This study examined the attitudes of English as a second or other language (ESOL) students who used computers/word processors to develop skills in writing English. Two primary questions were investigated: what are students' attitudes toward using computers to write English and what are students' attitudes toward learning computer and word processing skills? The subjects were 40 ESOL students enrolled at South Seattle Community College (SSCC) in technical programs and were required to complete a transitional English class that included business and technical writing . Students received 10 weeks of writing instruction on word processors. A 38-item attitude inventory created by Neu and Scarcella (1991) was used to measure students' attitudes toward ComputerAssisted Writing (CAW). An additional 13 questions helped identify subjects' native language, computer experience, and amount of time spent studying English. ChiSquare and t-test were used to examine the data. South Seattle Community College students' responses are reported and compared to Neu and Scarcella's ( 1991) results. The results of this study indicated that students' attitudes were significantly positive toward the writing process when using word processors. Foremost, students acknowledged that using a computer helped them develop confidence about their ability to write in English and they would recommend that other international students learn to use word processing for writing their papers. In addition, students' perceptions toward learning and developing personal computer (PC) skills were significantly positive. When SSCC data was compared to Neu and Scarcella's (1991) data, four statistically significant differences with respect to general attitudes towards writing emerged. Students stated that computers helped develop confidence in their ability to write (item I 0), helped them pay more attention to grammar (item 3 ), punctuation (item 33), and spelling (item 21). There were no statistical significant difference with respect to attitudes towards PC's: although SSCC students generally felt less positive about learning PC skills than their California counterparts.

Thesis (D. Min.)--Ashland Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 202-207).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 192-208).

This is an auto-ethnographic study of international students at Ball State University, a medium-sized, state-supported institution in the Midwestern United States. I drew on my own personal experience, in-depth interviews with fifteen other international students, and participant observations carried out over a period of one year to understand how international students experienced life at this university. I used Social Identity Theory and the Rejection-Identification Model to explain why international students formed a tight-knit community, despite coming from a wide array of cultural backgrounds. Participants’ narratives illustrated international students’ experiences of rejection by American students, faculty, and staff; their feelings of devaluation, expressed as self-doubt and a tendency to overreact to life pressures; and the existence of a strong international student minority group identity. In view of the University’s strategic goal to substantially increase international enrollments, I offer recommendations on how this institution can promote a more welcoming, multicultural campus environment. / Department of Communication Studies

The strategic location, economic and political stabilities, regional and international developments and a relatively cheaper cost of living collectively contribute to the development and growth of education in Malaysia, in line with the vision of becoming a regional hub of education excellence. To attract more foreign students, Private Higher Education Institutions (PHEIs) were encouraged to provide world-class qualifications and holistic education through collaborations with foreign academic partners. However, the education industry was ill equipped to meet the issues that emerged with the influx of foreign students and the underlying advantages were not sufficient to ensure sustainable and continuous recruitment of foreign students. Raising the standards of the infrastructure alone is not enough; there is a need to look at the existing Policies, which form the backbone of a successful education export industry. This Study investigates the impact of Education and Immigration Policies on the recruitment of foreign students to PHEIs in Malaysia using the Cheng and Cheung Policy Analysis Framework and the qualitative and quantitative research paradigms. It concludes that the Policy Analysis Framework is suitable in the current context and that generally the findings suggest that Education and Immigration Policies impact the recruitment of foreign students to PHEIs in Malaysia. Specifically, Education Policies, in relation to the administration of the Institutions, such as marketing strategies, and the teaching of the Compulsory Subjects, affect recruitment of foreign students. As for Immigration Policies, the carrying of Student Passports is inconvenient and the alternative of the International Student Card is timely and necessary and the Immigration Procedures should be more student-friendly. The policy to allow foreign students to work may not increase the number of foreign students, as the current conditions are too restrictive. To overcome the current shortcomings in the policies concerned, there is a need for the review of these policies by looking at their formulation, implementation and impact. Any attempts to re-draw the policies must be supported with substantive research and participation from PHEIs. Policies are only successful if the objectives are formulated and implemented correctly and stakeholders’ participation is incorporated from the very beginning.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 93-101). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 93-101).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2005. / Includes abstract. Appendix M (leaf 135) contains Chinese text. Includes bibliographical references (leaves 138-146).

Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2008. / Committee Chair: Paula E. Stephan; Committee Member: Albert J. Sumell; Committee Member: Erdal Tekin; Committee Member: Gregory B. Lewis; Committee Member: Mary Frank Fox.