Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Irene Vogel, Dept. of Linguistics. Includes bibliographical references.

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M.A.)--Brigham Young University. Dept. of Center for Language Studies, 2006. / Includes bibliographical references.

Thesis (Ed.D.)--Azusa Pacific University, 2006. / Adviser: Jenny Yau. Includes bibliographical references (p. 110-128)

<p> This communication activism for social justice research (CAR) study created and implemented storytelling workshops to improve the communication of migrants who are English language learners (ELLs), by increasing their knowledge of and experience with U.S. cultural norms and narrative practices for conversation. Prior to the intervention study, a preliminary study, which used ethnography of communication (EC) and cultural discourse analysis (CuDA), was conducted to explore situated meanings of communication in Conversations in English (CIE) groups that ELLs attended at a local library. By using findings obtained from that preliminary study to design, implement, and study the storytelling workshops in which ELLs participated, the intervention study demonstrates how EC and CuDA can inform interventions, as well as how communication design can be used to plan and analyze interventions. The intervention study also shows how English language education and, in particular, teaching ELLs about U.S. cultural communicative practices, can be enhanced through the use of storytelling. Finally, the project reveals important lessons learned about engaging in CAR.</p><p>

abstract: This dissertation is an exploration of various identity labels available for first-year composition (FYC) students that tend to classify them into categories which may or may not relate to the students' perception of themselves. If there remains a gap between self-identification and institutional labeling then students may find themselves negotiating unfamiliar spaces detrimental to their personal goals, expectations, and understanding of their writing abilities. This may trigger a rippling effect that may jeopardize the outcomes expected from a successful FYC program stipulated in the WPA Outcomes Statement. For this study I approached 5 sections of mainstream FYC and 7 sections of ESL/ international FYC with in-class questionnaire based surveys. The 19 questions on the survey were cued to address students' concern for identity and how course labels may or may not attend to them. With feedback from 200 participants this study endeavors to realize their preference for identity markers and definitions for mainstream and ESL sections of FYC. The survey also checks if their choices correlate and in some ways challenge ongoing research in the field. The survey reports a marked preference for NES and English as a second language speaker as prominent choices among mainstream and ESL/ international students, respectively, but this is at best the big picture. The "truth" lies in the finer details - when mainstream students select NNESs and / or resident NNESs the students demonstrate a heightened awareness of individual identity. When this same category of resident NNESs identify themselves in ESL/ international sections of FYC, the range of student identities can be realized as not only varied but also overlapping between sections. Furthermore, the opinions of these students concur as well as challenge research in the field, making clear that language learning is a constant process of meaning making, innovation, and even stepping beyond the dominant mores and cultures. / Dissertation/Thesis / Ph.D. English 2012

The study sought to examine first year students‟ conceptions of writing and the extent to which these conceptions influence their academic writing; explore tutors‟ expectations and understandings of student writing and how they respond to it; and suggest guidelines that can inform effective teaching and learning of writing in ESL contexts. The study is underpinned by the academic literacies model. The study adopted a qualitative research methodology and used a case study approach as research design. Participants included ESL first year students and their tutors. Questionnaires, focus group interviews and marked student writing samples were employed as data collection instruments. Though students claimed that they subscribed to the ideologies of the academic literacies model, and that the first year level course improved their academic writing, the findings show that, on the contrary, students were underprepared for engaging in the academic writing activities required at university level. Moreover, the findings showed that although students categorised their writing skills as average, tutors had a different perspective. The findings reveal that tutors found that students still struggle with aspects of writing including, for instance, grammar, spelling, the structuring of essays, coherence and cohesion in paragraphs as well as arguing a point convincingly. However, although the findings show that students valued feedback highly, in some instances tutors did not provide adequate, understandable and useful feedback. / English Studies