Dissertations / Theses: 'English as a second language courses'

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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Mežek, Špela. "Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.

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Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to investigate the relationship between the students' Swedish and English reading habits and reading proficiency, their academic biliteracy, and incidental learning of subject-specific terminology in English from reading. The study also set out to identify pedagogical solutions to facilitate students' reading and learning from reading in English. The investigation comprised four studies which utilised a variety of methods and approaches, both qualitative and quantitative. Participants were Swedish and British students of biology and Swedish students of English. The results show that many Swedish students are capable of reading and learning from texts in Swedish and English without experiencing serious difficulties, although additional support is required for the learning of English terminology. The findings also indicate that some students' difficulty when reading in English is not due to poor English language proficiency, but rather a range of other factors such as weak general literacy skills, low motivation, low subject and vocabulary knowledge, note-taking strategies, slow reading speed, and time. For some students, learning is also rendered difficult by their self-perceptions and beliefs about reading and learning. Based on my findings, I propose a range of practices for EAP and subject teachers to adopt in order to improve reading and learning in parallel-language courses.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.

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Stevenson, Angela. "Bridging the Gap: Transition from Collegiate IEP Writing Courses to First-Year Writing Courses." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591777977234548.

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Alaboudi, Rashed Saad. "THE UTILITY OF SECOND LANGUAGE BLOGGING: STUDENT PERCEPTIONS FROM ENGLISH WRITING COURSES IN SAUDI ARABIA." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1363.

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Technology is advancing in continuous and swift steps, producing many tools that can be utilized in language teaching and learning practice.This study aims to examine the perceptions of 16 male English writing students in a Saudi university towards the utility of using blogging in their writing classes. The instrument of this study includes a survey of 19 Likert-scale questions, three open-ended questions, and five demographic questions. Six major areas of interest are explored in view of participants' perceptions of blog-based writing classes, including usefulness, benefits, advantages and disadvantages and whether or not they would choose a blog-based writing class in the future. The results reveal that the utility of blogging is perceived positively by the majority of participants in this study and is associated with an increased motivation and involvement in the learning process. Blog-based English writing classes are found useful for improving learners' critical thinking skills, vocabulary knowledge, writing style, sentence structure, grammatical competence, audience awareness, punctuation, organizational structure, and creativity of ideas. Among all these benefits, the highest mean is observed in relation to the benefits of blogging for participants' growth as critical readers of other students' writings. Overall, the results of the present study add further support to the postulations of Collaborative Learning Theory (Dillenbourg,1999) and the Expectancy Theory (Groom, 1964), according to which collaboration in learning facilitates the process of reaching the expected learning outcomes. Based on the results of the present study, the use of blogging as a teaching tool seems to facilitate both the collaborative nature of learning and the level of learner expectancy.This observation is supported by the high percentage (56%) of participants who agreed that by writing blogs they have learned to write for different audiences. The findings of this study also draw attention to the fact that some negative observations were made about the quality and effectiveness of peer work and peer feedback.This is one area that needs to be considered in future research in order to find effective ways of incorporating peer collaboration in the development and assessment of students' writing skills in English blog-based classes.

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Fernandez, Aja K. "The impact of elective courses on English learner achievement| A qualitative case study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3664429.

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ELs are a marginalized population in American schools. They are denied a just, equal, and inclusive education. Those whose primary language is other than English are segregated from the other students in school and prevented from enrolling in courses that would allow them to meet prerequisites for college applications.

This qualitative case study examining the impact of elective courses on ELs' achievement demonstrated that these students were capable of the same achievement as, if not better than, their English-proficient peers. They demonstrated fewer behavior incidents, achieved increased test scores, and maintained grade point averages higher than those of other ELs. Their teachers and administrators viewed them favorably and supported their enrollment in elective courses.

This small sample of ELs has demonstrated that they are capable of academic achievement and supports the call to permit their enrollment in elective courses. Schools are obligated to provide them with college and career readiness opportunities, and electives would facilitate this preparation.

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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.

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Roach, William Leonard Brosnahan Irene. "Incorporating American literature into the English as a second language college composition course." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901469.

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Thesis (D.A.)--Illinois State University, 1988.
Title from title page screen, viewed September 19, 2005. Dissertation Committee: Irene Brosnahan (chair), Ron Fortune, Maurice Sharton, Janet Youga, Ray Lewis White. Includes bibliographical references (leaves 113-126) and abstract. Also available in print.

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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.

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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.

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Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.

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Leung, Tak-chi. "The impact of an English-through-drama course on students' attitudes towards English as a second language." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262888.

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Stodberg, Deborah R. "DO STUDENTS WHO TAKE ESL COURSES HAVE HIGHER TEST SCORES IN ENGLISH 101? A COMPARATIVE STUDY." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1142301358.

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Kim, Yoon Jung. "Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683.

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梁德智 and Tak-chi Leung. "The impact of an English-through-drama course on students' attitudes towards English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262888.

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Jeon, Heon. "Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389.

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Thang, Siew Ming. "Malaysian learners' conceptions of their learning processes and their perceptions of their English as a second language (ESL) courses in a tertiary distance learning context." Thesis, University of Nottingham, 2001. http://eprints.nottingham.ac.uk/28503/.

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There is an ever-increasing demand for higher education in Malaysia. In order to fulfil this demand, the government has introduced numerous measures to expand higher education opportunities. These plans have included the expansion and development of distance education. Prior to the mid-1992, only one public university, i.e., University Sains Malaysia, offered distance learning courses. Presently, six out of the eight public universities are participating in off-campus/distance education schemes. The distance learning courses offered by these universities can be divided into two categories: content courses and language courses. Research into the effectiveness of the distance learning content courses has been undertaken, but so far, no research has been carried out on the distance learning language courses. The purpose of this thesis is to investigate the effectiveness of the distance learning English Proficiency Programme of one of these universities, i.e., Universiti Kebangsaan Malaysia, in meeting the learning needs of the distance learners. This thesis undertakes three studies that investigate the distance learners' conception of their learning styles in learning English, their approaches to studying in general and their perceptions of their English Proficiency Courses. On-campus learners are included to enable a comparison to be made. The thesis adopts an integrated approach comprising both qualitative and quantitative methodologies. The instruments used are questionnaires and interviews. The questionnaires are adapted from those of Willing's (1988) and Entwistle and Ramsden's studies (1983). The semi- structured interviews are used to elicit information regarding distance learners' views of their English Proficiency Courses. The data are analysed statistically (with the used of SPSS 9.0) as well as qualitatively. The purpose of this research is to devise a strategy for developing a distance learning English as a Second Language programme suitable for university learners in Malaysia and, possibly, to provide insights which might be applicable to other similar contexts.

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Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

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Andersson, Kristin. "Explicit and implicit comparison of English and Swedish in English course books for year 7 and year 11 in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47873.

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This paper compares and contrasts how linguistic transfer has been incorporated in English course books for year 7 and year 11 in Swedish schools. This study has focused on finding explicit and implicit reference to transfer and interference in English course books for Swedish students by identifying references from the authors where they have pointed to similarities and differences between Swedish and English. The results of the study showed that comparisons between the languages were used in all books, but explicit references were more common than implicit references. Of the four different linguistic levels (pronunciation, grammar, vocabulary, pragmatics) examined in this study, grammatical comparisons were the most frequent. However, the authors of the books for year 7 used more comparisons between the languages than the authors of the year 11 books. One conclusion that can be drawn from the present study is that it is up to the authors of the course books to decide to what extent they should compare and contrast the two languages, since the national curricula for the subject English give no indications of how the subject of transfer should be dealt with in language acquisition.
Den här uppsatsen jämför hur lingvistisk överföring behandlas engelska kursböcker för årskurs 7 och årskurs 11 i svenska skolor. Studien har fokuserat på att undersöka i vilken mån författarna uttryckligen eller underförstått refererat till överföring och transfer genom att identifiera var kursböckerna innehåller information om likheter och skillnader mellan svenska och engelska. Resultaten från denna studie visar att sådana jämförelser mellan språken fanns i alla böcker, men att uttrycklig jämförelse var det vanligast sättet för författarna att visa på likheter och skillnader. Av de fyra olika lingvistiska nivåer som användes i denna studie (uttal, grammatik, ordförråd, pragmatik), förekom jämförelse av grammatik mest. Författarna till böckerna för årskurs 7 använde sig mer av jämförelser mellan språken än författarna till böckerna för årskurs 11. En slutsats som man kan dra av denna studie är att det är upp till författarna själva att bestämma i vilken mån de ska jämföra de två språken, eftersom läroplanen för ämnet engelska inte ger någon information om hur överföring ska hanteras i språkinlärning.

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Winterkvist, Frida. "Inclusivity in the English Classroom : A Study in Inclusivity, Focusing on Heteronormativity and Sexuality, in the English Courses 5-7 in Upper Secondary Schools." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35189.

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This student thesis project centers around two subjects, heteronormativity and LGBTQIA+ representation, and examines whether or not they are prominent in today’s schools in a smaller selected municipality in Sweden, if schools strive for inclusivity, and what is done to prevent any potential suffering for the LGBTQIA+ youth. Firstly, this student thesis project presents the theory, more specifically queer theory, that will be used as the basis for results analysis. Secondly, the background is presented with relevant previous research in similar areas where LGBTQIA+ themes or issues and heteronormativity are key elements. Thirdly, this student thesis project presents the questionnaire that eight upper secondary school teachers in English have responded to and what they have responded, followed by the results that consist of an analysis using the previous research. Lastly, this student thesis project concludes that many areas affect how and when LGBTQIA+ issues or questions are represented. One area is responsibility as responsibility appears to be put on teachers, Skolverket, and the students themselves for change to happen. Teachers must dare to include LGBTQIA+ issues or questions, and teachers urge Skolverket to assist in including LGBTQIA+ related topics in the steering documents. The students have a responsibility to take LGBTQIA+ issues or questions seriously as they are presented to them in class and allow themselves to ask questions to gain more knowledge in the area. There is room for improvement in terms of inclusivity as heteronormativity still influences the schools in the selected municipality, making LGBTQIA+-questions secondary and separate rather than a natural part of education.

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Currie, Patricia Marilyn. "Entering a disciplinary community : expectations for and evaluation of student academic writing in one introductory course in organizational behaviour." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316324.

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García, Montes Paloma. "Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/171795.

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[ES] La instrucción de género denominada narrativa personal de no ficción o memorias, junto con el método de enseñanza Harkness en la expresión escrita del español como lengua extranjera, demostrará en el contexto particular de una universidad americana en España y en Estados Unidos un desarrollo superior de esta habilidad y desempeño. A la autora de esta tesis le gustaría contribuir a una tan esperada presencia de la escritura del español como L2 en la literatura de investigación. Este estudio trata de desarrollar en las clases de ELE para estudiantes americanos nuevos métodos que logren despertar el deseo, ya que no existe en este contexto la necesidad, de aprender español. A partir de la experiencia en la enseñanza del español a estudiantes universitarios y de secundaria estadounidenses, por un lado, en Estados Unidos como requisito obligatorio por parte de la universidad para el crédito en lenguas extranjeras y, por otro lado, en programas académicos estadounidenses de inmersión en España (en ambos casos siguiendo los libros y el método impuesto por las universidades) es común que estudiantes y profesores estén insatisfechos. La intención es demostrar que con la pedagogía Harkness y la enseñanza de la expresión escrita a través del género ensayo personal, es posible crear un currículo académico donde se obtienen claras mejoras en el aprendizaje final. Además, crea un ambiente donde los estudiantes están motivados y felices de aprender un segundo idioma. Se podría llevar a cabo la construcción de género y de la pedagogía basada en el género en un primer plano socio-contextual, de manera que permitan a los alumnos de ELE ver el contenido en términos de lenguaje desde el principio, en lugar de tener que integrarlos más tarde. Los programas de estudios universitarios de ELE tienen a su disposición la configuración de su destino, la calidad de su programa y el de los aprendizajes de sus alumnos. El objetivo se habrá logrado si el estudio ha convencido a los lectores de que los programas universitarios de ELE pueden revitalizarse aplicando una orientación humanística, al mismo tiempo, basada en el lenguaje.
[CA] L'orientació cap al gènere denominat non-fiction de la narrativa personal o Memoirs juntament amb el mètode Harkness d'ensenyament en l'expressió escrita d'ELE, en el context particular d'una Universitat Americana a Espanya i als Estats Units, demostrarà un desenvolupament més elevat de aquesta habilitat i del seu rendiment. L'autora d'aquesta tesi desitjaria contribuir a una llargament esperada presència de l'escriptura de l'espanyol com a L2 en la literatura d'investigació. Aquest estudi tracta de desenvolupar en les classes d'ELE per a estudiants americans nous mètodes que aconsegueixin despertar el desig, ja que no existeix en aquest context la necessitat, d'aprendre espanyol. Basat en l'experiència en ensenyar a estudiants universitaris americans espanyol, d'una banda, als Estats Units com a requeriment obligatori per part de la universitat de crèdit en llengües estrangeres i, de l'altra, en programes acadèmics americans d'immersió a Espanya (en els dos casos seguint els llibres i el mètode que imposen les universitats) és comú el desistiment i descontentament per part dels estudiants i professors. La intenció és demostrar que amb el mètode d'ensenyament Harkness juntament amb l'ensenyament de l'expressió escrita a través del gènere de l'assaig personal és possible crear un contingut acadèmic on no només s'obtenen clares millores de l'aprenentatge final, sinó que s'arriba a crear un ambient on els estudiants estan motivats i contents d'aprendre una segona llengua. Es podria dur a terme la construcció de gènere i de la pedagogia basada en el gènere en un primer pla soci-contextual, de manera que permetin als alumnes d'ELE veure el contingut en termes de llenguatge des del principi, en lloc d'haver de integrar-los posteriorment. S'haurà obtingut l'objectiu si l'estudi obté lectors convençuts que es poden revitalitzar programes universitaris d'ELA mitjançant l'aplicació d'una orientació humanista, a el mateix temps, basada en el llenguatge.
[EN] The gender instruction called the non-fiction personal narrative or memoirs, together with the Harkness method of teaching in the written expression of Spanish as a Foreign Language, will demonstrate in the particular context of an American University in Spain and in the US a higher development of this ability and performance. The author of this thesis would like to contribute to a long-awaited Spanish writing presence as L2 in the research literature. This study tries to develop in SFL classes for American universities and students' new methods that manage to awaken the desire since there is no need in this context to learn Spanish. Based on the experience in teaching Spanish to American university and high school students, on the one hand, in the United States as a mandatory requirement by the university for credit in foreign languages and, on the other hand, in American academic programs of immersion in Spain (in both cases following the books and the method imposed by the universities) it is common for students and teachers to be dissatisfied. The intention is to demonstrate that with the Harkness pedagogy and the teaching of written expression through the personal essay genre, it is possible to create an academic curriculum where clear improvements are obtained in the final learning. Besides, it creates an environment where students are motivated and happy to learn a second language. The construction of gender and gender-based instruction could be carried out in a socio-contextual foreground to allow SFL students to see the content in terms of language from the beginning, rather than having to integrate them later. SFL's university study programs have at their disposal shaping their destiny, the quality of their program, and that of their students' learning. The objective will have been achieved if the study has convinced readers that SFL university programs can be revitalized by applying a humanistic, at the same time, language-based orientation.
García Montes, P. (2021). Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/171795
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Cornish, Audrey, and n/a. "NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomes." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060629.163744.

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The increasing number of non-English speaking background (NESB) students (from both Australia and overseas) has led to concerns about the appropriateness of English as a Second Language (ESL) courses at upper secondary level as a preparation for tertiary study. These concerns have been voiced at both upper secondary and tertiary levels. It appears that NESB students' English language levels at Year 12 are a critical factor in determining whether or not they will succeed at tertiary study. On the other hand, they at times achieve high levels of competence in mainstream subject areas which are not reflected in their ESL results. Several other factors may also affect NESB students' tertiary success rates e.g. language and cultural background, and length of time in Australia. In addition, the responses of tertiary institutions to such students and their needs may be of importance. This study surveys the backgrounds and success rates of NESB students from an ACT secondary college who moved into tertiary study programs. It investigates their results in their Year 12 Certificates and traces them through three years of tertiary study. In doing so, the study identifies certain factors which appear to impact upon the students' success rates. Results obtained may prove beneficial to ESL service providers at upper secondary level. Furthermore, tertiary institutions may find such an analysis helpful in assisting them to develop appropriate approaches to meet the needs of this particular group of students.

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Zhao, Huajing. "Gender construction and its negotiation in the course of second language learning : a case study of Chinese students learning English as a foreign language in a state secondary school." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609067.

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Siczek, Megan Margaret. "Negotiating Socioacademic Space| The Lived Experience of International Second-Language Students in a Mainstream First-year Writing Course." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633219.

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This research study was situated in the policy context of the internationalization of higher education, motivated by the increased presence of culturally and linguistically diverse students in U.S. educational settings and elevated discourses related to student global engagement. It explored the lived experience of 10 second-language (L2) speaking international students enrolled in a mainstream required writing course at a private, urban university in Washington, DC. This study investigated how participants experienced and understood being a part of this required writing course, and more specifically how the thematic nature of the course mediated their experience. This research conceived of a classroom as a socioacademic space, a shared environment where course content and formal academic tasks are combined with mediated social interactions among members of the classroom community. It engaged a hermeneutic phenomenological research approach to tap into both the details of the lived experience and how it was made sense of by the participants who experienced it. Through a series of three interviews, at the beginning, middle, and end of the semester, participants revealed their sociocultural histories, the arc of the lived experience over time, and their reflection on the experience at the end of the semester.

Findings for this study were organized along four major themes: The context for mobility; Entering the first-year writing course: Hopeful but unsure; The negotiation of the FYW experience: Interactions; Reflection on the lived experience: You get what you put in. Findings highlighted the significance of interactions in socioacademic settings, as well as the strategic ways L2 students responded to both the classroom environment and the tasks it required. The course topic was also found to have a strong influence over participants' experiences, though writing clearly occupied more of their attention during the second half of the semester. The findings of this study add dimension to our understanding of this phenomenon; further develop the literature bases of the internationalization of higher education, second-language writing, and first-year writing; and have implications for future research, institutional arrangements and attitudes, and curricular and pedagogical approaches.

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Hoffman, Brooke Y. "THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/515176.

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Applied Linguistics
Ph.D.
This dissertation examines the developing understandings of teacher candidates being prepared to teach ELs in general education PreK-12 classrooms. As the ethnic and linguistic diversity in U.S. classrooms continue to increase, it is crucial that teacher candidates receive high-quality, effective training in teaching culturally and linguistically diverse learners. Relatively few states currently require general education preservice teachers to participate in any formal training related to teaching ELs. The states that do have requirements and the teacher education programs within those states have the potential to provide valuable data on how the training being provided mediates the meaning making of teacher candidates preparing to enter the field of teaching. Conducted during the fall of 2016 and using survey data, class assignments, interviews, and fieldwork observations from 11 preservice teachers (eight early childhood majors; three secondary education majors), this study describes patterns in the ways that the teacher candidates made sense of artifacts (e.g., articles, experiences, interactions) available to them in a state-mandated undergraduate foundational course on teaching ELs and the accompanying fieldwork. The study uses sociocultural theory to explore how the teacher candidates use course and fieldwork artifacts to learn about ELs and about teaching ELs. By gathering data from early in the course through the end of the course, this study is able to describe the perspective transformation experienced by most of the focal participants, providing evidence of increased empathy, more nuanced beliefs, and new strategies for differentiating instruction for ELs. Despite having differing backgrounds (e.g., their race, language(s), hometown, crosscultural and crosslinguistic experiences), differing goals (e.g., their college major, anticipated areas of certification, preferred teaching position, preferred region or school district, perceived likelihood that they would teach ELs in the future), and differing orientations toward ELs at the beginning of the course (e.g., positive, ambivalent), the preservice teachers identified many of the same artifacts as mediating changes in their development. These artifacts fall into the broad categories of ELs’ stories and experiences, repeated interactions with ELs, and opportunities for application. This study suggests, therefore, that the efficacy of such courses may increase with the inclusion of the following artifacts: (a) stories, simulations, and videos from ELs’ perspectives; (b) a fieldwork component in which teacher candidates actively engage with ELs; and (c) opportunities for teacher candidates to put their developing cognition into practice through course assignments and teaching in the field. Finally, this study makes suggestions for studying the long-term study of teacher candidates’ ongoing development.
Temple University--Theses

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Martinez, Dayami. "A Multiple Case Study of the Factors Affecting College Course Enrollment for Students Learning English for Academic Purposes." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/10.

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This applied dissertation provides insight into the various factors affecting persistence and transition to college-level courses for students learning English for academic purposes (EAP). An influx of immigrants who want to continue their postsecondary studies has affected the programs serving EAP students in United States. Scholars have identified some factors that influence persistence and success of immigrant students at postsecondary institutions such as cultural and educational norms, curriculum and career support, and academic and social interactions. A qualitative approach with a multiple case study analysis allowed in-depth exploration of the factors affecting college course enrollment of EAP students. The researcher interviewed 10 participants who represented the student population enrolled in the EAP program. From these individual case analyses, the researcher identified strategies that could enhance retention and transition to college courses of EAP students. The researcher used NVivo qualitative data analysis software to gain a deeper understanding within textual categories and structural themes as well as to ensure thoroughness and reliability. The results of this study suggest that enhancement in both academic and social integration and curriculum and career support can assist EAP students in their transition to college courses.

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Han, Young Joo. "Feedback and Transfer in Second Language Writing: A Qualitative Study of ESL Students' Experiences." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498779154665613.

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Eklund, Manne. "Understanding English 5 : A Study of the Central Content and Knowledge Requirements for the Course of English 5." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25836.

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This study regards the central content and knowledge requirements for the subject of English 5 in the Swedish upper secondary school system. The study is based on an analytical reading of the documents and is complemented by a questionnaire that was answered by upper secondary school teachers. The aim of the study was to investigate what parts of the documents lack clarity, from a new teacher’s perspective. The study finds a few examples of terms that are likely to confuse new teachers when grading students. Furthermore, questions were raised regarding the course in general, such as how to give the students confidence to speak English, when to use Swedish in the classroom and which English speech communities and cultures teachers should focus on. The questionnaire provided answers that could be helpful to newly graduated English teachers who are preparing to work in the Swedish upper secondary school system.

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Du, Qian. "“What Do You Mean `In My Own Words’?” Undergraduate ESL Writers’ Paraphrasing Experiences in an Advanced Academic Writing Course." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373761414.

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Schermbrucker, Ben Mathew. "Assessing the impact of an English for academic purposes course on the academic writing skills of English second language learners attending economically disadvantaged high schools : an interventionist case study." University of the Western Cape, 2016. http://hdl.handle.net/11394/5459.

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Philosophiae Doctor - PhD
Academic writing skills are vitally important for South African learners in both high school and tertiary contexts. The importance of such writing skills is even more pronounced for English Second Language (ESL) speakers, as such learners often attend low-performing schools (that inculcate poor levels of academic literacy), and also face the challenge of writing in a non-native language. This study is an attempt to understand how a specially designed English for Academic Purposes (EAP) course can improve the academic writing of bilingual, economically disadvantaged high-school South African learners. The study analysed the effects of the EAP course on Grade 11 learners from two 'nofees' high schools located in Khayeltisha and Delft. Over a seven-week period Grade 11 learners from these schools attended the EAP course twice a week (after school hours on their school premises) and submitted a total of fourteen written assignments (seven rough drafts, and seven final drafts). These assignments required the learners to formulate essay-like responses to literary and philosophical texts. The learners shaped their responses by making reference to structured classroom discussions (led by the EAP course instructor), as well as standardised notes and assignment instructions. The conceptual frameworks that guided this study were mapped using a variety of sources and materials. Whilst Hyland's (2005, 2006) influential writings on EAP helped the researcher situate the study's academic writing skill's course within an EAP paradigm, recent theoretical and empirical advancements in cognitive science (in particular by Tooby & Cosmides 1992; Gallistel 2000; Wagner &Wagner 2003) helped to justify the specifically 'modular' approach to academic writing skills that the course favoured. Finally, testimonies about the function of creative fiction (see Pessoa 2010; Kafka 2013; Barnes 2012; Pinker 2011) played an important part in shaping the EAP course's approach to text-orientated academic writing skills. Importantly, this study also aimed to describe and analyse various factors that threatened the implementation of the academic writing skills course. In relation to attrition – a phenomenon which clearly presented the single greatest threat to the intervention – Bandura's theoretical writings on the structure of agency (2006, 2005, 2004, 2001, 1998, 1997, 1994) provided a rich source of justification for many of the conclusions that the study derived about the underlying factors that drove the high dropout rate. Another key aim of this study was to transmit writing skills that would boost levels of learner preparedness for matric and first-year university. To establish a link between the course and the writing requirements of certain matric and university subjects, the researcher compared the contents of the writing skills course to the contents of these subjects. This comparative analysis relied heavily on matric and first-year university source material (i.e. exam papers, memorandums, marking rubrics, departmental handouts, etc.). In terms of its findings, the study discovered many striking parallels between the Grade 11 learners at Khayelitsha and Delft. Firstly, in both experimental groups, a preintervention writing task revealed that – prior to the EAP course's inception – the overwhelming majority of the learners were not in firm possession of virtually any of the writings skills the EAP course aimed to transmit. Secondly, in both groups, it was found that the EAP course significantly improved the learners' academic writing skills. Although this improvement was not especially visible in the learners' grade-based results for the EAP course (due, mainly, to absenteeism and resulting missed assignments), a thorough qualitative analysis of the learners' preintervention, early and late EAP assignments demonstrated that – by the end of the course – most of the learners had gained fairly high degrees of proficiency in a range of critically important academic writing skills. Thirdly, qualitative data – derived from observations and interviews – established that the high rates of attrition and absenteeism that plagued both experimental groups was chiefly due to a single cause: weak levels of agency. On the basis of this study's findings, a number of recommendations can be put forward. Firstly, the many parallels between the two experimental groups suggest that the EAP course designed by this study could achieve comparable results in other South African township schools. Secondly, due to the difficulties that this study encountered in relation to high absenteeism and attrition rates, it is recommended that future implementations of the EAP course adopt a number of measures to improve learners' perceptions of their self-efficacy. Finally, it is recommended that future versions of the EAP course could include a 'matric study skills module'.
Sasakawa Foundation

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Cortés, Caballería Natalia, Barrera María Ignacia Gálvez, Bickart Magdalena Guzmán, Aedo Anita Quintana, Arellano Dania Rodríguez, Cabezas Franco Urra, and Watson Danae Zamorano. "The learning of a second language as a political and cultural practice: a contrastive study concerning the motivations of Chilean learners to enroll on English and Mapudungun independent courses in Santiago de Chile." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/170430.

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Lin, Hsing-Yin Cynthia. "L2 Undergraduate Writers' Experiences in a First Year Writing Course." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150314311403158.

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Garriga, María Caridad. "A context for developing structural knowledge for academic writing : teaching learning analytic reading and writing in an intermediate english as a second language composition course /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150069952.

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Garriga, Maria Caridad. "A Context for Developing Structural Knowledge for Academic Writing: Teaching and Learning Analytic Reading and Writing in an Intermediate English as a Second Language Composition Course." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391592686.

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Lamm, Tamara Lee Burton. "Curriculum development of Elang 105 : a GE first-year academic literacy course for international students /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1135.pdf.

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Wallace, Lara R. "International Teaching Assistants' (ITA') Experiences with Language Learning, Learner Autonomy, and Technology as Students in a Requisite Oral Communication Course." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416569655.

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Othman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.

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This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to analyse the interview data qualitatively. The thematic analyses constructed thematic networks which Attride-Stirling (2001) stressed served as an organizing principle and an illustrative tool in interpreting the analysed interview data. Another major source of data collected for this study was the asynchronous forum discussion transcripts. To match the needs of this study, several categories and examples of Henri’s (1992) framework combined with elements from Garrison, Anderson and Archer (2000) CoI model and Hofstede’s (1991) cultural values tool were adapted in analysing the asynchronous forum discussion transcripts. This was to identify the factors which contributed to the attitude and behaviour of the BEL 100 e-PJJ learners. This study has highlighted that the process of learning and teaching of the UiTM Malay/Bumiputera learners depend on the support and training given to the distance learners and facilitators. Learners’ attitudes, behaviours, facilitators’ intervention and purposeful tasks were found to be important in supporting active participation and effective interaction within the course.

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Tolu, Aylin Tekiner. "An Exploration of Synchronous Communication in an Online Preservice ESOL Course: Community of Inquiry Perspective." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3707.

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Based on a collaborative and socio-constructivist approach to online education, the Community of Inquiry (CoI) model emphasizes creating an effective learning environment where students feel a connection with other learners and the instructor and engage in well-designed collaborative learning activities. Following a naturalistic methodology, this qualitative case study investigated the use of synchronous communication for creating a community of inquiry and student satisfaction in an online ESOL (English Speakers of Other Languages) endorsement course for preservice teachers. Elluminate Live was used for class meetings while an instant messenger, Gmail Chat served the needs for impromptu interactions between a student and the teacher. The study was guided by the CoI framework. Data sources included online recordings of live meetings, student written reflections, surveys, interviews, and teacher/researcher journal. The findings indicate that synchronous communication enhances building and sustaining an online community of inquiry. Gmail Chat provided increase in teacher availability, social presence, and student satisfaction, however it did not contribute much to creating cognitive presence simply because it was not planned to be used for content delivery. Moreover, Elluminate Live contributed effectively to the community of inquiry by enabling manifestations and interactions of its 3 elements; social, teaching, and cognitive presence. Participants perceived that live class meetings promoted their learning and helped them feel the instructor and other students in a more real sense. Class meetings via Elluminate Live promoted cognitive presence by affording the students opportunities for listening to the presentations by the teacher and other students, watching a teacher demonstration through a webcam, interacting actively through Whiteboard tools, text-based chat, microphone, and emoticons, and working with their groups in their private breakout rooms. Instant and audio communication among students created a sense of social presence with trust, comfort, and belonging, and enhanced group work efficiency. The study highlights the critical role of synchronous communications to create effective online learning communities, however it also underlines that the implementation of synchronous communication tools requires robust pedagogical planning to enhance student learning.

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Youssef, Soha. "International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Schmitt, Melanie. "Studies in second fronting." Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.

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Thesis (MPhil(R)) - University of Glasgow, 2008.
MPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

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Hirakawa, Makiko. "Unaccusativity in second language Japanese and English." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36771.

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This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase.
Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.

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Heinonen, Elisabeth. "Writing in English as a Second Language." Thesis, Linköping University, Department of Educational Science (IUV), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-834.

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The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language.

Throught the course of my research I have come to understand how important it is to choose subjects which inspire all pupils to write. They should also have the opportunity to choose subjects which interests them. It is the content which is important not the layout or spelling.

In my study I have found that pupils take writing in English seriously. However, I have also found that without an encouraging teacher, it is hard to engage pupils in writing. One could say that it is the teacher who directs the writing process. Moreover, the pupils need to be motivated and interested to write well. This includes having varied lessons and considering the pupils'explicit needs.

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Wright, Anthony David. "Critical moments in the second language classroom : towards an understanding of second language classroom culture." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333857.

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King, James Edward. "Silence in the second language classroom." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13498/.

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This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-by-minute sampling strategy which resulted in some startling results. Learners were found to be responsible for less than one percent of initiated talk within their classes, while over a fifth of total class time observed was characterised by no oral participation by any participants. Complementing the COPS' quantitative evidence of a robust national trend of silence in Japan's universities, a parallel qualitative phase of the investigation gave students a voice about their silences by drawing on over seventy-thousand words of transcribed data collected during a series of semi-structured interviews. This phase of the research provided a valuable individual-level analysis of learners' fundamental beliefs about and personal experiences of not speaking in L2 educational contexts. The final phase of the project adopted an event-specific focus on classroom silence by utilising a stimulated recall methodology to uncover what students were actually thinking and feeling whilst silent episodes were in progress during lessons. Using Dynamic Systems Theory (DST) as its conceptual background, the investigation moves away from reductionist, single-cause explanations for learner reticence to suggest that silence actually emerges through multiple, concurrent routes. These routes (termed attractors in DST) are so abundant, and appear to be so well supported both educationally and culturally in the Japanese context, that silence has fossilised into a semi-permanent attractor state within university language classrooms.

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Abalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.

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Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.

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Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

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Son, Sun Ah. "The acquisition of English obstruents by Korean speakers of English as a second language /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 235 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3182629.

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Nesbitt, Perez Susan L. "Use of subordination in English second language texts." Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588149.

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This study investigates features of high-level academic writing in English with the aim of understanding the development of L2 English learners’ academic writing skills as they follow a course of study in an English-speaking country. The study focuses on L2 writers’ text quality and use of clause subordinators as a measure of writing complexity. The typology of the writers’ L1s provides the organizational framework for the study, with three language typology groupings determined by a writer’s L1 word order tendency: (1) configurational languages, (2) nonconfigurational languages, and (3) Asian languages.

The corpus analyzed included written work collected at the beginning, the middle, and the end of a semester from 19 international graduate-level students enrolled in a semester-long academic writing course specifically for international students. The principal features examined in the corpus of texts collected were writers’ use and frequency of subordinators, and text comprehensibility. To provide a comparative reference for the academic writing course findings, a separate dataset composed of 240 TOEFL^®iBT independent essays was also examined for evidence of similar features.

The results revealed that (1) writers from configurationally different L1s write texts in English that are significantly different in quality and complexity, and; (2) the analysis of the significant differences between groups—sentence length, sentence complexity, comprehensibility, total subordinator frequency, and specific subordinator usage—shows the groups are distinct in their text construction and use of subordination, and that the configurational group’s texts are most different from other groups. Writers’ self-reflections on the progression of their writing skills during the study abroad context add insights to the quantitative findings. The study’s findings suggest directions for future research in L2 writing development, inform EFL pedagogy and L2 English learners’ preparation for study abroad, and underscore the importance of colleges and universities providing comprehensive writing support to incoming international students.

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Dissertations / Theses on the topic 'English as a second language courses'

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