Thesis (Ed.D.) -- Central Connecticut State University, 2010. / Dissertation advisor: Karen C. Beyard. "... in partial fulfillment of the requirements for the degree of Doctor of Education ... " Includes bibliographical references (leaves 124-130). Also available via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 205-225).

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed November 17, 2005. Dissertation Committee: Robert L. Fisher (chair), Marilyn Moore, Marilyn Morey, Deborah B. Gentry. Includes bibliographical references (leaves 130-140) and abstract. Also available in print.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 96-99).

Thesis (M.A.T.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 43-44).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 7, 2006. Dissertation Committee: John R. McCarthy (chair), Patricia H. Klass, Charles E. Morris, Sally B. Pancrazio, William L. Tolone. Includes bibliographical references (leaves 127-130) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 220-232).

Thesis (D.A.)--Illinois State University, 1997. / Title from title page screen, viewed June 5, 2006. Dissertation Committee: John F. Chizmar (chair), Dean Hiebert, Mark Walbert. Includes bibliographical references (leaves 38-42) and abstract. Also available in print.

Thesis (Ph.D.)--University of Idaho, March 2006. / Major professor: Russell A. Joki. Abstract. Includes bibliographical references (leaves 138-148). Also available online in PDF format.

This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for work and for study abroad, it is important for pupils to learn how to communicate orally in English. It is important to be able to use the language. In the English curriculum in Swedish schools, speaking English is a skill pupils must possess. Since this is the requirement it is important that teachers in Sweden relate to this. Many pupils do not like to speak in front of the rest of the class and some pupils only like to speak in informal situations. Therefore, teachers must use various strategies to create a willingness to communicate among pupils and various strategies to motivate them to speak English. The results show that pupils are motivated to use the language in class when they have recently been abroad. It also shows that they are motivated when they can decide the topic and speak about something they are interested in. / <p>Engelska</p>