Continuous change and competition in the working environment necessitate increased efficiency and productivity which require different and enhanced skills and abilities. It is therefore important that the right people with the right skills are selected and employees are developed to enable them to meet the organisational and national demands of the future. This dissertation investigates the relationship between learning potential, English language proficiency and work-related training test results to establish why some production employees perform better on work-related training test results than others. The results indicate that there is no significant relationship between the work-related training test results and either learning potential or English language proficiency. There is, however, a significant correlation between learning potential and English language proficiency. It might be worthwhile exploring the availability and adequacy of assessors as well as the motivational level of the production employees as factors that influence the progress made with work-related training test results. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)

Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.

Adopting the Ecological Contextual Model of Acculturation and Adjustment (Birman, 1994; Trickett, 1996) and the Stress and Coping paradigm (Lazarus & Folkman, 1984, 1986, 1991), the present thesis explored the psycho-social, work, and marital adjustment of 200 established older middle-aged refugees from the Former Yugoslavia living in the Ottawa area. More specifically, three studies were conducted to examine specific stressors and resources of relevance to the adjustment of Former Yugoslavian men and women, across the following three distinct life domains: psycho-social, work, and marital. Study I explored the potential buffering effects of interpersonal trust on the relational growth of Former Yugoslavian refugees. Results demonstrated that interpersonal trust moderated the negative effects of war-related trauma on the relational growth of Former Yugoslavian women. No such buffering effect was found for the men. Study II investigated Former Yugoslavians' work adjustment by exploring the influence of pre-migratory work-related expectations-outcome congruence, occupational mobility, work stress (general and discrimination), as well as personal (education, English language proficiency) and social resources (support at work) on their work satisfaction and distress. Results indicated that different factors emerged as significant predictors of work satisfaction and work distress for Former Yugoslavian men and women. Study III explored the potential moderating role of marital resilience on the relationship between marital stress (general and acculturative) and marital adjustment. Results showed that marital resilience moderated the negative effects of marital stress on the marital adjustment of Former Yugoslavian women. No protective effect of marital resilience was found for the men. Taken together, the results of the three studies provide support for the relevance and importance of studying the stress, resources, and adjustment of refugees across contexts and gender. Given that important gender differences were found in different adaptational domains, the need to study further the impact of gender in refugees is reinforced. The findings are discussed within the current gender and migration literatures as well as the multidimensional theories of cross-cultural adjustment. Theoretical, research, and clinical implications were presented, along with recommendations for future research.

Adopting the Ecological Contextual Model of Acculturation and Adjustment (Birman, 1994; Trickett, 1996) and the Stress and Coping paradigm (Lazarus & Folkman, 1984, 1986, 1991), the present thesis explored the psycho-social, work, and marital adjustment of 200 established older middle-aged refugees from the Former Yugoslavia living in the Ottawa area. More specifically, three studies were conducted to examine specific stressors and resources of relevance to the adjustment of Former Yugoslavian men and women, across the following three distinct life domains: psycho-social, work, and marital. Study I explored the potential buffering effects of interpersonal trust on the relational growth of Former Yugoslavian refugees. Results demonstrated that interpersonal trust moderated the negative effects of war-related trauma on the relational growth of Former Yugoslavian women. No such buffering effect was found for the men. Study II investigated Former Yugoslavians' work adjustment by exploring the influence of pre-migratory work-related expectations-outcome congruence, occupational mobility, work stress (general and discrimination), as well as personal (education, English language proficiency) and social resources (support at work) on their work satisfaction and distress. Results indicated that different factors emerged as significant predictors of work satisfaction and work distress for Former Yugoslavian men and women. Study III explored the potential moderating role of marital resilience on the relationship between marital stress (general and acculturative) and marital adjustment. Results showed that marital resilience moderated the negative effects of marital stress on the marital adjustment of Former Yugoslavian women. No protective effect of marital resilience was found for the men. Taken together, the results of the three studies provide support for the relevance and importance of studying the stress, resources, and adjustment of refugees across contexts and gender. Given that important gender differences were found in different adaptational domains, the need to study further the impact of gender in refugees is reinforced. The findings are discussed within the current gender and migration literatures as well as the multidimensional theories of cross-cultural adjustment. Theoretical, research, and clinical implications were presented, along with recommendations for future research.

Continuous change and competition in the working environment necessitate increased efficiency and productivity which require different and enhanced skills and abilities. It is therefore important that the right people with the right skills are selected and employees are developed to enable them to meet the organisational and national demands of the future. This dissertation investigates the relationship between learning potential, English language proficiency and work-related training test results to establish why some production employees perform better on work-related training test results than others. The results indicate that there is no significant relationship between the work-related training test results and either learning potential or English language proficiency. There is, however, a significant correlation between learning potential and English language proficiency. It might be worthwhile exploring the availability and adequacy of assessors as well as the motivational level of the production employees as factors that influence the progress made with work-related training test results. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)

Adopting the Ecological Contextual Model of Acculturation and Adjustment (Birman, 1994; Trickett, 1996) and the Stress and Coping paradigm (Lazarus & Folkman, 1984, 1986, 1991), the present thesis explored the psycho-social, work, and marital adjustment of 200 established older middle-aged refugees from the Former Yugoslavia living in the Ottawa area. More specifically, three studies were conducted to examine specific stressors and resources of relevance to the adjustment of Former Yugoslavian men and women, across the following three distinct life domains: psycho-social, work, and marital. Study I explored the potential buffering effects of interpersonal trust on the relational growth of Former Yugoslavian refugees. Results demonstrated that interpersonal trust moderated the negative effects of war-related trauma on the relational growth of Former Yugoslavian women. No such buffering effect was found for the men. Study II investigated Former Yugoslavians' work adjustment by exploring the influence of pre-migratory work-related expectations-outcome congruence, occupational mobility, work stress (general and discrimination), as well as personal (education, English language proficiency) and social resources (support at work) on their work satisfaction and distress. Results indicated that different factors emerged as significant predictors of work satisfaction and work distress for Former Yugoslavian men and women. Study III explored the potential moderating role of marital resilience on the relationship between marital stress (general and acculturative) and marital adjustment. Results showed that marital resilience moderated the negative effects of marital stress on the marital adjustment of Former Yugoslavian women. No protective effect of marital resilience was found for the men. Taken together, the results of the three studies provide support for the relevance and importance of studying the stress, resources, and adjustment of refugees across contexts and gender. Given that important gender differences were found in different adaptational domains, the need to study further the impact of gender in refugees is reinforced. The findings are discussed within the current gender and migration literatures as well as the multidimensional theories of cross-cultural adjustment. Theoretical, research, and clinical implications were presented, along with recommendations for future research.

Research shows academic literacy is a challenge for students classified as Long-Term English Language Learners (LTELLs). In the pseudonymous Windy Desert School District (WDSD), there are 17,365 students classified as LTELLs. Of these students, the majority are falling short of English academic literacy goals on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) test and 67% do not graduate from high school. This quantitative study examined the predictive relationship between ACCESS English language proficiency subscale scores in the language domains of speaking, listening, reading, and writing and course semester grades in English 9, English 10, and English 11. This longitudinal study, informed by theorists Cummins and Krashen, followed a cohort of 718 Grade 9 students for 3 years (2012-2015). Of the 718, only 161 participant data sets were valid for the final ordinal logistic regression analysis. ACCESS subscale scores in speaking, listening, reading, and writing comprised the predictor variables and English course semester grades comprised the criterion variables. Results revealed that LTELLs' ACCESS subscale scores in listening, reading, and writing were significant predictors of their English course grades whereas speaking scores were not. For each predictor variable, a 1-unit increase in the predictor decreased the likelihood of receiving a lower grade in the course. Social change can result from the WDSD using ACCESS results to create and implement effective instructional programs that develop LTELLs' proficiency in the language domains found significant in predicting their academic grades, thereby increasing their language proficiency, academic grades, and graduation rates over time.

This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained. / Educational Studies / D. Ed. (Philosophy of Education)

In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M.A. (TESOL)

Text in English / In a quest to identify best practices in teaching courses in English for Specific Purposes (ESP), this study investigated effective teaching of an online English module in an Open Distance Learning (ODL) environment. Although ODL is attractive to both students and lecturers, there are significant problems regarding how learning, teaching, interaction and assessment should be conducted in this context. The problems are exacerbated by the limited knowledge of using the online systems and constraints linked to time spent on tasks. The study adopted the qualitative research approach, using a case study design and data collected from three research instruments, namely online questionnaires, an online observation schedule and a content analysis schedule. The research population in the current study comprised students, lecturers, and e-tutors based at one ODL university. In order to engender best practices of effective teaching in an ODL environment, the Community of Inquiry (Col) framework and Zone of Proximal Development (ZPD) theory were applied to the research findings of the current study. The findings indicate that effective teaching of an online English module in an ODL context could take place when content is effectively structured; assessment reflects course content; there is teamwork and collaboration amongst lecturers; students effectively interact with the material, lecturers/e-tutors, and with each other. The findings of this study add to the volume of research on best practices for effective online ESP teaching in ODL higher learning institutions. / English Studies / D. Litt. et Phil. (English)