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Relevant bibliographies by topics / ESL

Academic literature on the topic 'ESL'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "ESL"

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Rautionaho, Paula, Sandra C. Deshors, and Lea Meriläinen. "Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes." ICAME Journal 42, no. 1 (March 1, 2018): 41–78. http://dx.doi.org/10.1515/icame-2018-0004.

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AbstractThis study focuses on the progressive vs. non-progressive alternation to revisit the debate on the ENL-ESL-EFL continuum (i.e. whether native (ENL) and nonnative (ESL/EFL) Englishes are dichotomous types of English or form a gradient continuum). While progressive marking is traditionally studied independently of its unmarked counterpart, we examine (i) how the grammatical contexts of both constructions systematically affect speakers’ constructional choices in ENL (American, British), ESL (Indian, Nigerian and Singaporean) and EFL (Finnish, French and Polish learner Englishes) and (ii) what light speakers’ varying constructional choices bring to the continuum debate. Methodologically, we use a clustering technique to group together individual varieties of English (i.e. to identify similarities and differences between those varieties) based on linguistic contextual features such as AKTIONSART, ANIMACY, SEMANTIC DOMAIN (of aspect-bearing lexical verb), TENSE, MODALITY and VOICE to assess the validity of the ENL-ESL-EFL classification for our data. Then, we conduct a logistic regression analysis (based on lemmas observed in both progressive and non-progressive constructions) to explore how grammatical contexts influence speakers’ constructional choices differently across English types. While, overall, our cluster analysis supports the ENL-ESL-EFL classification as a useful theoretical framework to explore cross-variety variation, the regression shows that, when we start digging into the specific linguistic contexts of (non-)progressive constructions, this classification does not systematically transpire in the data in a uniform manner. Ultimately, by including more than one statistical technique into their exploration of the continuum, scholars could avoid potential methodological biases.

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Al-Seghayer, Khalid. "The Central Characteristics of Successful ESL/EFL Teachers." Journal of Language Teaching and Research 8, no. 5 (September 1, 2017): 881. http://dx.doi.org/10.17507/jltr.0805.06.

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Achieving optimal success in teaching English as a second language (ESL) or English as a foreign language (EFL) requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this article is to orient the reader and succinctly identify the key variables that lead ESL/EFL teachers to distinctive success. It clearly delineates the characteristics of successful ESL/EFL teachers embedded within five central dimensions, along with their underlying structures. It also provides common taxonomies of successful EFL teachers’ attributes without burdening the reader with unnecessary detail concerning the many other validated attributes associated with ESL/EFL teachers’ salient attributions of success. To this end, this discussion contributes to a theoretical understanding of the development of successful ESL/EFL teachers and to improved knowledge of the key characteristics of successful ESL/EFL teachers.

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Görlach, Manfred. "Word-Formation and the ENL: ESL: EFL Distinction." English World-Wide 10, no. 2 (January 1, 1989): 279–313. http://dx.doi.org/10.1075/eww.10.2.04gor.

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Widdowson, Henry G. `. "EIL, ESL, EFL: Global Issues and Local Interests." World Englishes 16, no. 1 (March 1997): 135–46. http://dx.doi.org/10.1111/1467-971x.00054.

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Sembodo, Thomas Joko Priyo. "Dampak dan Strategi Untuk Mengatasi Kecemasan Berbicara Dalam Pembelajaran Bahasa Inggris Sebagai Bahasa Ke-2 (ESL) dan Asing (EFL)." JLA (Jurnal Lingua Applicata) 1, no. 2 (March 31, 2018): 123. http://dx.doi.org/10.22146/jla.35204.

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This paper aims at addressing the issue of speaking anxiety in ESL/EFL learning. This study of literature is believed to be significant as it can give insights into ESL/EFL anxiety and how it can be coped. In doing so, this paper starts with the description of the nature of language anxiety in ESL/EFL learning particularly speaking anxiety, its theoretical overview, causes of such an anxiety, and its effects on ESL/EFL learning. Furthermore, there is a review of studies on strategies used to cope with language and speaking anxiety in ESL/EFL learning or classrooms. These coping strategies can be classified into two categories, namely 1) self-employed strategies employed by anxious learners consisting of five strategies--in which two are inapplicable, and 2) employed by teachers, which consists of three strategies. Those strategies are able to help overcome the learner’s anxiety, leading to the more successful ESL/EFL learning. In addition, in ESL/EFL classrooms teachers play a key role in relieving anxiety experienced by their students. In conclusion, speaking anxiety can have debilitating impacts on learners experiencing it. However, this problem can be overcome with strategies employed by learners and their teachers.

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Ali, Aziza M., and Abu Bakar Razali. "A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners." English Language Teaching 12, no. 6 (May 13, 2019): 94. http://dx.doi.org/10.5539/elt.v12n6p94.

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Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

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Muarif, Muarif, and Dwi Indarti. "Syntactic Complexity of Online Opinion Articles Published in South East Asian Countries." Lingua Cultura 16, no. 1 (March 23, 2022): 25–32. http://dx.doi.org/10.21512/lc.v16i1.7827.

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The research investigated the syntactic complexity of opinion articles published in online newspapers from English as a Second Language (ESL) and English as a Foreign Language (EFL) countries in South-East Asia (SEA). The aims of the research were, first, to analyze the types of Syntactic Complexity (SC) of opinion articles in online news media. The second was to seek the difference in syntactic complexity in online opinion articles between ESL and EFL countries. The third was to seek whether there was a significant difference in terms of types of syntactic measurements between ESL and EFL countries. To answer the questions, the research applied both quantitative and qualitative methods. Twelve opinion articles from online news media in SEA countries were derived from Malaysia and Singapore, which represented ESL countries, and Indonesia and Thailand, which represented EFL countries. The data were analyzed by using an L2 syntactic complexity analyzer. The Second Language Syntactic Complexity Analyzer (L2SCA) program displayed fourteen syntactic complexity measures divided into five types of measurements such as the length of production, sentence complexity, subordination, coordination, and particular structures. From comparing overall ESL and EFL countries and each of the opinion articles topics, the research results reveal that opinion articles of ESL countries show a higher score on the lengthof production, sentence complexity, subordination, and particular structures than EFL countries. Meanwhile, in coordination type, EFL countries display a higher number of a score than ESL ones. The research indicates there is no significant difference between ESL and EFL countries since the p-value of each type of syntactic complexity is higher than 0,05.

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Gries, Stefan Th, and Sandra C. Deshors. "EFL and/vs. ESL?" International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 130–59. http://dx.doi.org/10.1075/ijlcr.1.1.05gri.

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The study of learner language and that of indigenized varieties are growing areas of English-language corpus-linguistic research, which are shaped by two current trends: First, the recognition that more rigorous methodological approaches are urgently needed (with few exceptions, existing work is based on over-/under-use frequency counts that fail to unveil complex non-native linguistic patterns); second, the collective effort to bridge an existing “paradigm gap” (Sridhar & Sridhar 1986) between EFL and ESL research. This paper contributes to these developments by offering a multifactorial analysis of seventeen lexical verbs in the dative alternation in speech and writing of German/French learners and Hong Kong/India/Singapore English speakers. We exemplify the advantages of hierarchical mixed-effects modeling, which allows us to control for speaker and verb-specific effects, but also for the hierarchical structure of the corpus data. Second, we address the theoretical question of whether EFL and ESL represent discrete English varieties or a continuum.

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Zhang, Weimin. "Semantic Prosody and ESL/EFL Vocabulary Pedagogy." TESL Canada Journal 26, no. 2 (June 3, 2009): 1. http://dx.doi.org/10.18806/tesl.v26i2.411.

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There is evidence that semantic prosody, a novel linguistic theme, should attract much attention in ESL/EFL (English as a second/foreign language) vocabulary learning and teaching. Research suggests that inappropriate word choice arising from ignorance of semantic prosody is common among ESL/EFL learners (Wei, 2006; Xiao & McEnery, 2006). This article introduces the notion of semantic prosody and provides an overview of studies of semantic prosody from five perspectives: monolinguistic, cross-linguistic, register, lexicographical, and interlinguistic. Based on this overview, the article suggests that semantic prosody be integrated into ESL/EFL vocabulary pedagogy. Finally, implications on integrating semantic prosody into ESL/EFL vocabulary pedagogy are discussed.

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Farhan, Mahmood Atiya. "Investigating the Contextual Meaning of Idioms of Animals in Some Selected English Colloquial Utterances." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 58, no. 1 (March 15, 2019): 85–96. http://dx.doi.org/10.36473/ujhss.v58i1.838.

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English is rich of idioms. Learning idioms is considered an integral part of vocabulary learning. Idioms of animals are very popular in everyday English and ESL and EFL learners should encounter them .The problem of this study is due to the fact that ESL and EFL learners may be unable to identify the intended meaning of idioms of animals since they are culture-bound and have colloquial sense. For example, “to beat a dead horse” has the abstract meaning talk about a topic other people think it is over whereas the contexual meaning is a failure or loser man. The current paper aims at identifying and figuring out the contextual meaning of idioms of animal. It is concluded:(1)ESL and EFL learners are unable to master these idioms because understanding their contextual meaning is difficult,(2) these idioms are culture-specific matter that needs further awareness of translators, ESL and EFL learners,(3)many ESL and EFL learners understand the literal meaning depending on dictionary meaning

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Dissertations / Theses on the topic "ESL"

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Hemchua, Saengchan. "Vocabulary development in Thai EFL and ESL learners." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.

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Shin, Somi. "Competence in communication for ESL/EFL speaking curriculum." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1962.

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This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.

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Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.

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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.

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Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data collection was conducted through 3 ESL classroom observations and interviews with 15 community college students. A focus group with 7 different students was used to understand Hispanic ESL students? perspectives about their experience in the college-wide ESL program and issues students face in the ESL program. Data analysis consisted of thematic content analysis, constant comparison, and concurrent data collection and analysis until concept saturation occurred. The findings were that Hispanic ESL students were satisfied with the ESL program. Data triangulation formed 4 themes: students would like to use technology in the classroom, more instances for in-class conversation, to be corrected when they mispronounce a word, and have instructors who spoke Spanish. The recommendations include the creation of a policy to institutionalize professional development to help ESL teachers become aware of the issues that Hispanic ESL students face in the classroom in order to help students achieve English proficiency. This case study served as an example for other institutions to take the initiative learn how Hispanic ESL students perceive ESL instruction and filled the gap in research regarding Hispanic ESL students? perception of ESL programs.

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Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.

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This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.

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Longcope, Peter. "Differences between the EFL and the ESL Language Learning Contexts." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/11827.

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Yen, Yuh-Yun. "Identity issues in EFL and ESL textbooks : a sociocultural perspective /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242845672.

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Yen, Yuh-Yun. "Identity issues in EFL and ESL textbooks : a sociocultural perspective /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242845672.

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Ruthan, Mohammed Qasem. "English Loanword phonology in Arabic." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1361.

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There has been an increase in interest among researchers in the study of loanword phonology, but only limited studies have been carried out on the phonology of English loanwords in Arabic. Thus, there is a need for more linguistic studies to shed light on the borrowing of English loanwords into Arabic. A significant issue that has been the subject of an ongoing debate is whether adaptation processes are part of perception or production. This study investigated the phonology of English loanwords in Arabic. In the process, it discussed the phonetic and phonemic approaches that have been controversial in loanword adaptation. The study questioned whether the absence of phonemes in the Arabic phonemic inventory equivalent to certain English target phonemes affected EFL and ESL learners' pronunciation of English loanwords differently. It also examined whether they substituted phonemes, and if so, whether the two groups of speakers used the same phonemes for substitution or used different ones. A list of 29 loanwords was compiled and used to examine the productions of 15 EFL learners from Salman University and 15 ESL learners from the Center for English as a Second Language in Southern Illinois University. Examining the effects of the Arabic Ll on the production of loanwords via transfer, approximation, the Markedness Differential Hypothesis, and Optimality Theory showed that these English loanwords had undergone certain phonological modifications. Both EFL and ESL learners reflected native Arabic phonological processes, while only ESL learners reflected universal patterns, such as VOT approximation, that followed neither the phonological system of Arabic nor that of English. Consequently, the findings of the study contribute to a better understanding of how both phonology and phonetics are related to English loanwords in Arabic. Further research is suggested to investigate different aspects of loanword phonology, such as the effects of orthography.

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Ciccarelli, Silvina Beatriz. "ESL for nation-building, the origins of federally-funded ESL in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/MQ28700.pdf.

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Books on the topic "ESL"

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. ESL (ELL) Literacy Instruction. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583.

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Danesi, Marcel. Barron's ESL/EFL handbook. Hauppauge, NY: Barron's Educational Series, 2006.

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Bobo, Sheilah Ann. Teaching English to speakers of ESD, ESL, and EFL. Lanham: University Press of America, 1990.

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Freeman, Yvonne S. ESL/EFL teaching: Principles for success. Portsmouth, NH: Heinemann, 1998.

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Adelaide, Parsons, and Teachers of English to Speakers of Other Languages., eds. The EFL/ESL job search handbook. Alexandria, Va: Teachers of English to Speakers of Other Languages, Inc., 1995.

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Freeman, Yvonne S. ESL-EFL teaching: Principles for success. Portsmouth, NH: Heinemann, 1998.

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Reflective research in the ESL/EFL classroom. New York: Continuum, 2003.

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Reid, Joy M. Learning styles in the ESL/EFL classroom. [Beijing, Chine]: Thomson Asia Pte Ltd., 2002.

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Heinle, Heinle &. 1996 Esl Efl Decision Guide ((College Esl Ser.)). Pimsleur Intl Inc, 1996.

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VAUGHN, STECK. ESL Building English Proficiency, Gr2-3 (ESL/Ell). Steck Vaughn, 2003.

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Book chapters on the topic "ESL"

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Teaching Older ESL/ELL/EFL Students to Read." In ESL (ELL) Literacy Instruction, 150–91. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-5.

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Gilquin, Gaëtanelle, and Sylviane Granger. "From EFL to ESL." In Studies in Corpus Linguistics, 55–78. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.44.04gra.

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Weng, Zhenjie. "From EFL to ESL." In Advocacy for Social and Linguistic Justice in TESOL, 107–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003202356-9.

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Götz, Sandra, and Marco Schilk. "Formulaic sequences in spoken ENL, ESL and EFL." In Studies in Corpus Linguistics, 79–100. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.44.05sch.

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Carrell, Patricia L., Linda Gajdusek, and Teresa Wise. "Metacognition and EFL/ESL Reading." In Metacognition in Learning and Instruction, 229–43. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_11.

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Zavala-Acevez, Elizabeth. "ESL 2.0." In Diverse Experiences of Latinas in Higher Education, 69–77. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003387886-10.

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Bast, Thomas, and Günter Krämer. "Eslicarbazepinacetat (ESL)." In Medikamenten-Pocket Epilepsie, 133–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2024. http://dx.doi.org/10.1007/978-3-662-67716-2_17.

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Teaching Young ESL (ELL) Students to Read." In ESL (ELL) Literacy Instruction, 78–149. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-4.

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "ESL Literacy Instruction." In ESL (ELL) Literacy Instruction, 241–76. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-8.

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Hurlbert, Margot. "The ESL framework." In Earth System Law: Standing on the Precipice of the Anthropocene, 89–107. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003198437-6.

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Conference papers on the topic "ESL"

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Bacchini, Francine, David Maliniak, Terry Doherty, Peter McShane, Suhas A. Pai, Sriram Sundararajan, Soo-Kwan Eo, and Pascal Urard. "ESL." In the 42nd annual conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1065579.1065602.

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Jeremiassen, Tor, Tim Kogel, Andres Takach, Grant Martin, Adam Donlin, and Karamvir Chatha. "From ESL 2010 to ESL 2015." In the eighth IEEE/ACM/IFIP international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878961.1878973.

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Girardelli, Davide, Patrizia Barroero, and Tingting Gu. "Gamifying Impromptu Speech for ESL/EFL Students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2431.

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This paper outlines an impromptu speech activity entitled “Dented Helmet vs. Spambot” intended as part of any introductory public speaking course. The activity is designed to overcome specific affective and cognitive challenges of ESL/EFL students, in particular Chinese learners. It is inspired by the principles of gamification (Kapp, 2012) with core gaming elements such as “freedom to fail,” “rapid feedback,” and “storytelling.” The activity requires “Rory’s Story Cubes” (a set of nine six-sided dice designed to spark creativity) and a special set of slides. An exploratory assessment of the effectiveness of the proposed activity was conducted on a sample of Chinese EFL sophomores enrolled in an international branch campus of a U.S. university in China, with 81 students completing our questionnaire. Overall, our findings provided some initial support to the effectiveness of the activity in terms of strenghtening students’ ability to communicate orally “off the cuff,” promoting students’ understanding of the role of storytelling in effective presentations, fostering students’ understanding of the major organizational formats used in organizing speeches, and increasing students’ awareness of their nonverbal communication in presentational settings.

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Sanchez Marin, Josue, and Octavio Vargas Ureña. "MOBILE LEARNING IN THE ESL/EFL CLASSROOM." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2187.

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Yagi, Hiroyuki, Wolfgang Roesner, Tim Kogel, Eshel Haritan, Hidekazu Tangi, Michael McNamara, Gary Smith, Nikil Dutt, and Giovanni Mancini. "ESL hand-off." In the 45th annual conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1391469.1391548.

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Buianovska, Olena. "TEACHING ESL SPEAKING." In INTEGRACIÓN DE LAS CIENCIAS FUNDAMENTALES Y APLICADAS EN EL PARADIGMA DE LA SOCIEDAD POST-INDUSTRIAL. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.04.2020.v4.06.

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Yoon, Esther. "Rethinking Multimodality in ESL and EFL Academic Writing Classrooms." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685519.

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Doi, Saori. "Place-Based ESL Learning: Designing a “Beyond ESL” Study Abroad Program." In – The IAFOR International Conference on Education – Hawaii 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-1036.2024.7.

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9

Mueller, W., A. Rosti, S. Bocchio, E. Riccobene, P. Scandurra, W. Dehaene, Y. Vanderperren, and Ku Leuven. "UML for ESL design." In the 2006 IEEE/ACM international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1233501.1233518.

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Ma, Guilin. "Retrospection of Errors and Feedback on Output of ESL/EFL Learners." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.231.

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Reports on the topic "ESL"

1

Hill, Cheryl. Teaching Peace Education in ESL/EFL Classes: An International Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7223.

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2

Gaynor, Robert. Computer Grammar Checkers and ESL Writers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6679.

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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5488.

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Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

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Sacklin, Jennifer. Identity and Investment in the Community ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2323.

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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6785.

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7

Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5269.

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Yamamoto, Noriko. Effects of setting on Japanese ESL students' interaction patterns. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6156.

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Wilkinson, David. Adult ESL Students: Traits and Goals - A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6546.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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