Dissertations / Theses: 'Second level students'

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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McDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.

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This study examined the effects of a learning environment (embodying many of De Corte et al.’s, (2004) CLIA-model components) on secondary students’ mathematical beliefs. Such mathematical beliefs have been of interest to the research community due to their expected impact on students’ willingness to engage in mathematical problem-solving. This research adopted an action research methodology using a quasi-experimental sequential explanatory mixed methods design. Data was collected using the Mathematics Related Beliefs Questionnaire (MRBQ) and a number of focus groups and individual interviews were undertaken. The sample selected (age 13-14) was from a population of convenience. There was one treatment class (N=22) and three control classes (N=45). The classroom intervention was of six months duration and was carried out by the researcher teacher in a secondary community school. Findings revealed no significant positive effects on students’ beliefs from the new learning environment about the teacher’s role in the classroom, their personal competence and the relevance to their lives and mathematics as an inaccessible subject. A more negative outcome for the fourth factor of the MRBQ scale, ‘mathematics as an inaccessible subject’, resulted for all participants (experimental and control combined) with a moderate effect of eta2=0.09. Findings from the qualitative data indicated the experimental participants found mathematics to be a difficult but useful subject. Findings, overall, revealed no significant differences between the experimental and control classes, indicating the new learning environment had not had a positive impact on the beliefs examined. Possible factors identified were the length of the intervention, the ages of participants and the socio-economic status of the majority taking part in this study. Qualitative data also indicated participants in the treatment class had found some of the activities used in the intervention to be interesting and enjoyable. Responses to the use of group work indicated participants were both willing and able to enter into communities of learners. Other results showed that participants with the highest achievement scores appeared to be the most confident learners of mathematics. Participants appeared to accept the need to have patience and perseverance when solving difficult problems but this was not translated into action in the classroom. The importance of understanding mathematics appeared to be accepted by participants. Implications for methodology, research and practice are discussed in light of these findings.

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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

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Matsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.

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Young, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.

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Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.

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Mogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.

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Kan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.

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Gentry, Heather France. "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407569.

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Ensuring that students are reading on grade level by third grade is a critical factor that is correlated with future success both in the classroom and in future career and earnings potential for each child (Annie E. Casey Foundation, 2012 ; Sum et al., 2009). National data focused on the number of students reading below grade level depicts an alarming number of students who are not meeting grade-level benchmarks for reading (National Center for Education Statistics, 2019). When students struggle to meet grade-level expectations in reading through participation in instruction within the regular classroom, a pull-out intervention program is often the solution that school systems employ. This program evaluation investigated the claims of RISE Intervention, an intervention program created by Jan Richardson and Ellen Lewis. Fifteen students were chosen based on data for participation in this program evaluation, and the RISE Intervention was implemented by four instructors over the course of 8 weeks. Quantitative data were collected consisting of pre- and post-assessment data from the Developmental Reading Assessment (DRA), the Informal Decoding Inventory (IDI), the Motivation to Read Profile, the Phonological Awareness Literacy Screening (PALS), as well as from self-rating forms and observation forms. Qualitative data collected consisted of interviews with groups of teachers involved in the implementation of the intervention. The findings from these data supported the claims of the program, namely above average student growth in the area of instructional reading levels and decoding. This program evaluation will also provide recommendations for future implementation in this specific context as well as describe recommendations for future research.

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Turner, Carolyn E. (Carolyn Elizabeth) 1951. "The underlying factor structure of L2 cloze test performance in francophone, university-level students : causal modeling as an approach to construct validation." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75848.

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This study investigated the underlying factor structure of second language (L2) cloze test performance as explained by a theoretical model including the following hypothetical constructs: cloze-taking ability, knowledge of language, knowledge of text content, and knowledge of contextual constraints. Eight cloze tests reflecting the posited factors were constructed and administered to 182 Francophone, university-level students. The factors were examined separately and in combination through a causal model building process. A model composed of three orthogonal factors was confirmed and accepted as the best explanation of the data. The results indicate that cloze performance is dependent upon knowledge of a specific language (second language or first language) and nonlinguistic-specific knowledge related to close-taking ability that crosses over linguistic boundaries. Cloze has been considered as an overall L2 proficiency measure. This study empirically demonstrates that factors other than language are significantly contributing to cloze performance. It also demonstrates the potential of a causal modeling approach.

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Kraft, Sharmila Sohl. "Second year teachers perceptions of induction program training and support and their level of teacher efficacy when working with diverse students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2515.

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The purpose of this study was to compare the level of efficacy of second year teachers with respect to their culturally and linguistically diverse students, and between groups of teachers participating in different induction programs. In addition, this study sought to determine if a relationship existed between the teachers' sense of efficacy with their diverse students and the support and training the teachers' received from their respective induction programs. This study was based on quantitative research methods. The data for the study was collected in February 2005, from each second year teacher participant in one of three California Teacher Induction Programs. The instruments used to collect data were the Ohio State Teacher Efficacy Scale (OSTES) and the Sheltered Instruction Observation Protocol (SIOP). A comparative and correlational study was used to investigate the second year teachers' sense of efficacy, and the extent to which they perceived their induction programs to have articulated known effective practices in relation to culturally and linguistically diverse students. The findings of this study indicated that the participating teachers felt less efficacious in instructional strategies and student engagement, and equally efficacious in classroom management as those teachers who served as the sample group for the development of the OSTES. Teachers indicated that they perceived some of the weaker components of the support and training of the induction programs in areas that centered around “language issues” such as: identifying language objectives, differentiating instruction based on language needs, and incorporating appropriate teaching strategies for language needs. This was further substantiated in the intercorrelation between teacher efficacy and the teachers' perception of emphasis of best practices for diverse students by their respective induction program. Specifically, the intercorrelations found correlations between teachers sense of efficacy and their perceptions of the support and training of their induction program in the following areas: differentiated instruction, instructional strategies, grouping strategies, and identifying key content vocabulary. The findings suggest that induction program administrators need to provide novice teachers serving diverse students with opportunities to create and implement lessons with language objectives and provide more training on instructional strategies that support meeting those objectives.

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Pimsarn, Pratin. "The Reading and Writing Relationship: A Correlational Study of English as a Second Language Learners at the Collegiate Level." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331480/.

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The major purpose of this study was to determine the possible correlation between reading and writing abilities of college students who are identified as second language learners. It was also aimed at determining the relationships between variables pertaining to the ESL college students, namely, their self-selected reading materials, their reading interests, the amount of time spent studying English, how they studied English, how they were taught English, and the length of residence in the United States.

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Kan, Mei, and 簡微. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL)learning activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38709156.

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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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Colby, D. Christian. "Using "assessment for learning" practices with pre-university level students of English as a Second Language: a mixed methods study of teacher and student performance and beliefs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103517.

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The use of assessment to foster learning has become established in classroom settings in recent years, where it has drawn considerable research interest, as learners have come to take more responsibility for their learning. The Language Testing (LT) community has recently called for more research into advances in alternative assessment practices (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner and Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). The present research reports on an exploratory study incorporating treatment and control groups, in which assessment for learning (AFL) principles were applied in two pre-university English for academic purposes (EAP) classes. The study focussed on student learning of a grammatical feature (the use of would and will in contingent use contexts) as a vehicle for investigating AFL. The study has sought to (a) interpret AFL by developing AFL procedures appropriate to a second language (L2) classroom, (b) apply these AFL procedures in an L2 classroom setting, and (c) investigate their effect on learning, and in addition, to investigate for evidence of the assessment bridge (AB), the area of classroom practice linking assessment, teaching, and learning. An AFL methodology for L2 settings was developed for the study in the form of teacher training. The AFL pedagogical materials included computer-assisted language learning (CALL), an online individual, group and teacher-class concept mapping exercises. The data collection instruments included the concept maps produced, classroom observation field notes, transcribed group and class discourse, teacher and student survey questionnaires, and pre- and post-treatment tests to indicate trends. The data were analyzed by mixed methods and the results triangulated. The results found evidence of several instances of the AB and suggest that the application of AFL procedures may have enhanced student learning of the modal usage in question. This study reporting concludes with a call for a research agenda in the LT community for further study of applications of an AFL approach in EAP classroom settings.
Dans les dernières années, le recours à l'évaluation pour favoriser l'apprentissage est devenu une pratique courante dans les salles de classe. Cela a eu pour effet de créer un intérêt grandissant pour la recherche, puisque les apprenants prennent davantage leur apprentissage en main. La communauté des chercheurs en évaluation des langues a récemment demandé que plus de recherches soient faites sur les progrès dans le domaine des pratiques d'évaluation alternatives. (Brookhart, 2005; Fox 2009; Harlen & Winter, 2004; McNamara 2001a, 2001b; Pellegrino et al., 2001; Poehner et Lantolf 2005; Rea-Dickins 2004; Shohamy, 2004; Turner, 2009). La présente recherche fait état d'une étude exploratoire qui incorpore des groupes expérimentaux et contrôles, dans lesquels les principes de l'évaluation pour l'apprentissage (EPA) ont été appliqués et ce, dans deux cours d'anglais pour des études au niveau préuniversitaire. L'étude s'est appuyée sur l'apprentissage par les étudiants d'un trait grammatical (l'utilisation de would et will dans un contexte hypothétique) comme véhicule pour étudier l'EPA. Cette étude a cherché à (a) interpréter l'EPA en développant des procédures d'EPA appropriées pour une classe de langue seconde, (b) appliquer ces procédures dans une classe de langue seconde, et (c) étudier leur effet sur l'apprentissage, en plus de chercher des cas de pont évaluatif (PE), cette zone de la pratique pédagogique faisant le lien entre l'évaluation, l'enseignement et l'apprentissage. Dans le cadre de cette étude, une méthodologie de l'EPA dans un contexte de langue seconde a été développée sous la forme d'une formation des enseignants et le matériel pédagogique qui a été utilisé, incluait l'enseignement assisté par ordinateur (EAO), ainsi que 3 exercices de schématisation conceptuelle: individuel en-ligne, en petits groupes et en classe avec la participation de l'enseignant. Les instruments de collecte de données incluaient les schémas conceptuels produits, les notes d'observation prises en classe, la transcription des discussions de groupe et de classe, les questionnaires de sondages menés auprès des étudiants et des enseignants, ainsi que les prétests et les post-tests afin de démontrer certaines tendances. Les données ont été analysées utilisant une méthodologie mixte et les résultats triangulés. Ces derniers ont mis en évidence plusieurs occurrences du PE et ont suggéré que l'application des procédures d'EPA aurait aidé les étudiants dans leur apprentissage de cette forme grammaticale. Ce rapport d'étude recommande donc à la communauté des chercheurs en évaluation des langues de mener des recherches plus exhaustives au sujet des applications d'une approche de l'EPA dans le domaine des cours d'anglais.

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Louw, Alexander. "Examining the level of Empathy of second-year Bachelors of Social Work Students at a South African University making use of the Empathy Assessment Index." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30524.

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The aim of this study was to examine the level of empathy of second-year Bachelors of Social Work (BSW) students using the Empathy Assessment Index (EAI), and the findings were contextualised within the South African social work training policies. The Social Work Model of Empathy and the social cognitive neuroscientific definition of empathy the EAI was built on, forms the guiding theoretical frame for this study. It is often assumed that social work students have adequate levels of empathy and this research study was a first step in determining if this was correct. This has contributed to the discussion on social work education, specifically if more direct instruction or policy changes may be necessary concerning empathy in social work training. The researcher utilised a quantitative research methodology in conjunction with the Empathy Assessment Index in order to collect the data. Univariate descriptive data analysis was used in order to illustrate the findings in a logical and understandable format. The research was conducted using second-year BSW students (n=40) from a Western Cape University and the study found that the respondents had an overall high level of empathy. However, the component score for Emotional Regulation was fairly low. This, according to the literature, could prevent a person from accessing the full benefits of an empathic experience. It was recommended that universities consider implementing more direct methods to train and increase empathic ability. Furthermore, considering how new the study of empathy is to social work in South Africa, it was also recommended that further studies are required for better implementation of the construct, especially to determine what an optimal level of empathy is for a social work student

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Greenfield, Roseanne. "A collaborative e-mail exchange for teaching English as a second language to intermediate-level ESL students : a case study in a Hong Kong secondary school." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30972.

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Abukhadrah, Qutaiba A. "Arab Male Students’ Preferences for Oral Corrective Feedback: A Case Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1330997332.

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Benson, Katrina Rosamay. "Low-Level English as a New Language: Latino Adults' Perceptions Involving Their Learning and Teaching." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586548364034606.

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Ali, Bader Nader. "The Influence of Computer Electronic Mail (CEM) on the Performance and Competence of Middle Level English as a Second Language (ESL) Students in the State of Kuwait." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27389.

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This research was designed to investigate the utility, relevance, and efficacy levels in the application of Computer Electronic Mail (CEM) as a tool for the teaching and learning of English as a second language (ESL). The participants in the study consisted of 26 students (18 females and 8 males) selected from the population of full time middle-level students of English as a Second Language Kuwaiti Students (ESLKS) in Kuwait University (KU). The Statistical findings of the study indicate that CEM is a useful and effective tool for the study of English as a second language among ESLKS. Positive significant differences were observed comparing pre-CEM and post-CEM scores in sentence structure, syntax, spelling, vocabulary, and the clarity of writing skills. A second dimension of the study was a survey of the participants' opinions and attitudes about CEM. The opinion survey assessed participants' perceptions of the relevance, usefulness, and effectiveness of CEM as a means of communication and as a tool for the learning of the English language. The study involved a pretest, a seven-week training in the use of CEM to communicate with native American English speakers, and a posttest of participants' performance in five critical language skills. This portion of the study also indicates the participants' overall satisfaction with CEM as useful tool both for developing English language skills, facilitating learning, building self-confidence in contacting and communicating with other people, stimulating interest in the learning of the English language, and helping in homework assignments. Participants also seem to perceive the relevance of CEM not only in the learning of English as a second language, but also in communication and in transmitting information, generating ideas, striking friendships, solving problems, and increasing work output.
Ph. D.

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Riley, Alanna. "The use of Blackboard as a tool for the teaching and assessment of large classes in mathematics education: a case study of second year level Bachelor of Education students in one university in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006237.

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This study locates the Blackboard Learning Management System as a Technology Enhanced Learning tool within the bounds of the discipline of eLearning and aimed to interrogate the use of Blackboard for the purposes of teaching, learning and assessment in large classes. It is evident from the literature reviewed that changes in both Higher Education in the South Africa with regards to policy and legislation in addition to international shifts towards increased access and participation in a fast paced, ever-evolving knowledge-based economy, providing the context for this work. The theoretical framework for this study is not unidimensional due to the fact that the educational field of eLearning as an area of specialisation draws on a multitude of theories in terms of their utility value for instructional design of courses utilising Information and Communications Technology as a mode of delivery. This study was conducted within the bounds of an interpretivist paradigm as the researcher sought to focus on the use of Blackboard and the experiences of the lecturers and students involved in the implementation thereof. The research design for this study took the form of a case study and a multiple case method was employed. The researcher collected data through personal interviews conducted with participating lecturers, while student data was collected by means of a qualitative survey which was conducted through the Blackboard Learning Management System. The data was analyzed by means of a thematic analysis, consistent with the interpretive paradigm chosen for this study. The findings of this study revealed that Blackboard was utilised effectively in order to facilitate communication, access to course resources and promoted more efficient assessment processes. The implementation was however not without challenges many of which were systemic and focused on the lack of resources available to the students. The implications of using Blackboard for teaching and assessment of large classes include the use of the Learning Management System as part of a multimodal method of course delivery in an effort to reach the multitude of registered students both conceptually as well as electronically. The recommendations arising from this study include consideration on the part of the faculty for a unified approach in the use of Blackboard for communication as well as deployment of resources. Additionally, this study may form the foundation of further studies in this field, with a focus on the active engagement and training of lecturers in order to integrate traditional teaching methods with blended learning opportunities.

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Park, Heenam. "Second language reading the interrelationships among text adjuncts, students' proficiency levels and reading strategies /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011351.

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Kreamalmeyer, Corbin. "A Mixed-Method Study Evaluating English Second Language Student Classroom Placement at the Secondary Level in a Midwest Public School." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13863416.

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English second language (ESL) learners have been present in the United States public schools for decades. While the identification and procedures for entering students into an ESL program have improved throughout the years, there still seems to be a lack of understanding of academic backgrounds and program support for these students with unique educational backgrounds and languages. Instructional techniques for ESL students have varied widely, but there has not been a common consensus on which technique to utilize with secondary ESL students. Placement of ESL students has proved to be a difficult task in districts with limited options and often times the best placement for the ESL student is not an option. This mixed-methods study was designed to evaluate the English Second Language classroom placement at the secondary level in a Midwest public school. The evaluation was done using ACCESS English fluency testing scores and teacher, counselor, and administrator perspectives gathered through interviews, surveys, and a focus group.

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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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Dunn, Suzanna. "Validating the Vocabulary Levels Test with fourth and fifth graders to identify students at-risk in vocabulary development using a quasiexperimental single group design." Thesis, Argosy University/Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577320.

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This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year.

Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students.

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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.

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Mhlongo, Goodfriday Johannes. "The impact of an academic literacy intervention on the academic literacy levels of first year students : the NWU (Vaal Triangle Campus) experience / Goodfriday J. Mhlongo." Thesis, North West University, 2014. http://hdl.handle.net/10394/13174.

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There has been growing concern in the higher education sector in South Africa about the high number of students with low academic literacy (AL) levels who are gaining entry into the sector. This influx necessitated the introduction of academic literacy interventions which are aimed at supporting these students in meeting the academic literacy requirements of university education. As a result, the tertiary sector has seen a growing number of AL interventions, each catering for a different context. However, the available literature reports very little substantial evidence on the impact/effectiveness of such interventions regarding the purpose for which they have been designed. The Vaal Triangle Campus (VTC) of the North-West University has also found that the majority of first year students who register at this Campus in order to attain a tertiary qualification, show inadequate levels of academic literacy in English. However, the academic literacy intervention that is currently used at this campus has never been formally assessed for its effectiveness in improving students’ academic literacy levels. The purpose of the current study was therefore to investigate the impact of the academic literacy intervention on students’ academic literacy levels. This intervention, which consists of two complementary semester modules, is offered over a one-year period to new first year students. As a first step, a comprehensive literature survey was conducted on important changes that took place in the tertiary education sector after 1994. The reason for this enquiry is based on the fact that many of these changes, such as the ‘massification’ of tertiary education, had far-reaching consequences for the tertiary sector in terms of more underprepared students who gained access to university education. Furthermore, available literature on the types of academic literacy interventions in South Africa, as well as specific sources on the reported impact of such interventions, were critiqued. The empirical part of the study made use of both a qualitative and quantitative research paradigm in order to investigate the impact of the AL intervention at the VTC. A highly reliable academic literacy test (the TALL – Test of Academic Literacy Levels) was used to determine whether students showed any significant improvement in their levels of academic literacy as a result of the intervention. This study reports positive findings in this regard. The investigation further gathered opinion-based data through the administration of three questionnaires aimed at determining student and lecturer perceptions of the impact of the intervention. The main findings of the two student questionnaires (one administered for each AL module) show that students generally see the value in attending the academic literacy modules because they feel that they derive benefit from them. The findings of the lecturer survey indicate that although mainstream lecturers are acutely aware of the low academic literacy levels of their students, they do not see the impact of the intervention on improving such levels. They are further not very knowledgeable about what the focus of the intervention entails. The main conclusion of this study is, in brief, that the academic literacy intervention has a definite effect on the improvement of students’ academic literacy levels. However, no conclusive data was found to support the idea that the improvement was due only to the influence of the intervention.
MA (Applied Language Studies), North-West University, Vaal Triangle Campus, 2014

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Tutu, Ruth Dikeledi. "Difficulties experienced by African students with English textbooks at secondary level." Thesis, 2012. http://hdl.handle.net/10210/6452.

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M.A.
The language and learning problems experienced by the majority of African pupils at Secondary level are constantly in the public eye. The cause of many of these problems lies in the primary schOol system, where English is introduced as the language of learning from Grade 5 onwards. At this stage pupils are expected to learn a large volume of vocabulary to cope with all the subjects in English. This paper offers a framework for analysing language teaching issues and problems. It explores the relationship between education and the language of learning, language ability and cognitive skills, teaching styles, classroom materials and the learning process. Arising out of these investigations are a set of guidelines as to the major factors that affect the readability and comprehensibility of textbooks. The paper ends with a set of guiding principles for a language policy aimed at providing maximum learning opportunities for all children. The ultimate hope is that the suggested approach would in the long help in overcoming some of the century old frustrations and failures and contribute to the improvement and greater effectiveness of language teaching that we all strive to achieve.

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Clement, Jeanette. "The impact of teaching explicit listening strategies to adult intermediate-- and advanced-level ESL university students." 2007. http://etd1.library.duq.edu/theses/available/etd-03282007-222301/.

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Demana, Ndishunwani Vincent. "A study of the English reading comprehension strategies utilised by level-one students at the University of Venda." Diss., 2017. http://hdl.handle.net/11602/710.

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MA (English)
Department of English
The purpose of this study was to investigate the English reading strategies utilised by level-one students at the University of Venda. The respondents in this study were three hundred and nine level-one students from various Schools in the University of Venda who were doing English Communication Skills (ECS) course in the 2016 academic year. The study adopted a mixed methods research design (quantitative and qualitative research approaches). Data were collected by means of a self-completion questionnaire of the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey. The researcher employed descriptive statistics to analyse frequency use of each reading strategy using frequency, percentage, mean, standard deviation, and usage level. Open-ended data were summarised by using grouping technique. The results of the study revealed that the participants in this study were, to a large extent, aware of what they were doing when reading as they reported utilising English reading strategies with different frequencies and with the high and moderate levels of reading strategy usage. The highest mean frequency with which the respondents used a given category of strategies when reading English academic materials was 3.98 (high) which was derived from the category of problem-solving strategies, while the category of support reading strategies and global reading strategies were reported being used with the relative mean of 3.79 (high) and 3.57 (high) respectively. The findings can be helpful to students in increasing their awareness of reading strategies while reading, improving their understanding of the reading process, and enhancing confidence in their own reading ability and to teachers and lecturers in helping their students learn to become constructively responsive and thoughtful readers, which will promote academic reading skills and ultimately enhance academic achievement.

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"Attitudes and motivation in the learning of English by Chinese EFL students at the tertiary level." Chinese University of Hong Kong, 1989. http://library.cuhk.edu.hk/record=b5886171.

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Kotecha, Piyushi. "Factors influencing the design and implementation of EAP content-based courses for second-language underprepared students at tertiary level : a Southern African perspective." Thesis, 1993. https://hdl.handle.net/10539/26358.

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A thesis submitted to the Faculty of Education, in fulfillment of the requirements for the degree of Master of Education
This study explores the factors which influence the design and implementation of EAP content-based courses for second language learners at tertiary level. It draws upon international experience in this area, information from a case study of an adjunct EAP, content-based engineering course at the University of the Witwatersrand and the experience of other EAP practitioners in Soutllern Africa. A set of key, comprehensive factors which affect the success and effectiveness of EAP content-based courses are identified.
Andrew Chakane 2019

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Poto, Magdeline. "Perceptions of pupil nurses at their second year level towards clinical support at a private hospital in the Limpopo Province, South Africa." Diss., 2016. http://hdl.handle.net/10500/22056.

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The purpose of the study was to explore and describe the perceptions of the pupil nurses at their second year level towards clinical support at the private hospital in the Limpopo Province. Qualitative approach including exploratory, descriptive and contextual study design was followed. The target population for this study included pupil nurses at their second year level (n=20) following a two year programme leading to enrolment as a nurse from a private nursing education institution in the Limpopo Province. Data was collected utilizing written narratives, and focus group interviews. Field notes and audio tape were used to capture data. Data saturation was reached on twelve participants. Data were thematically analysed using Tesch’s method of open coding. The results revealed lack of clinical support. Lack of clinical support was attributed to inadequate educators for accompaniment, registered nurses’ uncaring attitude and not fulfilling their mentorship role, and pressure on pupil nurses to meet the high clinical demands. Pupil nurses were found not to be assuming full responsibilities over their practical learning. Therefore, it is mandatory as nurse educators, managers and researchers to take note of the gaps identified and intervene utilising recommendations provided to enhance clinical support.
Health Studies
M.A. (Nursing Science)

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Smith, Julien Clifford. "The teaching of second level calculus at South African technikons : a didactical analysis of specific learning problems." Diss., 1994. http://hdl.handle.net/10500/16069.

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This study was prompted by serious problems regarding specific teaching and learning problems in calculus at the technikon. The general aims were to identify and analyze particular teaching and learning problems relating to 2nd level engineering courses in calculus and to recommend improvements which could increase student performance in engineering calculus courses. An extensive study revealed world wide concern in calculus reform. The empirical research instruments consisted of structured questionnaires given to staff and students from nine technikons plus interviews. Five serious problem areas were identified: student ability in mathematics, content difficulty, background difficulties, timetable pressures and lecturer's presentation. The impact of training technology on calculus was investigated. Recommendations were that routine exercises can be done on computer with extra tutorial time for computer laboratory projects. Background recommendations suggested that schools give more time to trigonometry and coordinate geometry and that bridging courses at technikons for weaker students be developed.
Curriculum and Instructional Studies
M. Ed. (Didactics)

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LIN, YA-HUI, and 林雅惠. "Acquisition Research of Taiwanese Learners of Japanese Language-from second half of lower intermediate to first half of upper intermediate levels of students-." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/89685034587231789129.

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碩士
東吳大學
日本語文學系
95
The research purpose of this thesis intends to give suggestions for the improvement of Japanese language teaching. This thesis focuses on Taiwan’s Japanese language learners’ difficulties, which are features on demonstratives acquisition、 acquisition orders and common acquisition process. The data are collected from interviews and Japanese learners’ compositions of lower intermediate to upper intermediate levels of students. Longitudinal study is applied in this research. Research findings from 17 data colleted ： (1)Demonstratives common development orders are SO＞KO＞DO＞A。 (2)Demonstratives easy learning order in composition is： context demonstratives “SO”> continue expression>character．feature>context demonstrative “KO”>idiomatic expression >context “A” (3)Usage order of demonstratives showed easily in conversation: idiomatic expression>site demonstratives>place demonstratives> character．feature> continue expression> direction demonstratives>level．quantity. (4)Spot test grades progress is not related directly with demonstratives application. (5)The Ratio of Correct and incorrect application of demonstratives is 92% to 8%. (6)This thesis proves language development’s U-shaped behavior Hypothesis. (7)Since Chinese language has two demonstratives of this and that, however, in Japanese language, on the contrary, has three demonstratives of「KO」、「SO」、「A」. This thesis mainly focuses on Japanese language learners of Taiwan, this study has no way to prove whether demonstratives use is affected by learners’ mother tongue or not. (8)Occurrence of Incorrect use of demonstratives among Taiwanese learners attaches no importance compare to incorrect use of nouns、verbs、and adjectives. (9)Twelve learners out of seventeen present obvious language acquisition mechanism.

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Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.

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In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.
Linguistics and Modern Languages
M.A. (Applied Linguistics)

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Barata, Rui Miguel Leitão. "Políticas de integração de alunos que têm o português como língua não materna Projeto de Intervenção Contributo para a integração dos alunos de PLNM no 1ºCiclo." Master's thesis, 2012. http://hdl.handle.net/10400.26/8764.

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As mudanças ocorridas na sociedade portuguesa, nas últimas décadas, colocam às escolas desafios constantes. Num esforço suplementar, estas instituições procuram fazer da diversidade cultural um fator de coesão e de integração. Cada vez mais o PLNM1 faz parte do quotidiano de algumas escolas do nosso país e como tal, o fator integração revela-se não só como um agente de inclusão, bem como agente de grande influência no sucesso educativo dos alunos em que o português não é a sua língua materna. Este trabalho de projeto procura ir ao encontro de uma necessidade pedagógica, sentida pelo corpo docente do agrupamento horizontal X, no que concerne a processos e mecanismos de integração de alunos estrangeiros nas escolas do 1ºCEB2. Tendo por base a análise dos questionários dos docentes do agrupamento de escolas X, no que respeita à integração dos alunos, formação e práticas pedagógicas ao nível do PLNM, foi concebido este projeto. Em boa verdade, visa sugerir propostas de atividades, não apenas na integração dos alunos que têm o PLNM, mas também ir de encontro às necessidades de formação dos professores e práticas pedagógicas ou a outros problemas, parcelares, identificados a partir do diagnóstico. Optou-se, desta forma, por uma metodologia de trabalho de projeto de natureza qualitativa, dividido em duas grandes fases: a primeira fase, de diagnóstico, que consistiu na aplicação de um questionário a todos os docentes do agrupamento e numa análise documental; a segunda fase, decorrente da análise dos dados recolhidos através do diagnóstico, composta pela conceção de um projeto que permitisse dar resposta aos problemas identificados na fase anterior. Após a análise dos resultados obtidos, tornou-se fulcral conceber um projeto que fosse ao encontro à questão de partida: Que políticas educativas e que atividades adotar no agrupamento X, de forma a integrar os alunos que têm o PLNM?
The changes in Portuguese society in recent decades, pose constant challenges to schools. In an additional effort, these institutions seek to make cultural diversity a factor of cohesion and integration. Increasingly PLNM3 is part of everyday life for some schools of our country and as such, the integration factor reveals itself not only as an agent of inclusion, as well as an agent of great influence on the educational success of students in which Portuguese is not their mother language. This research project seeks to meet an educational need, felt by the teaching staff of the horizontal group X, in what concerns the processes and mechanisms of integration of foreign students in elementary school. This project was conceived based on the analysis of questionnaires from teachers in school group X, as regards the integration of students, training and teaching practices at the level of PLNM. This assignment, seeks to suggest proposals for activities not only having in mind the integration of students who have PLNM, but also meet the education needs of teachers and teaching practices or other individual problems, identified from the diagnosis. It was decided, therefore, a methodology for design work of a qualitative nature, divided into two phases: the first stage of diagnosis, which consisted of a questionnaire to all teachers in the group and document analysis, the second phase, resulting from analysis of data collected through the diagnosis, made by creating a project that would allow to address the problems identified in the previous phase. After analyzing the results, it became crucial to design a project that would meet the initial question: What educational policies and activities should group X take, in order to integrate students who have PLNM?

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Dissertations / Theses on the topic 'Second level students'

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