Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Mary F. Wheeler and Clint N. Dawson. Vita. Includes bibliographical references.

Thesis (Ph.D.)-- University of Adelaide, Dept. of Applied Mathematics, 2002. / Errata pasted onto front end-paper. Bibliography: leaves 101-104.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Wu, C. F. Jeff; Committee Co-Chair: Yuan, Ming; Committee Member: Huo, Xiaoming; Committee Member: Vengazhiyil, Roshan Joseph; Committee Member: Wang, Zhonglin. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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ABSTRACT AN EVALUATION OF THE ENG 101, DEVELOPMENT OF READING AND WRITING SKILLS 1 G&uuml / ntek, Duygu M.A., Department of English Language Education Supervisor : Prof. Dr. H&uuml / sn&uuml / Enginarlar July 2005, 134 pages The purpose of this study was to evaluate the ENG 101, Development of Reading and Writing Skills 1, and find out about the effectiveness of this course in terms of the goals and objectives, methods and materials and evaluation procedures. To fulfill that aim, three questionnaires and an interview document were designed and given to 21 ENG 101 instructors and 255 students taking the couse. In addition to the questionnaires, interviews were held with 9 ENG 101 instructors and 1 administrator, and feedback was obtained from the end-of the term evaluation meeting. Another questionnaire to evaluate the coursebook, English for Academic Purposes 1 was designed and given to 19 instructors who taught the ENG 101 course. It was prepared to collect feedback about the newly-written coursebook of the ENG 101 in detail. To analyse quantitative data, descriptive statistics, one-way ANOVA and t-test were conducted. The qualitative data gained from the interviews, open ended questions and feedback from the end of course meeting were analysed via content analysis. The results of the study revealed that the participants were generally satisfied with the course since most of the answers given in the questionnaires were around 3 (out of 4) &ldquo / moderately&rdquo / , which meant that all parties had generally favourable perceptions about the effectiveness of the ENG101 regarding the achievement of the objectives, effectiveness of the methods, materials and evaluation procedures as well as the coursebook. However, there were some complaints stemming from teachers&rsquo / workload and time constraints including too many writing tasks and insufficient language input for which certain administrative academic decisions were taken and work on relevant modifications started.