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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.
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Orenturk, Burcu. "Learners". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1099464/index.pdf.
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This study examines elementary school students&rsquoproject-based learning (PBL) experiences through Computer-Mediated Communication (CMC). The purpose of the study is to explore whether the use of computer-mediated communication tools in a project-based collaborative learning process enhances 5th grade students&rsquo
attitudes toward computer and computer class within an online supported environment, analyze the level of learners&rsquo
satisfaction about the project-based collaborative learning through CMC, and examine students&rsquo
perceptions of their social presence and how effective social presence is as a predictor of overall students&rsquo
satisfaction. The sample of this study is included 36 5th grade students of two private schools in Ankara and Nisde, and convenience and purposeful sampling methods were used. At the beginning of the study, subjects were given the Computer Attitude Scale to measure their attitudes toward computers. At the end of the study, participants were given the CAS again to measure their attitudes toward computers, satisfaction scale and social presence scale. The results indicated that the students&rsquo
attitudes toward computer did not change from the beginning to the end of the study. However, evidence suggests a positive response by students to the use of CMC in the project-based collaborative learning environment. Majority of the students were satisfied with the learning experience they had in the project-based collaborative learning environment through CMC. Moreover, although results on perceived social presence were low, students tried to develop an online community throughout the project. This study also showed that social presence was a strong predictor of satisfaction in a PBCL environment.
3
Guler, Melek. "Learners". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608025/index.pdf.
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This study investigated the students&rsquoperceptions about a web based course. Their perceptions about course materials, level of communication, online course support, and satisfaction were discussed in this study. In this case study, Information Technology in Education II (CEIT 112), an undergraduate course at the department of Computer Education and Instructional Technology (CEIT), Middle East Technical University (METU) at 2004/2005 spring semester was taken into investigation. Totally 34 1st year CEIT students attended the course in the term and participated to the study. The course was delivered via web based instruction. The data were collected by using a survey instrument at the end of the term and analyzed using descriptive statistical analyzing methods. Frequency distributions for demographic data about the students and the statements evaluating different aspects of the course were obtained. Results showed that students&rsquo
feelings about course materials, online course support, level of communication and satisfaction were neutral. The study results may be used in evaluation of web-based instruction environment for the instructor and the department. They may give clues in order to create an effective learning environment in the future design of the course.
4
CLARK, MELODY SELLET. "STUDENT SUPPORT FOR ACADEMIC SUCCESS IN A BLENDED, VIDEO AND WEB-BASED, DISTANCE EDUCATION PROGRAM: THE DISTANCE LEARNER'S PERSPECTIVE". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069775658.
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5
Matshotyana, Zanele. "Experiences of parenting learners with regards to learner pregnancy policy". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2060_1307513466.
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A qualitative research design in the form of a case study was employed. A quantitative method was also utilized in the form of a short questionnaire for demographic purposes in order to provide a general description of the sample. A purposive sample of 10 parenting learners, and two teachers was selected. The study was conducted in a Senior Secondary School that is located in Khayelitsha, a historically disadvantaged community in the Western Cape. Semi structured interviews of approximately ninety minutes each were conducted and audio taped. A thematic analysis was used to analyse the audio taped data from the transcribed interviews. The key findings from this research illustrate that there is a misunderstanding and miscommunication between teachers and learners about learner pregnancy. Pregnant learners hide pregnancy from the teachers to avoid comments and from being expelled from the school and consequently do not get any support from the school. On the other hand, the findings indicate that if the teachers were aware of their pregnancy and trained to deal with learner pregnancy, these learners would be supported by the school. Some of the recommendations were to develop the capacity of the teachers so that the school is able to provide an adolescent-professional-friendly service. A safe non-judgmental environment is required so that the learner is able to disclose her pregnancy status as early as possible to ensure that they receive the necessary support.
6
Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
7
Ågren, Louise. "English as a third language. Learner profiles of six L3 learners of English". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30834.
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8
Hall, Valerie Joyce. "Observations : a vehicle for enabling learner voice and developing expert learners". Thesis, Staffordshire University, 2014. http://eprints.staffs.ac.uk/1943/.
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When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learning, through direct involvement in reflection and discussion with teachers. It also considers the implications of this for those involved: learners, teachers, the organisation and wider policy. Using an action-research model, and observations, eight volunteer participants from a teacher training curriculum area engaged with this study: two ‘learners’, each paired with a different ‘teacher’ for the observation; three teaching staff who were ‘observed’; and the curriculum area manager. Interviews were conducted throughout the research, with main participants interviewed up to three times to draw out their phenomenological interpretations and reflections. Working within a community of learning, with multiple points of interaction and ‘layers’, two theoretical frameworks were used in analysing the interviews: communities of practice and ecological learning systems. Finding them insufficient in isolation, to improve the data analysis, and the nuances of these layers – ‘micro’, ‘meso’, ‘exo’ and ‘macro’ – a ‘continuum of practice’ was devised to combine these frameworks. Additional theoretical concepts – self-efficacy, self-esteem, self-concept and self-categorization theories – were also used to interpret evidence of an individual’s sense of identity and their perceived trajectory. Evidence suggests interactions within observation partnerships, including those observed, were influenced by the theoretical framework embedded within that interaction: an appropriate framework approach can enhance the quality of outcome from these collaborations.
9
Rioux, Robyn. "English language learners and the development of the English language learner curriculum". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.
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10
Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.
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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
11
Machika, Nonhlahla Mildred. "The effect of learner discipline on academic achievement of grade 12 learners". Thesis, University of Limpopo (Turfloop Campus), 2007. http://hdl.handle.net/10386/763.
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Thesis (M.ED.) --University of Limpopo, 2007The purpose of this study is to investigate and highlight the effects of learner discipline on academic achievement. Respondents in this research were requested to make their perceptions and attitudes known on the following issues: • Can discipline improve academic achievement? • How can discipline be used as a means to manage academic achievement? • How does discipline influence academic achievement? • Which strategies promote sound management of academic achievement? • Why should discipline be employed for academic achievement especially of grade 12 learners? • What hinders sound management of discipline for academic achievement? Chapter one deals with historical background, significance of the study, problem statement, main research question, aims and objectives, delimitation of the study, definition of concepts and research programme. Chapter two consists of literature review whereby primitive views on discipline are investigated. Contemporary views on discipline, accepted disciplinary strategies, obstacles that hinder learner discipline for academic achievement and hindrances to sound management will also be investigated. Chapter three consists of Research Methodology and it includes introduction, research design, population, sampling procedures, research instruments, data collection, confidentiality, reliability, validity and conclusion. Chapter four focuses on data analysis and interpretation. Chapter five presents a summary, suggestions, recommendations and conclusion.
12
Keith, Karin. "Creating a Community of Learners: Connecting Learners in the Classroom". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1029.
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13
Oytun, Erden. "Learners&". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1063569/index.pdf.
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This study examines students�
perceptions about level of communication, online course support, satisfaction in a web enhanced course and students&
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feelings about computers and the web. Addition to them gender differences in students&
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perceptions were studied. The data were collected by using survey at the end of the term and analyzed by using descriptive statistical analyzing methods. Results showed that students&
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feelings about computers and the web were slightly positive. Students&
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perceptions about online course support were slightly positive. Students&
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perceptions were neutral about level of communication and satisfaction results. No difference has found in students&
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computer and the web feelings, level of communication, online course support and satisfaction results in terms of gender.
14
Dougherty, Ellen. "Adolescent expert learners". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82701.
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This qualitative study explores which cognitive characteristics and strategies are common to both adult experts and adolescents when placed in the role of an expert. The basis for comparison are the nine characteristics and five strategies identified as common to all adult experts by Shanteau, 1992. Data were collected from interviews held with eight adolescents upon completion of an "Expert Project" in their Secondary II Physical Science course. Certain shared characteristics and strategies emerged during data collection and analysis, such as acts responsibly and uses help from others. Implications for future research are presented.
15
Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English". Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.
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16
Knöös, Johanna, i Siri Amanda Rääf. "Sentiment Analysis of MOOC learner reviews : What motivates learners to complete a course?" Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105919.
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In the last decade, development of Information and Communication Technology (ICT) thatsupports online learning has increased the demand for e-learning and Massive Open OnlineCourses (MOOCs). Despite their increased popularity, MOOCs are struggling with highdropout rates and only a small percentage of learners complete the courses they enrolled in. Thepurpose of this thesis is to gain knowledge about MOOC learner behaviour. The aim of thestudy is to identify the motivations of learners and how these differ between learners whocompleted a course and those who dropped out. Research on MOOC learners has mostly beencarried out using a quantitative approach. While quantitative methodologies are effective inhandling the large amount of data produced by MOOCs, qualitative methods can give deeperinsights into online learners’ motivations. Therefore, this thesis employs an explanatorysequential mixed methods research, in which sentiment analysis and topic modeling of learnerreviews from the platform Coursera are further explained by qualitative interviews with MOOClearners. In the study 28,000 reviews scraped from five courses within the fields of data sciencewere analyzed and ten interviews were held with learners who either completed, dropped outfrom or both completed and dropped out from a MOOC. In the quantitative analysis nine coursefactors were found that learners wrote about: content, delivery, assessment, learning experience,tools, video material, teaching style, instructor skills and course provider. In addition, eighteenthemes were yielded from the interviews: self-discipline, just for fun, certificates, personaldevelopment, knowledge, career, time, equipment, practical exercise, interaction, instructor,reality, structure, external material, cost, community, degree of difficulty and other. In thediscussion the empirical findings are reflected upon using the theoretical framework of theresearch and the literature review. The result does not reveal any differences in motivationsbetween learners who completed a course and those who dropped out, however, it does identifyfactors that caused learners’ to drop out and the topics that most negative learner reviews wereabout. This research contributes to the body of knowledge in the field of research on MOOClearner retention and motivations. The topic is relevant for research in education informaticsand for continued improvements in delivery of MOOCs.
17
Iqbal, Zafar. "Aspects of the learner's dictionary with special reference to advanced Pakistani learners of English". Thesis, Aston University, 1987. http://publications.aston.ac.uk/10282/.
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The present work is an empirical investigation into the lq`reference skills' of Pakistani learners and their language needs on semantic, phonetic, lexical and pragmatic levels in the dictionary. The introductory chapter discusses the relatively problematic nature of lexis in comparison with the other aspects in EFL learning and spells out the aim of this study. Chapter two provides an analytical survey of the various types of research undertaken in different contexts of the dictionary and explains the eclectic approach adopted in the present work. Chapter three studies the `reference skills' of this category of learners in the background of highly sophisticated information structure of learners' dictionaries under evaluation and suggests some measures for improvement in this context. Chapter four considers various criteria, eg. pedagogic, linguistic and sociolinguistic for determining the macro-structure of learner's dictionary with a focus on specific Ll speakers. Chapter five is concerned with various aspects of the semantic information provided in the dictionaries matched against the needs of Pakistani learners with regard to both comprehension and production. The type, scale and presentation of grammatical information in the dictionary is analysed in chapter six with the object of discovering their role and utility for the learner. Chapter seven explores the rationale for providing phonological information, the extent to which this guidance is vital and the problems of phonetic symbols employed in the dictionaries. Chapter eight brings into perspective the historical background of English-Urdu bilingual lexicography and evalutes the currently popular bilingual dictionaries among the student community, with the aim of discovering the extent to which they have taken account of the modern tents of lexicography and investigating their validity as a useful reference tool in the learning of English language. The final chapter concludes the findings of individual aspects in a coherent fashion to assess the viability of the original hypothesis that learners' dictionaries if compiled with a specific set of users in mind would be more useful.
18
Ghalichi, Arezoo. "LingoBee and Detached Learners". Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-27223.
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LingoBee is a mobile application, which was designed as a tool for language learning. This application assists learners by providing them a community for language learning. This mobile app is running on Android operation system, and using Web 2.0 technology.There are pre-existing social network applications that is used for language learning such as Livemocha. But LingoBee focuses not only on social network sites but also creating communities for language learning.In this thesis I will analyze LingoBee user data collection, in order to evaluate this application. This evaluation is based on two aspects. First, LingoBee can provide an environment for learners to develop their learning process. Second, LingoBee gives the language learning communities the necessary environment to improve. There are too many articles exists on these topics but none of them have consider these to aspects together.
19
Johnson, Matthew David. "Learners' self-assessment and metacognition when using an open learner model with drill down". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8590/.
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Metacognition is ‘thinking on thinking’. It is important to educational practices for learners/teachers, and in activities such as formative-assessment and self-directed learning. The ability to perform metacognition is not innate and requires fostering, and self-assessment contributes to this. Literature suggests proven practices for promoting metacognitive opportunities and ongoing enquiry about how technology best supports these. This thesis considers an open learner model (OLM) with a drill-down approach as a method to investigate support for metacognition and self-assessment. Measuring aspects of metacognition without unduly influencing it is challenging. Direct measures (e.g. learners ‘thinking-aloud’) could distort/disrupt/encourage/effect metacognition. The thesis develops methods to evaluate aspects of metacognition without directly affecting it, relevant to future learning-analytics research/OLM design. It proposes a technology specification/implementation for supporting metacognition research and highlights the relevance of using a drill-down approach. Using measures that correspond to post-hoc learner accounts, this thesis identifies a baseline of student activity that is consistent with important regulation of cognition tasks and students’ specific interest in problems. Whilst this does not always influence self-assessment accuracy, students indicating their self-assessment ability can be used as a proxy measure to identify those who will improve. Evidence supports claims that OLMs remain relevant in metacognition research.
20
Hakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study". Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.
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Abstract. Interaction and communication have received remarkable attention within SLA research in recent years. The sociocultural learning approach implemented in Finnish comprehensive schools through the national curriculum also emphasises interaction and communication as key concepts in all learning. Thus, this qualitative, empirical case study investigates what role van Lier’s Interaction Types (1988) have in EFL learners’ willingness to communicate (WTC) in the language of the lesson, as well as EFL learners’ WTC in relation to the learners’ identities. The latter will be studied applying Zimmerman’s identity categories (1998). The participants of this study were two groups of 9th-graders in a Finnish comprehensive school, and the data was collected during two, 75-minute English as a Foreign Language (EFL) lessons using non-participatory observation. The analysis showed that WTC varies depending on the interaction type, but also that a variety of situational aspects within these categories, such as access to vocabulary in the second language and problematic situations, influence learners’ WTC. In addition, the analysis showed that when learners identify themselves as pupils, they show WTC in the language of the lesson, whereas if the learners communicate as themselves, they show WTC in their first language. It appears that the pupils’ selves are thus separate from their pupil and language learner identities. Possible practical implications stemming from this are encouraging the pupils to use English as themselves, with the language skills they have, but also providing them with appropriate tools to practice the language, such as providing access to appropriate vocabulary and giving enough time to prepare for tasks to come.Tiivistelmä. Vuorovaikutus ja kommunikaatio ovat saaneet merkittävää huomiota toisen kielen oppimista tutkivilla tieteenaloilla. Osana valtakunnallista opetussuunnitelmaa Suomen peruskouluissa noudatetaan sosiokulttuurista oppimiskäsitystä, joka painottaa vuorovaikutuksen ja kommunikoinnin merkitystä oppimisessa. Tämä laadullinen, empiirinen tapaustutkimus tutkiikin englantia vieraana kielenä opiskelevien oppilaiden kielenkäyttöä oppitunneilla, erityisesti sitä, minkälainen yhteys on oppilaiden halukkuudella kommunikoida oppitunnin kielellä (WTC) ja van Lierin vuorovaikutustyypeillä (1988). Tämän lisäksi tutkimus pyrkii Zimmermanin identiteettityyppejä (1998) hyödyntämällä selvittämään, onko oppilaiden muuttuvilla identiteeteillä yhteys heidän halukkuuteensa kommunikoida. Tutkimukseen osallistui kaksi yhdeksäsluokkalaista ryhmää Suomalaisesta peruskoulusta, ja tutkimusaineisto kerättiin kahden 75-minuuttisen englanninkielen oppitunnin aikana havainnoimalla, osallistumatta oppitunnin kulkuun. Analyysissa ilmeni, että oppilaiden halukkuus kommunikoida vaihteli riippuen vuorovaikutustyypistä. Vuorovaikutustyyppien sisällä ilmeni lisäksi tekijöitä, kuten sanalistan käyttö ja ongelmalliset tilanteet, jotka vaikuttivat kommunikointikieleen. Tämän lisäksi havaittiin, että oppilaat osoittivat halukkuutta kommunikoida tunnin kielellä, jos he identifioivat itsensä oppilaiksi, kun taas kommunikoidessaan omina itsenään oppilaat kommunikoivat äidinkielellään. Vaikuttaa siis siltä, että oppilaiden minä on erillään heidän oppilas- ja kielenoppijan identiteeteistään. Mahdollisia käytännön seuraamuksia tästä on rohkaista oppilaita käyttämään englannin kieltä omina itsenään hyödyntäen juuri sitä kielitasoa, joka heillä on, sekä tarjota heille sopivat välineet kielen harjoittamiseen. Tällaisia välineitä tämän tutkimuksen perusteella ovat esimerkiksi sopivien sanalistojen tarjoaminen oppilaiden käyttöön sekä riittävä aika valmistautua tuleviin aktiviteetteihin.
21
De, Villiers Tania. "Violence among nurse learners : a descriptive study examining nurse learners' experiences of violence". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2944.
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22
Carballo, Miriam. "Teacher Attitude and Self-Efficacy Differences Regarding English Language Learners and Disabled Learners". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7484.
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There has been little research combining both groups of students who were English Language Learners (ELLs) and Exceptional Student Education (ESE) students in relation to teacher attitudes and self-efficacy. The purpose of this study was to compare teacher attitudes and self-efficacy related to instructing either ELLs with or without disabilities in elementary schools
Teachers from six elementary schools in the XYZ Excellence School District participated in a 52-item comprehensive survey. Two questionnaires and the demographic form were combined to create one comprehensive questionnaire totaling 52 questions for the purposes of this study. Teachers were solicited to participate in the study by email, which generated 92 responses for analysis.
The results of this study indicated there were no significant differences between the perceptions of individuals when instructing English Language Learners (ELLs) and Exceptional Student Education (ESE) students. If people feel confident teaching ELLs, they probably feel confident teaching ESE. Equally, if they do not feel confident teaching ESE students, they are more than likely to not feel comfortable teaching ELLs. Thus, there were no significant differences between beliefs and attitudes in both groups. Still, data gathered from the regression analysis demonstrated training in ELL and ESE were strong indicators regardless of which other variables were added to teacher attitudes and self-efficacy when instructing ELLS or students with or without disabilities.
The results of this study also indicated teachers felt they needed additional training in special education and communication was the greatest barrier between teacher and students, since many teachers could not speak Spanish and students could not comprehend or speak English very well. The results also indicated some teachers felt resources available to them in teaching a lesson were a positive component for ELLs, with or without disabilities, to be able to grasp content.
The findings from this study could serve as positive change for reform of a multi-culturally and diverse climate in public schools. States, school districts, and on-site school administrators could support teachers by creating professional development programs in the learning of learning profiles, preferences, interests, and readiness proficiency levels are essential to multicultural diverse education. The states could also encourage these actions by restructuring certification policies recognizing multicultural diverse education.
23
Connerty, Mary C. "Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners : the discoursal self of G1.5 student writers". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/274/.
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This thesis appears in three parts: Modules I, II, & III. The purpose of these units was to argue that Generation 1.5 (G1.5) learners are a distinct group of English language learners with unique ways of representing themselves in academic writing, and to identify those salient linguistic differences among G1.5, traditional ESL, and NS student writers. Using multiple methodologies, the text explores the discourse patterns of G1.5 students in their academic writing. Elements in each section include: Module I: o A discussion and literature review of research on Generation 1.5 students and design criteria for an extended corpus study. Module II: o A pilot study of early results from a corpus study comparing G1.5, ESL, and NES student academic writing, with a focus of pronoun and modal use. Module III: o A study involving surveys and interviews to evaluate what both students and instructors consider good academic writing and expect of student essays. o Corpus data from G1.5, ESL, and NS student corpora to determine lexicogrammatical and syntactic patterns in G1.5 student writers and how they differ from both ESL and NS students. Salient features are analyzed using a framework where features are mapped onto an adapted version of Halliday‘s (2004) three macrofunctions of language, allowing for an analysis of semantic and lexico-grammatical features in terms of ideational, interpersonal, and textual positioning. o Case studies of three essays to test corpus results and a framework of selfrepresentation against individual performance. The resulting text concludes that G1.5 students‘ self-representation in writing is distinct from other student writers, and manifests in their semantic choices, narrative style, and elements of a hybrid of academic and personal/interpersonal writing.
24
Payant, Caroline A. "Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/23.
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Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learner-learner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Aldosari, 2010). Swain and colleagues (Swain, 1995; Swain & Lapkin, 1995, 1998) have also illustrated that languaging, a form of verbalization, facilitates the completion of complex linguistic tasks which leads to second language (L2) development (Swain, Brooks, & Tocalli-Beller, 2002). Moreover, researchers have found that task type impacts language development (Storch & Aldosari, 2010; Storch & Wigglesworth, 2003; Swain & Lapkin, 2001). Due to the growing number of multilingual learners in the world today (Hammarberg, 2010), researchers need to expand the scope of the research to include the role(s) of native and nonnative languages on third language (L3) development. Thus, the purpose of the current multiple case study was to investigate the specific mediating functions of multilingual learners’ languages during four types of collaborative tasks and to explore the relationship between languaging and L3 development. A 16-week classroom-based study was conducted in a university French as a foreign language classroom in Mexico with four focal participants. The language produced during learner-learner interaction was examined using three types of analysis: (1) each turn was coded for language and for their specific functions; (2) each Language-Related Episode (LRE) was coded for type and for resolution; and (3) accuracy on individual tailor-made posttest items. Findings uncovered a complex picture of task type effects on the specific mediating functions of language as well as complementary functions of L1 and L3 mediation. Results from the analysis of LREs show that task type impacts the occurrence and resolution of LREs. Accuracy scores from the posttests suggest that L1 and L3 mediation promotes L3 development. Findings are in line with the focal participants’ beliefs. The findings that languages serve various social and cognitive functions during task completion are discussed in light of current ideas from an SCT perspective.
25
Drouilhet, Louise Marie Rhodes Dent. "Teachers as adult learners using adult learner characteristics to design in-service programs for teachers /". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514769.
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Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 7, 2005. Dissertation Committee: Dent Rhodes (chair), John Heissler, Frank Lewis, William Piland, Robert Rumery. Includes bibliographical references (leaves 205-230, 261-263) and abstract. Also available in print.
26
Lee, Jooyoung. "EFL textbooks for young learners from the perspectives of teachers, parents and young learners". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602358.
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In the last decades the number of English language teaching materials for young language learners on the market has increased substantially. Even though there has been considerable research about ELT materials, little is known about textbooks for young language learners in the EFL context. The objectives of this study were to explore and compare the perceptions of EFL textbooks from the viewpoints of parents, teachers and young learners. The present study employed mixed methods in an exploratory sequential design. Data collection and analysis consisted of two phases. Data were gathered from semi-structured interviews with 58 participants in Phase 1. The results of Phase 1 were developed and expanded in Phase 2. In the second phase, 325 participants were involved. Participants in the study were young learners who are primary school-aged children and participate in private English education, parents and teachers in South Korea. The results of Phase 1 identified nine themes relating to EFL textbooks: (1) Language learning; (2) Non-language outcomes; (3) Appropriateness; (4) Variety; (5) Appeal to learners; (6) Ease of teaching; (7) Quality and content; (8) Imported vs. local textbook; and (9) Concerns. The results of Phase 2 suggested attitudinal commonalities among the three groups such as overall language learning, and variety of genre. Dissimilarities in the three groups were also found such as vocabulary learning and written in English only. The results of the research add to the growing body of knowledge on the development of EFL materials, providing insight into the perceptions of parents, teachers and young learners. Implications for future research, teaching practice, teacher education and material development are discussed.
27
Kim, Bokyoung. "A study on Korean monolingual learners' dictionaries for foreign learners focusing on grammatical information". Thesis, SOAS, University of London, 2013. http://eprints.soas.ac.uk/18559/.
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This thesis explores how to improve grammatical information provided by the Learner's Dictionary of Korean which is the first Korean monolingual learner's dictionary for foreign learners in order to help advanced learners of Korean produce their language accurately. In it I analyse whether the information of the dictionary is appropriate and on what principles the information is presented focusing on five selected items, which advanced learners find most difficult to use in their production. In order to look at the characteristics of target users, I gathered data using both a questionnaire and interviews as well as undertaking a dictionary compiling project. Furthermore, I built up user profiles for Korean monolingual dictionaries used for encoding activities. I then analysed advanced learners' production based on a learners' corpus which I designed for my research and selected five main items which learners had difficulty in using in their production. The findings show that the Learner's Dictionary of Korean provides a considerable amount of grammatical information in various ways according to the characteristics of each item. However, there is still room for improvement in terms of the contents and presentation of the dictionary. Firstly, I recommend that when the dictionary describes a certain item, the dictionary should also deal with other items which it commonly occurs with as a pattern or phrase rather than separately. Secondly, it is necessary to compare the different function and usage of words using example sentences or syntactic codes which are often substituted incorrectly for each other in usage notes of the Learner's Dictionary of Korean. Thirdly, there needs to be greater consistency in choosing the list of headwords and describing grammatical information. I conclude by offering some suggestions about the macro- and micro structure of dictionaries on the basis of these findings.
28
Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.
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Kurec, Dianne Quinn. "Lifelong Learners Study in Virginia". VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1526.
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30
Clarke, Theresa. "Registered nurses as adult learners". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ55495.pdf.
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31
Block, David Martin. "Exploring learners' worlds : two studies". Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296681.
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32
Palmer, Nicholas James. "Pattern classification via unsupervised learners". Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2373/.
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We consider classification problems in a variant of the Probably Approximately Correct (PAC)-learning framework, in which an unsupervised learner creates a discriminant function over each class and observations are labeled by the learner returning the highest value associated with that observation. Consideration is given to whether this approach gains significant advantage over traditional discriminant techniques. It is shown that PAC-learning distributions over class labels under Ll distance or KL-divergence implies PAC classification in this framework. We give bounds on the regret associated with the resulting classifier, taking into account the possibility of variable misclassification penalties. We demonstrate the advantage of estimating the a posteriori probability distributions over class labels in the setting of Optical Character Recognition. We show that unsupervised learners can be used to learn a class of probabilistic concepts (stochastic rules denoting the probability that an observation has a positive label in a 2-class setting). This demonstrates a situation where unsupervised learners can be used even when it is hard to learn distributions over class labels - in this case the discriminant functions do not estimate the class probability densities. We use a standard state-merging technique to PAC-learn a class of probabilistic automata and show that by learning the distribution over outputs under the weaker L1 distance rather than KL-divergence we are able to learn without knowledge of the expected length of an output. It is also shown that for a restricted class of these automata learning under L1 distance is equivalent to learning under KL-divergence.
33
Murrell-Abery, Geraldine Vadna. "Learning from the learners' perspective". Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425758.
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34
Chon, Jieun. "Interactive Visualization for Novice Learners". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/101684.
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Iteration, the repetition of computational steps, is a core concept in programming. Students usually learn about iteration in an entry-level Computer Science class. Virginia Tech's Computational Thinking (CT) course is designed to teach non-CS majors computing skills and new ways of thinking. The course covers iteration on Day 8 of the class. We conducted a pretest before, and three post-tests after, Day 8 of the Computational Thinking class in Spring 2018 on 137 students. The pre-test was intended to measure knowledge of iteration before the material was covered. We found from the post-tests that students' knowledge of iteration did not satisfy the course objectives in Spring 2018, because the knowledge gain shown between pre-test and post-tests was not significant. We developed interactive visualizations and exercises for Fall 2018 and Spring 2019. For three semesters we conducted tests and compared the data from Fall 2018 and Spring 2019 (the treatment) against Spring 2018 (the control). We found that Spring 2019 students had greater knowledge gains than Spring 2018 students. Also, we conducted surveys in Fall 2018 and Spring 2019 from students to learn more about their recall, helpfulness, and reuse of the interactive visualizations. Finally, we analyzed data from the interactive exercises and page use to investigate students' usage behavior.Master of Science
35
Alsabaan, Majed Soliman K. "Pronunciation support for Arabic learners". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/pronunciation-support-for-arabic-learners(3db28816-90ed-4e8b-b64c-4bbd35f98be7).html.
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The aim of the thesis is to find out whether providing feedback to Arabic language learners will help them improve their pronunciation, particularly of words involving sounds that are not distinguished in their native languages. In addition, it aims to find out, if possible, what type of feedback will be most helpful. In order to achieve this aim, we developed a computational tool with a number of component sub tools. These tools involve the implementation of several substantial pieces of software. The first task was to ensure the system we were building could distinguish between the more challenging sounds when they were produced by a native speaker, since without that it will not be possible to classify learners’ attempts at these sounds. To this end, a number of experiments were carried out with the hidden Markov model toolkit (the HTK), a well known speech recognition toolkit, in order to ensure that it can distinguish between the confusable sounds, i.e. the ones that people have difficulty with. The developed computational tool analyses the differences between the user’s pronunciation and that of a native speaker by using grammar of minimal pairs, where each utterance is treated as coming from a family of similar words. This provides the ability to categorise learners’ errors - if someone is trying to say cat and the recogniser thinks they have said cad then it is likely that they are voicing the final consonant when it should be unvoiced. Extensive testing shows that the system can reliably distinguish such minimal pairs when they are produced by a native speaker, and that this approach does provide effective diagnostic information about errors. The tool provides feedback in three different sub-tools: as an animation of the vocal tract, as a synthesised version of the target utterance, and as a set of written instructions. The tool was evaluated by placing it in a classroom setting and asking 50 Arabic students to use the different versions of the tool. Each student had a thirty minute session with the tool, working their way through a set of pronunciation exercises at their own pace. The results of this group showed that their pronunciation does improve over the course of the session, though it was not possible to determine whether the improvement is sustained over an extended period. The evaluation was done from three points of view: quantitative analysis, qualitative analysis, and using a questionnaire. Firstly, the quantitative analysis gives raw numbers telling whether a learner had improved their pronunciation or not. Secondly, the qualitative analysis shows a behaviour pattern of what a learner did and how they used the tool. Thirdly, the questionnaire gives feedback from learners and their comments about the tool. We found that providing feedback does appear to help Arabic language learners, but we did not have enough data to see which form of feedback is most helpful. However, we provided an informative analysis of behaviour patterns to see how Arabic students used the tool and interacted with it, which could be useful for more data analysis.
36
Sharp, L. Kathryn, i Jason Johnson. "Supporting Literacy for All Learners". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4282.
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Wright, Lester. "Identifying Successful Online Adult Learners". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1430.
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This qualitative case study examined the lack of success by and high attrition rates of adult learners enrolled in online higher education courses at a public research university in the southeastern United States. The conceptual framework integrated Knowles' theory of andragogy with a composited model that combined elements of Tinto's persistence model with Bean and Metzner's student attrition model. The research questions examined factors and characteristics contributing to the unsuccessful completion of online courses for adult learners. The data were collected in 2 separate phases using a purposeful sample comprised of 152 adult learners who volunteered to participate in the study and had enrolled in an online course at the university between the fall 2013 and spring 2015. The findings revealed that factors such as work-related issues, lack of time management, and personal issues contributed to students' unsuccessful completion of online courses. Additionally, the participants' success depended on their strengths and weaknesses with time management skills, motivation and dedication, technological skills, and communication skills in online learning. The findings were used to create a pre-orientation workshop designed to assist adult learners prior to taking their first online course by assessing student readiness levels for online learning and identifying deficiencies in skills required to be successful. Offering a pre-orientation workshop session to first-time online adult learners will increase their likelihood of success and foster a positive effect on social change in this population by improving retention in an online learning environment.
38
Mason, Russell D. "Improving outcomes for adult learners". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95505/1/Russell_Mason_Thesis.pdf.
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This thesis investigates the range of experiences and circumstances that shape educational outcomes for adult learners. The study uses descriptive meta-synthesis to examine the complex interaction of psychological, socio-demographic and environmental influences that shape the attitudes and experiences of adult learners as they re-engage and persist through their tertiary education. The importance of conducting the synthesis lies in the possible benefits of applying the findings of the study to better support adult learners as they persist and succeed in their educational pursuits.
39
Welff, Joy Judith. "Factors shaping learners' engagement with science texts in grade 8 : a study of learners' perspectives". Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/6962.
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Bibliography: leaves 99-105.This investigation provides a learner perspective of the factors that affected the way in which they made meaning of science texts in Grade Eight where the medium of instruction was English. The investigation outlines the origins and objectives of the new curriculum within which the learner is located as this informs the extent to which learners have to engage independently with texts. It also describes the role of the textbook in society and education, the readability of texts and reading as factors that affect and therefore have an impact on the way learners make meaning from texts. While the aim of study was to gain a learner perspective of the factors shaping learners' engagement with texts, it also includes responses from teachers and textbook writers as these two groups have a direct influence on the way learners make meaning. The study highlights the contextual realities of where learners are at and provides strong evidence to suggest that learners' engagement with texts are affected by their low reading levels and the choices made by teachers and textbook writers in their selection and writing of texts, and points conclusively to the role of the teacher in mediating between learner and text.
40
Onat-Stelma, Zeynep. "Moving from teaching older learners to young learners : cases of English language teachers in Turkey". Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/11273/.
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This thesis explores the experiences of four English language teachers in Turkey who moved from teaching in either high schools or language schools to teaching English to young learners. The study follows these teachers in their first year of teaching in primary school, describes the changes they went through in their approach to teaching English, and identifies the influences on these changes. The background to this research was an educational reform which introduced English into the primary curriculum. After this reform, there was a shortage of English teachers at the primary level. A common solution was to recruit English teachers from other levels of the educational system. Three of the participating teachers taught in high school before they moved to teach English in the primary school. One of the participating teachers taught English to adults in a language school before moving to the primary level. The data for the study was generated through systematic interviews with the teachers, as well as regular observations of their classes, over the course of the school year. The interpretation of the data was informed by the existing literature on teaching English to young learners and the literature on teacher change. At the end of the school year, all of the teachers said they would like to continue teaching English in the primary school. In adjusting to teaching children, the teachers mainly focused on developing class management strategies. The teachers did not, however, focus on maximising opportunities for learning the target language. The main influences on the teachers' change were in-service training, textbooks, as well as interaction with and support from colleagues. The research contributes to the debate of how to best facilitate the introduction of English into primary schools, and calls for further research into teacher development in the context of such curricular reforms.
41
Kim-yoon, Hyeonokh. "Learner beliefs about language learning, motivation and their relationship : a study of EFL learners in Korea /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Kamau, Judith Wanene. "The effectiveness of learner support services to distance learners in a primary education diploma : a case study in Botswana". Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24076.
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This study was motivated by my desire to understand participants’ perceptions about the effectiveness of learner support services and their contribution to distance learners’ progress and programme completion in the DPE programme in Botswana. The investigation was carried out to find out why despite the provision of learner support services, there were low completion rates and high incomplete rates in the final year (2002/2003 cohort) of the DPE programme. The study also intended to understand the strengths and weaknesses of learner support services and make recommendations for improvement. A qualitative case study research design was applied. Group and individual interviews were conducted with participants. Data were analysed using Atlas ti computer software which simplified the management of the large corpus of data generated during the fieldwork. The study found that there was need for sustained learner-tutor and learner-learner interaction and regular communication with the supporting institution during the learning process. This would require planning and aligning learner support services to identified learner needs, access to learning resources including the existence and application of effective monitoring and supervision mechanisms for academic, counselling and administrative support in order to ensure commitment and accountability of learner support providers. In order to reduce isolation which is created by the physical separation between learners and service providers, the study recommended a structure for the provision of decentralized learner support services that are as close as possible to where distance learners live and work for ease of access. The study further found that there is need for policy guidelines and management structures to facilitate the provision of effective learner support services for the benefit of distance learners.Thesis (PhD)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
43
Isiah, Rosa I. "Teacher Implementation and Impact of Academic Vocabulary Instructional Protocols for Long Term English Learners". Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/471.
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English learners are expected to acquire academic language and content simultaneously. Long Term English Learners (LTELs), a growing English Learner subgroup, struggle academically and do not have the necessary academic vocabulary proficiency to achieve academic success in our current educational system.
This mixed-methods study examined the implementation of Academic Vocabulary Instructional protocols in the upper grades in a small urban elementary school district. Semistructured interviews, focus group, observation protocol, and data analysis methods were used as primary methods for data collection. Overall, four key themes emerged in this study. First, all 4th- and 5th-grade teachers implemented the new Academic Vocabulary Toolkit and protocol to address the academic language needs of English learner students. Second, teachers consistently used the academic vocabulary and grammatical frames. Third, teachers regularly modeled the use of an academic register. Finally, there was an increase in the use of grammatical sentence frames and academic vocabulary by students across the content areas. Language Acquisition and Sociocultural Theory in Language conceptual frameworks were used.
44
Besich, Marilyn Ann. "Learning tactics of successful online learners". Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/besich/BesichM0505.pdf.
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Kocak, Ayfer. "A Study On Learners&". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217728/index.pdf.
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ABSTRACT
A STUDY ON LEARNERS’
READINESS FOR AUTONOMOUS LEARNING OF ENGLISH AS A FOREIGN LANGUAGE KOÇ
AK, Ayfer MSc, Department of Educational Sciences Supervisor: Prof. Dr. Fersun Paykoç
September 2003, 115 pages The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at BaSkent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners&
#8217
readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners&
#8217
motivation level in learning English, (b) Learners&
#8217
use of metacognitive strategies in learning English, (c) Learners&
#8217
responsibility perception of their own and their teachers&
#8217
in learning English and (d) Learners&
#8217
practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of BaSkent University. The data analysis was carried out through quantitative (frequencies, means, standard deviations, t-test and one-way ANOVA) analysis techniques. The results of the study indicated that majority of the students had high motivation. Another result revealed that the students tended to use some metacognitive strategies like self-monitoring and self-evaluation. The third result showed that the learners considered the teacher as more responsible for most of the tasks during their own learning process. Fourthly, majority of the students tended to be spending quite little time for out-of-class activities to improve their English. The fifth result displayed that females and elementary learners had higher motivation in learning English, but a significant difference was not in the motivation level concerning the learners&
#8217
major field. The sixth result pointed out that females used more metacognitive strategies in learning English
however, proficiency level and major field of the learners were not found to be significant factors in the use of metacognitive strategies. The seventh result revealed that responsibility perceptions did not show a significant difference regarding the respondents&
#8217
gender, proficiency level and major field. Finally, the present study indicated that intermediate level language learners tended to do more out-of-class activities in learning English. On the other hand, the frequency of respondents&
#8217
conducting out-of-class activities in learning English did not show a significant difference concerning the subjects&
#8217
gender and major field. Key words: Learner Autonomy, Learner Responsibility, Self-regulated learner.
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Uzum, Baburhan. "Analysis Of Turkish Learners'". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608571/index.pdf.
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This study aimed at investigating learners&rsquoattitudes towards English language and English speaking societies. The study also explored the historical and sociopolitical factors that might have influenced learners&rsquo
attitudes. In order to collect data, a language attitude questionnaire was designed adapting several questionnaires which were prepared with the goal of collecting information about learners&rsquo
attitudinal predispositions towards language and language learning in various countries around the world. The study sampled 219 students studying at the preparatory schools of two state and three private universities in Ankara. In addition to the quantitative data obtained from the questionnaire, qualitative data were obtained from the open ended items in the questionnaire and the interview sessions. Interview sessions were conducted at the sampled universities, and 10 students (5 male 5 female) were asked their opinions about their reasons to learn English, their opinions regarding the current status of English in Turkey and their feelings towards English and towards their native language. After the data collection procedure, inferences were made according to the data obtained from the questionnaire and interviews so as to make quantitative and qualitative analysis. While the quantitative findings of the data were analyzed using descriptive and inferential statistics via SPSS 11.0 (Statistical Package of Social Sciences), qualitative data were analyzed through the content analysis. According to the factor analysis of the responses in the pilot and the actual study, the parallel statements were categorized into a factor. Consequently, five factors which ultimately formed five &lsquo
themes&rsquo
were obtained. The research findings were interpreted with reference to these five themes-native language loyalty, instrumental orientation, cultural interest, appreciation of intercultural contact and attitudes towards British and American people respectively. According to the research findings, Turkish learners of English at sampled universities have favorable attitudes towards the English language due to their interest in the cultural products of the English speaking societies and the instrumental value of English as a global language. On the other hand, they have developed ambivalent attitudes towards the target societies due to the intercultural contact with these societies throughout Turkish history, current sociopolitical concerns regarding the British and American state policies and finally their perceptions regarding their native language and culture. Alternative solutions at individual and institutional levels have been proposed in order to change negative attitudes into favorable ones, and prevent the generalization of stereotypes and attitudes into individual levels. In order to achieve the acquisition of favorable attitudes at individual level, intercultural contact should be promoted so that learners will have personal experiences and personal contacts rather than relying on indirect sources such as press and cultural products which might generate biased assumptions.
47
Liu, Diane M. "Learners' conceptions of cross-cultural orientation". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28420.
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With the increase in interaction among people of different cultures and the growing awareness of the importance of strong cross-cultural understanding and communication skills, the need for cross-cultural orientation programs continues to increase. Scholars and practitioners have only just begun to examine trends in cross-cultural orientations in an attempt to draw together theory and practice. Much of this research however, is presented from the perspective of instructors or program developers. Thus, the purpose of this study is to look at cross-cultural orientations from the learners' perspective. This study examines the learners' conceptions in an attempt to obtain a wider understanding of the cross-cultural orientation phenomenon.
The research was guided by an interpretive perspective and a qualitative technique. Two series of interviews with the learners of a cross-cultural orientation program, classroom observations, interviews with the instructors and program documents provided the data for this study.
Analysis of the data indicated that the learners' perspective, participation in and control of orientation programs were important themes to address.' Moreover, the learners' held varying conceptions of these two themes. With regards to the theme of participation, a few learners felt that orientation programs should mainly present information while the majority of them perceived that orientation programs should present information as well as provide opportunities for related experiences. Thus, some saw themselves as passive participants, while others emphasized the importance of being active.
Two conceptions also emerged with regards to the theme of control of orientation programs. Again, there were learners who perceived that orientation programs should be controlled by the instructor, while majority clearly understood orientation programs to be controlled by both the instructor and the learners. Furthermore, the concepts of communication, collaboration and understanding in the orientation process were also emphasized.
While these four varying conceptions represented different ways in which the learners understood the cross-cultural orientation phenomenon, the analysis of the data also indicated that in actual practice, these conceptions were further complicated by the dynamics and the complexities of the nature of cross-cultural orientations.
In exploring the learners' conceptions of cross-cultural orientation programs, this study provided a different perspective to understanding the cross-cultural orientation phenomenon. It identified the importance of paying closer attention to the adult learner in orientations and the need for further research in the area.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
48
Carter, Joshua James. "Technology Integration and English Language Learners". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.
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The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.
49
Damann, Melissa M. Mora-Marín David F. "ESL learners' perceptions of American dialects". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,440.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics. Includes 8 supplemental sound files.
50
Li, Tai-chiu Peter, i 李帝昭. "Job satisfaction among psychiatric nurse learners". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959003.
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