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Dissertations / Theses on the topic 'Hanoi Foreign Language College'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.

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Chapter 1 introduces the aims and objectives of the study. It is followed by an analysis of the present situation at the Hanoi Foreign Language Teachers College and the problems encountered by teachers and administrators in ensuring the maximum efficiency of the EFL programme. The Report continues by asking a number of pertinent questions about the methodology and techniques used in the teaching of reading. This, in turn, is linked with theoretical considerations which the writer examines at some length taking into account numerous issues about language processing, cognition, expectation and motivation, comprehending, discourse analysis, text cohesion and so on. Attention is then focused on the reader and the environment in which he operates. In addition the reading lesson comes under scrutiny and procedures, as well as material selection and teaching systems are discussed. Finally the writer attempts to make suggestions to his colleagues in the EFL field based on his own experience and convictions.
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2

Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.

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In recent years, English has become a compulsory subject in schools and many tertiary institutions of Vietnam. The need to train teachers of English is greater than ever before. However, in the Hanoi Foreign Languages Teachers Training College (HFLTTC), English language teaching in general and the teaching of oral skills in particular leave much room for improvement. The students' oral proficiency is far from satisfactory. This problem has inspired the writing of this study report as an attempt to search for an appropriate method to improve the students' communicative competence. The study consists of four chapters. Chapter one will overview some English Language Teaching (ELT) methods in relation to teaching spoken English and their application in Vietnam. Chapter two will consider the context of the HFLTTC where teaching and learning are carried out with a view to identifying an appropriate approach to the problem. Chapter three will outline communicative competence as an objective of the ELT and discuss principles of the communicative approach to attain the objective, and suggest teaching material through which the principles can be applied. Chapter four will recommend the classroom techniques which may improve the students' oral proficiency. This study report should be regarded as an attempt to apply the communicative approach to teaching oral skills to students in the context of Vietnam.
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3

Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.
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4

Pham, Khai Hoan, and n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.

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With the increasing contact between Vietnam and English speaking countries and the growing demand for foreign language professionals in the last decades, the teaching of foreign languages, especially English, has gained considerable prominence in Vietnamese education. However, English has been taught in Vietnam for a relatively short time, there are significant deficiencies in this area. If these deficiencies are to be addressed then methodology is a crucial variable worthy of examination. Many of the EFL teaching (Teaching English as a Foreign Language) methods developed in the last twenty years are unfamiliar to a great number of the Vietnamese teachers, although they may be introduced to Vietnam in the near future. In this study a historical overview of language teaching development is provided. Since language teaching methods are products of Western experience, a scrutiny of their relevance to the Vietnamese teaching situation is necessary. In particular it is important to focus on the psychological and cultural appropriateness of different methods to the Vietnamese settings. A number of most crucial psychological issues such as the learner's motivation, aptitude, personality and learning style are discussed together with some social and cultural influences which may affect the learner's psychological attributes, The study also provides a specific investigation of the psychological attributes of Vietnamese students and a number of cultural problems faced by this type of learners in their English learning process. Finally some practical, though tentative, suggestions are made in the hops that more and more Vietnamese teachers of English will respond to the problem of teaching methodology and search for ways to bring about effective learning.
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5

Loan, Nguyen Kim, and n/a. "Listening comprehension tests for intermediate students at Hanoi Foreign Languages College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.141820.

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In Vietnam today there is an urgent demand for well-designed tests of listening comprehension. Little attention has been given to this problem. This field study is intended to provide guidance on the design of listening comprehension tests and in particular for intermediate level students at the Hanoi Foreign Language College (HFLC). The Field Study Report consists of six chapters. Chapter One gives a brief introduction which covers the problem, aims, subjects (testees) and the background of the Field Study Report. Chapter Two deals with the purposes of testing in some detail, setting this in the framework of the teaching-testing link, teachers and testing, and students and testing. Test characteristics are considered and the problem of sampling for test content is addressed. Chapter Three concerns test items for listening comprehension. The chapter begins with a short description of listening comprehension and is followed by a survey of theorists on listening comprehension together with the test items for listening that they suggest. Some commonly-used standardised tests and their listening items are discussed. The chapter ends with a checklist of selected listening items suitable for students at HFLC in Vietnam. Chapter Four discusses the designing and trialling of test items for listening comprehension, such as multiple choice, completion of a taped talk, matching pictures with statements etc. The chapter presents the results of the trialling of sample items and also deals with correlations between the sample tests used. Chapter Five deals with test design and development in general. It clarifies the bases for test design and provides a checklist of steps in the development of tests. In addition, the chapter includes a resources inventory for listening test items. Chapter Six presents the conclusions of the Field Study Report.
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6

Tran, Thi Lang, and n/a. "Towards an appropriate syllabus for the first year students at Hanoi Foreign Languages Teachers' College." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060815.142225.

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This field study is aimed at establishing criteria for an appropriate syllabus for the first-year students of English at the Hanoi Foreign Languages Teachers' College. Following an overview of the past and present English language teaching in North Vietnam and at the Hanoi Foreign Languages Teachers' College, the students and their learning problems are analyzed with a view to determining student needs. Such needs should be taken into account when selecting appropriate syllabus content. The relative advantages and disadvantages of language syllabus and teaching methods are discussed. The types of syllabus analyzed are : the structural syllabus, the situational syllabus, and the functional syllabus. The methods considered are:the grammar translation method, the direct method, the audio-lingual method and the communicative approach. The study next identifies the constraints in designing the first year syllabus for the Hanoi Foreign Languages Teachers' College. The things to be considered are the desired qualifications of the language teacher and the program for teacher-training at the college. At the same time, the first year students of English are studied in terms of previous learning experience and motivation. The next stage brings together institutional needs and methodological options in a discussion of an appropriate syllabus for the first year. 1 . The syllabus aims and objectives : that is, the production of proficiency in the four language skills, especially the oral skills of speaking and listening. 2. The syllabus content : the general principles as well as the actual selection of various functions and topics. 3. The method : examination of an eclectic method and the teacher's roles in the classroom as well as the guidelines for more effective teaching. 4. Evaluation: the functions of and the techniques for evaluation. A sample of a language unit of the syllabus follows the discussion of constraints. After a general discussion of the teaching of each of the four skills, the study comes to some of the techniques for developing the oral skills of speaking and listening, the main objectives of the first year syllabus. It is intended that this field study will contribute a small part to the growing understanding of the syllabus design which, for a long time, has been so controversal an issue at the Hanoi Foreign Languages Teachers' College.
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7

Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.

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English has been taught in Vietnam for about forty years and the number of English learners increases every year. Whatever the course of teaching English may be, the teaching of pronunciation is always a beginning part of it. The materials used in teaching pronunciation vary from schools to colleges, but the way of teaching is always the same. It means that students have to imitate what the teachers have pronounced with a very simple explanation of how to pronounce it. This causes great problems, because not all teachers have correct pronunciation and not all students can imitate the teachers in the right way. At the Hanoi Foreign Languages College, students are trained to be teachers of English. They not only need to have correct pronunciation, but also need to know how to pronounce sounds. In order to teach pronunciation effectively, they need to have a certain knowledge of phonetics and know the difference and similarity between the sound systems of English and Vietnamese. To help awareness of the necessity of good pronunciation and the present problems associated with teaching it, this report: a/ points out the importance of teaching English pronunciation in teaching English; b/ gives an overview of English teaching in general and the teaching of pronunciation in particular. To improve the teaching of pronunciation at the Hanoi Foreign Languages College, this report: c/ makes a comparison between sound systems of English and Vietnamese; d/ proposes material for the teaching of pronunciation for the Vietnamese students of the Hanoi Foreign Languages College, bearing in mind the context of the Vietnamese teaching and learning situation. It is hoped that this report will be of practical use: for teachers and students in the Hanoi Foreign Languages College.
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8

Hong, Le Thi, and n/a. "Towards a syllabus for teaching reading comprehension to Vietnamese students of interpreting and translating at the Hanoi Foreign Languages College." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060725.161311.

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Much research on reading comprehension has been done with native readers in mind; however, this study deals with reading comprehension problems for non-native readers - Vietnamese students of English. The study begins with a description of the interpreters and translators training at the Hanoi Foreign Languages College. Based on the aims and objectives of the training course the study emphasises the importance of teaching reading skills to Vietnamese interpreter and translator students in the first, second and third year. To deal with this problem, the study overviews relevant theoretical issues of reading skills presented in current literature with the purpose of relating these to the realities of teaching reading in a particular context in Vietnam. The study then looks at the main problems of teaching reading skills in the English Interpreter Department at the Hanoi Foreign Languages College. Focus has been placed on the analysis of some difficulties encountered by Vietnamese students reading English in an attempt to answer the pertinent question 'Why is it difficult for Vietnamese students to read English?' Consequently, the study considers ways in which the teaching of reading skills to Vietnamese students of interpreting and translating may be improved. The study is also concerned with the selection and development of materials and then proposes a reading syllabus in order to promote more rapid and efficient progress in the teaching of reading skills. Finally, the writer makes some suggestions about how to improve the situation of teaching reading to her colleagues in the EFL area based on her own teaching experience.
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9

Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.
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10

Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.
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11

Nguyen, Huy Hieu, and n/a. "The place of translation and interpretation in a five-year English course at the Hanoi College of Foreign Languages." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060724.093227.

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In order to raise the standard of teaching and learning translation and interpretation, one of the essential points is to understand the fundamental issues of the theory of translation and interpretation as well as the qualities expected of translators and interpreters. Therefore, this Field Study Report attempts to review some of the literature available on these questions and make a survey of various translator and/or interpreter training courses outside Vietnam. Then, based upon the implications given by these theoretical issues and the findings from the survey of these courses, this Field Study Report tentatively suggests ways to raise the standard of teaching translation and interpretation at the Hanoi College of Foreign Languages. Accordingly, the context of the Vietnamese situation is always kept in view throughout these discussions.
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12

Phuc, Vu Van, and n/a. "A consideration of how the communicative approach may be used in language teaching in Vietnam." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061102.160458.

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Increasing development of the relationship between Vietnam and other countries has resulted in a great demand for English language teaching (ELT) throughout the country. The need is ever greater for a considerable number of people who can use English effectively in their work. However, at present ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact that even after five years of training, students frequently remain deficient in the ability to actually use the language, to understand its use in normal communication, and to carry out their teaching adequately afterwards. That existing situation demands a critical look at ELT in all institutions to work out suitable materials and methods to be used in the Vietnamese setting. This work has been undertaken as an exploratory study of this problem. To provide a context for the study, the background to ELT in Vietnam is reviewed. Following it is a detailed description of different approaches used in ELT with reference to the teaching and learning situations in Vietnam. Special emphasis is placed on the differences between conventional approaches and the currently influential one - the Communicative Approach. A detailed comparison is made between two lessons taken from structuralbased and functional/notional-based textbooks representing two distinct approaches. This comparison will be examined from the methodological point of view, investigating, for example, how language is treated in the two approaches, how different types of activities are used, and the role of teacher and learner in the two approaches in order to highlight a possible fresh approach for Vietnamese coursebook designers, teachers and learners in ELT. A sample lesson based on the Communicative Approach is finally provided to assist any attempts to teach and learn English communicatively. It is hoped that this survey will contribute to reducing the existing problem of inadequate communicative competence in Vietnamese learners.
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13

Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.

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The increasing number of economic and cultural aid programmes for Vietnam to reconstruct its war-torn economy in recent years from the United Nations Development Programme and other international and governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems that face Vietnamese scientists and technicians working in these aid programmes have been a major concern of many educational institutions in Vietnam and a reason for the author of this Study Report to take up this study. Chapter one of this study covers major stages of development of the teaching of English for Specific Purposes (ESP) and various factors that influence the teaching of ESP. Chapter two discusses some current issues in the teaching of ESP in Vietnam with special reference to course organization, syllabus and material design at the Hanoi Foreign Language College. It also points out some misunderstanding and misconception in the teaching of English to Vietnamese scientists and technicians. Chapter three looks at major language problems that Vietnamese students meet when they go to study at different colleges or universities in English speaking countries. A close investigation will be carried out over a number of Vietnamese veterinary doctors studying at the university of Queensland in Australia. Chapter four is concerned with the selection of suitable syllabus models for ESP/EAP courses at HFLC and also attempts to work out appropriate syllabuses for EAP courses for Vietnamese students going to study overseas. The final chapter suggests some further considerations for organizing ESP/EAP courses at HFLC especially for material production, ESP teacher training and ESP testing. It is hoped that this Study Report will give language teachers in the ESP Department at the Hanoi Foreign Languages College a clearer picture of what ESP is all about and provide some guidelines for successful organization of teaching ESP and EAP to Vietnamese students.
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14

Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.

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As a result of the development in foreign trade in Vietnam, there is a growing need for trained business executives and business people. A good command of spoken English is one of the most important qualifications of a foreign trade executive who needs English as a means of communicating with English speaking people in various business activities. At present, the responsibility for training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in general, and the teaching of speaking skills in particular still leave much,to be desired. The students' oral proficiency is far from satisfactory. The purpose of this report is to explore the two main problematic areas in teaching speaking skills to students of commerce in Vietnam: syllabus design and teaching methods. The report consists of four chapters. Chapter one looks at some major theoretical problems and practical issues in English for Specific Purposes teaching. Chapter two provides an analysis of the teaching and learning situations at Hanoi Foreign Trade College and problems in teaching oral skills. Chapter three is mainly concerned with designing a communicative syllabus for the teaching of speaking skills to students of commerce. Chapter four deals with the theoretical assumptions and processes involved in oral communication and discusses some classroom methods and techniques in the light of the current communicative approach. This report should be regarded as an exploratory attempt in adopting the communicative approach to teaching oral skills to students of commerce in Vietnam.
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15

Dan, Nguyen Trong, and n/a. "Towards a syllabus for teaching commercial letter writing to commerce students in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060704.115742.

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There are increasing needs for trained business persons as a result of the recent rapid development of foreign trade in Vietnam. A good command of written commercial English is one of the most important qualifications of a business person. At present the Hanoi Foreign Trade College is the only institution which is responsible for training commerce students. The teaching of writing skill in general and the teaching of commercial letter writing in particular still leave much to be desired. The writing skill of graduates of the Hanoi Foreign Trade College is far from satisfactory This Field Study Report aims at identifying the difficulties and the needs of commerce students in the Hanoi Foreign Trade College. It takes into consideration the language and learning needs of the target students in order to suggest a syllabus for the teaching of commercial letter writing to commerce students more efficiently. The Field Study Report consists of seven chapters. Chapter I provides an analysis of the teaching and learning situations at the Hanoi Foreign Trade College and problems of the teaching of commercial letter writing. Chapter 2 looks at some major theoretical problems and practical issues for Specific Purpose English syllabus design and material production for the teaching of commercial letter writing to commerce students at the Hanoi Foreign Trade College. Chapter 3 is a contrastive analysis of western commercial letters, Vietnamese commercial letters in Vietnamese and Vietnamese commercial letters in English. Chapter 4 is an analysis of the results of a survey made in 1988 to identify the needs of commerce students for commercial letters. Chapter 5 is mainly concerned with designing a communicative syllabus for the teaching of commercial letter writing to commerce students in Vietnam. Chapter 6 is the proposed syllabus for the teaching of CLW to commerce students at the HFTC, Vietnam. Chapter 7 is the conclusion. This Field Study Report should be regarded as an exploratory attempt to adopt the communicative approach in designing a syllabus for the teaching of commercial letter writing to commerce students in Vietnam.
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16

Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.

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This field study proposes a basis for the establishment of a professional development program for Vietnamese high school teachers. The social background and the problems of teaching and learning English in Vietnamese high schools are discussed, including the students' goals in learning English in high schools; the teachers' qualifications and the methods of teaching commonly used; the coursebooks and how they are used; learning facilities, and the attitudes and policy decisions of education authorities. To develop effective solutions to these problems, it is necessary also to know the background to teaching and learning English in Hanoi Foreign Languages Teachers' College. In-service training is of vital importance in the education of all nations. A review of what other people have done in this field is included with particular reference to the problems which are relevant to the situation in Vietnam. Given the constraints of funding and work procedures, a short full-time in-service course would be the most practicable for the Vietnamese situation. A survey of the needs of high school teachers in their professional development has been carried out and is discussed in relation to the priorities to be given to various components of an in-service syllabus. The priorities were found to be: to improve the language, teaching techniques and awareness of a communicative approach to teaching and learning language of high school teachers in Vietnam. These priorities having been identified, the study considers: iv 1 - the syllabus model. 2 - the development of specific goals. 3 - the development of content. 4 - possible modifications of the syllabus in the future. The solution to the problem of professional development must take into account not only the work of internationally known authorities, but also the needs of Vietnamese teachers. The proposed course suggests ways of finding out and meeting the needs of participants and points to possible future development.
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17

Dung, Tran BA Viet, and n/a. "Teaching listening skills to students of commerce at Hanoi Foreign Trade College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060706.122222.

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There is a great need for competent teaching of Business English in tertiary institutions in Vietnam. At the Hanoi Foreign Trade College (HFTC) alone, about 150 students per year seek training to equip them to work in export and import organizations, banks for foreign trade and customs departments. In teaching such students, one problem is the provision of interesting and relevant materials. This study addresses the question of selection of materials and techniques for teaching business English listening skills. This Field Study Report consists of five chapters. Chapter 1 describes the purposes and aims of study, the background to this study, dealing with students, the teaching and the curriculum. Chapter 2 looks at the general theory about listening and in particular listening in business. The chapter also describes listening requirements for business graduates from the HFTC. Chapter 3 discusses criteria for selection of textbooks for language teaching in general and for teaching listening skills in business English in particular. Chapter 4 surveys the teaching of business English in two institutes of Technical and Further Education in the Australian Capital Territory (ACT). The final chapter makes suggestions for priorities to improve the teaching of business English. This Field Study Report should be regarded as an exploratory attempt in choosing classroom techniques and materials for teaching listening skills to students of commerce at the Hanoi Foreign Trade College.
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18

Al-Saraj, Taghreed Mohammed. "Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020618/.

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The goal of the research presented in this thesis is to increase understanding of the experiences (e.g., affective experience, challenges) of female Saudi Arabian students learning a foreign language. To better understand why some language learners have more difficulty acquiring a target language, there has been an increase in research into relationships between foreign language acquisition and affective variables (see Gardner, 1997). However, the vast majority of previous research has been conducted in the West, leaving a gap in understanding other perspectives. The present research uses a case study design, drawing on multiple sources of information to inform an understanding of female students' experience in a private college's English as a Foreign Language (EFL) program. A combination of factors — the importance of learning English, changes in the educational system, and conservative culture — create a unique environment for researching anxiety related to studying EFL. To gain insight into the learners' perspectives, questionnaires, individual and group interviews, and informal classroom observations were used. Ten participants, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English program, were examined. Each participant's experiences are discussed individually, then compared and analysed in the context of existing research literature. All case study participants indicated that they experienced anxiety through responses to a questionnaire, discussion in interviews, and observed behaviours (e.g., avoiding in-class participation). Although some factors, such as teacher-student interactions and teacher behaviour, appeared nearly universally anxiety-provoking among all participants, others factors varied between participants in Levels 1 and 3. These differences and similarities are examined. Finally, implications and limitations, along with suggested recommendations for EFL teachers and policy makers in Saudi Arabia, are discussed.
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19

Nguyen, Christopher. "The Effects of Foreign Language Acquisition on Wages for US College Graduates." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1434471890.

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20

Cetinkaya, Yesim Bektas. "Turkish college students' willingness to communicate in English as a foreign language." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133287531.

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21

Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.
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22

Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.

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23

Huyen, Tan Thanh, and n/a. "Meeting the need for business English in the new Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060801.105057.

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As a result of the New Economic Reform in Vietnam, the need for more business people proficient in the English language is constantly growing. This need requires the Hanoi Foreign Trade College, which is officially charged with the training of business people for the whole country, to devise relevant curricula for short courses in Business English. The purpose of this report is to examine some major theoretical and practical issues in English for Specific Purposes (ESP) and in syllabus design that can provide course designers at the Hanoi Foreign Trade College with a deeper insight into the problems essential to the development of their work. The report consists of five chapters: (i) Chapter One is the Introduction. It gives the background to the study, pointing to changes in Vietnam and the role of the HFTC in adapting to meet the new need created by these changes. (ii) Chapter Two deals with the methodology employed in the data collection and discusses its findings. (iii) Chapter Three looks at some major theoretical issues in English for Specific Purposes with a view to applying this theory to the practical needs for Business English in Vietnam. (iv) Chapter Four is directly concerned with the planning of the short courses in Business English for Vietnam which are the central focus of this study. (v) Chapter Five is the Summary and contains recommendations for future development of the proposed short courses.
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Alidib, Zuheir A. "The effects of text genre on foreign language reading comprehension of college elementary and intermediate readers of French." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101661869.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 139 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Dec. 1.
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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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Chanduloy, George Felix. "Design of a task-based reading ability test in English as a foreign language." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12367746.

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Lee, Eunah Kim Bratton Sue. "Effects of three interventions with international college students referred for adjustment and language difficulties a preliminary study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3649.

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Yan, Xiu. "An examination of foreign language classroom anxiety its sources and effects in a college English program in China /." online access from Digital dissertation consortium, 1998. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9838168.

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Jennings-Arey, Rhonda Lynn. "Self-directedness among american sign language learners| A study of first semester college students." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099593.

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This explanatory mixed method research study investigates instructor and student perceptions regarding the factors that enhance or inhibit the self-directedness of American Sign Language (ASL) I students enrolled in institutions of higher education. This methodology was employed to learn from interviews with 10 participants, both students and instructors, as well as 20 students who participated in the Self Directed Learning Readiness Scale (SDLRS) aka the Learning Preference Assessment (LPA) developed by Lucy Guglielmino (1978). The SDLRS survey answered the first research question. As it is shown in research, the interviews clarified the numbers with the personal narratives to support the development of the conclusion of the study. The data collected were videotaped and transcribed by the researcher. A total of three themes emerged from this study to answer the six research questions. The goal of this explanatory mixed method study was to gain more knowledge of what the students in the introductory ASL class perceive their self-direction to be and to identify what works for them in regards to learning strategies. Findings from this study could provide deeper understanding and a rich source of information for the future ASL instructors to help reduce frustration among ASL students.

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Chen, Cheng. "AN EXPLORATION OF COLLEGE STUDENTS’ SELF-EFFICACY AND CHARACTERISTICS OF GOOD LANGUAGE LEARNERS IN LEARNING CHINESE AS A FOREIGN LANGUAGE." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3762.

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China’s growing economic power has led to over one hundred million people speaking Chinese world-wide (Chai & Wang, 2017). Although the Chinese language may not replace English as the most popular language worldwide, it is acknowledged that the Chinese language is an indispensable part of the future world (Zhao & Huang, 2010). However, there appears to be a paucity of research into the role self-efficacy and establishing good habits as a language learner play in non-native speaking students experiencing success while learning Chinese. A phenomenological study was conducted to investigate college students who were early Chinese learners in a beginning level preparatory course of a non-academic long-term Chinese language program, their experiences of learning Chinese, and the association, if any, between students’ self-efficacy as learners of Chinese and their demonstration of characteristics of Good Language Learners (GLLs). Data were collected from a survey, questionnaires, and one-on-one interviews. Six research findings were generated from research data and based on early Chinese learners, referred to students in the findings. Research findings from this study are listed as followed. Research Finding 1: Students’ perceptions of their strengths in learning Chinese are the strengths related to language aspects and personality traits. Research Finding 2: Students’ perceptions of their challenges in learning Chinese are language-related challenges, challenges from the teachers, challenges from the curriculum setting, and challenges from the class members. Research Finding 3: Students have at least five characteristics of GLLs (Edge & Garton, 2009) which are Characteristics 1, 2, 3, 6, and 7 and partial of Characteristics 8 and 10. More specifically, early Chinese learners have a positive attitude toward Chinese and Chinese speakers (Characteristic 1). They have strong motivations to learn Chinese (Characteristic 2). They are confident in becoming successful learners (Characteristic 3). They actively organize Chinese practices (Characteristic 6). They have ways to express themselves correctly (Characteristic 7). They are willing to engage in Chinese-speaking situations (partial of Characteristic 8). They use strategies to learn Chinese (partial of Characteristic 10). Research Finding 4: Students tend to have Characteristics 4 and 5 and partial of Characteristic 10. To be more specific, early Chinese learners tend to have their minds prepared for making mistakes when using Chinese and to learn from the mistakes (Characteristics 4). They tend to like learning Chinese (Characteristics 5). And they tend to try out new strategies while learning Chinese (partial of Characteristic 10). Research Finding 5: Students lack Characteristic 9 and partial of Characteristic 8. To be more specific, early Chinese learners are not used to working directly in Chinese (Characteristic 9). They are neither ready to use Chinese as frequently as their native languages (partial of Characteristic 8). Research Finding 6: There is no obvious association between students’ efficacy and their demonstration of characteristics of GLLs (Edge & Garton, 2009) while learning Chinese. This study investigated college students who were early Chinese learners in a beginning level preparatory course of a non-academic long-term Chinese language program, their experiences of learning Chinese, and the association, if any, between students’ self-efficacy as learners of Chinese and their demonstration of characteristics of Good Language Learners (GLLs). This study offered recommendations for teachers, administrators, and policy makers, in non-academic long-term Chinese language programs and in the field of teaching Chinese as a foreign language. Last but not least, recommendations for further research were provided for researchers in the field of teaching Chinese as a foreign language.
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Green, James T. "The Relationship Between Technology Support and Extent of Technology Integration Into College-Level Foreign Language Curricula." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3547.

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Although computer use has become widespread throughout foreign language (FL) education, availability of computers alone is not sufficient for increasing their use. Integration requires rich and varied technology support, which includes instructional as well as technical support. To date, in the field of adult FL learning no quantitative examination of the relationship between the different aspects of technology support and computer integration into the curricula has been attempted. This study explores the direction and strength of the relationships among the different types of technology support and the integration of computers into the curricula of college and university FL programs. The investigation was conducted by means of an online survey instrument developed and pilot tested by the researcher and disseminated nationwide to teachers in U.S. college and university foreign language departments. It probes the extent and nature of computer integration within FL curricula as well as the extent and nature of the technology support available. It also examines the relationships between the different types of technology support and the extent and nature of integration to determine which, if any, were the strongest. The study found that technology support in the form of professional development that enables teachers to understand and create ways to seamlessly integrate computers into their teaching is needed more than any other type of technology support, including the provision of new, updated, stat-of-the art computers. The findings provide a broader understanding of technology support and its role in increased technology integration among college-level foreign language teachers. Further, the findings potentially provide guidelines for FL program directors as to the areas of technology support in which their expenditure of resources will best benefit their institute.
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Habbal, Manal S. "Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

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Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.

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This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.
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Shipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.

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While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.
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Ito, Noriko. "Exploring the Nature of Language Anxiety: Experiences of NonNative EnglishSpeaking College Students in the United States." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/821.

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The thought of learning another language makes some people cringe, while others display neutral to positive reactions. To understand the complex experiences of students learning a new language, this study investigated the affective psychological development encompassing language anxiety (LA) among nonnative Englishspeaking college students in the United States (US). The purpose of this study was to identify LA, while keeping in mind that some of the LA experiences may be moderate to none, and to explore the nature of this phenomenon. Ten university students from nine different countries were interviewed concerning their experiences learning and functioning in English in the US. While only a few studies have reviewed the nature of LA encompassing the possible existence of facilitating LA, this study investigated both the positive and negative effects of anxiety on second language learning. The answer to the research question, "How do college students in the US whose native languages are not English experience LA" was pursued by using qualitative analyses. The results indicated a new construct of LA, identity frustration, and its relationships to the other LA constructs already specified in the literature. The study also suggested the timing when students cease to translate between the two languages to be the point where they experience a lower level of LA. In addition, four other themes emerged. They are culturerelated LA; the recursive nature of LA; relationships among selfexpectation, selfconfidence, and LA; and facilitating LA, termed euphoric language tension.
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Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.

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Block, Lydia Susan. "A study of college students with and without learning disabilities in a mainstream foreign language class." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249057437.

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Block, Lydia S. "A study of college students with and without learning disabilities in a mainstream foreign language class /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436328964.

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Dean, Brittany L. "A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115066/.

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The study applied behavior analytic principles to foreign language instruction in a college classroom. Two study methods, vocabulary banks and scripts, were compared by assessing the effects on Italian language acquisition, retention, and generalization. Results indicate that students without prior exposure to Italian engaged in more exchanges and emitted more words in script tests compared to vocabulary bank tests. Participants with at least two classes in Italian prior to the study engaged in more exchanges and emitted more words during vocabulary bank tests. Data suggest that different teaching strategies may work for different learners. More research is needed to determine efficient teaching methods and how to ascertain which approaches work best for learners with different histories.
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Chang, YiBoon. "A Descriptive Case Study of Teacher and Student Participation in Feedback Practice Within a College-level EAP Writing Course." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523504168299074.

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Nadal-Ramos, Vigimaris. "Lesson planning for college-level ESL/EFL| Mixed methods study to identify implications for teaching practices and student learning." Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249635.

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This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.

Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.

Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.

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Al-edwani, Amel M. "Factors contributing to language difficulties in learning English as a foreign language among students in the College of Basic Education in Kuwait." Thesis, University of Newcastle Upon Tyne, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413011.

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Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

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There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements. The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research. The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.
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Won, Kim Jong. "A model of the writing process applied to English writing for Korean college students." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1440.

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Al, Maghrabi Budoor Khaled. "Saudi College Students' Independent Language Learning Strategies throught Multimedia Resources: Perceptions of Benefits and Implications for Langauge Learning." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/784.

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Multimedia technology is advancing in a rapid and continuous manner providing numerous opportunities for independent language learning and practice. Despite the vast research about the impact of multimedia on language learning inside language classrooms, little is known about the learning strategies used by language learners outside classrooms through multimedia resources. This study aimed to examine the out-of-class use of multimedia resources for language learning purposes with a sample of 42 Saudi college students. For this purpose, a survey of 25 items, consisting of 19 quantitative questions about frequency and purposes of use of different online and offline multimedia resources, one open-ended question about the overall perceived benefits of multimedia resources for language skills, and five demographic questions was employed. Collected data were analyzed through descriptive statistics, t-tests and chi-square tests for independent samples to elicit potential gender differences. In addition, content analysis was performed to find common patterns of perceived advantages and disadvantages of multimedia sources in learning English. The resultant findings of the study indicated that participants of both gender groups are habitually using one or another online or offline multimedia resource for their independent language learning. In addition, several gender differences were found in terms of frequency and purposes of using specific online and offline multimedia resources as well as in overall perceived benefits for particular language skills. Particularly, female participants seemed to utilize multimedia resources with the purpose of improving their pronunciation, speaking and communication skills, vocabulary knowledge, reading and writing skills with more persistency than their male counterparts. Overall, the findings of this study have offered valuable insights into types of online and offline resources that under the professional guidance of language teachers, can be effectively incorporated into the language curriculum. They can be utilized in classroom practice, homework assignments, group projects, and other teaching tasks in a way that meets learners' gender and language needs. Thus, the effectiveness and pedagogical value of such resources can be increased substantially.
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Chan, Chiu Yuet. "The relationship between motivation and achievement in foreign language learning in a sixth form college in Hong Kong." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7812.

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Motivation is crucial in learning a foreign language as it probably determines one’s success in mastering the target language. This study attempts to unveil the relationship between motivation and achievement in learning English in a sixth form college in Hong Kong. The methodological dimensions of the investigation were twofold. First, by means of questionnaires distributed to 33 Advanced-level students, their motivation intensity and orientations in learning English were explored. Pearson Product Moment Correlation was computed to examine the students’ motivation components and their English grades both in the Hong Kong Certificate of Education Examination and the Hong Kong Advanced Level Examination. Second, four high, four average and four low achievers of learning English, altogether 12 students aged 17 to 20, were invited to attend semi-structured interviews. Through the account of their English learning experience, the relationship between motivational factors and academic achievement in foreign language learning was investigated. The findings indicated that there was a positive relationship between motivation and achievement among this sample of Hong Kong Advanced-level students in this sixth form college. The results also indicated that all the high, average and low achievers had strong extrinsic motivation, but this did not have any significant correlation with students’ English attainment. Instead, it was intrinsic motivation that had a positive correlation with students’ English grades. The results further suggested that, in this sample, intrinsic and extrinsic motives did not inhibit each other as they had no significant correlation. Students pursuing both intrinsic and extrinsic orientations achieved better grades in English than those whose main motivation was extrinsic. Thus it might be necessary to create a learning environment where intrinsic and extrinsic values of learning English were equally emphasized. Finally, some suggestions on how to enhance Advanced-level students’ motivation in learning English were also offered.
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Avellaneda, Eulises. "Foreign Language College Achievement and the Infusion of Three Selected Web 2.0 Technologies: A Mixed Method Case Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6172.

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Web 2.0 technologies such as blogs, Google Docs, and YouTube have become ubiquitous in today’s world of second and foreign language learning and have been the object of study (Wang & Vásquez, 2012), yet there is still a need to examine quantitatively and qualitatively how these tools impact the proficiency achievement levels of learners who use them. The purpose of this study was to explore the impact that blogs, Google Docs, and YouTube had on the achievement of college learners of Spanish as a foreign language. A mixed methods design was adopted. The quantitative data were collected from students (N=75) at the end of their intermediate class. The control had used traditional methods to develop the four basic skills, such as writing on paper with pencil, listening to audio files accompanying the text and work books, reading materials designed for language learners, and in class speaking activities, in pair or in group. The control group did not use the three selected technologies (N= 31), the two experimental groups had used the three selected technologies to produce and publish their output for 16 (N= 26) and 32 weeks (N=18). During this time, learners had to interact 1) among themselves through comments via the selected Web 2.0 technologies and 2) with more proficient users of the language in interviews recorded and published on YouTube. A one-way analysis of variance (ANOVA) was used to analyze the participants’ scores on the Spanish proficiency (STAMP) exam. Results yielded no significant differences between the control group and the treatment groups in the reading, listening, and speaking skills. However, there was a significant difference in the writing scores. The Post-hoc Sheffe test revealed a statistically significant difference between the control group and the group that used the used the three technologies for 16 weeks, but no significant difference between the control group and the group using the technologies for 32 weeks was found. Qualitative findings revealed that the participants perceived the three selected technologies impacted their writing, speaking, reading, and listening skills in that order. Writing was reported as the language skill that most benefited from using the three selected technologies. Participants claimed their vocabulary, grammar, writing styles, and fluency increased. Similarly, they reported their speaking fluency improved while their anxiety was lowered due to the use of the three technologies. Additionally, they reported gains in vocabulary and grammar structure from listening to and reading their peers’ contextualized output as well as incremental improvement in their ability to obtain the main idea and comprehend new vocabulary through constant reading and listening activities. Findings also established the value of peer feedback and its role in foreign language learning when using Web 2.0 technologies.
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Bonemery, Anne M. "Influences on the retention of students from the first to the second semester of foreign language study at the community college level." Thesis, American International College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583475.

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Studies on the retention of students from one semester to another semester or one year to another year in foreign language study are scant in higher education. Furthermore, these studies are limited to research at four-year colleges and universities. This mixed methods study of first and second semester foreign language students at three community colleges in New England seeks to discover the factors that influence students to continue or not to continue to a second semester of foreign language study upon completion of the first at the two-year schools. Variables such as student gender, age, and race/ethnicity are explored to determine if they influence student decisions to continue to a second semester of foreign language study. Other variables, including curriculum design, teaching materials, and instructional strategies used in first semester foreign language classes, are investigated to determine if they are factors in student decisions to continue to a second semester of foreign language study at the community college level.

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Mitchell, James Donald. "Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4336.

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The relationship between foreign language anxiety and gender identity has been largely a quantitative endeavor that has shown contradictory results. Furthermore, sexual identity has not been researched in foreign language anxiety literature. A qualitative account of LGBTQ+ language learners with different gender identities has been absent from the literature. Therefore, the purpose of this study was to explore the relationship between foreign language anxiety and sexual and gender identity. To gain insight into this relationship, this qualitative study investigated the lived experiences of four LGBTQ+ foreign language university students who represented three gender identities. Data were collected through multiple, in-depth interviews, observations, the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz et al., 1986), and a questionnaire. The four participants were further situated through the results of the FLCAS, which was distributed to the research site and garnered 141 responses. Presentation of the data includes portraits of two of the participants and a cross-case analysis of the four participants. The portraits provided rich, thick descriptions of the educational and historical backgrounds of the two learners as well as themes related to their individual anxiety levels. The cross-case analysis found that foreign language anxiety across participants related to invalidated identity, privileged identities, context, and trait anxiety. These themes largely caused participants to experience communication apprehension, possible cognitive interference, avoidance behavior, and a lack of willingness to communicate. This study offers pedagogical implications and suggestions for further research. The data show that language teachers need to be aware of the pervasive nature of foreign language anxiety and how the identities of LGBTQ+ students can play into foreign language anxiety. Furthermore, teachers need to affirm the identities of their students.
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Farmer, Vickie L. "Effective teaching practices in the linguistically diverse university classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7894.

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