Dissertations / Theses on the topic 'Students, Foreign – Case studies'
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Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.
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Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.
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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.thesis (PhDEducation)--University of South Australia, 2004.
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Hartig, Lauren Jane. "Study abroad : assessing the impact on study abroad participants at Ball State University." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230610.
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There is a need in the field of international education to form sound assessment practices to provide support for the study abroad experience. This study conducted assessment research using the CrossCultural Adaptability Inventory (CCAI) as a pre and post-test as well as structured interviews to assess the impact and determine the cultural learning outcomes of the two main types of study abroad programs at Ball State University.According to the CCAI, there was meaningful cultural learning that occurred for the students who participated in study abroad programs for the Fall 2001 semester. The interviews revealed that the student participants experienced gains in self-perception, communication skills, and worldview concepts. Further implications include the continuation of assessment in the international education field and the move towards learning based study abroad models.Department of Educational Studies
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Al-Mashaqbeh, Ibtesam. "Computer applications in higher education : a case study of students' experiences and perceptions." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263918.
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The purpose of this qualitative study was to describe the educational experiences with computers of nine female international graduate students at Ball State University. Their experiences with computers before they came to the United States, their current use of computers during their study at Ball State University, challenges faced related to the use of computers during their graduate study in the United States, and the support received from the university to help them overcome these barriers were described. Descriptions of ways computers supplemented and enriched the experiences of female international graduate students in the completion of their graduate work at Ball State University were reported.Participants of the present study were nine female international graduate students from Ball State University. They were identified through cooperation with the Center For International Programs, which provided a list of names and e-mail addresses of female international graduate students who were enrolled in graduate studies at Ball State University. Nine female international graduate students were selected from the list.The researcher interviewed each participant for two hours on one occasion. Following each interview participants were asked to complete a brief questionnaire to identify age, country of origin, academic program, and length of time spent in the United States.The following conclusions were established based upon this research study: (1) most participants did not use computer applications on a daily basis during their undergraduate study in their native countries; (2) all participants used computer applications on a daily basis during their study at BSU; (3) some participants faced two important academic adjustments at the same time, the adjustment to the English language and the adjustment to the use of computer; (4) most participants received support from friends regarding the use of computers; (5) most participants faced problems regarding their typing skills; (6) using the library web site was a challenge for most participants; (7) all participants believed that the use of computers enriched their experiences during their study at BSU; and (7) all participants used the Self-Learning Theory to improve their computer skills.Department of Educational Studies
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Law, Wai-king, and 羅慧瓊. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English: a casestudy in a band 5 school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945089.
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Yang, Kwo-Jen. "The tension and growth Taiwanese students experience as non-native writers of English in a university writing program for international students." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186805.
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A case study approach was adopted for this study. Four Taiwanese students enrolled in the writing program for international students at The University of Arizona were interviewed individually about (1) how they acquired the code of written English and what their L2 writing assumptions were upon entering The University of Arizona; and (2) what writing difficulties they experienced in a university writing program for international students and what their L2 writing assumptions were after completing a university writing program for international students. Findings from this research indicated that the four Taiwanese students did not have sufficient comprehensible input from pleasure reading or other voluntary, extracurricular sources. They acquired the code of written language from reading, participating in varied classroom activities such as small-group and whole-class discussions, peer review, teacher-student conferences, writing texts to different audiences for various purposes, analyzing model essays, practicing sentence combinations, and formal instruction in the composing process. Their writing difficulties could be summarized as follows: (1) not making good use of classroom activities to reshape ideas in terms of readers' expectations and their own writing intentions; (2) lack of experience to develop necessary reading and writing skills; (3) inadequate knowledge of the composing process; (4) inadequate syntax, vocabulary, or mechanics to express themselves in L2; (5) being influenced by their L1 rhetorical convention; (6) no intrinsic motivation to integrate with the target language, culture, or society; and (7) low expectations of success related to negative or weak teacher-student relationships. This research both reinforces and expands Krashen's (1984) model of second language acquisition and writing, showing the critical role of comprehensible input, the significance of natural acquisition over direct teaching of grammar rules and error correction, and the presence of an "affective" filter which is socially and culturally mediated, as well as cognitively and linguistically based.
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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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Lee, Hyoseon. "An Investigation of L2 Academic Writing Anxiety: Case Studies of TESOL MA Students." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573785567179317.
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Melgar, David Miguel Camps. "Drawing on, adapting and recreating writing practices for their academic purposes : the case of six Mexican postgraduate students at four British universities." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340565.
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Strong, Gregory Butler. "A comparison group study on the effects of instruction in writing heuristics on the expository writing of E.S.L. students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31123.
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This research addressed two major questions: (1) what effect does instruction in writing heuristics have on the expository writing of E.S.L. students? (2) is one writing heuristic better than another?
In an experiment involving 116 twelfth-graders in eight classes, the subjects were randomly assigned within classes to one of three groups. Each of the three groups received ten hours of instruction: two groups in writing heuristics, and a third group which served as an experimental control received instruction in grammar. The study was a pretest/posttest design where essays were administered as the tests. The students' essays were scored for quantity (number of words) and quality. Scores were analyzed in a repeated measures design.
The results revealed that there were no significant differences between the three groups on either the quantitative or qualitative measures. Although a review of the literature indicated support for the use of writing heuristics with E.S.L. students, the experimental evidence in this study does not substantiate this view.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Howell, Ellen Sook Hyang. "Life experiences that influence language acquisition in generation 1.5 students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3100.
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The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.
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Austin, Stacy Theodora. "International and Domestic Student Health-Information Seeking and Satisfaction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/804.
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This study examines two groups -international and domestic students at Portland State University (PSU) - in terms of their motivations to seek university-health services, and their satisfaction with university-health services. The Theory of Motivated Information Management (W. A. Afifi & Weiner, 2004) served as the foundation for this study to examine the preferences of students in terms of the ways they seek information about their health concerns. Differences in international and domestic students' anxiety, efficacy, and satisfaction with physicians were supported. International students reported more anxiety than domestic students. Domestic students reported being more efficacious than international students when talking to a medical provider about a current medical issue. Also, international students reported higher satisfaction with a medical provider at their last university health services visit. First, subjects were asked if they currently have a medical concern for which they might consider consulting a physician at PSU health services. If this scenario applied, subjects were asked to rate a variety of possible, theoretically informed motivations for seeking medical information by consulting a physician, to test the Theory of Motivated Information Management. Second, subjects were asked if they have previously consulted a physician at PSU health services. If this scenario applied, subjects were asked to provide satisfaction ratings of the physician and staff. The results contribute to the understanding of information-seeking processes and support the theory's effectiveness in this situation, explaining where international and domestic students are significantly different in regard to their responses.
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Pugh, Jesse Carson. "Transformative learning : an examination of the impact of short-term study abroad." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/717.
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When selecting a study abroad program, some students undertake a semester or academic-year study abroad program, while other students undertake a two-to eight-week study abroad program. Both study abroad opportunities allow students to become immersed in a culture different from their own. This research project is an exploratory study that looks at the impact of short-term study abroad programs on undergraduates at a public institution. This study examines how participants change in regards to their understanding of the host culture, explores what students learn about their host cultures, and looks at the intercultural development that the students gain from spending a short time abroad on an academic program. The people who participated in this research project are students from the University of Utah who spent time on a short-term (two to eight weeks) study abroad program.
The literature reviewed in this study looks at number of articles that have been written about both short-term study abroad programs as well as long-term study abroad programs. The participants in this study came from a variety of academic backgrounds and class standings. A list was compiled of participants who indicated on their study abroad application that they did not have any previous international experience prior to their short-term study abroad experience. From this list, students were randomly emailed asking if they would like to participate on this study.
This study revealed that individuals who participate in a short-term study abroad program do have transformative experiences. This study concluded that individuals who participate on short-term study abroad programs experienced personal growth as a result of studying abroad.
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Siekmann, Sabine. "Mediational tool use and strategic behaviors during collaborative online reading a microgenetic case study of beginning students of German /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000376.
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Wang, L. "'2+1' Chinese business students' methods of case-study group discussion in British university seminars." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.
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The purpose of this study was to investigate how a group of Chinese business students understood the nature and the purpose of the instruction techniques they were exposed to in Britain, and the attitudes the students, Chinese lecturers in China and British lecturers in Britain held towards seminar discussions. The study also investigated how and to what extent students’ prior learning experiences predisposed them to certain attitudes towards seminar discussions. The student participants in this study undertook Part I of their degree programme at a Chinese university for two years before transferring to Britain to study for one year, graduating with a British Bachelors Degree in International Business. Data was gathered from classroom observations, follow-up and exploratory interviews, and a questionnaire survey to discover more about the students’ learning experiences in Part I in China, and from classroom observations, audio-recordings, and follow-up and exploratory interviews to investigate the same group of students’ learning experiences in Part II in Britain. A ranking task and interviews were used to identify the preferences of Chinese students, British lecturers, and Chinese lecturers from China in terms of specific group discussion methods. The study identified three discussion methods used by students in British seminars: these have been termed ‘spiral’, ‘exploratory’ and ‘individual’ methods. The Chinese students tended to use the ‘spiral’ method, repeatedly bringing the discussion back to the question provided by the seminar tutor, whereas the non-Chinese students tended to use the ‘exploratory’ method, reformulating each other’s opinions and building on them by bringing in new information. When discussing within Chinese-only groups, the Chinese students used the ‘individual’ method whereby a group leader took responsibility for the outcomes of the discussion and the other members did not build upon each other’s contributions. Chinese and non-Chinese students sometimes misunderstood each others’ intentions, but were not likely to notice that miscommunication had occurred. The ranking task and the follow-up interviews revealed that the British lecturers preferred the ‘exploratory’ discussion method, whereas Chinese lecturers from China and Chinese students preferred the ‘spiral’ method. The British lecturers were found to adopt a constructivist approach to group discussion tasks, seeing them as a means by which students could obtain professional experience. They treated Business and Management knowledge as divergent and ‘soft’. Chinese lecturers and students, on the other hand, were found to perceive group discussion as a kind of assessment and were keen to find ‘correct’ answers to case study problems, treating Business and Management as convergent and hard disciplines which offered judgements on good practice. The Chinese lecturers in Part I of the programme organised group discussion so that students could exchange answers and check their accuracy, and, perhaps because of this, in Part I the students learnt in an exam-oriented way, strategically dividing up their tasks and working individually on their own task portions in order to find an acceptable answer as quickly as possible. These students were found to continue to employ these strategies during group work after they had transferred to the British component of their degree programme. The study has made a theoretical contribution to knowledge concerning the cultural influences on students’ classroom interactional practices. The findings from the study have implications for the teaching of intercultural business communication, and the enhancement of students’ learning experiences in international business programmes, in business English programmes in China, and whilst learning within groups.
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Roy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
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This study works with Rotary Youth Exchange to investigate the role of predeparture intercultural training in preparing students to study abroad so that they 5 positively integrate their experience to become interculturally competent people. The Intercultural Effectiveness Scale (IES) along with an intercultural background survey were administered to each student during the first one to four months of his or her exchange to measure his or her intercultural competency development and to learn li about the student's intercultural background. Developing explicit evidence for the role of intercultural training through this study proved unsuccessful because of the students' Jack of knowledge about the subject. However, through analysis of students' answers to decipher the quality of training received and comparing that information to the students' IES scores, the vital role of intercultural training in predeparture orientation is implied.
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Hessel, Gianna. "The impact of participation in ERASMUS study abroad in the UK on students' overall English language proficiency, self-efficacy, English use anxiety and self-motivation to continue learning English : a mixed-methods investigation." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:7ae490c6-2303-4889-ae67-df3deb5eb870.
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It is widely assumed that participation in study abroad contributes to developing second language (L2) proficiency, as well as related outcomes such as higher levels of L2 learning motivation and intercultural competence. However, empirical studies into the outcomes of participation in study abroad have been affected by a series of methodological limitations, including complete reliance on participant self-assessment, the omission of longitudinal design elements, failure to control for non-equivalent comparison groups where these are included and insufficient sample sizes for testing programme effects. Thus, the present study investigates further the impact of studying abroad with the EU's ERASMUS programme on the participants' overall L2 proficiency, their self-efficacy and anxiety in using the L2 with native and non-native speakers and on their self-motivation to continue learning the L2. To this end, a longitudinal mixed methods design was employed in which 143 German university students who applied for an ERASMUS exchange with a British university for the academic year 2012-2013 and were either accepted or rejected/ withdrawn formed the abroad and comparison groups. All students completed C-tests of overall English language proficiency and questionnaires that inquired into the students' mobility history, their L2 learning background, L2 motivation, intergroup attitudes and aspects of the study abroad experience itself. Both instruments were administered online at the onset of the study abroad period (September 2012), one term into the programme (December 2012) and prior to the students' return (either December 2012 or June 2013). This predominantly quantitative group-level study served to establish the outcomes of participation in study abroad for the students' linguistic and motivational development. Repeated interviews with a sub-sample of 15 participants served to illuminate the observed outcome patterns in terms of the motivational dynamics during study abroad, as well as common factors associated with individual differences in linguistic development. The results of the study show that during the first 3 months abroad the ERASMUS students made significantly higher gains in overall English proficiency than the group of potentially mobile students who continued to study at home. The effect of the learning context was large and highly significant (p =.001), even after the influence of pre-existing participant characteristics on the students' proficiency development was controlled for. During the subsequent 6 months of the study abroad period, however, progress among the ERASMUS group slowed and the between-group differences were no longer significant. The participants' L2 proficiency level at programme entry emerged as the strongest predictor of overall L2 proficiency gain, explaining up to 31.5% of the variance. The students' attitudes towards their own national group, their perceptions of self-efficacy and feelings of anxiety when using English in social interactions, the perceived present-future L2 self-discrepancy and gender explained another 13.6% of the variance in overall L2 proficiency gain. Learner-external factors, including participation in English language instruction, participation in clubs and societies, the number of academic contact hours and type of enrolment, and free time spent with co-national peers, including friends and family back home explained a further 10.9%. The qualitative analysis of the students' accounts provided further insights into the ways in which these factors play out in L2 learning abroad, as well as into the students' perceptions of aspects of studying abroad that contributed most to their linguistic development. Regarding the motivational impact of the study abroad experience, the study found that ERASMUS students tended to develop significantly higher levels of self-efficacy in using English in social interactions as compared to the group of potentially mobile students who continued to study at home, while both the levels of perceived present-future self-discrepancy and English use anxiety with native and non-native speakers fell during the first 3 months abroad. While the overall impact of the study abroad experience on the students' motivation to continue learning the L2 was perceived as positive by the vast majority of participants, a decline in learning motivation was observed for most students after the initial 3-month period. The qualitative analysis showed that this decline can be plausibly explained by developments in the students' English self-concept that occurred in response to the study abroad experience. Evidence-based recommendations are made regarding ways in which the linguistic and motivational development of ERASMUS students can be more effectively supported by higher education institutions.
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Curtin, Ellen Mary. "Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3351/.
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This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this study: What administrative policies and procedures are in place in the school and district to meet the educational needs of ELL students?
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Pibulsilp, Thanawadee. "An investigation of cultural influence on academic library usage and experience of international medical students from Asian countries a case study of students at the Christchurch School of Medicine, University of Otago, Christchurch : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1273.
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Duymun, Naailah. "An inquiry into the English proficiency of foreign postgraduate students at the University of Cape Town and their academic literacy needs in English." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7820.
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Bibliography: leaves 105-111.The aims of this dissertation are to examine the situation of foreign, non-English speaking postgraduate students coming to UCT for their studies and to enquire if they have any difficulties in coping with English as the medium of instruction. Postgraduate students from any country, apart from South Africa, for whom English is a foreign language (EFL) have been my targets. I aimed to identify some of the problems if any faced by those students to determine the possible causes and to propose ways to deal with the problems identified. I used an ethnographic approach to gather my data.
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Sibayan, Anna Marie. "Prompted and Unprompted Self-Repairs of Filipino Students of Spanish as a Foreign Language." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454821.
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The present dissertation, which contributes to the dearth of research on the acquisition of Spanish as a foreign language by Filipinos, is a pseudolongitudinal study of their Spanish interlanguage (IL) whose two-fold objective is to provide a descriptive analysis of their developing IL based on errors produced in their speech as influenced by language proficiency levels and crosslinguistic similarity of their other known languages, and to identify the thresholds of their IL based on the prompted and unprompted self-repair of these errors.
Participants of the study were four groups of students learning Spanish in a Philippine university who have had 432 hours, 1,008 hours, 1,872 hours, and 2,160 hours of formal instruction in Spanish, respectively. They were recorded in their own classroom contexts and individually in order to build two complementing oral corpora for the analysis of their speech. For the gathering of monologic data elicitation procedures from the research project El desarrollo del repertorio lingüístico en hablantes no nativos de castellano y catalán (Tolchinsky & Perera, 2006), which form part of the larger research project Developing Literacy in Different Contexts and Different Languages (Berman
& Verhoeven, 2002) was adopted. All 20 recorded classroom sessions and 40 monologic texts were transcribed according to the conventions of a transcription program. Errors were categorized according to their formal linguistic levels (Jarvis & Pavlenko, 2010), while prompted and unprompted self-repairs were identified as a result of classifying teacher feedback based on an adapted taxonomy of recasts and prompts (Lyster & Ranta, 1997). To respond to the objectives the following were analyzed: (a) the distribution of error types and subtypes in relation to the targetlanguage (TL) proficiency, (b) the frequency of attempts to self-repair these errors with and without the prompting of the teacher, (c) the rate of success of prompted and unprompted self-repairs in
relation to TL proficiency, and (d) the effect of crosslinguistic similarity of previously learned languages and their corresponding proficiency levels on error production.
Results showed that morphosyntactic errors were produced the most, followed by lexicalsemantic errors, and lastly, by phonetic-phonological errors, with each proficiency group producing such errors quite differently (e.g., omission of determiners is largely a characteristic of a beginner). Results likewise showed that while TL proficiency has a negative effect on the production of errors, it has no effect on the distribution of error types nor in the recognition of these errors. Teachers and students alike verbally recognized approximately 20% of the errors; teachers called out lexical-semantic errors the most, while students most independently recognized and successfully self-repair morphosyntactic errors. Of the recognized errors, about 60% of teacher-prompted errors and roughly 80% of independently recognized errors were successfully repaired. Albeit inconclusive, TL proficiency may have a positive effect on success in self-repair.
By contrast, SL proficiency was observed to have a positive effect on the production of transfer errors, however, in the case of the multilingual learner, transfer mostly comes from the more objectively similar language and not from the language that he perceives to be more similar to the TL. The implications of these findings for future research and language pedagogy are outlined in the final chapter, which concludes the present dissertation.Esta tesis, que contribuye a la carencia de estudios sobre la adquisición de los filipinos del español como lengua extranjera, tiene el doble objetivo de proporcionar un análisis descriptivo de su interlengua (IL) en desarrollo, partiendo de los errores encontrados en su producción oral influidos por el conocimiento de otros idiomas y el dominio de éstos; y de identificar los límites de su IL partiendo de las autorreparaciones. Se recogieron y transcribieron los datos de interacción en el aula (20 horas) y datos monológicos producidos (40 textos) por cuatro grupos de alumnos de español de una universidad filipina, que habían pertenecientes a los niveles A1-, A1+, B1- y B1+. Para responder a los objetivos, se analizaron los siguientes aspectos: (a) la distribución de los tipos y tipos de errores en relación con el dominio de la lengua objeto (LO), (b) la frecuencia de las autorreparaciones con y sin la ayuda del profesor, (c) la tasa de éxito de las autorreparaciones en relación con el dominio de la LO, y (d) el efecto de la similitud de lenguas previamente aprendidas y del nivel de dominio de dichas lenguas en la producción de errores. Los resultados indican que los errores morfosintácticos son los que aparecen con mayor frecuencia, seguidos, en este orden, por los léxico-semánticos y los fonético-fonológicos. También se observa que si bien el dominio de la LO tiene un efecto negativo en la producción total de errores, no determina la distribución de los tipos de error ni el reconocimiento de estos errores por parte de los aprendices. Por otra parte, los alumnos se autorreparon con más éxito en el caso de aquellos errores que son capaces de identificar por sí mismos en contraste con lo que ocurre con los detectados con la ayuda del profesor. Por el contrario, el dominio de otras lenguas y/o su cercanía tipológica con la LO tienen un efecto positivo en la producción de errores de transferencia. Es decir, cuánto más dominio y más similitud tiene, mayor es su influencia en la producción de errores. Se concluye el trabajo con una discusión de las implicaciones de estos hallazgos.
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.
Full textAbstract:
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
24
Young, Catherine Elizabeth Crutchfield. "Case studies the effect of an autobiographical writing project on student self-perceptions of motivation and attitude in the L1 and L2 foreign language classroom /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.
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Ahlbrecht, John James. "College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4334.
Full textAbstract:
This language attitudes study used a matched guise technique to compare participant reactions of American-accented English to Japanese-accented English. Participants (n = 40) were college educated adults living in the Portland area who completed an online survey which measured characteristics related to Status, Solidarity, and Dynamism using semantic differential Likert scales. Results showed that while Japanese-accented English received less favorable ratings on the Status and Solidarity dimensions on a statistically significant level, the small effect size may have indicated that the differences were negligible. Interpreting the results from the data through the World Englishes Kachruvian paradigm, it is argued that English learners and users would benefit by focusing more on achieving intelligibility than on attaining perfect control of an idealized variety of English.
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Zama, Anri. "A Relevance Rule Organizing Responsive Behavior During Projectably Multi-Unit Tellings." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2750.
Full textAbstract:
Research on projectably multi-unit tellings (e.g., stories) has largely focused on their contexts of emergence, beginnings, endings, and uptakes (or lack thereof), rather than on their ‘middles.’ The relatively small literature on such ‘middles’ has focused on different types of responsive behaviors when they do occur (e.g., continuers). However, there is virtually no research on relevance rules that might systematically organize these ‘middles,’ including the production of responsive behaviors (or lack thereof) and the management of intersubjectivity. This thesis describes and defends one such relevance rule: Advisors are strongly accountable for responding – either vocally and/or nonvocally – at each and every complex possible-completion place. This relevance rule provides an inferential framework with which to monitor and manage advisors’ understanding of ‘middle’ units. The method used is conversation analysis – including the analysis of deviant cases – complemented by the coding of data and resultant distributional patterns. Data are dual-camera-videotaped, drop-in, advising sessions conducted in English between 20 non-native-English-speaking international students and native-English-speaking advisors working for a university's Office of International Affairs. Specifically, data involve students’ projectably multi-unit problem presentations (e.g., related to Visa status, course scheduling, international travel, housing, etc.).
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Cockcroft, Rosanne. "Enhancing reading comprehension through metacognitive instruction for English Second Language (ESL) learners in the FET Band." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86593.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This study was designed to investigate whether metacognitive instruction could be used to improve the reading comprehension of isiXhosa-speaking English Second Language (ESL) learners in the FET phase. The metacognitive instruction encompassed increasing the learners’ metacognitive awareness, equipping them with metacognitive reading strategies and facilitating the transfer of these strategies to content subjects such as Life Sciences and Geography. The Vygotskian sociocultural theory that accounts for the roles of social, cultural, and historical contexts in comprehending text during academic reading tasks provided an appropriate theoretical framework for conducting the research. The study was comprised of one cycle of action research, framed within a paradigm of praxis. It took place in a high school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology allowed for in-depth insight into the metacognitive habits of ESL learners through various forms of data collection. Eight participants in Grade 10, ranging between 16 and 19 years of age, took part in the study. Their reading comprehension abilities varied, as did their English proficiency. The data were presented as collected in the phases of the action research cycle and summed up in three data processes. Each data set was embedded in the chronological timeline of the study’s progress and discussed in light thereof. Three broad themes were derived from the data, using qualitative content analysis. The data revealed that metacognitive instruction can improve the English reading comprehension of isiXhosa-speaking learners. This was reflected in both the quantitative and qualitative data sets. The quantitative data were used descriptively and interpreted qualitatively, in line with the qualitative methodology. The results of the study indicated that before metacognitive instruction can be successful, language proficiency, basic linguistic skills, and mental representations are crucial. The findings showed that mind mapping and constructing mental representations of the text are two effective metacognitive reading strategies that are easily transferable across the curriculum. They also revealed the strong link between culture and reading practices amongst different population groups. Cultural understandings of concepts such as respect and authority had a profound influence on the learners’ considerations of what it means to learn, read and understand.
AFRIKAANSE OPSOMMING: Hierdie studie het ten doel gehad om te bepaal of metakognitiewe onderrig aangewend kan word ter verbetering van leesbegrip by Xhosasprekende leerders wat Engels Tweede Taal (ETT) in die fase verdere onderwys en opleiding (VOO) neem. Metakognitiewe onderrig het behels om die leerders se metakognitiewe bewustheid te verhoog, hulle dan met metakognitiewe leesstrategieë toe te rus, en hulle laastens daardie strategieë na inhoudsvakke soos Lewenswetenskappe en Geografie te laat oordra. Vygotsky se sosiokulturele teorie het ’n toepaslike teoretiese raamwerk gebied vir die navorsing, wat die rol van sosiale, kulturele en historiese kontekste in teksbegrip gedurende akademiese leestake in ag geneem het. Die studie het uit een siklus aksienavorsing binne ’n praktiese paradigma bestaan. Dit is in ’n hoërskool in ’n benadeelde gemeenskap in die provinsie Wes-Kaap, Suid-Afrika, onderneem. ’n Kwalitatiewe metodologie het deur middel van verskeie vorme van data-insameling diepe insig in die metakognitiewe gewoontes van ETT-leerders gebied. Altesaam agt graad 10-leerders van tussen 16 en 19 jaar, met wisselende leesbegripvermoëns én vaardigheid in Engels, het deelgeneem. Die data is aangebied soos dit in die fases van die aksienavorsingsiklus ingesamel is, en is in drie dataprosesse saamgevat. Elke datastel is op die chronologiese vorderingstydlyn van die studie geplaas en teen daardie agtergrond bespreek. Drie algemene temas is met behulp van kwalitatiewe inhoudsontleding uit die data afgelei. Die data het getoon dat metakognitiewe onderrig wél Xhosasprekende leerders se leesbegrip in Engels kan verbeter. Dít het uit sowel die kwantitatiewe as kwalitatiewe datastelle geblyk. In pas met die kwalitatiewe metodologie, is die kwantitatiewe data beskrywend aangewend en kwalitatief vertolk. Die studie het beklemtoon dat taalbedrewenheid, basiese taalvaardighede en geestesvoorstellings noodsaaklik is vir suksesvolle metakognitiewe onderrig. Die bevindinge toon dat konsepkaarte (“mind mapping”) en die konstruksie van geestesvoorstellings van die teks twee doeltreffende metakognitiewe leesstrategieë is wat maklik op die hele kurrikulum toegepas kan word. Die studie het ook ’n sterk verband tussen kultuur en leespraktyke onder verskillende groeperinge uitgewys. Die kulturele begrip van konsepte soos respek en gesag het ’n diepgaande invloed gehad op wat die leerders onder ‘leer’, ‘lees’ en ‘begryp’ verstaan het.
29
Chang, Yu-Pin. "International extension programs information system." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2346.
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Pan, Yihong. "Sui-Tang foreign policy: four case studies." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30581.
Full textAbstract:
The foreign policy of imperial China had two major aspects: 1) ideological purity, based on the Chinese cosmological view of the state, and emphasizing the all embracing rule of the Chinese Son of Heaven.
2) Practicality and flexibility, which provided imperial rulers the justification for conducting foreign relations on an equal footing with their neighbors, and allowed for retreat from claims of Chinese superiority, or even paying tribute to "barbarians."
These two aspects have been noted and studied previously. In this dissertation I examine the interplay of the twin aspects in Sui-Tang foreign policy decisions and their implementation, how they clashed with or accommodated each other both when China was strong and when it was weak.
Chapter I provides a survey of the tribute system, its roots in the pre-Qin period, its development in Han and the challenges it faced in the Period of Division.
The Sui-Tang policy of resettlement of the Turks who had submitted, is the theme of Chapter II. The chapter examines the Tang system of the "subordinated area commands and prefectures." The Sui-Tang settlement policy was intended to bring the "barbarians" under Chinese administration and to use the nomads as a military force against other "barbarians." It also drew a distinct line between the non-Chinese and the Chinese so that the "barbarians" would not disturb the Chinese and would undergo a gradual process of sinification. But the success of the policy depended basically on the balance of power.
The war policy of the Sui-Tang Chinese towards Koguryŏ, its motives and result are studied in Chapter III. For the better part of a century the Chinese made persistent efforts to establish their administration on the Korean peninsula through force. While there is a contrast between the pragmatism of Emperor Wen on the one hand, and the obsession with military glory of Emperor Yang and Taizong on the other, all three emperors insisted on Chinese superiority over the Koreans and all haconsiderations for frontier security. The differences in their attitudes lay mainly in the extent to which China should claim the superiority. Eventually, the Chinese were quite happy to withdraw beyond the Yalu River and accept Korea as a peaceful tributary.
The alliance between Tang and the Uighur empire is the topic of Chapter IV. While before the outbreak of the An Lushan rebellion in 755 the Uighurs were at times subjects of Tang, the period after 755 saw the growth of the Uighur empire and the weakening of Tang superiority. In both periods their relations were characterized by an alliance based on common interests. In the latter period the Chinese had to treat the Uighurs as an equal power but the relationship was still maintained under the tribute system, which served to maintain the outward form of Chinese superiority.
The seven Tang-Tibetan treaties are discussed in Chapter V. Compared with Tang relations with other peoples, the Tang-Tibetan relationship was remarkably equal. This was shown both in diplomatic reciprocity and in the conclusion of treaties. Nevertheless, some Chinese officials still held strongly to the idea that the Tibetans were "barbarians," which hindered the maintenance of the treaties.
In the making of foreign policy in imperial China, the two major aspects, ideological purity and practicality, were reflected in two principles of Confucian doctrine: "the king leaves nothing and nobody outside his realm," and "having the various states of Xia within, and keeping the Yi and Di barbarians out." While the first principle represented the ideological purity and provided justification for Chinese expansion, the second stressed practicality, thus the two aspects achieved a balance.Arts, Faculty of
Asian Studies, Department of
Graduate
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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.
Full textAbstract:
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.
32
LaFleur, Verna V. "Acculturation, social support, and self-esteem as predictors of mental health among foreign students: A study of Nigerian nursing students." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/775.
Full textAbstract:
Nigerians are an integral part of the nursing profession, yet there is no literature on their common health risks, such as homesickness, isolation and suicide ideation. The purpose of this study was to investigate the association between lack of acculturation, social support, and self-esteem and mental health among Nigerian nursing students. Berry's model of acculturation was used which identifies individuals perception of self in relation to their ethnic culture and the host culture. A sample of 76 Nigerian nursing students enrolled in Baccalaureate nursing programs from 3 universities in the District of Columbia and Maryland participated in the study. Data were obtained using an online survey of 69 items assessing their acculturation, social support, self-esteem and their mental health. A descriptive cross sectional design was used. Analysis of the data included descriptive statistics, Pearson correlation, multiple regression, and ANOVA. The final regression model revealed that acculturation, companionship construct of social support and self-esteem are predictors of mental health status as shown by the adjusted R squared (R2 = 0.638). Recommendations are for universities to commit to increasing acculturation, social support, and self-esteem among foreign students in an effort to decrease isolation and improve their mental health. It is also recommended that future studies should be conducted on social isolation of subcultures to improve acculturation and reduce incidence of low self-esteem among foreign students within the American society. The strategies would create positive social change for healthcare organizations and nurse educators, resulting in an increase of ethnic diverse nurses and reducing the shortage of nurses in the USA.
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Miura, Tsuyuki. "Motivational trajectories of successful foreign language learners: Six biographical case studies." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/138294.
Full textAbstract:
CITE/Language ArtsEd.D.
This study concerns foreign language learners' motivational changes over a long period of time; it is an investigation of the learning histories of six learners who have achieved high proficiency in English. Unlike a large body of conventional foreign language learning motivational research, which has primarily been conducted using quantitative methodologies, this study employs two non-conventional approaches, a combination of learners' biographies and case study research. The primary purpose of the study is to holistically explore successful English learners' motivational trajectories and their learning histories in the Japanese context. To this end, foreign language learning motivation is conceptualized and illustrated as a dynamically changing construct that plays an important role in the process of foreign language learning. In the literature review, longitudinal studies concerning foreign language learning motivation and autobiographical studies and case studies that are relevant to this study are examined. The central research question is what motivational trajectories and learning histories these highly proficient learners have had, and how these learners have sustained their learning motivation over time and eventually achieved high proficiency while in an EFL (English as a foreign language) environment. The participants are six Japanese adults who have achieved high levels of English proficiency and who use English in their jobs. The design used in this case study involves both holistic and specifically focused analyses, by which each participant's learning history is collected through individual interviews. The author reports each participant's learning history, and the initial proposition concerning motivational change and salient motivational sources found in the participants' learning histories are collectively analyzed and discussed. Exploring the data concerning how the participants have maintained foreign language learning motivation resulting in the idea that sustained motivation is not always present in successful foreign language learning and that the key to success involves a cognitive change from a state in which motivation is present to one in which a more intentional psychological force, commitment to learning, develops. Based on this thought, a model illustrating the key to success in foreign language learning in the EFL context is presented. The results provide new, engaging, and important information to people who are seriously involved in foreign language learning in EFL contexts, where the majority of learners fail to attain high levels of foreign language proficiency after receiving years of formal education.
Temple University--Theses
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Bayerl, Elizabeth. "USAID projects in the former Soviet Union: policy case studies." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32740.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityThe dissolution of the Soviet Union and the end of the Cold War are widely recognized as watershed events in the history of world affairs. Decision-makers and scholars in many fields are only beginning to understand the profound shifts and realignments in global political and economic relationships in a post-Cold War world. An important link between the United States and the former Soviet republics is the foreign assistance program in the region, since assistance efforts often serve as an important lens through which to view strategic relationships between nations. This evaluative policy research explores that link through qualitative case studies of three US Agency for International Development (USAID) projects in the region. Each qualitative case study represents a distinct approach to foreign assistance delivery in the region: classical technical assistance (represented by ZdravReform in contracts with Abt Associates), formal site partnership (in cooperative agreements with the American International Health Alliance), and experimental technology (a cooperative agreement with the former Selentec, Inc.). Three policy context chapters (Chapters I, II, and III) introduce the case studies, in which historical trends of the assistance effort and of the domestic foreign policy-making framework in Washington, DC, are highlighted. A final chapter (VII) examines the findings from the study and recommends a refocusing of the foreign assistance effort in the NIS toward more long-term developmental strategies. Theoretical and methodological assumptions in the study are informed by the constructionist approach to policy evaluation described by Guba and Lincoln (1989). This broad approach assumes that different constructions or interpretations exist concerning the nature and goals of projects. Unlike typical project evaluations, this approach does not assume that stakeholders in projects share common perceptions of the expected goals for and outcomes of their projects. Constructionist approaches to qualitative study fall within the interpretative stream of social science explored by theorists and researchers from a number of disciplines (Geertz, 1973; Denzin, 1992; Hammersley, 1989; Bruner, 1990). More specific conceptual assumptions also are explored in Chapter I, drawn from the literature on institutional research . Emphasis is placed in the evaluative analysis on how effectively conflicts that arose among the multiple stakeholders in each project were addressed.
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黃曄丹 and Yedan Huang. "Return migration: a case study of "sea turtles" in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39558629.
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Bradshaw, Yvonne M. "Case Studies of Postsecondary College Students with Learning Disabilities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27568.
Full textAbstract:
The purpose of this study was to (a) identify educational counseling interventions and accommodations that learning disabled (LD) postsecondary students received that contributed to their academic success and (b) identify barriers and issues that LD students experienced in accessing services.
Ten postsecondary students were identified and classified as LD that had attended a community college in Northern Virginia and volunteered to participate in this study. Out of the ten, two students were selected for this research study. These students were interviewed using a two-part questionnaire (Appendix C). The questionnaire included significant factors and variables frequently associated with postsecondary success. Questions in part I of the Questionnaire pertained to the LD studentâ s profile (e.g., medical and social history, employment, volunteer work, hobbies, education including special education experiences, language therapy, and assessments). Questions in part II consisted of the recommended support services identified in the literature (e.g., disability awareness, accommodations, self-advocacy skills, academic remediation, parent and counselor advocacy, computer technology, career counseling, transition services, and rehabilitation counseling) often delivered to LD students. Psychological and educational assessments were also obtained, reviewed, and coded. The interviews were tape recorded in order to assure concise descriptive information from the studentâ s own â personalâ past and current educational experiences. Each student reported that they had received a great deal of assistance by another individual who had been most instrumental in helping them over come their postsecondary academic barriers. These individuals were also interviewed. The interviews were transcribed, and the data collected were coded. Two in-depth comprehensive case studies were developed by reviewing and recording data from the interviews, psychological assessments, and educational records. All narrative material was subsequently analyzed by coding procedures used in grounded theory.Ed. D.
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Womujuni, Vincent. "The Challenges International Students Face in Adjusting to Their New Status as Graduate Students: An Exploratory Case Study." PDXScholar, 2007. https://pdxscholar.library.pdx.edu/open_access_etds/3972.
Full textAbstract:
Over the last several years, the number of international students attending colleges and universities in the United States has increased substantially. While considerable time, effort, and university resources are often devoted to the recruitment of international students, it is unclear how well institutions are meeting the needs of these students. This growing number of international students requires foreign exchange professionals and university administrators to better understand the reasons why international students pursue higher education in the United States and the challenges they face.
This exploratory case study is to examine the challenges international graduate students encounter in adjusting to their new status as graduate students. Six research questions framed this study: What difficulties do international students face in their first year in graduate school? What adjustments do they need to make in their first year in graduate school? What challenges do continuing international graduate students face? In what ways are perspectives of continuing international graduate students similar to perspectives of beginning international graduate students? What university support resources do international graduate students say are helpful? What PSU support resources are needed, but missing?
The relevant literature addresses academic, social, psychological, cultural, financial, and housing adjustment challenges. The data for this research were collected by interviewing and surveying international graduate students at PSU. Data were analyzed using standard methods of qualitative data analysis.
Consistent with the results from other research, this study reveals the following adjustment challenges: unsatisfactory accommodation; inadequate financial resources; lack of culturally specific programs that are intentional, flexible and accessible; unfamiliarity with the new educational system; limited English proficiency; undeveloped infrastructure for on-going orientation; insufficient health services information; and unavailability of international student mentoring programs.
The findings of this study have the potential to inform both researchers and practitioners as institutions attempt to create sufficient international student support services.
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Hyde, Meredith Ellen. "An American study abroad programme : considering the premise." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365662.
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Landström, Philip. "Foreign language anxiety among Swedish lower and upper secondary school students : A case study." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.
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In classrooms all over the world, there are students who fear the attention of both teachers and peers alike. Anxiety is a cause for such fears and in foreign language classrooms it can be prevalent. Foreign language anxiety (FLA) is a concept developed by Horwitz et al (1986) to describe the unique anxiety that arises in a foreign language learning situation. Anxious students are less prone to use their target language and feel less motivated in their language studies, both of which have a negative effect on their learning. The aim of this study was to measure and compare anxiety levels among Swedish lower and upper secondary school students, identify major sources of anxiety and gain understanding of individuals’ perception of foreign language anxiety. 49 subjects from two classes participated in the study. Their anxiety was measured with the foreign language classroom anxiety scale (FLCAS) developed by Horwitz et al (1986). Interviews were used to gain insight into the subjects’ perception of foreign language anxiety. The results showed that a majority of the subjects were anxious and that students in the lower secondary school class were more anxious than the upper secondary school class. The identified major sources of anxiety were teacher-induced anxiety, fear of negative evaluation and general anxiety.I klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.
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Arakaki, Miki. "Social Networking of International Students in Japanese Communities of Practice:Multiple-Case Study of Students from U.S. Institutions of Higher Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531048255013014.
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Choo, Stephen. "Critical Success Factors of International Franchising: Case Studies of Foreign Franchisors in Asia." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/985.
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A multiple case study of four foreign franchisors was conducted in 2000 to study the critical success factors of international franchising in East Asia. The four franchisors were chosen because they possess different international franchising capabilities and are at varying levels of internationalisation. This study provides a useful insight into how a foreign franchisor should approach and compete successfully in East Asia. Firstly, the research provides a conceptual model, which displays the six key categories and success factors for international franchising in East Asia. The study has made a significant contribution in identifying two new categories that have mostly been neglected by researchers in international franchising. Secondly, the study reveals a unique form of master franchising that is being practiced in East Asia. Thirdly, the effective management of Asian partners is found to begin with recruiting the right partners with the desired characteristics and subsequently developing a long-term mutually beneficial working relationship with the partners. Finally, successful franchisors were found to believe strongly in the power of branding and niche marketing in East Asia.
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Noble, Priscilla Garrido. "Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Gertrude Tinker-Sachs, Joyce E Many, Douglas Davis, committee members. Electronic text (325 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 292-309).
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Bird, Annie. "US foreign policy on transitional justice : case studies on Cambodia, Liberia and Colombia." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/473/.
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The US has been involved in the majority of transitional justice measures established since the 1990s. This study explores this phenomenon by examining the forces that shape US foreign policy on transitional justice. It first investigates US influence on the evolution of the field, and then traces US involvement in three illustrative cases in order to establish what US involvement entails, why the US gets involved and how the US has impacted individual measures and the field as a whole. The cases include: the Khmer Rouge Tribunal in Cambodia; the trial of Liberian President Charles Taylor and the Liberian Truth and Reconciliation Commission; and the Justice and Peace Process in Colombia. These cases represent different transitional justice measures, transition types and geographic regions – all key dimensions in the field. These measures were also all established in the 2000s, a period which reflects a different historical moment in the field’s evolution. The cases shed light on the actors who play a key role in the field – from presidential administrations to Congress to the State Department and others. The study is based on nearly 200 interviews and archival research undertaken in the US, The Hague, Cambodia, Liberia and Colombia, providing a strong basis on which to draw conclusions about US foreign policy on transitional justice.
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Satu, Shammi Akter. "Foreign aid and capacity building of municipal government selected case studies of Bangladesh /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41680078.
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Choo, Stephen. "Critical Success Factors of International Franchising: Case Studies of Foreign Franchisors in Asia." Curtin University of Technology, School of Management, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11925.
Full textAbstract:
A multiple case study of four foreign franchisors was conducted in 2000 to study the critical success factors of international franchising in East Asia. The four franchisors were chosen because they possess different international franchising capabilities and are at varying levels of internationalisation. This study provides a useful insight into how a foreign franchisor should approach and compete successfully in East Asia. Firstly, the research provides a conceptual model, which displays the six key categories and success factors for international franchising in East Asia. The study has made a significant contribution in identifying two new categories that have mostly been neglected by researchers in international franchising. Secondly, the study reveals a unique form of master franchising that is being practiced in East Asia. Thirdly, the effective management of Asian partners is found to begin with recruiting the right partners with the desired characteristics and subsequently developing a long-term mutually beneficial working relationship with the partners. Finally, successful franchisors were found to believe strongly in the power of branding and niche marketing in East Asia.
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Shum, Ho-ma Ada, and 岑賀美. "Perceptions of school culture: NETS vis-à-visstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962543.
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Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.
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Brooks, Shannon Elizabeth. "An examination of international studies in undergraduate agricultural curricula at 1862 land grant institutions." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/brooks/BrooksS0505.pdf.
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Zhang, Pingping. "Inference on Students' Problem Solving Performances through Three Case Studies." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281915279.
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Syromlia, N. "Supplementory studies of phosemantics for foreign students in the process of the Russian language learning." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16678.
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