Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--Ohio University, August, 2005. / Title from PDF t.p. Includes bibliographical references (p. 276-294)

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4158. Adviser: Kimberly McDonough. Includes bibliographical references (leaves 110-119) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 173-178). Also available on the World Wide Web.

Thesis (Ph.D. (English)) - Rhodes University, 2007.

<p> This study was conducted to investigate the effectiveness of mobile phones as learning tools in English as a Foreign Language (EFL) contexts. It also aimed at exploring learners&rsquo; and teachers&rsquo; attitudes towards the integration of mobile assisted language learning (MALL) tools such as mobile phones in English language teaching and learning. To this end, a mixed method research design was implemented. 60 Moroccan high school students took part in the study. They were divided into two groups, experimental (N = 30) and control (N = 30). The two groups underwent the two treatments that lasted for two weeks. During the first week, the first experimental group was sent two vocabulary items three times a day every day for a period of seven days via WhatsApp messenger while the control group was given a printed list of the 14 items at the start of the week. In the second week, the two groups switched places and the experiment was repeated with another 14 words. </p><p> At the outset of the study, a pretest was used to measure participants&rsquo; vocabulary knowledge with regards to target items. Two immediate posttests were used during the period of the experiment which learners took at the end of each week to measure vocabulary learning. A delayed test was administered four weeks following the end of the experiment to see vocabulary retention. The results of both the pre and delayed tests were not significant as they did not show any difference between the groups. However, the immediate posttests&rsquo; scores showed a significant difference between the two groups. The experimental groups&rsquo; scores in the two weeks were higher than their counterparts in the control groups., The results of the surveys showed that EFL teachers and learners hold positive attitudes toward the use of MALL in an EFL context such as Morocco. </p><p>

<p> This study of the assets that international graduate students bring to the process of learning English academic writing in the US has two purposes. The primary purpose is to develop the Translingual Graduate Writers&rsquo; Inventory of Strengths (TGWIS) and to test its reliability and validity as a tool to determine the particular strengths and resources of international graduate writers. The second purpose is to describe the academic writing strategies used by translingual graduate writers in order to suggest a conceptual framework of graduate academic writing in English and to promote teaching and learning of graduate academic writing in English for international graduate students based on positive psychology and translingualism. </p><p> Previous studies of L2 learning have paid more attention to negative psychological and affective dimensions such as foreign language learning anxiety and writing apprehension. In response tothe need particularly psychological and social dimensions of international graduate academic writers in English, the TGWIS was developed. Based on the conceptual frameworks of translingualism (Canagarajah, 2013a), embodied self (Kramsch, 2009), Strength-Centered Therapy (Wong, 2006a), positive psychological perspectives (Lopez, Pedrotti &amp; Snyder, 2015; Nakamura &amp; Cs&iacute;kszentmih&aacute;lyi, 2002, 2009; Seligman, 2002), and growth mindset (Dweck, 2000, 2006, 2008, 2010; Dweck &amp; Master, 2009), the TGWIS V.10 was developed with eight psychological and social components (<i>N</i>=509). I tested the validity and reliability of the TGWIS as an instrument to promote a positive perspective on translingual academic writers by employing exploratory factor analysis (<i>n</i>=249) and confirmatory factor analysis (<i>n</i>=260). The final measurement model of the TGWIS V.10 is consisted of four factors with16 items: Interest and motivation to pursue graduate academic writing (GAW) in English (5 items; &alpha; = .84), self-confidence in GAW in English (5 items; &alpha; = .80), perceived professional value of GAW in English (3 items; &alpha; = .73), and using translingual resources in GAW in English (3 items; &alpha; = .74). </p><p> The major contribution of this study is to inform stakeholders in US graduate education programs of the perspectives of international graduate students and to inform efforts to provide customized graduate level writing assistance. These aspirations can be fulfilled in a &ldquo;nested&rdquo; environment with affective and social supports, validating their strengths as translingual writers. </p><p>

<p> Many institutions of higher education (IHE) students in Taiwan now need to meet the English proficiency requirement to earn their higher education degrees. In this case study, I intended to a) provide the opportunity for IHE students with hearing loss in Taiwan to share their opinions, thoughts, and experiences of learning English as a foreign language in higher education institutes; and b) understand how English as a foreign language policies and educational practices contribute to create opportunities and barriers for IHE students with hearing loss. The research question I intended to examine was &ldquo;what are the perceptions of the lived experiences of students with hearing loss in a Taiwanese IHE within the policy environment of English as a gatekeeper?&rdquo; The focuses of the study were a) how do Taiwanese IHE students with hearing loss perceive their experiences learning English as a foreign language in IHEs; and b) how do the current policies and educational practices related to learning English as a foreign language serve to construct barriers and opportunities for IHE students with hearing loss? </p><p> I conducted two interviews with two primary participants who were current Taiwanese students with hearing loss at one IHE and one interview with each of secondary participants who were associated with the primary participants&rsquo; English learning. These secondary participants were the English teacher of the alternative English class, the English teacher of the general English class, one Chinese teacher, one tutor, two resource center staff members, and two study peers. I also performed three classroom observations at the alternative English class and collected documents that were related to these students&rsquo; English learning. I used thematic analysis to analyze the data and the major findings of this study were: (a) the hegemony of English, (b) audism, (c) inequity of educational policy, and (d) accommodations for students with hearing loss at this university.</p><p>

From Introduction: The intention of this thesis is not the legitimising of a language across the curriculum project, but will rather attempt to illustrate that a language experience project across the curriculum is essential at the Cape College of Education. The Cape College of Education is currently the only black teacher training college in the Cape Province. This young college, which opened in 1981, is situated on the outskirts of Fort Beaufort and fills the vacuum left by the closure of Lovedale College. Students are drawn from the black population of the Cape Province, which is almost exclusively Xhosa-speaking. There is an equal mixture of male and female students and a similar number of students from both rural and urban environments. The ages of 1st-year students range from 18 years to 44 years, with a predominance of 25 - 27 year olds. All students are in full residence. The College offers 3-year courses leading to diplomas in Primary and Secondary school teaching. In the ensuing sections an attempt will be made to show why a language across the curriculum (LAC) project is recommended for the Cape College of Education and what form it should take. However, as a 'cross curriculum' project has never been officially attempted amongst the Xhosa, very little 'proven' material and empirical evidence exists. Consequently, this discourse may at times appear to lean rather heavily on the support of 'what has happened in England'. To overcome this shortcoming, the opinions of the English Language Teaching Centre (ELTIC), which consists of a number of very active and involved black, English teachers, was consulted. The paper delivered by this group of teachers at the 1982 Conference of the Institute of English in Africa, in Grahamstown, provides much support for the arguments presented in this thesis. Extensive use has been made of it to reveal the nature of the situation against which the language department at the Cape College of Education (henceforth referred to as CCE) is attempting to successfully teach English to students who are aspiring to eventually teach through the medium of English themselves. Copious use of quotations has been made in this presentation in an attempt to support many of the 'unmeasurable' arguments presented. This has been necessary as very little substantiated data relating to the matters under discussion exist at this stage. For example, "The claim that exposure to literature enhances English language competence has not, to our knowledge, been tested, nor have the categories of a new linguistic knowledge been defined." (Institute of English in Africa Paper, 1982)

<p> This quantitative study investigated the effects of one school district&rsquo;s use of the Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) program and professional development (PD) and coaching on ELL and non-ELL students&rsquo; literacy skills. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) data of two cohorts of students from 12 elementary schools in a large Southern California district were examined. The teachers of one cohort taught the SIPPS program and received PD and coaching for two school years, while the second cohort served as a waitlist control group and only participated in one year of SIPPS instruction, PD, and coaching. Results indicated that students who received two years of SIPPS instruction had higher reading fluency scores than students who received one year of SIPPS instruction. Despite convergent research on the contrary, no significant findings were found for the effects of PD and coaching on student achievement. </p><p>