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Thesis (Ph.D.) -- University of Adelaide, Depts. of Applied and Molecular Ecology, 1999. / Bibliography: leaves 359-374.

Thesis (Ed.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves 278-295.

The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

Thesis (Ph.D.)--Murdoch University, 2005. / Thesis submitted to the Division of Arts. Bibliography: leaves 324-354.

Thesis (M.A.) -- University of Montana, 2009. / Title from author supplied metadata. Description based on contents viewed on August 12, 2009. Author supplied keywords: intercultural competence ; training ; residence life ; communicaiton. Includes bibliographical references.

The purpose of this study was to investigate aspects of cognitive styles in relationship to the academic orientation of Arab ESL students. More specifically, this study attempted to answer the following questions:1- What are the different cognitive styles Arab students use in their learning of English as a second language?2- To what degree do Arab students who possess different cognitive styles perform differently on the Michigan Test of English Language Proficiency?3- Are students' academic majors related to their proficiency in English as a second language?The subjects of this study were 82 students representing 11 Arab countries enrolled in ESL programs in four American universities. The Inventory of Learning Processes (Schmeck, Ribich, & Ramanaiah, 1977), was used to measure the students' cognitive styles and the Michigan Test of English Language Proficiency (MTELP) was used to measure their performance on English as a second language.Results of this study indicated that Arab students fall on a continuum of four different cognitive styles with Elaborative Processing being the most dominant cognitive style among Arab students (44% of students). Deep Processing and Fact Retention were the next two cognitive styles Arab students possessed (26%, 21 % of students respectively). Only 10% of students possessed the Study Methods cognitive style. There was no significant relationship between students' cognitive styles and their performance on English as a second language except for the weak positive relationship that existed between the cognitive style of Elaborative Processing and proficiency in English as a second language. It was also found that students' academic majors played a major role in their performance on MTELP. Literature majors performed significantly better than science majors in English as a second language.It was recommended that ESL instructors at American universities identify Arab students' cognitive styles by using ILP prior to their enrollment in ESL courses. It was also recommended that ESL instructors vary their teaching strategies and resources so that individual student's needs regarding cognitive style are met. Further research is needed to investigate the interaction between students' academic majors, their cognitive styles and their proficiency in English as a second language. It is also important to further explore the relationship between the Elaborative Processing scale and students' proficiency in English as a second language. / Department of Secondary, Higher, and Foundations of Education

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 104-108). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (p. 315-339)

The issue of seeking higher education by U.S. citizens has been explored using the human capital theory model. This work extends this analysis by applying the human capital model to the decisions of foreign students to seek higher education in the U.S. The theory suggests that foreign students will see. higher education in the U.S. if the net present value of doing so is greater than the value of remaining in their native country. In addition, the student's choice of field of study will be determined by differences in net present values. We extend the theory to include various non-pecuniary benefits and costs. The model is tested through the use of primary data derived from a cross-sectional survey conducted by the author. This data allows for a calculation of expected net present values for · remaining at home, coming to the U.S. and staying various lengths of time, and becoming a permanent U.S. resident. The findings show that the pecuniary returns from U.S. education are indeed high for engineers, and also for students from India and Taiwan. The non-pecuniary cost associated with U.S. education varies according to a foreign student's country or region of origin. Family and social ties, political stability, and job opportunities in the native country significantly affect a foreign student's planned length of stay in the U.S. upon completion of studies. / Ph. D.