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Degree: MA

You searched for subject:(asessment practices with English learners). Showing records 1 – 30 of 5364 total matches.

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University of Georgia

1. Morena, Laura. Evaluating the impact of Headsprout on the reading achievement of English language learners.

Degree: MA, School Psychology, 2011, University of Georgia

 As the number of English Language Learners (ELLs) in American schools increases so does the need for effective reading interventions for this at-risk population. However,… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Morena, L. (2011). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

Chicago Manual of Style (16th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Masters Thesis, University of Georgia. Accessed August 04, 2020. http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

MLA Handbook (7th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Web. 04 Aug 2020.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2020 Aug 04]. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma


University of Georgia

2. Oddone, Cameron Grace. Exploring comprehension monitoring in sentence reading with English language learners.

Degree: MA, Educational Psychology, 2015, University of Georgia

 Past research results indicate a strong relationship between oral reading fluency (ORF) and reading comprehension for native English speaking (EL1) students; however, little is known… (more)

Subjects/Keywords: English Language Learners

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APA (6th Edition):

Oddone, C. G. (2015). Exploring comprehension monitoring in sentence reading with English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

Chicago Manual of Style (16th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Masters Thesis, University of Georgia. Accessed August 04, 2020. http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

MLA Handbook (7th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Web. 04 Aug 2020.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2020 Aug 04]. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

Council of Science Editors:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

3. Rausch, Pamela. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.

Degree: MA, English, 2015, St. Cloud State University

  As educators and researchers pursue greater understanding of the best strategies for teaching English learners, the two productive language domains—speaking and writing—have traditionally been… (more)

Subjects/Keywords: English Learners; L2 Speaking; L2 Writing; ESL

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APA (6th Edition):

Rausch, P. (2015). The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/34

Chicago Manual of Style (16th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Masters Thesis, St. Cloud State University. Accessed August 04, 2020. https://repository.stcloudstate.edu/engl_etds/34.

MLA Handbook (7th Edition):

Rausch, Pamela. “The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction.” 2015. Web. 04 Aug 2020.

Vancouver:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2020 Aug 04]. Available from: https://repository.stcloudstate.edu/engl_etds/34.

Council of Science Editors:

Rausch P. The Relationship between English Speaking and Writing Proficiency and Its Implications for Instruction. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/34

4. Worwa, Whitney. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.

Degree: MA, English, 2019, St. Cloud State University

  Abstract Many second language learners struggle to understand and comprehend the spoken language. The amount of known vocabulary and the depth of understanding of… (more)

Subjects/Keywords: English learners; listening comprehension; vocabulary; young

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APA (6th Edition):

Worwa, W. (2019). How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/7

Chicago Manual of Style (16th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Masters Thesis, St. Cloud State University. Accessed August 04, 2020. https://repository.stcloudstate.edu/tesl_etds/7.

MLA Handbook (7th Edition):

Worwa, Whitney. “How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners.” 2019. Web. 04 Aug 2020.

Vancouver:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Aug 04]. Available from: https://repository.stcloudstate.edu/tesl_etds/7.

Council of Science Editors:

Worwa W. How the timing of explicit vocabulary instruction impacts listening comprehension in young English language learners. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/7


Ohio University

5. Shehata, Asmaa K. L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English.

Degree: MA, Linguistics (Arts and Sciences), 2008, Ohio University

 To meet the challenges associated with L2 learners'acquisition of collocational knowledge, it is imperative to investigate the factors that influence this process. This thesis reports… (more)

Subjects/Keywords: Language; Linguistics; English Collocations; L1 influence; Arabic-speaking learners of English

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APA (6th Edition):

Shehata, A. K. (2008). L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218237449

Chicago Manual of Style (16th Edition):

Shehata, Asmaa K. “L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English.” 2008. Masters Thesis, Ohio University. Accessed August 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218237449.

MLA Handbook (7th Edition):

Shehata, Asmaa K. “L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English.” 2008. Web. 04 Aug 2020.

Vancouver:

Shehata AK. L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English. [Internet] [Masters thesis]. Ohio University; 2008. [cited 2020 Aug 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218237449.

Council of Science Editors:

Shehata AK. L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English. [Masters Thesis]. Ohio University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218237449

6. Cheng, Yue. Chinese Student Perceptions on English as a Second Language.

Degree: MA, English, 2018, St. Cloud State University

 <h2> </h2> Job descriptions in China oversimplified hiring requirements for English as a second language (ESL) or foreign language (EFL) teachers. Anyone with a passport… (more)

Subjects/Keywords: English teachers; student perceptions; hiring practices; China

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APA (6th Edition):

Cheng, Y. (2018). Chinese Student Perceptions on English as a Second Language. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/138

Chicago Manual of Style (16th Edition):

Cheng, Yue. “Chinese Student Perceptions on English as a Second Language.” 2018. Masters Thesis, St. Cloud State University. Accessed August 04, 2020. https://repository.stcloudstate.edu/engl_etds/138.

MLA Handbook (7th Edition):

Cheng, Yue. “Chinese Student Perceptions on English as a Second Language.” 2018. Web. 04 Aug 2020.

Vancouver:

Cheng Y. Chinese Student Perceptions on English as a Second Language. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2020 Aug 04]. Available from: https://repository.stcloudstate.edu/engl_etds/138.

Council of Science Editors:

Cheng Y. Chinese Student Perceptions on English as a Second Language. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/138

7. Higashitani, Noriko. Cross-script cognate priming effects on visual word recognition:Effects of Japanese loanword cognates in L2 Japanese learners.

Degree: MA, East Asian Languages & Cultures, 2015, University of Kansas

 Research in bilingualism has shown that translation pairs that look or sound similar across languages (e.g., English-Spanish rich-rico) are easy to recognize for the speakers… (more)

Subjects/Keywords: Linguistics; cognates; Japanese loanword from English; L2 Japanese learners with L1 English; Lexical decision; Masked priming; visual word recognition

…the L2 Japanese learners with L1 English ..........49 Table 3. An example of the stimulus… …experiments with Spanish- English bilinguals. In an English lexical decision task, the participants… …two languages but with different meanings; eg., ‘red’ means ‘a color red’ in English while… …x29; found in their experiments with Spanish- English 9 bilinguals. The RHM is an… …word red, both the “color red” meaning 11 associated with the word red in English, and the… 

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APA (6th Edition):

Higashitani, N. (2015). Cross-script cognate priming effects on visual word recognition:Effects of Japanese loanword cognates in L2 Japanese learners. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/19046

Chicago Manual of Style (16th Edition):

Higashitani, Noriko. “Cross-script cognate priming effects on visual word recognition:Effects of Japanese loanword cognates in L2 Japanese learners.” 2015. Masters Thesis, University of Kansas. Accessed August 04, 2020. http://hdl.handle.net/1808/19046.

MLA Handbook (7th Edition):

Higashitani, Noriko. “Cross-script cognate priming effects on visual word recognition:Effects of Japanese loanword cognates in L2 Japanese learners.” 2015. Web. 04 Aug 2020.

Vancouver:

Higashitani N. Cross-script cognate priming effects on visual word recognition:Effects of Japanese loanword cognates in L2 Japanese learners. [Internet] [Masters thesis]. University of Kansas; 2015. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/1808/19046.

Council of Science Editors:

Higashitani N. Cross-script cognate priming effects on visual word recognition:Effects of Japanese loanword cognates in L2 Japanese learners. [Masters Thesis]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19046


Kent State University

8. He, Ya-Nan. Motivational Strategies: Teachers' and Students' Perspectives.

Degree: MA, College of Arts and Sciences / Department of English, 2009, Kent State University

 Learning cannot take place without motivation, so motivation is one of the mostimportant factors when learning a foreign language. With this in mind, strategies formotivating… (more)

Subjects/Keywords: Education; Motivation; motivational strategy; ESL; EFL; TESL; Taiwanese; English learners

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APA (6th Edition):

He, Y. (2009). Motivational Strategies: Teachers' and Students' Perspectives. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1255706519

Chicago Manual of Style (16th Edition):

He, Ya-Nan. “Motivational Strategies: Teachers' and Students' Perspectives.” 2009. Masters Thesis, Kent State University. Accessed August 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1255706519.

MLA Handbook (7th Edition):

He, Ya-Nan. “Motivational Strategies: Teachers' and Students' Perspectives.” 2009. Web. 04 Aug 2020.

Vancouver:

He Y. Motivational Strategies: Teachers' and Students' Perspectives. [Internet] [Masters thesis]. Kent State University; 2009. [cited 2020 Aug 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1255706519.

Council of Science Editors:

He Y. Motivational Strategies: Teachers' and Students' Perspectives. [Masters Thesis]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1255706519


Loyola University Chicago

9. Griskell, Holly. Assessing English Language Learners' Motivation to Participate in Classroom Discussion.

Degree: MA, Psychology, 2018, Loyola University Chicago

  This study assesses sixth-grade Spanish-speaking English Language Learners' (ELLs'; m age = 12.15 years old) participation and motivation to participate in classroom discussion through… (more)

Subjects/Keywords: Bi-literacy; Classroom discussion; English Language Learners; Motivation; Psychology

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APA (6th Edition):

Griskell, H. (2018). Assessing English Language Learners' Motivation to Participate in Classroom Discussion. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3675

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):

Griskell, Holly. “Assessing English Language Learners' Motivation to Participate in Classroom Discussion.” 2018. Thesis, Loyola University Chicago. Accessed August 04, 2020. https://ecommons.luc.edu/luc_theses/3675.

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

MLA Handbook (7th Edition):

Griskell, Holly. “Assessing English Language Learners' Motivation to Participate in Classroom Discussion.” 2018. Web. 04 Aug 2020.

Vancouver:

Griskell H. Assessing English Language Learners' Motivation to Participate in Classroom Discussion. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2020 Aug 04]. Available from: https://ecommons.luc.edu/luc_theses/3675.

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

Council of Science Editors:

Griskell H. Assessing English Language Learners' Motivation to Participate in Classroom Discussion. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3675

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


University of Minnesota

10. Carey, Leah. Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups.

Degree: MA, Education, Curriculum and Instruction, 2017, University of Minnesota

 This study explores the topic of inference making with young emergent multilinguals. Literature demonstrates that inference making is essential for reading comprehension (Oakhill & Cain,… (more)

Subjects/Keywords: Comprehension; Elementary Education; English learners; Inference; Literacy; Reading

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APA (6th Edition):

Carey, L. (2017). Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190613

Chicago Manual of Style (16th Edition):

Carey, Leah. “Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups.” 2017. Masters Thesis, University of Minnesota. Accessed August 04, 2020. http://hdl.handle.net/11299/190613.

MLA Handbook (7th Edition):

Carey, Leah. “Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups.” 2017. Web. 04 Aug 2020.

Vancouver:

Carey L. Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups. [Internet] [Masters thesis]. University of Minnesota; 2017. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/11299/190613.

Council of Science Editors:

Carey L. Emergent Multilinguals and Making Inferences in Elementary Guided Reading Groups. [Masters Thesis]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190613

11. Justin, Madeline. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.

Degree: MA, English, 2019, St. Cloud State University

  This paper explores the experiences of an English Language Learners (ELL) teacher in a co-teaching relationship. This paper explains the difficulties that exist in… (more)

Subjects/Keywords: ELL (English Language Learners); co-teaching; co-teaching models; parity

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APA (6th Edition):

Justin, M. (2019). An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/13

Chicago Manual of Style (16th Edition):

Justin, Madeline. “An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.” 2019. Masters Thesis, St. Cloud State University. Accessed August 04, 2020. https://repository.stcloudstate.edu/tesl_etds/13.

MLA Handbook (7th Edition):

Justin, Madeline. “An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships.” 2019. Web. 04 Aug 2020.

Vancouver:

Justin M. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Aug 04]. Available from: https://repository.stcloudstate.edu/tesl_etds/13.

Council of Science Editors:

Justin M. An English Language Learner Co-Teaching Narrative: Planning, Models, and Relationships. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/13


Southern Illinois University

12. Alshammari, Hammad. Effect of Time Constraint on Second Language Reading Comprehension.

Degree: MA, Applied Linguistics, 2013, Southern Illinois University

  This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were… (more)

Subjects/Keywords: Second language acquisition; time constraint; reading comprehension; Arabic English learners

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APA (6th Edition):

Alshammari, H. (2013). Effect of Time Constraint on Second Language Reading Comprehension. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/1071

Chicago Manual of Style (16th Edition):

Alshammari, Hammad. “Effect of Time Constraint on Second Language Reading Comprehension.” 2013. Masters Thesis, Southern Illinois University. Accessed August 04, 2020. https://opensiuc.lib.siu.edu/theses/1071.

MLA Handbook (7th Edition):

Alshammari, Hammad. “Effect of Time Constraint on Second Language Reading Comprehension.” 2013. Web. 04 Aug 2020.

Vancouver:

Alshammari H. Effect of Time Constraint on Second Language Reading Comprehension. [Internet] [Masters thesis]. Southern Illinois University; 2013. [cited 2020 Aug 04]. Available from: https://opensiuc.lib.siu.edu/theses/1071.

Council of Science Editors:

Alshammari H. Effect of Time Constraint on Second Language Reading Comprehension. [Masters Thesis]. Southern Illinois University; 2013. Available from: https://opensiuc.lib.siu.edu/theses/1071


California State University – Sacramento

13. P??rez, Alejandra. Academic success among Latino high school second language learners.

Degree: MA, Education (Multicultural Education, 2010, California State University – Sacramento

 There is a serious problem with the educational attainment for Latino students. Historically, Latino students are not graduating from high school because they are not… (more)

Subjects/Keywords: Support programs; AVID; English learners

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APA (6th Edition):

P??rez, A. (2010). Academic success among Latino high school second language learners. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/551

Chicago Manual of Style (16th Edition):

P??rez, Alejandra. “Academic success among Latino high school second language learners.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 04, 2020. http://hdl.handle.net/10211.9/551.

MLA Handbook (7th Edition):

P??rez, Alejandra. “Academic success among Latino high school second language learners.” 2010. Web. 04 Aug 2020.

Vancouver:

P??rez A. Academic success among Latino high school second language learners. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10211.9/551.

Council of Science Editors:

P??rez A. Academic success among Latino high school second language learners. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/551


California State University – Sacramento

14. Buddingh, Melissa. The effects of teaching roots and affixes on the vocabulary development of underperforming students.

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

 Recent STAR testing results show that California students are not performing well on the English/Language Arts portion of the examination (California Department of Education, 2008).… (more)

Subjects/Keywords: English learners; Junior high; Vocabulary

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APA (6th Edition):

Buddingh, M. (2010). The effects of teaching roots and affixes on the vocabulary development of underperforming students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/674

Chicago Manual of Style (16th Edition):

Buddingh, Melissa. “The effects of teaching roots and affixes on the vocabulary development of underperforming students.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 04, 2020. http://hdl.handle.net/10211.9/674.

MLA Handbook (7th Edition):

Buddingh, Melissa. “The effects of teaching roots and affixes on the vocabulary development of underperforming students.” 2010. Web. 04 Aug 2020.

Vancouver:

Buddingh M. The effects of teaching roots and affixes on the vocabulary development of underperforming students. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10211.9/674.

Council of Science Editors:

Buddingh M. The effects of teaching roots and affixes on the vocabulary development of underperforming students. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/674


California State University – Sacramento

15. Her, Kaying. Hmong parent involvement through shared reading.

Degree: MA, Education (Language and Literacy, 2015, California State University – Sacramento

 As an educator witnessing students not complete their school work or parents communicating with the school, the lack of parental support is a frequent occurrence… (more)

Subjects/Keywords: Parental involvement; English Language Learners; Hmong parents; Academic success

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APA (6th Edition):

Her, K. (2015). Hmong parent involvement through shared reading. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/143709

Chicago Manual of Style (16th Edition):

Her, Kaying. “Hmong parent involvement through shared reading.” 2015. Masters Thesis, California State University – Sacramento. Accessed August 04, 2020. http://hdl.handle.net/10211.3/143709.

MLA Handbook (7th Edition):

Her, Kaying. “Hmong parent involvement through shared reading.” 2015. Web. 04 Aug 2020.

Vancouver:

Her K. Hmong parent involvement through shared reading. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10211.3/143709.

Council of Science Editors:

Her K. Hmong parent involvement through shared reading. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/143709


California State University – Sacramento

16. Logan, Julia. Academic vocabulary handbook for 7th grade English language arts Common Core curriculum.

Degree: MA, Education (Curriculum and Instruction, 2016, California State University – Sacramento

 This project addresses the issue of Spanish Speaking English Language Learners having difficulty acquiring the academic vocabulary necessary to becoming successful in reading comprehension. Although… (more)

Subjects/Keywords: Spanish-speaking English learners; Vocabulary development; Common Core Standards

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APA (6th Edition):

Logan, J. (2016). Academic vocabulary handbook for 7th grade English language arts Common Core curriculum. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/176656

Chicago Manual of Style (16th Edition):

Logan, Julia. “Academic vocabulary handbook for 7th grade English language arts Common Core curriculum.” 2016. Masters Thesis, California State University – Sacramento. Accessed August 04, 2020. http://hdl.handle.net/10211.3/176656.

MLA Handbook (7th Edition):

Logan, Julia. “Academic vocabulary handbook for 7th grade English language arts Common Core curriculum.” 2016. Web. 04 Aug 2020.

Vancouver:

Logan J. Academic vocabulary handbook for 7th grade English language arts Common Core curriculum. [Internet] [Masters thesis]. California State University – Sacramento; 2016. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10211.3/176656.

Council of Science Editors:

Logan J. Academic vocabulary handbook for 7th grade English language arts Common Core curriculum. [Masters Thesis]. California State University – Sacramento; 2016. Available from: http://hdl.handle.net/10211.3/176656


Brigham Young University

17. McGovern, Jessica H. The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center.

Degree: MA, 2010, Brigham Young University

  At the beginning of each term, a handful of students who are linguistically unable to function in an English-speaking classroom appear at the doors… (more)

Subjects/Keywords: curriculum development; English language learners; intensive English language programs; low proficiency students; Linguistics

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

APA (6th Edition):

McGovern, J. H. (2010). The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd

Chicago Manual of Style (16th Edition):

McGovern, Jessica H. “The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center.” 2010. Masters Thesis, Brigham Young University. Accessed August 04, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd.

MLA Handbook (7th Edition):

McGovern, Jessica H. “The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center.” 2010. Web. 04 Aug 2020.

Vancouver:

McGovern JH. The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Aug 04]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd.

Council of Science Editors:

McGovern JH. The Foundations Prep Course for Low Proficiency Students at Brigham Young University's English Language Center. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3075&context=etd

18. Cooley, Leah Katherine. Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools.

Degree: MA, Special Education, 2012, Encompass Digital Archive, Eastern Kentucky University

  The American Speech-Language-Hearing Association (ASHA) has mandated that all speech-language pathologists (SLPs) competently assess and serve children from diverse cultural backgrounds (ASHA, 2010). In… (more)

Subjects/Keywords: Competence; Confidence; Culturally Linguistically Diverse; English Language Learners; Multicultural; Spanish-English; Special Education and Teaching

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APA (6th Edition):

Cooley, L. K. (2012). Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/77

Chicago Manual of Style (16th Edition):

Cooley, Leah Katherine. “Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools.” 2012. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed August 04, 2020. https://encompass.eku.edu/etd/77.

MLA Handbook (7th Edition):

Cooley, Leah Katherine. “Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools.” 2012. Web. 04 Aug 2020.

Vancouver:

Cooley LK. Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. [cited 2020 Aug 04]. Available from: https://encompass.eku.edu/etd/77.

Council of Science Editors:

Cooley LK. Kentucky Speech-Language Pathologists' Confidence And Education In Providing Services To Spanish-English Bilingual Children In The Public Schools. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. Available from: https://encompass.eku.edu/etd/77


Stellenbosch University

19. Grove, Agneta Alison. The English language abilities of Grade R learners in an English-medium South African classroom : is there a correlation between objective measurements and teacher and parent perceptions?.

Degree: MA, General Linguistics, 2019, Stellenbosch University

ENGLISH ABSTRACT: English is the preferred language of learning and teaching in South African schools (Badenhorst & Van der Merwe, 2017). Whilst there are various… (more)

Subjects/Keywords: English second language learners; English language  – Study and teaching (Primary); Kindergarten Language School Readiness Test; Grade R learners’ language abilities; English language  – Ability testing; UCTD

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

APA (6th Edition):

Grove, A. A. (2019). The English language abilities of Grade R learners in an English-medium South African classroom : is there a correlation between objective measurements and teacher and parent perceptions?. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107180

Chicago Manual of Style (16th Edition):

Grove, Agneta Alison. “The English language abilities of Grade R learners in an English-medium South African classroom : is there a correlation between objective measurements and teacher and parent perceptions?.” 2019. Masters Thesis, Stellenbosch University. Accessed August 04, 2020. http://hdl.handle.net/10019.1/107180.

MLA Handbook (7th Edition):

Grove, Agneta Alison. “The English language abilities of Grade R learners in an English-medium South African classroom : is there a correlation between objective measurements and teacher and parent perceptions?.” 2019. Web. 04 Aug 2020.

Vancouver:

Grove AA. The English language abilities of Grade R learners in an English-medium South African classroom : is there a correlation between objective measurements and teacher and parent perceptions?. [Internet] [Masters thesis]. Stellenbosch University; 2019. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10019.1/107180.

Council of Science Editors:

Grove AA. The English language abilities of Grade R learners in an English-medium South African classroom : is there a correlation between objective measurements and teacher and parent perceptions?. [Masters Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/107180


Arizona State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mi, Ximin. “The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study.” 2011. Masters Thesis, Arizona State University. Accessed August 04, 2020. http://repository.asu.edu/items/9306.

MLA Handbook (7th Edition):

Mi, Ximin. “The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study.” 2011. Web. 04 Aug 2020.

Vancouver:

Mi X. The Language Learning Experience of Adult East Asian Learners at an English and Culture Acquisition Program: A Case Study. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Aug 04]. Available from: http://repository.asu.edu/items/9306.

Council of Science Editors:

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


Humboldt State University

21. Lee, Mai. The effectiveness of programs for English Learners in a diverse school district in rural California.

Degree: MA, Education, 2015, Humboldt State University

 This study examines how administrators and teachers in a diverse California school district evaluate and determine the effectiveness of their programs/strategies for English Learners (EL)… (more)

Subjects/Keywords: English Learners; English language learners; Effective English learner programs; Bilingual education; Equal education; Differentiated strategies; English as a second language; Effective instruction; Integrated English Learner program; Pull-out program; Language acquisition; Teaching effectiveness; English language development programs; Qualitative case study; Rural education

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

APA (6th Edition):

Lee, M. (2015). The effectiveness of programs for English Learners in a diverse school district in rural California. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/150022

Chicago Manual of Style (16th Edition):

Lee, Mai. “The effectiveness of programs for English Learners in a diverse school district in rural California.” 2015. Masters Thesis, Humboldt State University. Accessed August 04, 2020. http://hdl.handle.net/10211.3/150022.

MLA Handbook (7th Edition):

Lee, Mai. “The effectiveness of programs for English Learners in a diverse school district in rural California.” 2015. Web. 04 Aug 2020.

Vancouver:

Lee M. The effectiveness of programs for English Learners in a diverse school district in rural California. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10211.3/150022.

Council of Science Editors:

Lee M. The effectiveness of programs for English Learners in a diverse school district in rural California. [Masters Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/150022


Brigham Young University

22. McCulloch, Tina RaLinn. Uncovering One Teacher's Knowledge of Arts Integration for Developing English Learners' Reading Comprehension: A Self-Study.

Degree: MA, 2019, Brigham Young University

  The purpose of this study was to explore what I, a general education classroom teacher, know about using arts integration to build English Learners(more)

Subjects/Keywords: qualitative self-study research; arts integration; reading comprehension; English learners; critical friends

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

APA (6th Edition):

McCulloch, T. R. (2019). Uncovering One Teacher's Knowledge of Arts Integration for Developing English Learners' Reading Comprehension: A Self-Study. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8377&context=etd

Chicago Manual of Style (16th Edition):

McCulloch, Tina RaLinn. “Uncovering One Teacher's Knowledge of Arts Integration for Developing English Learners' Reading Comprehension: A Self-Study.” 2019. Masters Thesis, Brigham Young University. Accessed August 04, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8377&context=etd.

MLA Handbook (7th Edition):

McCulloch, Tina RaLinn. “Uncovering One Teacher's Knowledge of Arts Integration for Developing English Learners' Reading Comprehension: A Self-Study.” 2019. Web. 04 Aug 2020.

Vancouver:

McCulloch TR. Uncovering One Teacher's Knowledge of Arts Integration for Developing English Learners' Reading Comprehension: A Self-Study. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2020 Aug 04]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8377&context=etd.

Council of Science Editors:

McCulloch TR. Uncovering One Teacher's Knowledge of Arts Integration for Developing English Learners' Reading Comprehension: A Self-Study. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8377&context=etd


Humboldt State University

23. Ettner, Daryl K. Academic language acquisition and following directions: clarity for beginning English language learners in middle school.

Degree: MA, Education, 2014, Humboldt State University

 This research addresses academic language acquisition among beginning English language learners in a middle school social science/language arts class in a small, rural northern California… (more)

Subjects/Keywords: Academic language; English learners; Emerging bilinguals; Instructional terms; Vocabulary list; Following directions; Student-driven strategies

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APA (6th Edition):

Ettner, D. K. (2014). Academic language acquisition and following directions: clarity for beginning English language learners in middle school. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1908

Chicago Manual of Style (16th Edition):

Ettner, Daryl K. “Academic language acquisition and following directions: clarity for beginning English language learners in middle school.” 2014. Masters Thesis, Humboldt State University. Accessed August 04, 2020. http://hdl.handle.net/2148/1908.

MLA Handbook (7th Edition):

Ettner, Daryl K. “Academic language acquisition and following directions: clarity for beginning English language learners in middle school.” 2014. Web. 04 Aug 2020.

Vancouver:

Ettner DK. Academic language acquisition and following directions: clarity for beginning English language learners in middle school. [Internet] [Masters thesis]. Humboldt State University; 2014. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/2148/1908.

Council of Science Editors:

Ettner DK. Academic language acquisition and following directions: clarity for beginning English language learners in middle school. [Masters Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/2148/1908


West Virginia University

24. Jang, Moonjung. The Effect of Phonetic Training on the Perception and the Production of L1-Related Difficult Sounds in ESL.

Degree: MA, World Languages, Literatures and Linguistics, 2019, West Virginia University

  A considerable amount of research has been conducted on the influence of first languages’ phonological features in pronunciation of a second language. While it… (more)

Subjects/Keywords: phonetic training; ESL pronunciation; Korean ESL learners; L1 influence; metalinguistics; SLA; English Language and Literature

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APA (6th Edition):

Jang, M. (2019). The Effect of Phonetic Training on the Perception and the Production of L1-Related Difficult Sounds in ESL. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.3793 ; https://researchrepository.wvu.edu/etd/3793

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):

Jang, Moonjung. “The Effect of Phonetic Training on the Perception and the Production of L1-Related Difficult Sounds in ESL.” 2019. Thesis, West Virginia University. Accessed August 04, 2020. https://doi.org/10.33915/etd.3793 ; https://researchrepository.wvu.edu/etd/3793.

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

MLA Handbook (7th Edition):

Jang, Moonjung. “The Effect of Phonetic Training on the Perception and the Production of L1-Related Difficult Sounds in ESL.” 2019. Web. 04 Aug 2020.

Vancouver:

Jang M. The Effect of Phonetic Training on the Perception and the Production of L1-Related Difficult Sounds in ESL. [Internet] [Thesis]. West Virginia University; 2019. [cited 2020 Aug 04]. Available from: https://doi.org/10.33915/etd.3793 ; https://researchrepository.wvu.edu/etd/3793.

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

Council of Science Editors:

Jang M. The Effect of Phonetic Training on the Perception and the Production of L1-Related Difficult Sounds in ESL. [Thesis]. West Virginia University; 2019. Available from: https://doi.org/10.33915/etd.3793 ; https://researchrepository.wvu.edu/etd/3793

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


Miami University

25. Schrock, Lana Renee. Phonological Processes in Sentences Produced by Adult Japanese English Language Learners.

Degree: MA, Speech Pathology and Audiology, 2013, Miami University

 This paper examined the speech sound errors in the sentences of five adult Japanese English Langue Learners (ELLs) and classified the errors as phonological processes.… (more)

Subjects/Keywords: Speech Therapy; phonological processes; Japanese; English Language Learners; pronunciation training; speech-language pathology

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

APA (6th Edition):

Schrock, L. R. (2013). Phonological Processes in Sentences Produced by Adult Japanese English Language Learners. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1366823748

Chicago Manual of Style (16th Edition):

Schrock, Lana Renee. “Phonological Processes in Sentences Produced by Adult Japanese English Language Learners.” 2013. Masters Thesis, Miami University. Accessed August 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366823748.

MLA Handbook (7th Edition):

Schrock, Lana Renee. “Phonological Processes in Sentences Produced by Adult Japanese English Language Learners.” 2013. Web. 04 Aug 2020.

Vancouver:

Schrock LR. Phonological Processes in Sentences Produced by Adult Japanese English Language Learners. [Internet] [Masters thesis]. Miami University; 2013. [cited 2020 Aug 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366823748.

Council of Science Editors:

Schrock LR. Phonological Processes in Sentences Produced by Adult Japanese English Language Learners. [Masters Thesis]. Miami University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1366823748


Brigham Young University

26. Hart, Hilary. Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking.

Degree: MA, 2010, Brigham Young University

 This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through research-based methods. Four English learners served as focus students.… (more)

Subjects/Keywords: mathematics; vocabulary; mathematics vocabulary; English learners; inquiry teaching; Teacher Education and Professional Development

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APA (6th Edition):

Hart, H. (2010). Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3572&context=etd

Chicago Manual of Style (16th Edition):

Hart, Hilary. “Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking.” 2010. Masters Thesis, Brigham Young University. Accessed August 04, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3572&context=etd.

MLA Handbook (7th Edition):

Hart, Hilary. “Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking.” 2010. Web. 04 Aug 2020.

Vancouver:

Hart H. Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Aug 04]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3572&context=etd.

Council of Science Editors:

Hart H. Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3572&context=etd

27. Brou, Helene Zongo. The Influence of Adult Attachment Orientations and Multicultural Competence on Higher Education Faculty Perceptions of ELL Students.

Degree: MA, Psychology, 2017, Governors State University

 The purpose of this investigation was to explore the influence of adult attachment orientations and multicultural competence on higher education faculty perceptions of ELL (English(more)

Subjects/Keywords: teaching; faculty attitudes; English language learners; multiculturalism; adult attachment; Multicultural Psychology; Psychology

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APA (6th Edition):

Brou, H. Z. (2017). The Influence of Adult Attachment Orientations and Multicultural Competence on Higher Education Faculty Perceptions of ELL Students. (Thesis). Governors State University. Retrieved from https://opus.govst.edu/theses/96

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):

Brou, Helene Zongo. “The Influence of Adult Attachment Orientations and Multicultural Competence on Higher Education Faculty Perceptions of ELL Students.” 2017. Thesis, Governors State University. Accessed August 04, 2020. https://opus.govst.edu/theses/96.

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

MLA Handbook (7th Edition):

Brou, Helene Zongo. “The Influence of Adult Attachment Orientations and Multicultural Competence on Higher Education Faculty Perceptions of ELL Students.” 2017. Web. 04 Aug 2020.

Vancouver:

Brou HZ. The Influence of Adult Attachment Orientations and Multicultural Competence on Higher Education Faculty Perceptions of ELL Students. [Internet] [Thesis]. Governors State University; 2017. [cited 2020 Aug 04]. Available from: https://opus.govst.edu/theses/96.

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

Council of Science Editors:

Brou HZ. The Influence of Adult Attachment Orientations and Multicultural Competence on Higher Education Faculty Perceptions of ELL Students. [Thesis]. Governors State University; 2017. Available from: https://opus.govst.edu/theses/96

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


Southern Illinois University

28. Alqarni, Abdullah Ahmed. THE REALIZATION FOR THE ENGLISH VOICELESS POSTALVEOLAR AFFRICATE /tʃ/ IN NAJDI SAUDI ESL LEARNERS PRODUCTION.

Degree: MA, Applied Linguistics, 2013, Southern Illinois University

  The current study investigated the realization for the English voiceless postalveolar affricate /tʃ/ in Najdi Saudi ESL learners' production. The goal of the study… (more)

Subjects/Keywords: English; Najdi Arabic; Phonology; Postalveolar Affricattes; Second language acquisiton; Sound Substitution and ESL learners

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APA (6th Edition):

Alqarni, A. A. (2013). THE REALIZATION FOR THE ENGLISH VOICELESS POSTALVEOLAR AFFRICATE /tʃ/ IN NAJDI SAUDI ESL LEARNERS PRODUCTION. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/1082

Chicago Manual of Style (16th Edition):

Alqarni, Abdullah Ahmed. “THE REALIZATION FOR THE ENGLISH VOICELESS POSTALVEOLAR AFFRICATE /tʃ/ IN NAJDI SAUDI ESL LEARNERS PRODUCTION.” 2013. Masters Thesis, Southern Illinois University. Accessed August 04, 2020. https://opensiuc.lib.siu.edu/theses/1082.

MLA Handbook (7th Edition):

Alqarni, Abdullah Ahmed. “THE REALIZATION FOR THE ENGLISH VOICELESS POSTALVEOLAR AFFRICATE /tʃ/ IN NAJDI SAUDI ESL LEARNERS PRODUCTION.” 2013. Web. 04 Aug 2020.

Vancouver:

Alqarni AA. THE REALIZATION FOR THE ENGLISH VOICELESS POSTALVEOLAR AFFRICATE /tʃ/ IN NAJDI SAUDI ESL LEARNERS PRODUCTION. [Internet] [Masters thesis]. Southern Illinois University; 2013. [cited 2020 Aug 04]. Available from: https://opensiuc.lib.siu.edu/theses/1082.

Council of Science Editors:

Alqarni AA. THE REALIZATION FOR THE ENGLISH VOICELESS POSTALVEOLAR AFFRICATE /tʃ/ IN NAJDI SAUDI ESL LEARNERS PRODUCTION. [Masters Thesis]. Southern Illinois University; 2013. Available from: https://opensiuc.lib.siu.edu/theses/1082


Southern Illinois University

29. Almutiri, Ahmed Saad. THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC.

Degree: MA, Applied Linguistics, 2015, Southern Illinois University

  This study aims to investigate the developmental ability of beginning and advance L1 English learners of Arabic to pronounce standard Arabic geminate consonants when… (more)

Subjects/Keywords: Acquisition; Arabic Learners; English; Closure Duration; Consonantal Length Contrasts; L1; L2; Ratio; Singleton; Geminate

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APA (6th Edition):

Almutiri, A. S. (2015). THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/1604

Chicago Manual of Style (16th Edition):

Almutiri, Ahmed Saad. “THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC.” 2015. Masters Thesis, Southern Illinois University. Accessed August 04, 2020. https://opensiuc.lib.siu.edu/theses/1604.

MLA Handbook (7th Edition):

Almutiri, Ahmed Saad. “THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC.” 2015. Web. 04 Aug 2020.

Vancouver:

Almutiri AS. THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC. [Internet] [Masters thesis]. Southern Illinois University; 2015. [cited 2020 Aug 04]. Available from: https://opensiuc.lib.siu.edu/theses/1604.

Council of Science Editors:

Almutiri AS. THE PRODUCTION OF ARABIC GEMINATE STOPS BY ENGLISH LEARNERS OF ARABIC. [Masters Thesis]. Southern Illinois University; 2015. Available from: https://opensiuc.lib.siu.edu/theses/1604


California State University – Sacramento

30. Sandoval, Cristina. How does the utilization of practical teaching methods help to support english language learners with mathematical reasoning problems?.

Degree: MA, Education (Bilingual/Multicultural Education, 2010, California State University – Sacramento

 This study looks at six students, both classified and unclassified as English Language Learners, to measure their current success levels with mathematical reasoning problems. Due… (more)

Subjects/Keywords: SIOP model; Mathematical reasoning; English learners

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APA (6th Edition):

Sandoval, C. (2010). How does the utilization of practical teaching methods help to support english language learners with mathematical reasoning problems?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/138

Chicago Manual of Style (16th Edition):

Sandoval, Cristina. “How does the utilization of practical teaching methods help to support english language learners with mathematical reasoning problems?.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 04, 2020. http://hdl.handle.net/10211.9/138.

MLA Handbook (7th Edition):

Sandoval, Cristina. “How does the utilization of practical teaching methods help to support english language learners with mathematical reasoning problems?.” 2010. Web. 04 Aug 2020.

Vancouver:

Sandoval C. How does the utilization of practical teaching methods help to support english language learners with mathematical reasoning problems?. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Aug 04]. Available from: http://hdl.handle.net/10211.9/138.

Council of Science Editors:

Sandoval C. How does the utilization of practical teaching methods help to support english language learners with mathematical reasoning problems?. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/138

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