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Level: doctoral

You searched for subject:(Second language development). Showing records 1 – 30 of 74 total matches.

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University of New South Wales

1. Wang, Cheng-Wei. Semantic and conceptual transfer in second language vocabulary learning - when two L2 English lexical items share one L1 Chinese translation equivalent.

Degree: International Studies, 2013, University of New South Wales

 Previous studies have shown that in second language vocabulary development, languagelearners tend to connect an L2 form to an L1 equivalent translation by transferringentire L1… (more)

Subjects/Keywords: Crosslinguistic Influence; Second Language Acquisition; Language Transfer; Second Language Vocabulary Development; Chinese Background Learners

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APA (6th Edition):

Wang, C. (2013). Semantic and conceptual transfer in second language vocabulary learning - when two L2 English lexical items share one L1 Chinese translation equivalent. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53124 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11810/SOURCE01?view=true

Chicago Manual of Style (16th Edition):

Wang, Cheng-Wei. “Semantic and conceptual transfer in second language vocabulary learning - when two L2 English lexical items share one L1 Chinese translation equivalent.” 2013. Doctoral Dissertation, University of New South Wales. Accessed August 22, 2019. http://handle.unsw.edu.au/1959.4/53124 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11810/SOURCE01?view=true.

MLA Handbook (7th Edition):

Wang, Cheng-Wei. “Semantic and conceptual transfer in second language vocabulary learning - when two L2 English lexical items share one L1 Chinese translation equivalent.” 2013. Web. 22 Aug 2019.

Vancouver:

Wang C. Semantic and conceptual transfer in second language vocabulary learning - when two L2 English lexical items share one L1 Chinese translation equivalent. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2019 Aug 22]. Available from: http://handle.unsw.edu.au/1959.4/53124 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11810/SOURCE01?view=true.

Council of Science Editors:

Wang C. Semantic and conceptual transfer in second language vocabulary learning - when two L2 English lexical items share one L1 Chinese translation equivalent. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/53124 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11810/SOURCE01?view=true


University of Minnesota

2. Cole, Caitlin. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.

Degree: PhD, Child Psychology, 2015, University of Minnesota

 Previous research has shown that young children are able to learn words in a foreign language (e.g., Koenig & Woodward, 2012). Among children learning words… (more)

Subjects/Keywords: early childhood; foreign language; language development; second language

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APA (6th Edition):

Cole, C. (2015). Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175402

Chicago Manual of Style (16th Edition):

Cole, Caitlin. “Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.” 2015. Doctoral Dissertation, University of Minnesota. Accessed August 22, 2019. http://hdl.handle.net/11299/175402.

MLA Handbook (7th Edition):

Cole, Caitlin. “Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge.” 2015. Web. 22 Aug 2019.

Vancouver:

Cole C. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11299/175402.

Council of Science Editors:

Cole C. Effects of first-language training on second-language word learning: Roles of conceptual and lexical knowledge. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175402


University of Illinois – Urbana-Champaign

3. Chi, Youngshin. Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes.

Degree: PhD, 1210, 2011, University of Illinois – Urbana-Champaign

 This study investigated the breakdown effect of a listening comprehension test, whether test takers are affected in comprehending lectures by impediments, and collected test takers’… (more)

Subjects/Keywords: language testing; validation; test development; second language listening

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APA (6th Edition):

Chi, Y. (2011). Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24224

Chicago Manual of Style (16th Edition):

Chi, Youngshin. “Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 22, 2019. http://hdl.handle.net/2142/24224.

MLA Handbook (7th Edition):

Chi, Youngshin. “Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes.” 2011. Web. 22 Aug 2019.

Vancouver:

Chi Y. Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2142/24224.

Council of Science Editors:

Chi Y. Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24224


Northeastern University

4. 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 (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 22, 2019. 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. 22 Aug 2019.

Vancouver:

Mannion AR. Towards understanding the nature of English language learners and the experiences of their educators. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 22]. 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


Stellenbosch University

5. Minas, Edith Christina. Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools.

Degree: PhD, African languages, 2017, Stellenbosch University

 ENGLISH ABSTRACT: The purpose of this study is to investigate complexity in isiXhosa task-based second language (L2) learning and teaching in the Eastern Cape and… (more)

Subjects/Keywords: Language development in children; Social cognition; Second language learning; Xhosa  – Second language acquisition; Intermediate school teaching; UCTD

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APA (6th Edition):

Minas, E. C. (2017). Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102696

Chicago Manual of Style (16th Edition):

Minas, Edith Christina. “Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed August 22, 2019. http://hdl.handle.net/10019.1/102696.

MLA Handbook (7th Edition):

Minas, Edith Christina. “Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools.” 2017. Web. 22 Aug 2019.

Vancouver:

Minas EC. Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10019.1/102696.

Council of Science Editors:

Minas EC. Complexity in task-based language teaching and learning of isiXhosa as a second language in primary schools. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102696


The Ohio State University

6. Shima, Hiroshi. Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students.

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

  Employing Bronfenbrenner’s (1979) ecological model of development, this ethnographic study investigated six Japanese middle school expatriate students in the United States (4 boys and… (more)

Subjects/Keywords: Foreign Language; language ideology; identity; bilingualism; second language development; language socialization; language ecology; Japanese sojourners; transnationalism

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APA (6th Edition):

Shima, H. (2011). Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429

Chicago Manual of Style (16th Edition):

Shima, Hiroshi. “Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students.” 2011. Doctoral Dissertation, The Ohio State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429.

MLA Handbook (7th Edition):

Shima, Hiroshi. “Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students.” 2011. Web. 22 Aug 2019.

Vancouver:

Shima H. Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429.

Council of Science Editors:

Shima H. Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429


University of Melbourne

7. Kikuchi, Yuka. Writing development of second language learners of Japanese at an Australian university.

Degree: 2017, University of Melbourne

 Although interest in L2 writing development has increased in recent years, researchers who have investigated this area (e.g., Knoch, Macqueen & O’Hagan, 2014; Storch 2009)… (more)

Subjects/Keywords: Writing development of second language learners of Japanese

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APA (6th Edition):

Kikuchi, Y. (2017). Writing development of second language learners of Japanese at an Australian university. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/192974

Chicago Manual of Style (16th Edition):

Kikuchi, Yuka. “Writing development of second language learners of Japanese at an Australian university.” 2017. Doctoral Dissertation, University of Melbourne. Accessed August 22, 2019. http://hdl.handle.net/11343/192974.

MLA Handbook (7th Edition):

Kikuchi, Yuka. “Writing development of second language learners of Japanese at an Australian university.” 2017. Web. 22 Aug 2019.

Vancouver:

Kikuchi Y. Writing development of second language learners of Japanese at an Australian university. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/11343/192974.

Council of Science Editors:

Kikuchi Y. Writing development of second language learners of Japanese at an Australian university. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/192974


University of Iowa

8. Merkel, Warren David, III. Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers.

Degree: PhD, Teaching and Learning, 2018, University of Iowa

  This qualitative study was designed to explore undergraduate second language writers’ perceptions of and experiences with source-based writing and plagiarism. Grounded Theory (GT) was… (more)

Subjects/Keywords: Activity Theory; plagiarism; second language writing; Teacher Education and Professional Development

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APA (6th Edition):

Merkel, Warren David, I. (2018). Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6471

Chicago Manual of Style (16th Edition):

Merkel, Warren David, III. “Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers.” 2018. Doctoral Dissertation, University of Iowa. Accessed August 22, 2019. https://ir.uiowa.edu/etd/6471.

MLA Handbook (7th Edition):

Merkel, Warren David, III. “Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers.” 2018. Web. 22 Aug 2019.

Vancouver:

Merkel, Warren David I. Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers. [Internet] [Doctoral dissertation]. University of Iowa; 2018. [cited 2019 Aug 22]. Available from: https://ir.uiowa.edu/etd/6471.

Council of Science Editors:

Merkel, Warren David I. Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers. [Doctoral Dissertation]. University of Iowa; 2018. Available from: https://ir.uiowa.edu/etd/6471


Arizona State University

9. Castillo, Melissa. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.

Degree: EdD, Educational Administration and Supervision, 2012, Arizona State University

 The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher… (more)

Subjects/Keywords: English as a second language; Elementary education; Coaching Teachers; Professional Development

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APA (6th Edition):

Castillo, M. (2012). Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14530

Chicago Manual of Style (16th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Doctoral Dissertation, Arizona State University. Accessed August 22, 2019. http://repository.asu.edu/items/14530.

MLA Handbook (7th Edition):

Castillo, Melissa. “Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice.” 2012. Web. 22 Aug 2019.

Vancouver:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Aug 22]. Available from: http://repository.asu.edu/items/14530.

Council of Science Editors:

Castillo M. Guiding Educators to Praxis: Moving Teachers beyond Theory to Practice. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14530


University of Colorado

10. Brojde, Chandra Lynn. The Relationship between Parent's Comparisons of Nouns and Children's Noun Learning.

Degree: PhD, Psychology & Neuroscience, 2010, University of Colorado

  Previous literature shows that language input is related to the language that children produce. Less is known about how the input provided to children… (more)

Subjects/Keywords: Cognition; Input; Language Development; Word Learning; Cognitive Psychology; Developmental Psychology; First and Second Language Acquisition

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APA (6th Edition):

Brojde, C. L. (2010). The Relationship between Parent's Comparisons of Nouns and Children's Noun Learning. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/psyc_gradetds/12

Chicago Manual of Style (16th Edition):

Brojde, Chandra Lynn. “The Relationship between Parent's Comparisons of Nouns and Children's Noun Learning.” 2010. Doctoral Dissertation, University of Colorado. Accessed August 22, 2019. http://scholar.colorado.edu/psyc_gradetds/12.

MLA Handbook (7th Edition):

Brojde, Chandra Lynn. “The Relationship between Parent's Comparisons of Nouns and Children's Noun Learning.” 2010. Web. 22 Aug 2019.

Vancouver:

Brojde CL. The Relationship between Parent's Comparisons of Nouns and Children's Noun Learning. [Internet] [Doctoral dissertation]. University of Colorado; 2010. [cited 2019 Aug 22]. Available from: http://scholar.colorado.edu/psyc_gradetds/12.

Council of Science Editors:

Brojde CL. The Relationship between Parent's Comparisons of Nouns and Children's Noun Learning. [Doctoral Dissertation]. University of Colorado; 2010. Available from: http://scholar.colorado.edu/psyc_gradetds/12


University of Arizona

11. Angus, Katie Beth. Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities .

Degree: 2014, University of Arizona

 In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007… (more)

Subjects/Keywords: professional development; teacher training; teaching assistants; technology; Second Language Acquisition & Teaching; foreign language

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APA (6th Edition):

Angus, K. B. (2014). Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/318794

Chicago Manual of Style (16th Edition):

Angus, Katie Beth. “Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities .” 2014. Doctoral Dissertation, University of Arizona. Accessed August 22, 2019. http://hdl.handle.net/10150/318794.

MLA Handbook (7th Edition):

Angus, Katie Beth. “Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities .” 2014. Web. 22 Aug 2019.

Vancouver:

Angus KB. Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10150/318794.

Council of Science Editors:

Angus KB. Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/318794


University of Arizona

12. 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 22, 2019. 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. 22 Aug 2019.

Vancouver:

Alcaraz MM. Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Aug 22]. 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


Bowling Green State University

13. Moore, Jeffrey Salem. Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege.

Degree: PhD, English (Rhetoric and Writing) PhD, 2017, Bowling Green State University

 Although a substantial body of research exists with respect to the digital literacy practices of the “traditional” American college student, research relevant to the English… (more)

Subjects/Keywords: English As A Second Language; Composition; Communication; Curriculum Development; digital literacy; multimodal composition; second language writers; computer mediated writing; computer assisted language learning; student identity; writers voice; English language learners

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APA (6th Edition):

Moore, J. S. (2017). Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726

Chicago Manual of Style (16th Edition):

Moore, Jeffrey Salem. “Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.

MLA Handbook (7th Edition):

Moore, Jeffrey Salem. “Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege.” 2017. Web. 22 Aug 2019.

Vancouver:

Moore JS. Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.

Council of Science Editors:

Moore JS. Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726


Wayne State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Morreale, Stefania Gabriella. “The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.” 2011. Doctoral Dissertation, Wayne State University. Accessed August 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/219.

MLA Handbook (7th Edition):

Morreale, Stefania Gabriella. “The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language.” 2011. Web. 22 Aug 2019.

Vancouver:

Morreale SG. The Relationship Between Study Abroad And Motivation, Attitude And Anxiety In University Students Learning A Foreign Language. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Aug 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/219.

Council of Science Editors:

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


Wayne State University

15. Bluestein, May Ritta. Computer Assisted Language Learning For Spanish Oral Proficiency.

Degree: PhD, Curriculum and Instruction, 2017, Wayne State University

  ABSTRACT COMPUTER ASSISTED LANGUAGE LEARNING FOR SPANISH ORAL PROFICIENCY by MAY RITTA BLUESTEIN December 2017 Advisor: Dr. Jazlin Ebenezer Major: Curriculum and Instruction Degree:… (more)

Subjects/Keywords: Computer assisted language learning; foreign language anxiety; integrative motivation; post-modern; second language acquisition; Other Teacher Education and Professional Development

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APA (6th Edition):

Bluestein, M. R. (2017). Computer Assisted Language Learning For Spanish Oral Proficiency. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1786

Chicago Manual of Style (16th Edition):

Bluestein, May Ritta. “Computer Assisted Language Learning For Spanish Oral Proficiency.” 2017. Doctoral Dissertation, Wayne State University. Accessed August 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1786.

MLA Handbook (7th Edition):

Bluestein, May Ritta. “Computer Assisted Language Learning For Spanish Oral Proficiency.” 2017. Web. 22 Aug 2019.

Vancouver:

Bluestein MR. Computer Assisted Language Learning For Spanish Oral Proficiency. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2019 Aug 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1786.

Council of Science Editors:

Bluestein MR. Computer Assisted Language Learning For Spanish Oral Proficiency. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1786

16. Kozlowski, Christina Tesnow. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.

Degree: EdD, College of Education, Health and Human Services, 2017, University of Michigan

 This study is focused on effective professional development (PD) that may increase teachers' awareness of culturally responsive teaching for English Learners (ELs). Teachers are not… (more)

Subjects/Keywords: culturally responsive teaching; Professional development; effective professional development; constructivism; constructivist professional development; English Learners (ELs); ELLs; Second Language Acquisition (SLA); Education

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APA (6th Edition):

Kozlowski, C. T. (2017). The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/136153

Chicago Manual of Style (16th Edition):

Kozlowski, Christina Tesnow. “The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.” 2017. Doctoral Dissertation, University of Michigan. Accessed August 22, 2019. http://hdl.handle.net/2027.42/136153.

MLA Handbook (7th Edition):

Kozlowski, Christina Tesnow. “The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change.” 2017. Web. 22 Aug 2019.

Vancouver:

Kozlowski CT. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2027.42/136153.

Council of Science Editors:

Kozlowski CT. The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/136153


University of Illinois – Urbana-Champaign

17. Wei, Junli. Bridging the gap between research and practice: construction and validation of a CDA-informed English reading test for China's twelfth graders.

Degree: PhD, Educational Psychology, 2016, University of Illinois – Urbana-Champaign

 Assessment should be made more useful for promoting students' learning success. Although recent research advances in cognitive diagnostic assessment (CDA) move in this direction, most… (more)

Subjects/Keywords: Cognitive diagnostic assessment; CDA-informed test; Cognitive diagnostic models; Second language reading; Test development; Validation

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APA (6th Edition):

Wei, J. (2016). Bridging the gap between research and practice: construction and validation of a CDA-informed English reading test for China's twelfth graders. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92943

Chicago Manual of Style (16th Edition):

Wei, Junli. “Bridging the gap between research and practice: construction and validation of a CDA-informed English reading test for China's twelfth graders.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 22, 2019. http://hdl.handle.net/2142/92943.

MLA Handbook (7th Edition):

Wei, Junli. “Bridging the gap between research and practice: construction and validation of a CDA-informed English reading test for China's twelfth graders.” 2016. Web. 22 Aug 2019.

Vancouver:

Wei J. Bridging the gap between research and practice: construction and validation of a CDA-informed English reading test for China's twelfth graders. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2142/92943.

Council of Science Editors:

Wei J. Bridging the gap between research and practice: construction and validation of a CDA-informed English reading test for China's twelfth graders. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92943


University of Pretoria

18. Prinsloo, Christiaan. A Curricular Framework for English for Academic Legal Purposes.

Degree: Humanities Education, 2015, University of Pretoria

 The decline of the requisite linguistic skills of law students around the world has been documented comprehensively through legal scholarship. While ameliorating initiatives attempt to… (more)

Subjects/Keywords: Curriculum and instructional design and development; Theoretical linguistics; Legal education; UCTD; Second language (L2) Pedagogy

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APA (6th Edition):

Prinsloo, C. (2015). A Curricular Framework for English for Academic Legal Purposes. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/42844

Chicago Manual of Style (16th Edition):

Prinsloo, Christiaan. “A Curricular Framework for English for Academic Legal Purposes.” 2015. Doctoral Dissertation, University of Pretoria. Accessed August 22, 2019. http://hdl.handle.net/2263/42844.

MLA Handbook (7th Edition):

Prinsloo, Christiaan. “A Curricular Framework for English for Academic Legal Purposes.” 2015. Web. 22 Aug 2019.

Vancouver:

Prinsloo C. A Curricular Framework for English for Academic Legal Purposes. [Internet] [Doctoral dissertation]. University of Pretoria; 2015. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2263/42844.

Council of Science Editors:

Prinsloo C. A Curricular Framework for English for Academic Legal Purposes. [Doctoral Dissertation]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/42844


University of Michigan

19. Hwang, Hye Jin. Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years.

Degree: PhD, Educational Studies, 2018, University of Michigan

 Reading development in students who are second language learners (SLLs) has been a concern of many educators. It is important to understand reading development in… (more)

Subjects/Keywords: reading development; second language reading; prior knowledge; reading motivation; elementary education; Education; Social Sciences

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APA (6th Edition):

Hwang, H. J. (2018). Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144152

Chicago Manual of Style (16th Edition):

Hwang, Hye Jin. “Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years.” 2018. Doctoral Dissertation, University of Michigan. Accessed August 22, 2019. http://hdl.handle.net/2027.42/144152.

MLA Handbook (7th Edition):

Hwang, Hye Jin. “Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years.” 2018. Web. 22 Aug 2019.

Vancouver:

Hwang HJ. Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2027.42/144152.

Council of Science Editors:

Hwang HJ. Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144152


University of Kansas

20. Alana, Alejandra Beatriz. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.

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

 This study set out to examine the English language-learning experiences of formerly classified ELLs, who are now teachers, as a source of personal practical knowledge… (more)

Subjects/Keywords: English as a second language; Teacher education; Curriculum development; Critical Pedagogy; English as a Second Language; Language learning experiences; Personal Practical Knowledge; Phenomenology; Teachers' experiences

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APA (6th Edition):

Alana, A. B. (2017). English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25955

Chicago Manual of Style (16th Edition):

Alana, Alejandra Beatriz. “English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.” 2017. Doctoral Dissertation, University of Kansas. Accessed August 22, 2019. http://hdl.handle.net/1808/25955.

MLA Handbook (7th Edition):

Alana, Alejandra Beatriz. “English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy.” 2017. Web. 22 Aug 2019.

Vancouver:

Alana AB. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1808/25955.

Council of Science Editors:

Alana AB. English language-learning experiences of bilingual teachers of English Language Learners: a source of personal practical knowledge and critical pedagogy. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25955


Arizona State University

21. Trifiro, Anthony. Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity.

Degree: PhD, Curriculum and Instruction, 2012, Arizona State University

 This study is of professional development of secondary teachers seeking an English as Second Language (ESL) endorsement. Participants are secondary teachers of a major urban… (more)

Subjects/Keywords: Education; Teacher education; English as a second language; cultural relevant teaching; culture; English Learners; language; multicultural teacher education; Professional Development

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APA (6th Edition):

Trifiro, A. (2012). Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/15219

Chicago Manual of Style (16th Edition):

Trifiro, Anthony. “Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity.” 2012. Doctoral Dissertation, Arizona State University. Accessed August 22, 2019. http://repository.asu.edu/items/15219.

MLA Handbook (7th Edition):

Trifiro, Anthony. “Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity.” 2012. Web. 22 Aug 2019.

Vancouver:

Trifiro A. Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2019 Aug 22]. Available from: http://repository.asu.edu/items/15219.

Council of Science Editors:

Trifiro A. Professional Development of Secondary Teachers of English Learners: Issues in Linguisitic and Cultural Sensitivity. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/15219


Kent State University

22. Dagistan, Murat. A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2019, Kent State University

 The purpose of this mixed-method study was to investigate how non-matriculated Chinese and Saudi students perceive their language learning experiences in an ESL context in… (more)

Subjects/Keywords: Curriculum Development; Education; English As A Second Language; Multicultural Education; Non-matriculated; Chinese students; Saudi students; perception; language learning experience

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APA (6th Edition):

Dagistan, M. (2019). A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1563281769870744

Chicago Manual of Style (16th Edition):

Dagistan, Murat. “A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University.” 2019. Doctoral Dissertation, Kent State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563281769870744.

MLA Handbook (7th Edition):

Dagistan, Murat. “A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University.” 2019. Web. 22 Aug 2019.

Vancouver:

Dagistan M. A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University. [Internet] [Doctoral dissertation]. Kent State University; 2019. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563281769870744.

Council of Science Editors:

Dagistan M. A Study on How Non-Matriculated Chinese and Saudi Students Perceive their Language Learning Experience in an ESL Context at a U.S. University. [Doctoral Dissertation]. Kent State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1563281769870744


University of Washington

23. Fahim, Norah. The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University.

Degree: PhD, 2019, University of Washington

 Only in recent years has there been acknowledgment of the anxiety experienced by First Year Composition TAs when their department-based pedagogical professional development does not… (more)

Subjects/Keywords: First Year Composition; Graduate Teaching Assistants; Higher Education; Multilingual; Professional Development; Second Language Writing; Teacher education; English as a second language; Rhetoric; English

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APA (6th Edition):

Fahim, N. (2019). The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/43681

Chicago Manual of Style (16th Edition):

Fahim, Norah. “The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University.” 2019. Doctoral Dissertation, University of Washington. Accessed August 22, 2019. http://hdl.handle.net/1773/43681.

MLA Handbook (7th Edition):

Fahim, Norah. “The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University.” 2019. Web. 22 Aug 2019.

Vancouver:

Fahim N. The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1773/43681.

Council of Science Editors:

Fahim N. The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43681


University of Toledo

24. Ziegler, Nathan E. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge.

Degree: PhD, Foundations of Education: Educational Psychology, 2014, University of Toledo

 There is a growing body of work that examines the epistemic beliefs of learners and the role those beliefs play in the development of their… (more)

Subjects/Keywords: Educational Psychology; English As A Second Language; Epistemology; English as a Second Language; English Language Learners; ESL Education; Vocabulary Learning; Second Language Instruction; Personal Epistemology; Epistemic Development; Epistemic Beliefs; Educational Psychology

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APA (6th Edition):

Ziegler, N. E. (2014). English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754

Chicago Manual of Style (16th Edition):

Ziegler, Nathan E. “English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge.” 2014. Doctoral Dissertation, University of Toledo. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.

MLA Handbook (7th Edition):

Ziegler, Nathan E. “English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge.” 2014. Web. 22 Aug 2019.

Vancouver:

Ziegler NE. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. [Internet] [Doctoral dissertation]. University of Toledo; 2014. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.

Council of Science Editors:

Ziegler NE. English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. [Doctoral Dissertation]. University of Toledo; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754


University of Exeter

25. Gaikwad, Vinita. The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China.

Degree: PhD, 2013, University of Exeter

 Born into a visual culture, today’s generation of learners generally prefer a visually-rich multimodal learning environment. Tapping into the potential of visuals in language pedagogy,… (more)

Subjects/Keywords: 418.007; Second Language Acquisition; Writing; Writing; Contextualized Teaching of Grammar; Grammar and Writing Development; Writing Development; Second Language Acquisition; Visualization; Multimodal Learning; Grammar Teaching; Grammar and Writing in China; External and Internal Visualization; Visual imagery in grammar teaching; language pedagogy

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APA (6th Edition):

Gaikwad, V. (2013). The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13722

Chicago Manual of Style (16th Edition):

Gaikwad, Vinita. “The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China.” 2013. Doctoral Dissertation, University of Exeter. Accessed August 22, 2019. http://hdl.handle.net/10871/13722.

MLA Handbook (7th Edition):

Gaikwad, Vinita. “The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China.” 2013. Web. 22 Aug 2019.

Vancouver:

Gaikwad V. The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10871/13722.

Council of Science Editors:

Gaikwad V. The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/13722


Virginia Commonwealth University

26. Onorato, Patricia G. Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary.

Degree: PhD, Education, 2016, Virginia Commonwealth University

  This study aimed to investigate parent-child verbal interactions in Spanish in a group of Latino preschoolers growing up in the United States through a… (more)

Subjects/Keywords: Latino; Preschoolers; Parent-Mediated; Natural Environment; Spanish; Language Development; Bilingual, Multilingual, and Multicultural Education; Developmental Psychology; First and Second Language Acquisition; Latin American Studies; Reading and Language

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APA (6th Edition):

Onorato, P. G. (2016). Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4600

Chicago Manual of Style (16th Edition):

Onorato, Patricia G. “Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 22, 2019. https://scholarscompass.vcu.edu/etd/4600.

MLA Handbook (7th Edition):

Onorato, Patricia G. “Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary.” 2016. Web. 22 Aug 2019.

Vancouver:

Onorato PG. Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Aug 22]. Available from: https://scholarscompass.vcu.edu/etd/4600.

Council of Science Editors:

Onorato PG. Investigating the Effects of a Parent-Mediated Intervention on Latino Parent-Child Verbal Interaction and Children's Receptive Vocabulary. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4600


University of Manchester

27. Scally, Garret. GROUP DEVISED THEATRE FOR 'SECOND LANGUAGE ACQUISITION'.

Degree: 2019, University of Manchester

 This portfolio thesis makes the case that participating in group devised theatre and using voice work benefits self-efficacy in additional language acquisition for advanced adult… (more)

Subjects/Keywords: group devised theatre; ensemble devising; second language acquisition; additional language development; friendship; mess; ignorant facilitator; unfinishedness; Groupness; Communities of Practice; collective creation; language learning; vignettes

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APA (6th Edition):

Scally, G. (2019). GROUP DEVISED THEATRE FOR 'SECOND LANGUAGE ACQUISITION'. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320106

Chicago Manual of Style (16th Edition):

Scally, Garret. “GROUP DEVISED THEATRE FOR 'SECOND LANGUAGE ACQUISITION'.” 2019. Doctoral Dissertation, University of Manchester. Accessed August 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320106.

MLA Handbook (7th Edition):

Scally, Garret. “GROUP DEVISED THEATRE FOR 'SECOND LANGUAGE ACQUISITION'.” 2019. Web. 22 Aug 2019.

Vancouver:

Scally G. GROUP DEVISED THEATRE FOR 'SECOND LANGUAGE ACQUISITION'. [Internet] [Doctoral dissertation]. University of Manchester; 2019. [cited 2019 Aug 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320106.

Council of Science Editors:

Scally G. GROUP DEVISED THEATRE FOR 'SECOND LANGUAGE ACQUISITION'. [Doctoral Dissertation]. University of Manchester; 2019. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:320106


University of Utah

28. Farrelly, Rachel Elizabeth. Emerging from the echo chamber: an activity theory perspective on L2 teachers of adult emergent readers.

Degree: PhD, Linguistics, 2012, University of Utah

 The surge in second language adult emergent readers and the push for professionalization in the field of adult education has shifted conversations among language teacher… (more)

Subjects/Keywords: Activity theory; Case study; L2 Adult emergent readers; L2 Teacher professional development; Second language teacher education

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APA (6th Edition):

Farrelly, R. E. (2012). Emerging from the echo chamber: an activity theory perspective on L2 teachers of adult emergent readers. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/669/rec/860

Chicago Manual of Style (16th Edition):

Farrelly, Rachel Elizabeth. “Emerging from the echo chamber: an activity theory perspective on L2 teachers of adult emergent readers.” 2012. Doctoral Dissertation, University of Utah. Accessed August 22, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/669/rec/860.

MLA Handbook (7th Edition):

Farrelly, Rachel Elizabeth. “Emerging from the echo chamber: an activity theory perspective on L2 teachers of adult emergent readers.” 2012. Web. 22 Aug 2019.

Vancouver:

Farrelly RE. Emerging from the echo chamber: an activity theory perspective on L2 teachers of adult emergent readers. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Aug 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/669/rec/860.

Council of Science Editors:

Farrelly RE. Emerging from the echo chamber: an activity theory perspective on L2 teachers of adult emergent readers. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/669/rec/860


The Ohio State University

29. McNally, Elizabeth C. Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom.

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

 This research examines differential participation in three specific classroomliteracy activities over an academic school and their relationship to progress on schoolbasedmeasures of literacy progress in… (more)

Subjects/Keywords: Early Childhood Education; English As A Second Language; Literacy; Differential Participation; Linguistically diverse; kindergarten; literacy development

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APA (6th Edition):

McNally, E. C. (2010). Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959

Chicago Manual of Style (16th Edition):

McNally, Elizabeth C. “Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom.” 2010. Doctoral Dissertation, The Ohio State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959.

MLA Handbook (7th Edition):

McNally, Elizabeth C. “Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom.” 2010. Web. 22 Aug 2019.

Vancouver:

McNally EC. Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959.

Council of Science Editors:

McNally EC. Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959


Temple University

30. Rylander, John William. EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD.

Degree: PhD, 2017, Temple University

Applied Linguistics

This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of… (more)

Subjects/Keywords: English as a second language; Sociolinguistics; Curriculum development;

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APA (6th Edition):

Rylander, J. W. (2017). EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,474057

Chicago Manual of Style (16th Edition):

Rylander, John William. “EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD.” 2017. Doctoral Dissertation, Temple University. Accessed August 22, 2019. http://digital.library.temple.edu/u?/p245801coll10,474057.

MLA Handbook (7th Edition):

Rylander, John William. “EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD.” 2017. Web. 22 Aug 2019.

Vancouver:

Rylander JW. EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Aug 22]. Available from: http://digital.library.temple.edu/u?/p245801coll10,474057.

Council of Science Editors:

Rylander JW. EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,474057

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