<p>Agriculturalists, educators, students, and professionals alike, function in a global industry. In order to work effectively and efficiently to meet industry goals and address challenges, possession of a specific skillset is necessary. This skillset includes the skill of intercultural competence. The objective of Chapter 2 was to assess students’ intercultural competence development following participation in an embedded study abroad program. This program included students studying food security and environmental challenges who were also engaged in intercultural learning activities before, during, and after a 9-day trip through Vietnam. Results showed an average increase in students’ Developmental Orientation (DO) on the Intercultural Development Continuum (IDC) of 13.68 points through their participation in the course (p < .05). This positive growth indicates that on average, student participants increased their intercultural competence throughout the semester program. </p> <p> Chapter 3 describes results of a study conducted using the same group of participants of the embedded study abroad program to Vietnam. The objective of this study was to assess the beliefs, events, and values of student participants at the beginning of the semester and following completion of the semester course using the Beliefs, Events, and Values Inventory (BEVI). Additionally, it was an objective to explore any changes that occurred throughout the duration of the 16-week course. Results from this study revealed little progression on scales related to course outcomes, unintended meaningful changes in scales unrelated to course outcomes, and variations between subgroups (gender and ethnic). These data suggest that the curriculum as delivered requires revision in order to support individual student needs and further development of formative assessment emphasizing emotional and attitudinal dimensions, in addition to discipline content, of student experiences during a study abroad program. </p> <p> Chapter 4 describes the intercultural competence development of the Cooperative Extension Educators who served as mentors to the undergraduate participants in the embedded study abroad program to Vietnam discussed in Chapters 2 and 3. Results from this study indicated that there was an overall decrease in Extension Educators’ DO of 8.0 points. Though this decrease was evident, only 2 of the 5 Educators decreased meaningfully on the IDC according to IDI instrumentation. Further analysis of quantitative and qualitative data revealed professional development benefits, such as developing new perspectives and connecting with undergraduate students, of the student-mentor relationship for the Educators. </p> <p> Chapter 5 describes results from a study conducted in a combined learning community/short-term study abroad program restricted to incoming and current first-year students studying food production in Italy. The objective was to assess student intercultural competence development pre- and post-participation in the program that had incorporated intercultural learning activities both during and throughout the course following the study abroad. Results revealed that 42% of students advanced on the IDC and 26% progressed into a new stage on the IDC. Overall group growth was not statistically significant at a gain of 4.1 points on the IDC. This indicates that participating in the program did not significantly increase students’ intercultural competence. </p> <p> Data in this thesis support that intercultural competence has the potential to be developed in short-term study abroad programs with the implementation of intercultural intervention. However, literature indicates that destination, duration, stage of development, and incoming participant worldviews influence outcomes in the development of intercultural competence. Emphasis on participant stage development on the IDC and preparedness for meeting course learning outcomes should be taken into consideration by study abroad leaders when constructing program design. </p>

Magister Commercii - MCom / In a contemporary local context characterised by significant socio-economic challenges, exacerbated by rising systemic risks, and hampered by capacity constraints of the state, we examine the case for a strategic approach to corporate social responsibility (CSR) as risk management for the public good. In this study, we propose that CSR could offer value as risk management to firm stakeholders and broader society, by aligning state, business, and societal objectives in tackling shared risk and by addressing some of the challenges associated with contemporary CSR practice. The objectives of this thesis were, therefore, twofold. First, to explain the relevance between the concepts of risk management and CSR and how a strategic approach to CSR as risk management may operate as a mechanism influencing practice and impact. Second, to analyse such an approach in practice to interrogate our propositions of CSR as risk management and to identify its key enabling and disabling factors. To achieve the first objective, we developed a theoretical and conceptual framework that positions CSR as a necessary and appropriate strategic risk management response to inefficient and inequitable markets. To achieve our second objective, we undertook an instrumental case study of Santam Limited and its proactive, pro-social risk management initiative, Partners for Risk and Resilience (P4RR). Using a critical realist case study approach, we interviewed 22 participants drawn from the company’s social and organisational contexts. Our findings suggest that the interaction of four principal stakeholder entities gave rise to P4RR: investors, company management, employees, and the state, and we would characterise the primary mechanism driving the Initiative as competitive pressures emanating from the market. Our findings broadly support our propositions that risk management is a useful analytical framework for CSR and, as a strategic approach, may encourage firm-wide integration of CSR practice and cooperation with salient stakeholders, while providing a rubric with which to evaluate its usefulness. Our findings are somewhat supportive of the proposition that such an approach may lead to a response to uncertainty that aligns more closely with economic risk management. Recommendations for future research include multiple case study analyses of different companies that engage in risk management for the public good. Strategically, we recommend the elevation of local government planning processes as a tool with which to align corporate pro-social activities to maximise the contribution to the public good.

Models of reading comprehension using the working memory paradigm have been formulated from studies using adult readers. Although there appear to be differences in working memory skills between beginner and mature readers, and normal and reading disabled children, the exact role of working memory in reading is still unclear. This study examined the role of working memory in the development of reading in children. A study ~v Baddeley, Logie, Nimmo-Smith, and Brereton (1985) was modified for this purpose to accommodate factors relevant to reading development in children

Research is vital in Psychology, as well as the social sciences, as it is a tool for creating knowledge through the interpretation and manipulation of empirical data, and thus furthering understanding in a field (Barak, 1998; Bridges, Gillmore, Pershing, & Bates, 1998; VanderStoep & Shaughnessy, 1997). Self-efficacy, metacognitive awareness, and working memory are essential to explore in relation to academic performance in research methods courses such as RDA IIA, as these skills are needed in the different components of these types of courses and are likely to play a role in predicting academic performance (Alloway, 2006; Bandura, 1993; Payne & Israel, 2010; Zulkiply, Kabit, & Ghani, 2008). Self-efficacy, metacognitive awareness, and working memory are also all potentially susceptible to intervention, and therefore exploring and establishing relationships between these variables could improve ways to teach and help students achieve academically. Therefore, this study aimed to examine the relationships between academic self-efficacy, metacognitive awareness, working memory, and academic performance on the RDA IIA module overall and for different components. The sample consisted of 95 students who had completed RDA IIA at the University of the Witwatersrand. The instrumentation used consisted of a brief demographic questionnaire, an adapted Academic Self-Efficacy Scale, the Metacognitive Awareness Inventory, and three working memory tasks assessing verbal, spatial, and numerical working memory. Academic self-efficacy related to and predicted performance in the research component of the course, and also predicted final RDA IIA mark. Metacognitive awareness did not relate to or predict any aspect of RDA IIA performance, except for a significant positive correlation between declarative knowledge and research mark. The working memory total and mental counters task related to and predicted all aspects of RDA IIA performance; the verbal task related to research mark but had no predictive role in RDA IIA performance; and lastly, the spatial task did not relate to or predict any aspects of RDA IIA performance. The results of the study contribute to a better understanding of the factors relating to and predicting RDA IIA performance; and these findings may lead to the development of more effective intervention programmes to assist students in improving their research methodology marks.

With the rapid growth and maturity of Question-Answering (QA) domain, non-factoid Question-Answering tasks are in high demand. However, existing Question-Answering systems are either fact-based, or highly keyword related and hard-coded. Moreover, if QA is to become more personable, sentiment of the question and answer should be taken into account. However, there is not much research done in the field of non-factoid Question-Answering systems based on sentiment analysis, that would enable a system to retrieve answers in a more emotionally intelligent way. This study investigates to what extent could prediction of the best answer be improved by adding an extended representation of sentiment information into non-factoid Question-Answering.

A avaliação da previsão de chuva a curtíssimo prazo com até 3 horas de antecedência na área de cobertura do RSP para diferentes tipos de sistemas precipitantes, principalmente os associados às enchentes e deslizamentos na RMSP, foi realizada por meio de um modelo advectivo a partir do campo de vento 2D médio e da velocidade dos campos das taxas de precipitação estimados com o radar e um Esquema Numérico de Terceira Ordem Corrente Acima (ENTOCA). O ENTOCA utiliza um vetor com deslocamento mantido constante. O desempenho da previsão para precipitação acumulada num determinado intervalo de tempo foi avaliado pelo Índice de Sucesso Crítico (CSI), Probabilidade de Detecção (POD) e Razão de Falsos Alarmes (FAR). Quantitativamente, a acurácia da previsão foi avaliada por meio do Erro Quadrático Médio (EQM). O coeficiente de correlação mostrou que a qualidade da previsão decresce ao longo do tempo, com maior previsibilidade para os sistemas estratiformes do que para os convectivos. O ENTOCA não considera a evolução espaço-temporal dos sistemas precipitantes durante a extrapolação do campo das taxas de precipitação. Em geral, constatou-se uma subestimativa da precipitação acumulada. As previsões também apresentaram maior desempenho para até 90 minutos e menor, a partir de 120 minutos de extrapolação. O desempenho médio da previsão pelo índice CSI para o limiar de 0.2 mm ao final de 60 minutos de precipitação acumulada foi: FFs (77%), Lis (67,5%), BDs (58%), CIs (56,4%) e BMs (47%). Em geral, a partir de 90 minutos de advecção (sistemas convectivos) e 120 minutos (sistemas estratiformes), o desempenho da previsão diminui exponencialmente. / The evaluation of the rainfall short-term forecast up to 3 hours in advance within the surveillance area of São Paulo weather radar (RSP) for different types of precipitating systems, mainly the are associated to floods and landslides in Metropolitan Area of São Paulo (RMSP), was carried out with an 2D wind advective scheme and rainfall rates estimated with the RSP. The third-order upstream numerical scheme (ENTOCA) was used with a uniform wind vector. The rainfall forecast skill for a given time interval was evaluated by the Critical Success Index (CSI), Probability of Detention (POD) and False Alarm Rate (FAR). Quantitatively, the accuracy of the forecast was evaluated with the mean-square error (mse). The correlation coefficient showed that the quality of the forecast decrease with time, with better skill for the stratiform systems than for convective ones, given that the ENTOCA do not take into account spatial-temporal evolution of the rainfall systems. In general, the precipitation accumulation was underestimated. The forecasts had better skill up to 90 minutes. The average skill based on CSI for the thresholds of 0.2 mm at 60 minutes the precipitation accumulation are: FFs (77%), Lis (67,5%), BDs (58%), CIs (56,4%) and BMs (47%). In general, from 90 minutes of advection (convective systems) and 120 minutes (stratiform systems), the skill of the forecast decreases.

One of the most common goals of political theory is to inform just choice; with ‘just choice’ referring to the class of practical, political decisions that result in society becoming more just. However, important questions can be asked about the best way political theory can perform this informing function. In this thesis I look to answer some of these questions through my defence of an ideal theory approach to just choice. This approach claims that ideals, that is, conceptions of the rules that would govern a fully just society, are necessary in order to arrive at just choices. I look to show the conditions ideal theory and ideals have to satisfy in order to perform this just choice informing role. In doing this this thesis underlabours for ideal theory by providing theoretical support for future substantive work in this area. This thesis proceeds as follows. Chapter 1 provides an overview of the structure of the thesis, the main areas of debate, and the implications of my research. Chapter 2 addresses the fundamental question discussed above, seeking to demonstrate that it is only when our choices are informed by ideals that we are consistently able to make just choices. Chapter 3 considers the distinction between short-term choice, which aims to make society immediately more similar to an ideal, and long-term choice, which aims to ultimately realise an ideal in full. I look to show the conditions that ideals have to satisfy in order to inform each type of just choice. Particularly important here are the feasibility conditions that have to be met by ideals that are to inform long-term choice. Chapter 4 considers a conundrum confronting those aiming to make just choices. All other things being equal long-term choice offers greater rewards than short-term choice does; however short-term choice is lower risk, requiring less investment of political resources such as time, labour, and money, and promising more likely returns on these investments. In this chapter I look to show the conditions that have to hold for it to be defensible to favour a long-term approach over a short-term approach. Chapter 5 considers whether the methods required of ideal theory, particularly the feasible ideal theory required of long-term choice, may be inherently contradictory. This is due to possible tensions between fact-sensitive and fact-insensitive aspects of the theorising process. In this chapter I look to show that this is not the case and that the ideal theory process is not contradictory. Chapter 6 summarises my key arguments and reflects on some of the main themes of this thesis.

No description available.

The purpose of this study was to examine whether exposure to a 6-week piano class would have an impact on specific cognitive functions (attention, short-term memory, and planning) in senior adults. In addition, I aimed to determine whether the cognitive function of participants who studied piano as children would differ from those who did not. Twelve 30-minute sessions were offered to residents of a rural, southern Missouri county using the Yamaha Music in Education (MIE) piano laboratory in a local elementary school. The on-line version of the Cambridge Neurological Test Automated Battery (CANTAB) was used to measure attention, short-term memory and planning. Thirty-six (N = 36) older adults completed the study. Four groups of 8 to 10 participants were randomly assigned. One treatment (Group A) and one control (Group C) received the CANTAB pretest, and posttest, and one treatment (Group B) and one control (Group D) received only the CANTAB posttest. I performed an ANCOVA and discovered no significant difference between CANTAB posttest scores for treatment groups and control groups. Additionally, no significant difference was found between CANTAB scores for those who had piano lessons as a child and those who did not. Evidence from the CANTAB scores support the null hypothesis that there was no evidence of a relationship between twelve 30-minute piano lessons and improved cognitive function in senior adult students. There was also no evidence of a relationship between studying piano before the age of 18 and improved cognitive function as measured by CANTAB.

Mackey教授和她的研究夥伴於二零零二年进行的探索性研究，首次探討了二語學習者的工作記憶容量和他們在互動反饋中對於第二語言語法的重述 (recasts) 的注意力以及第二語言發展的內在關係。在这项研究中，研究人员提出，作为一个小规模的研究，研究结果僅具有啟發意義，而不是决定性的。所以未来的进一步探索將會非常有意義。 / 為了响应这项研究的呼吁，本研究將进一步探讨二語學習者的個體差異在互動型任務中對於學習者對語法的注意力以及語言發展的影響。學習者的工作記憶容量以及他們的第二語言能力水平在本研究中均視為獨立變量，以探究它們與學習者對英語的問句形式和過去式的重述的注意力之間的聯繫。立即刺激回憶法 (immediate stimulated recall)，作為本項研究中採用的一種新方法，將和傳統的刺激回憶法 (stimulated recall) 一起用來收集有關學習者注意力的數據。實驗包括兩個實驗組和一個對照組，並採用了前測-培訓-後測三個主要階段。對照組僅需與來自英語母語國家的對話者完成每項互動交流任務，對話者不提供任何語法的重述。而兩個實驗組都會接受他們的對話者提供的對於英語問句及過去式的重述。這兩個實驗組的唯一區別是收集學習者注意力數據的研究方法不同：其中一組將使用立即刺激回憶法，而另一組則採用傳統的刺激回憶法。 / 本研究旨在進一步發現二語學習者的工作記憶容量、第二語言能力水平與之注意力之間的關係。工作記憶對於二語發展的影響也作為研究問題之一。同時，重述式反饋的有效性以及立即刺激回憶法的反應特性 (reactivity) 也是本研究中的兩個重心。 / 研究結果發現二語學習者的工作記憶容量和他們對於語法的重述的注意力存在着統計學的顯著聯繫，然而這種聯繫只存在於對注意英語過去式的重述而非英語問句的重述之中。統計結果未能顯示學習者的第二語言能力水平對於注意力的顯著效果，也未能發現他們的工作記憶容量對於二語發展的顯著效果。研究結果還發現重述式反饋的延遲效應，然而這一效應也可能是由於刺激回憶法的使用與重述式反饋共同產生的效應。此外，立即刺激回憶法在本項研究中未產生任何反應特性。 / The exploratory study conducted by Mackey, Philp, Egi, Fujii and Tatsumi (2002) first probed into the internal relationship among learners’ working memory capacity, noticing of recasts of English question formation in interactional feedback and their L2 development. The researchers in that study proposed that as a small-scale study, research findings were suggestive rather than conclusive and that further exploration would be helpful. / Responding to that research call, the present study further investigated the influence of individual variables on learners’ awareness and performance in interactional tasks. Learners’ working memory capacity and their L2 proficiency level were both regarded as independent variables in the present study to link with their noticing of recasts of two different target forms: English question formation and English past tense. Immediate stimulated recall, as a newly developed method in the present study, was used to collect noticing data as well as the use of traditional stimulated recall. The pretest-treatment-posttests design was adopted with two experimental groups and one control group involved in the experiment. The control group was asked to complete interactional tasks with interlocutors without any recasts provided. Two experimental groups were recasts groups with one of them attending stimulated recall interview after the immediate posttest and the other attending immediate stimulated recall interview every day immediately after the treatment and before the immediate posttest. / To find whether there was a relationship between WM and noticing of recasts of L2 forms was the first research goal in the present study. The effect of L2 proficiency level on noticing of L2 forms was another goal. While only a limited number of studies have investigated the role of WM in L2 implicit learning conditions, this issue will also be addressed. Finally, the effectiveness of recasts in instruction and the reactivity issue of immediate stimulated recall as a new method to detect noticing are two other focuses in the present study. / Research results found that there was a significant relationship between WM and noticing of English past tense but not English questions, which indicates that the relationship between WM and noticing of L2 forms may be target-specific. No significant effect of L2 proficiency on noticing was found. However, descriptive data showed a possible trend that the low-proficiency group reported more noticing of L2 forms than the high-proficiency group. The effect of WM capacity on L2 development under all those three implicit learning conditions was found insignificant. There may be a delayed effect of recasts in learners’ L2 development; however, due to the limitation in research design, this delayed effect may result from both recasts and stimulated recall interviews. Immediate stimulated recall was found non-reactive in the present study. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Dai, Binbin. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 174-192). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in also in Chinese; appendix F includes Chinese. / Abstract --- p.i / Acknowledgements --- p.iv / Table of Contents --- p.vi / List of Tables --- p.x / List of Figures --- p.xiii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Research Background and Rationale of the Present Study --- p.1 / Chapter 1.2 --- Research Questions --- p.5 / Chapter 1.3 --- Organization of the Dissertation --- p.5 / Chapter Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- The Interaction Approach to Second Language Acquisition --- p.9 / Chapter 2.2 --- The Interaction Hypothesis --- p.11 / Chapter 2.3 --- Feedback in Interaction --- p.15 / Chapter 2.3.1 --- Explicit and implicit feedback --- p.15 / Chapter 2.3.2 --- Recasts and L2 learning --- p.17 / Chapter 2.4 --- Noticing in interaction --- p.21 / Chapter 2.4.1 --- Attention and awareness: Two theoretical positions --- p.21 / Chapter 2.4.2 --- Recasts, noticing and L2 development --- p.23 / Chapter 2.4.3 --- Measurement of learner awareness in SLA --- p.25 / Chapter 2.4.3.1 --- Methodological innovation in the present study --- p.26 / Chapter 2.4.3.2 --- Reactivity: Do recasts with post-task activity trigger more L2 development? --- p.32 / Chapter 2.5 --- Working Memory and SLA --- p.35 / Chapter 2.5.1 --- The role of working memory in SLA --- p.36 / Chapter 2.5.2 --- Working memory in interaction-driven learning --- p.39 / Chapter 2.5.2.1 --- Working memory and L2 development in interaction-driven learning --- p.39 / Chapter 2.5.2.2 --- Working memory and noticing of L2 forms in interactional feedback --- p.43 / Chapter 2.6 --- Research Questions --- p.46 / Chapter Chapter 3 --- Methodology --- p.48 / Chapter 3.1 --- Participants --- p.48 / Chapter 3.1.1 --- Learner participants --- p.48 / Chapter 3.1.2 --- Native speaker interlocutor --- p.50 / Chapter 3.2 --- Procedure --- p.52 / Chapter 3.3 --- Operationalizations --- p.57 / Chapter 3.3.1 --- Recasts in interactional feedbacks --- p.58 / Chapter 3.3.2 --- Working memory capacity --- p.59 / Chapter 3.4 --- Linguistic Targets --- p.60 / Chapter 3.5 --- Materials --- p.61 / Chapter 3.5.1 --- Interaction materials for treatment and assessment tasks --- p.62 / Chapter 3.5.2 --- Proficiency test: The application of the C-test --- p.63 / Chapter 3.5.3 --- Working memory tests: Non-word span test & L2 listening span test --- p.65 / Chapter 3.5.3.1 --- English nonword span test --- p.65 / Chapter 3.5.3.2 --- English listening span test --- p.67 / Chapter 3.5.4 --- Stimulated recall --- p.69 / Chapter 3.5.5 --- Exit debriefing questionnaire --- p.71 / Chapter 3.6 --- Data Coding and Scoring --- p.73 / Chapter 3.6.1 --- The C-test --- p.74 / Chapter 3.6.2 --- The WM tests --- p.75 / Chapter 3.6.3 --- Stimulated recall comments: The noticing data --- p.77 / Chapter 3.6.4 --- Task performance data --- p.80 / Chapter 3.6.4.1 --- Developmental levels in English question formation --- p.80 / Chapter 3.6.4.2 --- Error-free ratios in English past tense --- p.83 / Chapter 3.6.5 --- Intrarater reliability --- p.86 / Chapter 3.6.6 --- Interrater reliability --- p.86 / Chapter Chapter 4 --- Results --- p.88 / Chapter 4.1 --- Research Question 1: WM Capacity and Noticing of L2 Forms --- p.88 / Chapter 4.1.1 --- Composite WM capacity and noticing of L2 forms --- p.88 / Chapter 4.1.1.1 --- For two experimental groups as a whole --- p.89 / Chapter 4.1.1.2 --- For each experimental group as an individual condition --- p.91 / Chapter 4.1.2 --- Two sub-capacities of WM and noticing of L2 forms --- p.93 / Chapter 4.1.2.1 --- PSTM capacity and noticing of L2 forms --- p.94 / Chapter 4.1.2.2 --- Verbal WM capacity and noticing of L2 forms --- p.95 / Chapter 4.1.3 --- Summary of Research Question 1 --- p.96 / Chapter 4.2 --- Research Question 2: Proficiency Level and Noticing of L2 Forms --- p.97 / Chapter 4.2.1 --- Proficiency level and noticing of both targets --- p.98 / Chapter 4.2.2 --- Summary of Research Question 2 --- p.101 / Chapter 4.3 --- Research Question 3: WM Capacity and L2 Development --- p.101 / Chapter 4.3.1 --- WM capacity and L2 development in the control group --- p.102 / Chapter 4.3.1.1 --- English question formation --- p.102 / Chapter 4.3.1.2 --- English past tense --- p.104 / Chapter 4.3.2 --- WM capacity and L2 development in Experimental Group A --- p.107 / Chapter 4.3.2.1 --- English question formation --- p.107 / Chapter 4.3.2.2 --- English past tense --- p.108 / Chapter 4.3.3 --- WM capacity and L2 development in Experimental Group B --- p.111 / Chapter 4.3.3.1 --- English question formation --- p.111 / Chapter 4.3.3.2 --- English past tense --- p.113 / Chapter 4.3.4 --- Summary of Research Question 3 --- p.116 / Chapter 4.4 --- Research Question 4: Experimental Conditions and L2 development --- p.116 / Chapter 4.4.1 --- English question formation --- p.116 / Chapter 4.4.2 --- English past tense --- p.117 / Chapter 4.4.3 --- Summary of Research Question 4 --- p.125 / Chapter Chapter 5 --- Discussion --- p.127 / Chapter 5.1 --- Working Memory and Noticing of L2 Forms --- p.127 / Chapter 5.1.1 --- Different L2 forms --- p.129 / Chapter 5.1.1.1 --- Developmental levels of L2 grammatical structures --- p.130 / Chapter 5.1.1.2 --- Explicitness of L2 forms --- p.132 / Chapter 5.1.2 --- Different measures of WM --- p.136 / Chapter 5.1.3 --- Different methods to collect noticing data --- p.138 / Chapter 5.2 --- Proficiency Level and Noticing --- p.140 / Chapter 5.3 --- Working Memory and L2 Development --- p.145 / Chapter 5.4 --- Recasts, the Immediate Stimulated Recall and L2 Development --- p.149 / Chapter 5.4.1 --- Recasts, target structures and L2 development --- p.151 / Chapter 5.4.2 --- Methodological implications: The immediate stimulated recall --- p.159 / Chapter 5.4.3 --- Pedagogical implications --- p.161 / Chapter Chapter 6 --- Conclusion --- p.164 / Chapter 6.1 --- Summary of Research Findings --- p.164 / Chapter 6.2 --- Limitations --- p.166 / Chapter 6.3 --- Future Directions --- p.169 / Chapter 6.4 --- Conclusion --- p.172 / References --- p.174 / Appendices --- p.193 / Chapter Appendix A --- Research Participation Consent Form --- p.193 / Chapter Appendix B --- Background Questionnaire --- p.194 / Chapter Appendix C --- Instructions for the Interlocutors: Procedures and Tasks --- p.196 / Chapter Appendix D --- The C-test Adopted from Dörnyei and Katona (1992) --- p.198 / Chapter Appendix E --- Working Memory Tests --- p.200 / Chapter Appendix F --- Exit Questionnaire Adapted from Sachs and Suh (2007) --- p.205