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You searched for subject:(Second language learner). Showing records 1 – 30 of 111 total matches.

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1. Philip, Beena M. Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction.

Degree: English literature, 2013, Kannur University

In the 21st century, nothing is as natural to us as learning and accomplishment. We search for a role and work of significance; for companionship,… (more)

Subjects/Keywords: English literature; Learner autonomy; Second language acquisition

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APA (6th Edition):

Philip, B. M. (2013). Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction. (Thesis). Kannur University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/14216

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):

Philip, Beena M. “Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction.” 2013. Thesis, Kannur University. Accessed October 18, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/14216.

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

MLA Handbook (7th Edition):

Philip, Beena M. “Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction.” 2013. Web. 18 Oct 2019.

Vancouver:

Philip BM. Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction. [Internet] [Thesis]. Kannur University; 2013. [cited 2019 Oct 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/14216.

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

Council of Science Editors:

Philip BM. Learner autonomy in second language acquisition moving from instruction towards construction; Learner autonomy in second language acquisition: moving from instruction towards construction. [Thesis]. Kannur University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/14216

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

2. Philip M, Beena. Learner autonomy in second language acquisition: moving from instruction towards construction.

Degree: 2003, Kannur University

In the 21st century, nothing is as natural to us as learning and accomplishment. We search for a role and work of significance; for companionship,… (more)

Subjects/Keywords: English; Second language acquisition; Learner autonomy

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APA (6th Edition):

Philip M, B. (2003). Learner autonomy in second language acquisition: moving from instruction towards construction. (Thesis). Kannur University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/2526

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):

Philip M, Beena. “Learner autonomy in second language acquisition: moving from instruction towards construction.” 2003. Thesis, Kannur University. Accessed October 18, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/2526.

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

MLA Handbook (7th Edition):

Philip M, Beena. “Learner autonomy in second language acquisition: moving from instruction towards construction.” 2003. Web. 18 Oct 2019.

Vancouver:

Philip M B. Learner autonomy in second language acquisition: moving from instruction towards construction. [Internet] [Thesis]. Kannur University; 2003. [cited 2019 Oct 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2526.

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

Council of Science Editors:

Philip M B. Learner autonomy in second language acquisition: moving from instruction towards construction. [Thesis]. Kannur University; 2003. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2526

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


California State University – Sacramento

3. Moore, Jennifer E. Using science content standards to teach English language development: a first grade plant unit.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 The state of California expects English Learners to learn academic content and oral academic English at the same time and mandates that all students be… (more)

Subjects/Keywords: Academic language; Second language acquisition; English learner; Teaching strategies

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APA (6th Edition):

Moore, J. E. (2010). Using science content standards to teach English language development: a first grade plant unit. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/532

Chicago Manual of Style (16th Edition):

Moore, Jennifer E. “Using science content standards to teach English language development: a first grade plant unit.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 18, 2019. http://hdl.handle.net/10211.9/532.

MLA Handbook (7th Edition):

Moore, Jennifer E. “Using science content standards to teach English language development: a first grade plant unit.” 2010. Web. 18 Oct 2019.

Vancouver:

Moore JE. Using science content standards to teach English language development: a first grade plant unit. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10211.9/532.

Council of Science Editors:

Moore JE. Using science content standards to teach English language development: a first grade plant unit. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/532


California State University – Sacramento

4. Graham, Sarah Marie. An analysis of a K-12 grammar-based English language development program.

Degree: 2014, California State University – Sacramento

 The purpose of this study was to analyze a K-12 grammar-based English language development program???s effectiveness in facilitating English acquisition for second language learners. The… (more)

Subjects/Keywords: Education; Sustainability; Implementation; California English Language Development Test; Second language learner; Language acquisition; English language learner

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APA (6th Edition):

Graham, S. M. (2014). An analysis of a K-12 grammar-based English language development program. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122235

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):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Thesis, California State University – Sacramento. Accessed October 18, 2019. http://hdl.handle.net/10211.3/122235.

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

MLA Handbook (7th Edition):

Graham, Sarah Marie. “An analysis of a K-12 grammar-based English language development program.” 2014. Web. 18 Oct 2019.

Vancouver:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Internet] [Thesis]. California State University – Sacramento; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10211.3/122235.

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

Council of Science Editors:

Graham SM. An analysis of a K-12 grammar-based English language development program. [Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122235

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


University of Southern California

5. Lemos, Laura. Voices of adult Latinos with physical disabilities and their families.

Degree: EdD, Education (Leadership), 2016, University of Southern California

 The civil rights issue of the twentieth century results from in education inequities individuals with disabilities face as a result of the use of the… (more)

Subjects/Keywords: physical disability; language; intersectionality; language acquisition; second language learner; English language learner; cerebral palsy; spinal bifida; opportunity brokers; critical race theory

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

APA (6th Edition):

Lemos, L. (2016). Voices of adult Latinos with physical disabilities and their families. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851

Chicago Manual of Style (16th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

MLA Handbook (7th Edition):

Lemos, Laura. “Voices of adult Latinos with physical disabilities and their families.” 2016. Web. 18 Oct 2019.

Vancouver:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Internet] [Doctoral dissertation]. University of Southern California; 2016. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851.

Council of Science Editors:

Lemos L. Voices of adult Latinos with physical disabilities and their families. [Doctoral Dissertation]. University of Southern California; 2016. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/640595/rec/7851


Baylor University

6. Gottardi, Sara A. Las dos habilidades comunicativas en los estudiantes de segundo idioma.

Degree: Spanish., 2011, Baylor University

 Hay una gran variedad de literatura que examina la conexión entre la lectura y la escritura y entre el habla y la compresión oral. Esta… (more)

Subjects/Keywords: Oral production of second language learners.; Written production of second language learners.; Second language acquisition.; Writing in a second language.; Speaking a second language.; Language learner output.

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APA (6th Edition):

Gottardi, S. A. (2011). Las dos habilidades comunicativas en los estudiantes de segundo idioma. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8141

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):

Gottardi, Sara A. “Las dos habilidades comunicativas en los estudiantes de segundo idioma. ” 2011. Thesis, Baylor University. Accessed October 18, 2019. http://hdl.handle.net/2104/8141.

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

MLA Handbook (7th Edition):

Gottardi, Sara A. “Las dos habilidades comunicativas en los estudiantes de segundo idioma. ” 2011. Web. 18 Oct 2019.

Vancouver:

Gottardi SA. Las dos habilidades comunicativas en los estudiantes de segundo idioma. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2104/8141.

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

Council of Science Editors:

Gottardi SA. Las dos habilidades comunicativas en los estudiantes de segundo idioma. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8141

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


University of Illinois – Chicago

7. Lee, Chun Hwa. Korean Immigrant Women’s Identity Negotiation: Language Learning from a Post-Structuralist Perspective.

Degree: 2016, University of Illinois – Chicago

 This research project examines how twelve immigrant women from Korea practice literacy, and develop their identities in a new context in the United States, taking… (more)

Subjects/Keywords: immigrant women; identity; post-structuralism; socio-cultural; second language learner

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APA (6th Edition):

Lee, C. H. (2016). Korean Immigrant Women’s Identity Negotiation: Language Learning from a Post-Structuralist Perspective. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20910

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):

Lee, Chun Hwa. “Korean Immigrant Women’s Identity Negotiation: Language Learning from a Post-Structuralist Perspective.” 2016. Thesis, University of Illinois – Chicago. Accessed October 18, 2019. http://hdl.handle.net/10027/20910.

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

MLA Handbook (7th Edition):

Lee, Chun Hwa. “Korean Immigrant Women’s Identity Negotiation: Language Learning from a Post-Structuralist Perspective.” 2016. Web. 18 Oct 2019.

Vancouver:

Lee CH. Korean Immigrant Women’s Identity Negotiation: Language Learning from a Post-Structuralist Perspective. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10027/20910.

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

Council of Science Editors:

Lee CH. Korean Immigrant Women’s Identity Negotiation: Language Learning from a Post-Structuralist Perspective. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20910

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

8. Breton, Daniel. Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners.

Degree: Mathematics, 2016, Dalarna University

  The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained… (more)

Subjects/Keywords: Second language learner • Mathematics teaching practices • CLIL • Bilingual classroom

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APA (6th Edition):

Breton, D. (2016). Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206

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):

Breton, Daniel. “Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners.” 2016. Thesis, Dalarna University. Accessed October 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.

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

MLA Handbook (7th Edition):

Breton, Daniel. “Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners.” 2016. Web. 18 Oct 2019.

Vancouver:

Breton D. Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Oct 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.

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

Council of Science Editors:

Breton D. Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206

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


University of Manitoba

9. Barkman, Donna. Identity within the mainstream grade 8 writing classroom: ways in which honouring identity enhances the teaching and learning of writing.

Degree: Curriculum, Teaching and Learning, 2017, University of Manitoba

 In today’s world, with increased movement and growing globalization, classrooms are alive with multiple languages and ethnicities. Many students live, perhaps unknowingly, with hybrid identities… (more)

Subjects/Keywords: Writing; Hybrid identity; Grade 8; Autoethnography; Identity; Second-language learner

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APA (6th Edition):

Barkman, D. (2017). Identity within the mainstream grade 8 writing classroom: ways in which honouring identity enhances the teaching and learning of writing. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32582

Chicago Manual of Style (16th Edition):

Barkman, Donna. “Identity within the mainstream grade 8 writing classroom: ways in which honouring identity enhances the teaching and learning of writing.” 2017. Masters Thesis, University of Manitoba. Accessed October 18, 2019. http://hdl.handle.net/1993/32582.

MLA Handbook (7th Edition):

Barkman, Donna. “Identity within the mainstream grade 8 writing classroom: ways in which honouring identity enhances the teaching and learning of writing.” 2017. Web. 18 Oct 2019.

Vancouver:

Barkman D. Identity within the mainstream grade 8 writing classroom: ways in which honouring identity enhances the teaching and learning of writing. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1993/32582.

Council of Science Editors:

Barkman D. Identity within the mainstream grade 8 writing classroom: ways in which honouring identity enhances the teaching and learning of writing. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32582


Temple University

10. Suzuki, Sakae. Language Learners' Beliefs: Development and Change.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high… (more)

Subjects/Keywords: English as a second language; Education; Language arts; Change; Development; Learner beliefs

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APA (6th Edition):

Suzuki, S. (2012). Language Learners' Beliefs: Development and Change. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,175672

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):

Suzuki, Sakae. “Language Learners' Beliefs: Development and Change.” 2012. Thesis, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,175672.

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

MLA Handbook (7th Edition):

Suzuki, Sakae. “Language Learners' Beliefs: Development and Change.” 2012. Web. 18 Oct 2019.

Vancouver:

Suzuki S. Language Learners' Beliefs: Development and Change. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,175672.

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

Council of Science Editors:

Suzuki S. Language Learners' Beliefs: Development and Change. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,175672

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


The Ohio State University

11. Wang, Renee Hester. A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status.

Degree: MA, Music, 2016, The Ohio State University

 The purpose of this study was to investigate the music-reading ability of English Language Learner (ELL) students as compared to non-ELLs and to establish baseline… (more)

Subjects/Keywords: Music Education; Music; English As A Second Language; music reading; English Language Learner

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

APA (6th Edition):

Wang, R. H. (2016). A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878

Chicago Manual of Style (16th Edition):

Wang, Renee Hester. “A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status.” 2016. Masters Thesis, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878.

MLA Handbook (7th Edition):

Wang, Renee Hester. “A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status.” 2016. Web. 18 Oct 2019.

Vancouver:

Wang RH. A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878.

Council of Science Editors:

Wang RH. A Preliminary Investigation of the Relationship between Music-Reading Ability and English Language Learner Status. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460930878


University of Waterloo

12. Swyers, Erica Leigh. Investigating Learner Beliefs Using the Lego Serious Play Method.

Degree: 2017, University of Waterloo

 The study of L2 learner beliefs explores the attitudes, knowledge, and assumptions students adopt when they learn a language (Kalaja & Barcelos, 2006). Previous research… (more)

Subjects/Keywords: Learner Beliefs; Lego Serious Play; Second Language Acquisition; Language Pedagogy; German; Metaphor

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APA (6th Edition):

Swyers, E. L. (2017). Investigating Learner Beliefs Using the Lego Serious Play Method. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/12302

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):

Swyers, Erica Leigh. “Investigating Learner Beliefs Using the Lego Serious Play Method.” 2017. Thesis, University of Waterloo. Accessed October 18, 2019. http://hdl.handle.net/10012/12302.

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

MLA Handbook (7th Edition):

Swyers, Erica Leigh. “Investigating Learner Beliefs Using the Lego Serious Play Method.” 2017. Web. 18 Oct 2019.

Vancouver:

Swyers EL. Investigating Learner Beliefs Using the Lego Serious Play Method. [Internet] [Thesis]. University of Waterloo; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10012/12302.

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

Council of Science Editors:

Swyers EL. Investigating Learner Beliefs Using the Lego Serious Play Method. [Thesis]. University of Waterloo; 2017. Available from: http://hdl.handle.net/10012/12302

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


Virginia Commonwealth University

13. Abrams-Terry, Michelle. Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors.

Degree: PhD, Education, 2014, Virginia Commonwealth University

 In this study, the researcher explored high school English language learners’ perceptions of risk factors and protective factors present in their academic and social lives.… (more)

Subjects/Keywords: academic resilience; English as a second language; English language learner; protective factors; risk factors; Education

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APA (6th Edition):

Abrams-Terry, M. (2014). Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3361

Chicago Manual of Style (16th Edition):

Abrams-Terry, Michelle. “Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors.” 2014. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 18, 2019. https://scholarscompass.vcu.edu/etd/3361.

MLA Handbook (7th Edition):

Abrams-Terry, Michelle. “Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors.” 2014. Web. 18 Oct 2019.

Vancouver:

Abrams-Terry M. Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2014. [cited 2019 Oct 18]. Available from: https://scholarscompass.vcu.edu/etd/3361.

Council of Science Editors:

Abrams-Terry M. Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors and Protective Factors. [Doctoral Dissertation]. Virginia Commonwealth University; 2014. Available from: https://scholarscompass.vcu.edu/etd/3361


University of California – Berkeley

14. Almanzo, Maria De Los Angeles. 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California.

Degree: Education, 2011, University of California – Berkeley

 AbstractThe focus of this study took into account the collective literacy and language learning experiences of one multi-generational Latino family in relation to their community… (more)

Subjects/Keywords: English as a second language; Reading instruction; Culturally Diverse Student; Early Literacy; Linguistically Diverse Student; Second Language Learner

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APA (6th Edition):

Almanzo, M. D. L. A. (2011). 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/69w9m1fx

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):

Almanzo, Maria De Los Angeles. “'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California.” 2011. Thesis, University of California – Berkeley. Accessed October 18, 2019. http://www.escholarship.org/uc/item/69w9m1fx.

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

MLA Handbook (7th Edition):

Almanzo, Maria De Los Angeles. “'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California.” 2011. Web. 18 Oct 2019.

Vancouver:

Almanzo MDLA. 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 Oct 18]. Available from: http://www.escholarship.org/uc/item/69w9m1fx.

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

Council of Science Editors:

Almanzo MDLA. 'Old School' in a New Millennium? Exploring Literacy Across Three Generations: a Qualitative Study on One Multi-Generational Mexcan-Descent Family Living in California. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/69w9m1fx

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


University of Kentucky

15. Adams, Aurora Mathews. LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA.

Degree: 2017, University of Kentucky

 This corpus-based study examined English and Spanish learner language for ‘heart’ metaphors. Gutiérrez Pérez (2008) compared ‘heart’ metaphors across five languages and that study served… (more)

Subjects/Keywords: Second Language Acquisition; Acquisition of Metaphor; Learner Corpora; Emotion Metaphors; First and Second Language Acquisition; Semantics and Pragmatics

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APA (6th Edition):

Adams, A. M. (2017). LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/ltt_etds/20

Chicago Manual of Style (16th Edition):

Adams, Aurora Mathews. “LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA.” 2017. Masters Thesis, University of Kentucky. Accessed October 18, 2019. http://uknowledge.uky.edu/ltt_etds/20.

MLA Handbook (7th Edition):

Adams, Aurora Mathews. “LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA.” 2017. Web. 18 Oct 2019.

Vancouver:

Adams AM. LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA. [Internet] [Masters thesis]. University of Kentucky; 2017. [cited 2019 Oct 18]. Available from: http://uknowledge.uky.edu/ltt_etds/20.

Council of Science Editors:

Adams AM. LINGUISTIC AND CONCEPTUAL METAPHORS OF ‘HEART’ IN LEARNER CORPORA. [Masters Thesis]. University of Kentucky; 2017. Available from: http://uknowledge.uky.edu/ltt_etds/20

16. Bajpai,Mridula. Attitude and Motivation of Indian Learner of English as a Second Language; -.

Degree: English and Foreign Languages, 1986, INFLIBNET

None

References p.90-95

Advisors/Committee Members: Pathak,R S.

Subjects/Keywords: Attitude; Indian Learner; Motivation; Second Language

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APA (6th Edition):

Bajpai,Mridula. (1986). Attitude and Motivation of Indian Learner of English as a Second Language; -. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/39607

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

Chicago Manual of Style (16th Edition):

Bajpai,Mridula. “Attitude and Motivation of Indian Learner of English as a Second Language; -.” 1986. Thesis, INFLIBNET. Accessed October 18, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/39607.

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

MLA Handbook (7th Edition):

Bajpai,Mridula. “Attitude and Motivation of Indian Learner of English as a Second Language; -.” 1986. Web. 18 Oct 2019.

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

Vancouver:

Bajpai,Mridula. Attitude and Motivation of Indian Learner of English as a Second Language; -. [Internet] [Thesis]. INFLIBNET; 1986. [cited 2019 Oct 18]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/39607.

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

Council of Science Editors:

Bajpai,Mridula. Attitude and Motivation of Indian Learner of English as a Second Language; -. [Thesis]. INFLIBNET; 1986. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/39607

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


University of Alabama

17. Edmonds, Margaret Jensen. Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access.

Degree: 2014, University of Alabama

 This study investigated the impact of preparing English learners for the ARMT+ and the ACCESS on the classroom pedagogy and practice of 4 case study… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; English as a second language; Education; ACCESS; ARMT+; English Learner

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APA (6th Edition):

Edmonds, M. J. (2014). Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105082

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):

Edmonds, Margaret Jensen. “Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access.” 2014. Thesis, University of Alabama. Accessed October 18, 2019. http://purl.lib.ua.edu/105082.

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

MLA Handbook (7th Edition):

Edmonds, Margaret Jensen. “Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access.” 2014. Web. 18 Oct 2019.

Vancouver:

Edmonds MJ. Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Oct 18]. Available from: http://purl.lib.ua.edu/105082.

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

Council of Science Editors:

Edmonds MJ. Pedagogical practices and beliefs in preparing English learners for the ARMT+ and the access. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105082

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


University of Victoria

18. Kim, Jongmin. Incidental focus-on-form and learner extraversion.

Degree: Department of Linguistics, 2014, University of Victoria

 Previous studies have shown that learners' individual differences have dissimilar impacts on their improvement in accuracy in the target language (DeKeyser, 1993; Mackey, Adams, Stafford,… (more)

Subjects/Keywords: Focus on form; Incidental focus on form; Learner personality; extraversion; second language acquisition

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APA (6th Edition):

Kim, J. (2014). Incidental focus-on-form and learner extraversion. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5652

Chicago Manual of Style (16th Edition):

Kim, Jongmin. “Incidental focus-on-form and learner extraversion.” 2014. Masters Thesis, University of Victoria. Accessed October 18, 2019. http://hdl.handle.net/1828/5652.

MLA Handbook (7th Edition):

Kim, Jongmin. “Incidental focus-on-form and learner extraversion.” 2014. Web. 18 Oct 2019.

Vancouver:

Kim J. Incidental focus-on-form and learner extraversion. [Internet] [Masters thesis]. University of Victoria; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1828/5652.

Council of Science Editors:

Kim J. Incidental focus-on-form and learner extraversion. [Masters Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5652


University of South Carolina

19. Canner, Marc. The Aptitude Domain: A Componential Analysis of Learner Aptitude in Second Language Acquisition.

Degree: MA, Linguistics, 2011, University of South Carolina

  Though aptitude has been an object of investigation since the middle of the last century, research into its importance in language acquisition was for… (more)

Subjects/Keywords: Linguistics; Social and Behavioral Sciences; Aptitude; Grammatical Sensitivity; Learner Differences; Second Language Acquisition

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APA (6th Edition):

Canner, M. (2011). The Aptitude Domain: A Componential Analysis of Learner Aptitude in Second Language Acquisition. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1524

Chicago Manual of Style (16th Edition):

Canner, Marc. “The Aptitude Domain: A Componential Analysis of Learner Aptitude in Second Language Acquisition.” 2011. Masters Thesis, University of South Carolina. Accessed October 18, 2019. https://scholarcommons.sc.edu/etd/1524.

MLA Handbook (7th Edition):

Canner, Marc. “The Aptitude Domain: A Componential Analysis of Learner Aptitude in Second Language Acquisition.” 2011. Web. 18 Oct 2019.

Vancouver:

Canner M. The Aptitude Domain: A Componential Analysis of Learner Aptitude in Second Language Acquisition. [Internet] [Masters thesis]. University of South Carolina; 2011. [cited 2019 Oct 18]. Available from: https://scholarcommons.sc.edu/etd/1524.

Council of Science Editors:

Canner M. The Aptitude Domain: A Componential Analysis of Learner Aptitude in Second Language Acquisition. [Masters Thesis]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1524


University of Arizona

20. Allehaiby, Wid Hasen. “Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness .

Degree: 2019, University of Arizona

 Based on Kecskés’s (2014) intercultural pragmatics model, this study focuses on L2 teacher and learner perceptions of how conventionalized impoliteness formulae and implicational impoliteness (Culpeper,… (more)

Subjects/Keywords: (Im)politeness; Intercultural Pragmatics; Second Language Acquisition; Social Networking Sites; Teacher and Learner Perceptions

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APA (6th Edition):

Allehaiby, W. H. (2019). “Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/633087

Chicago Manual of Style (16th Edition):

Allehaiby, Wid Hasen. ““Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness .” 2019. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/633087.

MLA Handbook (7th Edition):

Allehaiby, Wid Hasen. ““Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness .” 2019. Web. 18 Oct 2019.

Vancouver:

Allehaiby WH. “Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/633087.

Council of Science Editors:

Allehaiby WH. “Awe No Please Love Us”: Exploring L2 Teachers and Learners’ Perceptions of Online Intercultural (Im)politeness . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/633087


University of Arizona

21. Williams, Veronika A. An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy .

Degree: 2016, University of Arizona

 The concept of learner autonomy (LA) in second/foreign language education has been the central focus for many researchers (Benson, 2007, 2011, 2013; Holec, 1981; Gu… (more)

Subjects/Keywords: learner autonomy; self-regulation; support for ESL learners; Second Language Acquisition & Teaching; autonomous learning program

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APA (6th Edition):

Williams, V. A. (2016). An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612136

Chicago Manual of Style (16th Edition):

Williams, Veronika A. “An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy .” 2016. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/612136.

MLA Handbook (7th Edition):

Williams, Veronika A. “An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy .” 2016. Web. 18 Oct 2019.

Vancouver:

Williams VA. An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/612136.

Council of Science Editors:

Williams VA. An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612136


Temple University

22. Katz, Laura. EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS.

Degree: PhD, 2012, Temple University

School Psychology

Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status,… (more)

Subjects/Keywords: Educational psychology; Developmental psychology; Psychology; English Language Learner; Home Language Survey; Limited English Proficient; parent interview; School Psychology; Second Language Acquisition

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

APA (6th Edition):

Katz, L. (2012). EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,170310

Chicago Manual of Style (16th Edition):

Katz, Laura. “EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS.” 2012. Doctoral Dissertation, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,170310.

MLA Handbook (7th Edition):

Katz, Laura. “EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS.” 2012. Web. 18 Oct 2019.

Vancouver:

Katz L. EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,170310.

Council of Science Editors:

Katz L. EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,170310


Temple University

23. Balint, Dennis Martin. Factors Affecting Learner Satisfaction in EFL Program Evaluation.

Degree: 2009, Temple University

CITE/Language Arts

Ed.D.

To provide quality assurance to various stakeholders, current foreign language program evaluation practices often incorporate learners' satisfaction of their language program experiences.… (more)

Subjects/Keywords: Education, Administration; Education, Language and Literature; Language, General; English as a Second Language; Learner background; Learner satisfaction; Path Analysis; Program evaluation; Quality Assurance

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APA (6th Edition):

Balint, D. M. (2009). Factors Affecting Learner Satisfaction in EFL Program Evaluation. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,49562

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):

Balint, Dennis Martin. “Factors Affecting Learner Satisfaction in EFL Program Evaluation.” 2009. Thesis, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,49562.

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

MLA Handbook (7th Edition):

Balint, Dennis Martin. “Factors Affecting Learner Satisfaction in EFL Program Evaluation.” 2009. Web. 18 Oct 2019.

Vancouver:

Balint DM. Factors Affecting Learner Satisfaction in EFL Program Evaluation. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,49562.

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

Council of Science Editors:

Balint DM. Factors Affecting Learner Satisfaction in EFL Program Evaluation. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,49562

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

24. Ferguson, Betsy Lynn. The Nature and Function of Professional Support Networks for Teachers of English Language Learners.

Degree: EdD, 2015, Brigham Young University

 The English learner (EL) population in the United States continues to grow. To improve their pedagogy in working with this population, many educators have received… (more)

Subjects/Keywords: English language learners; English as a second language; English learner; English language learner; education; social network; professional support; relational embeddedness; Educational Leadership

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

APA (6th Edition):

Ferguson, B. L. (2015). The Nature and Function of Professional Support Networks for Teachers of English Language Learners. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd

Chicago Manual of Style (16th Edition):

Ferguson, Betsy Lynn. “The Nature and Function of Professional Support Networks for Teachers of English Language Learners.” 2015. Doctoral Dissertation, Brigham Young University. Accessed October 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd.

MLA Handbook (7th Edition):

Ferguson, Betsy Lynn. “The Nature and Function of Professional Support Networks for Teachers of English Language Learners.” 2015. Web. 18 Oct 2019.

Vancouver:

Ferguson BL. The Nature and Function of Professional Support Networks for Teachers of English Language Learners. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2019 Oct 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd.

Council of Science Editors:

Ferguson BL. The Nature and Function of Professional Support Networks for Teachers of English Language Learners. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6681&context=etd

25. Huseby, Sarah. Effective Characteristics of Rural English Learner Programs.

Degree: 2018, Minnesota State University – Mankato

 The purpose of this quantitative study was to examine specific characteristics of English learner programs in a rural areas in order to determine possible factors… (more)

Subjects/Keywords: ESL; English as a second language; Education; Language; English language learners; English learner; Bilingual, Multilingual, and Multicultural Education; Educational Administration and Supervision; First and Second Language Acquisition

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APA (6th Edition):

Huseby, S. (2018). Effective Characteristics of Rural English Learner Programs. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/767

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):

Huseby, Sarah. “Effective Characteristics of Rural English Learner Programs.” 2018. Thesis, Minnesota State University – Mankato. Accessed October 18, 2019. https://cornerstone.lib.mnsu.edu/etds/767.

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

MLA Handbook (7th Edition):

Huseby, Sarah. “Effective Characteristics of Rural English Learner Programs.” 2018. Web. 18 Oct 2019.

Vancouver:

Huseby S. Effective Characteristics of Rural English Learner Programs. [Internet] [Thesis]. Minnesota State University – Mankato; 2018. [cited 2019 Oct 18]. Available from: https://cornerstone.lib.mnsu.edu/etds/767.

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

Council of Science Editors:

Huseby S. Effective Characteristics of Rural English Learner Programs. [Thesis]. Minnesota State University – Mankato; 2018. Available from: https://cornerstone.lib.mnsu.edu/etds/767

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


Temple University

26. Kimura, Harumi. A Self-Presentational Perspective on Foreign Language Listening Anxiety.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

This study uses a self-presentational framework to investigate second language listening anxiety (L2 listening anxiety) among university students learning English in Japan… (more)

Subjects/Keywords: Educational Psychology; English as a Second Language; Foreign Language Instruction; anxiety; L2 listening; learner psychology; self-consciousness; self-presentation; TESOL

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APA (6th Edition):

Kimura, H. (2011). A Self-Presentational Perspective on Foreign Language Listening Anxiety. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,157205

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):

Kimura, Harumi. “A Self-Presentational Perspective on Foreign Language Listening Anxiety.” 2011. Thesis, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,157205.

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

MLA Handbook (7th Edition):

Kimura, Harumi. “A Self-Presentational Perspective on Foreign Language Listening Anxiety.” 2011. Web. 18 Oct 2019.

Vancouver:

Kimura H. A Self-Presentational Perspective on Foreign Language Listening Anxiety. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,157205.

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

Council of Science Editors:

Kimura H. A Self-Presentational Perspective on Foreign Language Listening Anxiety. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,157205

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


Temple University

27. Han, Keunah Lee. Academic Performance and Cultural Adaptation of South Korean Parachute Kids.

Degree: PhD, 2012, Temple University

Urban Education

This study investigates how Korean Parachute Kids perform academically in their schools and what social factors contribute to Korean Parachute Kids' academic performance.… (more)

Subjects/Keywords: English as a second language; Education; EARLY STUDY ABROAD; ENGLISH LANGUAGE LEARNER; ESL; PARACHUTE KIDS; SOUTH KOREAN STUDENTS

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

APA (6th Edition):

Han, K. L. (2012). Academic Performance and Cultural Adaptation of South Korean Parachute Kids. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,168570

Chicago Manual of Style (16th Edition):

Han, Keunah Lee. “Academic Performance and Cultural Adaptation of South Korean Parachute Kids.” 2012. Doctoral Dissertation, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,168570.

MLA Handbook (7th Edition):

Han, Keunah Lee. “Academic Performance and Cultural Adaptation of South Korean Parachute Kids.” 2012. Web. 18 Oct 2019.

Vancouver:

Han KL. Academic Performance and Cultural Adaptation of South Korean Parachute Kids. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,168570.

Council of Science Editors:

Han KL. Academic Performance and Cultural Adaptation of South Korean Parachute Kids. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,168570


Temple University

28. Greaney, Leonard Vincent. ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational… (more)

Subjects/Keywords: Education; English as a second language; Special education;

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APA (6th Edition):

Greaney, L. V. (2016). ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,370702

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):

Greaney, Leonard Vincent. “ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES.” 2016. Thesis, Temple University. Accessed October 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,370702.

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

MLA Handbook (7th Edition):

Greaney, Leonard Vincent. “ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES.” 2016. Web. 18 Oct 2019.

Vancouver:

Greaney LV. ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Oct 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,370702.

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

Council of Science Editors:

Greaney LV. ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,370702

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


University of Kansas

29. Slimon, Jason. Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners.

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

 A vast number of news video listening materials are now easily accessible to English language learners (ELLs) due to developments in broadcast and multimedia technology.… (more)

Subjects/Keywords: Education; English as a second language; Linguistics; Language learner strategies; Linguistic knowledge; Listening proficiency; Listening strategies; Verbal reports; Videotext

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

APA (6th Edition):

Slimon, J. (2012). Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15075

Chicago Manual of Style (16th Edition):

Slimon, Jason. “Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners.” 2012. Doctoral Dissertation, University of Kansas. Accessed October 18, 2019. http://hdl.handle.net/1808/15075.

MLA Handbook (7th Edition):

Slimon, Jason. “Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners.” 2012. Web. 18 Oct 2019.

Vancouver:

Slimon J. Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1808/15075.

Council of Science Editors:

Slimon J. Understanding Videotext: Listening Strategy Use by Adult Mandarin-Chinese English Language Learners. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/15075


University of Louisville

30. Sapienza, Philip Kiersten. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 Teaching reading in the mainstream classroom is a challenge. This challenge is compounded when trying to meet the needs of English language learners. Recently, Response… (more)

Subjects/Keywords: English Language Learner; ELL; Response to intervention; Reading intervention; English as a Second Language; ESL; Elementary reading achievement

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

APA (6th Edition):

Sapienza, P. K. (2012). Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263

Chicago Manual of Style (16th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Doctoral Dissertation, University of Louisville. Accessed October 18, 2019. 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

MLA Handbook (7th Edition):

Sapienza, Philip Kiersten. “Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers.” 2012. Web. 18 Oct 2019.

Vancouver:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Oct 18]. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263.

Council of Science Editors:

Sapienza PK. Evaluating the effectiveness of response to intervention : comparing the reading achievement of ELLs and native English speakers. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1263 ; https://ir.library.louisville.edu/etd/1263

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