Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 51-54).

<p>This qualitative, narratively orientated study explores the perceptions of undergraduate students? interpretations of their experiences as they voluntarily attempt to start and maintain writing center-facilitated writing groups. During the spring 2014 semester, undergraduate writing tutors at a small, private, women?s, liberal arts university attempted to start four writing groups through the institution?s writing center. Only two of the four proposed writing groups formed, and of those two, only one writing group maintained consistent membership and met regularly throughout the semester. Data for this study were collected from February 2014 to May 2014 and consists of 11 interviews, with four individuals, three of whom were the undergraduate writing tutors who founded the writing groups. Noting the impossibility of generalizing a small, contextualized study like this, the author suggests it may be useful to writing directors to consider writing groups as a viable writing center program for undergraduate students, particularly if viewed as a vehicle for tutor training and leadership development. Other issues for writing center directors, writing center administrators, and teachers of writing at the college level who are interested in how writing groups function to support writers are discussed as well. Moreover, this dissertation examines the author?s own experiences wrestling with a research study that became vastly different from what she intended because of participation constraints. The author?s attempts at self-reflexivity regarding her subjectivities, epistemological contradictions, and other issues raised by her interpretation of her research experience are included as data and discussed in the final chapter of this dissertation.

No description available.

<p>This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive aptitude measures: 1) the Modern Language Aptitude Test (MLAT); 2) a phonological working memory test (WM); and 3) a series of motivational and affective aptitude measures including Willingness-to-communicate (WTC, McIntyre, 1992), motivation and other affective variables (Gardner, 1985; Yashima, T., Zenuk-Nishide, L., &amp; Shimizu, K., 2004). </p><p> The researcher concludes that the students made significant gains in oral proficiency during the experience abroad, both in terms of COPI scores and fluency (words/minute). Using the Language Contact Profile (LCP, Collentine &amp; Freed, 2004) students reported speaking, listening and reading significantly more in Spanish than in English during the study abroad; however, they reported writing almost as much in English as in Spanish. There was a significant negative correlation between the MLAT and COPI gains; indicating that students who had higher language learning aptitude made fewer gains in oral proficiency while abroad. WM, WTC and other affective aptitudes were not correlated with COPI gains in this study; WM and L2 anxiety were significantly correlated with the pre-SA COPI. Finally, WM and the MLAT were significantly correlated, but no other aptitude measures collected were found to correlate. </p><p> In the discussion the researcher reviews the inverse pyramid schema of the ACTFL guidelines (1999) and demonstrates the impact of the imprecise delineation between the levels. The contraction of the scale at the upper reaches leads to a ceiling effect for second language learners and does not allow an accurate depiction of growth in language skill and development. As the ACTFL scale is the standard in oral proficiency measurement in the United States, data collection instruments based on this scale do not meet the needs of researchers in SLA or educational settings that wish to investigate achievement in oral proficiency in varying context of language leaning. </p>

<p> Latino immigrant families are a population facing great risks which can severely impact their overall well-being. Evidence suggests that parent education and social support programs are an effective way for decreasing some of those risks. The purpose of this project was to identify a potential parenting program, seek potential funding sources to implement such program, and write a grant to fund the parenting program for Aurora Elementary School in the city of Los Angeles, California. The Strengthening Families Program was chosen after revision of best practices in parenting programs for Latino families found in the literature. The program is designed as a group with parenting education, social support, substance use prevention, and parent-child interaction components. The Joseph Drown Foundation was identified as the potential funding source. Social Work implications are discussed. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.</p>

<p> Communication is a key component in learning a second language (L2). As important as the <i>ability</i> to communicate in the L2 is the <i> willingness</i> to use the L2 or, what has been identified in the literature as <i>Willingness to Communicate</i> (WTC). Language is best learned when situated in, and based on, real-life experiences. Technological tools such as virtual worlds, mobile devices, and augmented reality (AR) are increasingly used to take language learning outside of the classroom. The affordances (e.g., portability, engagement, context-sensitivity) of these tools may have an impact on the following WTC antecedents: perceived competence, reduced L2 anxiety, security, excitement, and responsibility. The nature of this impact suggests that an AR mobile game may positively affect students' WTC. The purpose of this case study was to examine student perceptions regarding the use and design qualities of an AR mobile game in the language learning process and the effect of these qualities on student perceptions of their WTC. Nine students in a second-year Japanese language class at an institute of higher education in California participated in the study by playing an AR mobile game for three weeks. Data were collected through a demographic survey, game-play observations, game artifacts in the form of images and audio, game log data, and interviews. Findings suggest that AR mobile games can provide a viable means to take language learning outside the classroom and into self-selected spaces to affect positively students' WTC. From this investigation, it is evident that AR mobile language learning games can: (a) extend learning outside the classroom, (b) reduce L2 anxiety, and (c) promote personalized learning.</p>

No description available.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 127-138). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19671

Thesis (Ph. D.)--University of Hong Kong, 2008. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.