 11 Aug 2020.

Vancouver:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768.

Council of Science Editors:

Yang H. Exploring Native and Non-native English Teachers’ Integrated Pedagogical Content Knowledge and Instructional Practice: A Case Study of Four Teachers at a Taiwan University. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1292432768


Washington State University

17. [No author]. Making Text Features Salient To Graduate Student Writers .

Degree: 2015, Washington State University

 In the genre-based approach, models are of critical importance because they function as a learning tool that assists students to be familiar with genre specifics.… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

author], [. (2015). Making Text Features Salient To Graduate Student Writers . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/6256

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):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Thesis, Washington State University. Accessed August 11, 2020. http://hdl.handle.net/2376/6256.

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

MLA Handbook (7th Edition):

author], [No. “Making Text Features Salient To Graduate Student Writers .” 2015. Web. 11 Aug 2020.

Vancouver:

author] [. Making Text Features Salient To Graduate Student Writers . [Internet] [Thesis]. Washington State University; 2015. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2376/6256.

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

Council of Science Editors:

author] [. Making Text Features Salient To Graduate Student Writers . [Thesis]. Washington State University; 2015. Available from: http://hdl.handle.net/2376/6256

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

18. Russell, Ella. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.

Degree: 2018, Northcentral University

  With the significant increase in the number of immigrants entering the United States, schools and adult programs must prepare teachers to teach English Language(more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Russell, E. (2018). Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

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):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Thesis, Northcentral University. Accessed August 11, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

MLA Handbook (7th Edition):

Russell, Ella. “Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners.” 2018. Web. 11 Aug 2020.

Vancouver:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Internet] [Thesis]. Northcentral University; 2018. [cited 2020 Aug 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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

Council of Science Editors:

Russell E. Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners. [Thesis]. Northcentral University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10749305

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

19. Huang, Yu-Chun. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.

Degree: 2018, California State University, Long Beach

  The purpose of this research is to determine whether speech shadowing influences the values of voice onset time (VOT) of word-initial consonants, /b/, /p/,… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Huang, Y. (2018). The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

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):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Thesis, California State University, Long Beach. Accessed August 11, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

MLA Handbook (7th Edition):

Huang, Yu-Chun. “The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language.” 2018. Web. 11 Aug 2020.

Vancouver:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2020 Aug 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321.

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

Council of Science Editors:

Huang Y. The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785321

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


George Mason University

20. Eqab, Sarah. Long-Term English Learners' Perceptions of Academic Challenges .

Degree: 2016, George Mason University

 Long term English Learners (LTELs) at the high school level face many academic challenges. Some researchers attribute LTELs’ academic difficulties to a gap in academic… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Eqab, S. (2016). Long-Term English Learners' Perceptions of Academic Challenges . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10575

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):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Thesis, George Mason University. Accessed August 11, 2020. http://hdl.handle.net/1920/10575.

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

MLA Handbook (7th Edition):

Eqab, Sarah. “Long-Term English Learners' Perceptions of Academic Challenges .” 2016. Web. 11 Aug 2020.

Vancouver:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Internet] [Thesis]. George Mason University; 2016. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/1920/10575.

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

Council of Science Editors:

Eqab S. Long-Term English Learners' Perceptions of Academic Challenges . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10575

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


University of Minnesota

21. Willms, Mary Katherine. Learner language in dyadic telecollaborative reciprocal language exchange.

Degree: MA, English as a second language, 2011, University of Minnesota

 This is a small-scale, qualitative study describing the learner language found in interaction between two learners working in telecollaborative reciprocal language exchange via Skype. A… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Willms, M. K. (2011). Learner language in dyadic telecollaborative reciprocal language exchange. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/117237

Chicago Manual of Style (16th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Masters Thesis, University of Minnesota. Accessed August 11, 2020. http://purl.umn.edu/117237.

MLA Handbook (7th Edition):

Willms, Mary Katherine. “Learner language in dyadic telecollaborative reciprocal language exchange.” 2011. Web. 11 Aug 2020.

Vancouver:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Internet] [Masters thesis]. University of Minnesota; 2011. [cited 2020 Aug 11]. Available from: http://purl.umn.edu/117237.

Council of Science Editors:

Willms MK. Learner language in dyadic telecollaborative reciprocal language exchange. [Masters Thesis]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117237


Arizona State University

22. Diehl, Dana. Science as Myth.

Degree: English, 2015, Arizona State University

 The goals of science and myth go hand in hand. Both seek to see beyond the senses. Both seek to understand the environment and the… (more)

Subjects/Keywords: English as a second language

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APA (6th Edition):

Diehl, D. (2015). Science as Myth. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/30066

Chicago Manual of Style (16th Edition):

Diehl, Dana. “Science as Myth.” 2015. Masters Thesis, Arizona State University. Accessed August 11, 2020. http://repository.asu.edu/items/30066.

MLA Handbook (7th Edition):

Diehl, Dana. “Science as Myth.” 2015. Web. 11 Aug 2020.

Vancouver:

Diehl D. Science as Myth. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2020 Aug 11]. Available from: http://repository.asu.edu/items/30066.

Council of Science Editors:

Diehl D. Science as Myth. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/30066


University of Arizona

23. Alcaraz, Molly Marie. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block .

Degree: 2011, University of Arizona

 In 2000, the passage of Proposition 203 in Arizona virtually replaced bilingual education with a Structured English Immersion (SEI ) program. In 2006, the State… (more)

Subjects/Keywords: English Language Learners; Structured English Immersion; Language, Reading & Culture; English as a Second Language; English Language Development

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APA (6th Edition):

Alcaraz, M. M. (2011). Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202757

Chicago Manual of Style (16th Edition):

Alcaraz, Molly Marie. “Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block .” 2011. Doctoral Dissertation, University of Arizona. Accessed August 11, 2020. http://hdl.handle.net/10150/202757.

MLA Handbook (7th Edition):

Alcaraz, Molly Marie. “Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block .” 2011. Web. 11 Aug 2020.

Vancouver:

Alcaraz MM. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10150/202757.

Council of Science Editors:

Alcaraz MM. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202757


University of Nairobi

24. Mwaniki, Isaiah N. A syntactic study of the inter-language of Kikuyu learners of English as a second Language .

Degree: 2001, University of Nairobi

 The objective of this study was to identify as well as analyse and describe both quantitatively and qualitatively the emerging IL syntax of a sample… (more)

Subjects/Keywords: Interlanguage; Kikuyu learners of English as a second Language

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APA (6th Edition):

Mwaniki, . I. N. (2001). A syntactic study of the inter-language of Kikuyu learners of English as a second Language . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/18268

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):

Mwaniki, Isaiah N. “A syntactic study of the inter-language of Kikuyu learners of English as a second Language .” 2001. Thesis, University of Nairobi. Accessed August 11, 2020. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/18268.

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

MLA Handbook (7th Edition):

Mwaniki, Isaiah N. “A syntactic study of the inter-language of Kikuyu learners of English as a second Language .” 2001. Web. 11 Aug 2020.

Vancouver:

Mwaniki IN. A syntactic study of the inter-language of Kikuyu learners of English as a second Language . [Internet] [Thesis]. University of Nairobi; 2001. [cited 2020 Aug 11]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/18268.

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

Council of Science Editors:

Mwaniki IN. A syntactic study of the inter-language of Kikuyu learners of English as a second Language . [Thesis]. University of Nairobi; 2001. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/18268

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


University of California – Riverside

25. Canillas, Jennifer. Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity.

Degree: Education, 2018, University of California – Riverside

 When students learning English cannot successfully master the knowledge and skills required to perform the academic tasks necessary to advance to the next proficiency level,… (more)

Subjects/Keywords: Education; Cultural Resources; Elementary Education; English as a Second Language; English Learners; Identity; Spiritual Capital

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APA (6th Edition):

Canillas, J. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/8219c776

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):

Canillas, Jennifer. “Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity.” 2018. Thesis, University of California – Riverside. Accessed August 11, 2020. http://www.escholarship.org/uc/item/8219c776.

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

MLA Handbook (7th Edition):

Canillas, Jennifer. “Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity.” 2018. Web. 11 Aug 2020.

Vancouver:

Canillas J. Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2020 Aug 11]. Available from: http://www.escholarship.org/uc/item/8219c776.

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

Council of Science Editors:

Canillas J. Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/8219c776

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


University of Arkansas

26. Klomjit, Suwanna. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.

Degree: PhD, 2013, University of Arkansas

  The purposes of this study were to study the effect of oral reading-to-self on adult English Language Learners' oral fluency and their perception toward… (more)

Subjects/Keywords: Education; Adult learners; English as a foreign language; English as a second language; English language learners; Oral fluency; Speaking skills; Bilingual, Multilingual, and Multicultural Education; Other English Language and Literature

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APA (6th Edition):

Klomjit, S. (2013). Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/806

Chicago Manual of Style (16th Edition):

Klomjit, Suwanna. “Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.” 2013. Doctoral Dissertation, University of Arkansas. Accessed August 11, 2020. https://scholarworks.uark.edu/etd/806.

MLA Handbook (7th Edition):

Klomjit, Suwanna. “Using Oral Reading to Self to Improve Oral Fluency of English Language Learners.” 2013. Web. 11 Aug 2020.

Vancouver:

Klomjit S. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2020 Aug 11]. Available from: https://scholarworks.uark.edu/etd/806.

Council of Science Editors:

Klomjit S. Using Oral Reading to Self to Improve Oral Fluency of English Language Learners. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/806


Texas A&M University

27. Trevino, Elizabeth Pauline, 1978-. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.

Degree: 2012, Texas A&M University

English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly… (more)

Subjects/Keywords: multilevel linear models; bilingual education; English as a second language; second language reading development; oral reading fluency; reading fluency; English learners

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APA (6th Edition):

Trevino, Elizabeth Pauline, 1. (2012). The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148134

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):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Thesis, Texas A&M University. Accessed August 11, 2020. http://hdl.handle.net/1969.1/148134.

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

MLA Handbook (7th Edition):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Web. 11 Aug 2020.

Vancouver:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/1969.1/148134.

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

Council of Science Editors:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148134

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


Arizona State University

28. Mi, Ximin. The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study.

Degree: MA, Educational Leadership and Policy Studies, 2011, Arizona State University

 ABSTRACT This study focuses on second language acquisition process amongst East Asian adult learners at an English and Culture Acquisition Program (ECAP) classroom. To understand… (more)

Subjects/Keywords: Educational evaluation; English as a Second Language; Adult Education; Adult learners; East Asian learners; English as a second language; individuality; learner sociocultural background; motivation

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

APA (6th Edition):

Mi, X. (2011). The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9306

Chicago Manual of Style (16th Edition):

Mi, Ximin. “The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study.” 2011. Masters Thesis, Arizona State University. Accessed August 11, 2020. http://repository.asu.edu/items/9306.

MLA Handbook (7th Edition):

Mi, Ximin. “The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study.” 2011. Web. 11 Aug 2020.

Vancouver:

Mi X. The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Aug 11]. Available from: http://repository.asu.edu/items/9306.

Council of Science Editors:

Mi X. The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9306


UCLA

29. Carroll, Patricia Elaine. Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade.

Degree: Education, 2012, UCLA

English language proficiency assessments are used to report English Language Learner (ELL) proficiency and progress, and classifications from these assessments help determine what educational services… (more)

Subjects/Keywords: Educational tests & measurements; English as a second language; Education policy; Assessment; Classification; Conjunctive; English Language Learners; English Language Proficiency; Validity

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APA (6th Edition):

Carroll, P. E. (2012). Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2332d3j5

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):

Carroll, Patricia Elaine. “Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade.” 2012. Thesis, UCLA. Accessed August 11, 2020. http://www.escholarship.org/uc/item/2332d3j5.

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

MLA Handbook (7th Edition):

Carroll, Patricia Elaine. “Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade.” 2012. Web. 11 Aug 2020.

Vancouver:

Carroll PE. Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. [Internet] [Thesis]. UCLA; 2012. [cited 2020 Aug 11]. Available from: http://www.escholarship.org/uc/item/2332d3j5.

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

Council of Science Editors:

Carroll PE. Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/2332d3j5

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


Temple University

30. Matsumura, Yuko. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

Although studies of lexical inferencing indicate that second language learners frequently encounter difficulties inferring lexical meaning from context, lexical inferencing, or deriving… (more)

Subjects/Keywords: Education, Curriculum and Instruction; English as a Second Language; EFL learners; lexical inferencing; reading; vocabulary

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

APA (6th Edition):

Matsumura, Y. (2010). FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,99794

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):

Matsumura, Yuko. “FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.” 2010. Thesis, Temple University. Accessed August 11, 2020. http://digital.library.temple.edu/u?/p245801coll10,99794.

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

MLA Handbook (7th Edition):

Matsumura, Yuko. “FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS.” 2010. Web. 11 Aug 2020.

Vancouver:

Matsumura Y. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. [Internet] [Thesis]. Temple University; 2010. [cited 2020 Aug 11]. Available from: http://digital.library.temple.edu/u?/p245801coll10,99794.

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

Council of Science Editors:

Matsumura Y. FACTORS INFLUENCING THE LEXICAL INFERENCING OF JAPANESE EFL LEARNERS. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,99794

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

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