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Relevant bibliographies by topics / College students English language Literacy

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Academic literature on the topic 'College students English language Literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "College students English language Literacy"

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Yin, Xunfeng. "A Study on the Improvement of College Students’ English Cultural Accomplishment under the Concept of General Education." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1215. http://dx.doi.org/10.17507/tpls.0909.19.

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Besides imparting knowledge, college English course is also a language carrier for students to understand western culture and a way to improve their comprehensive cultural literacy. Therefore, under the guidance of General Education theory, this paper attempts to integrate the appreciation of English literary translations into College English teaching, so that non-English majors can improve their English language ability, at the same time, they can improve their critical appreciation ability and cultural accomplishment.

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Dahmash, Nada Bin. "‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis." International Journal of English Linguistics 11, no. 1 (November 25, 2020): 152. http://dx.doi.org/10.5539/ijel.v11n1p152.

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College students in Saudi Arabia engaged in various English activities in digital spaces during the COVID-19 crisis, despite it being their second language. Drawing on the concept of digital literacies proposed by Jones and Hafner (2012), this paper identifies the digital literacy practices that occurred in the English language during COVID-19 crisis. Focus group interviews and individual interviews were conducted via WhatsApp with ten college students who had recently attended an intensive English course at a university in Saudi Arabia. Thematic analysis, assisted by ATLAS.ti, revealed that the college students engaged in complex digital literacy practices in English during the COVID-19 crisis to improve their competency in English, educating the community and oneself about COVID-19 as well as to cope with the boredom of remaining indoors. College students mainly used smartphone apps in their literacies, and their usage was guided by their feelings, commitment and the contextual events around them. The literacies these students drew on reflected their metacognitive awareness of the value of English to their everyday life experience. This paper concludes by encouraging college students to exploit the potential of smartphone apps to improve their capacity in English and incorporate apps into their everyday lives.

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Bunch, George C., Heather Schlaman, Nora Lang, and Kylie Kenner. "“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges." Community College Review 48, no. 3 (June 5, 2020): 303–29. http://dx.doi.org/10.1177/0091552120920358.

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Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.

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Hungerford-Kresser, Holly, and Amy Vetter. "Political tensions: English teaching, standards, and postsecondary readiness." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 407–22. http://dx.doi.org/10.1108/etpc-05-2017-0061.

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Purpose The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability. Design/methodology/approach This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom. Findings The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms. Research limitations/implications Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts. Practical implications Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships. Originality/value There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.

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Untung Ritonga, Mara. "Students’ Competency Focuses in Literacy at Language and Letters Faculty, State University of Medan (Unimed), Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 3 (October 19, 2018): 422–26. http://dx.doi.org/10.33258/birci.v1i3.66.

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The research aimed at describing Enlgish literacy competency of students, including information literacy. The rational of this research is taken from the vision of Universitas Negeri Medan which is planning to be a world class university. This educational institution which mostly supplies teachers should prepare students the better literacy competency. The first step to develop the competency is to do mapping about English literacy competency of students, including information literacy based on five information literacy standard of Association of College & Research Libraries (ACRL) and The Australian and New Zealeand Institute for Information Literacy (ANZIL). The method used in the mapping is mixed methodology, qualitative and quantitative. The data of the research is 157 students from first and second semester of Indonesian letters Department. The tests done are reading, speaking, listening, speaking and writing, including students competency in accessing and understanding infromation in the internet. The result shows that English/information literacy competency of students vary (60 % low, 30% medium, and 10 % high). There fore, it is necessary to do some efforts to improve English literacy competency of students at the Department of Indonesian Letters Faculty of Language and Arts Universitas Negeri Medan.

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Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.

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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to high school students was important and useful to improve their language skills as well as their character educational values.

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Isti'anah, Arina. "The Students’ Perspectives on Observing Language Use in Social Media as Social Practice." IJET (Indonesian Journal of English Teaching) 6, no. 2 (December 22, 2017): 203–17. http://dx.doi.org/10.15642/ijet2.2017.6.2.203-217.

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In this digital era, college students have become familiar with social media such as Facebook, twitter, and Instagram. For English Letters Students, they also use English when updating their status, tweeting their thought, or giving captions in their photos. That phenomenon results in the students’ interest in analyzing language use in social media, proven by some theses examining social media as the data. It means that the students have started to observe English language and literacy as social practice, for example is when a student observed English Letters students’ grammatical errors in their social media accounts. That fact reveals the student’s awareness of the importance of English language and literacy as social practice. A questionnaire was distributed to 64 students who take Language Research Methodology Class. Most of them access Instagram and Facebook in their daily life and spend half of their day accessing the media. Their activities involve reading posts on information and observe comments in the form of sentences. Pedagogical implication of the students’ responses was teachers should bring social issues which happen in society in which the students live to build their critical thinking. Therefore, the students are involved in social practice while developing their critical literacy.

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Hu, Min. "L1 Language Experience and English Phonological Awareness of Chinese College Students." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 583. http://dx.doi.org/10.17507/jltr.1003.22.

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This study investigates the roles of two kinds of L1 language experience—early spoken language acquired before literacy and used as home language as well as Pinyin alphabetic knowledge—in Chinese college students’ phonological awareness (PA) in English. PA is critical to the improvement of language skills in either L1 or L2. Research on contributing factors for PA performance can provide language teachers with guidance on enhancing their students’ PA. A questionnaire was conducted to examine 408 adult participants’ home language. A Mandarin PA test, which included syllable differentiation, onset oddity, rhyme oddity and tone identification, was used to assess their Pinyin alphabetic knowledge. An English PA test was carried out to assess three levels of PA (syllable, onset-rhyme and phoneme) across four tasks (oddity, segmentation, blending and substitution). Results show that 1) these two kinds of L1 language experience exerted significant effects on adult learners’ PA in English; 2) the effects were modified by both level of PA and difficulty of task; and 3) the effects appeared weak due possibly to adult learners’ higher English proficiency. These results underscore the necessity to consider the impact of L1 language experience in both researching and training Chinese learners’ PA in English.

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Tang, Lingying. "Exploration on Cultivation of Critical Thinking in College Intensive Reading Course." English Language Teaching 9, no. 3 (February 1, 2016): 18. http://dx.doi.org/10.5539/elt.v9n3p18.

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<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>

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Elshahawy, Khaled Elkotb Mahmoud. "Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language." International Journal of Language and Literary Studies 2, no. 1 (March 6, 2020): 21–37. http://dx.doi.org/10.36892/ijlls.v2i1.109.

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This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students majoring in English language. As the Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.

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Dissertations / Theses on the topic "College students English language Literacy"

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Webb-Sunderhaus, Sara. "Composing identities Appalachian students, literacy, and identity in the composition classroom /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152723478.

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Foehr, Regina Fortune Ron. "Using the simple to teach the complex teaching college students to interpret complex literature and to write literary analysis essays through fairy tales and children's stories /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004084.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Ronald Fortune (chair), Patricia Harrington Klass, Glenn Grever, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 155-163) and abstract. Also available in print.

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Ragsdale, Ronald Andrew. "Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/3567.

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All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity of those motivations and expectations is the first step toward providing successful second language instruction. This study was designed to elicit the attitudes, expectations and motivations of two unique groups of students studying in the same classes in an ESL summer session at Portland State University (PSU), the preconception of the instructors, and the impressions and evaluations of the program upon its completion by the students, instructors, coordinators and administrators. A successful curriculum can only be adapted to fit the needs and expectations of those students who share the same needs and hold the same expectations. When the learners fall into disparate groups, with distinct, and perhaps contrary needs, a given curriculum can be only a compromise at best, and a failure for some at the worst. During the summer session at PSU, the Department of Applied Linguistics offers a full range of intensive ESL courses for visiting international students. In the year of this study there were two distinct groups of students enrolled in the Reading/Writing ESL classes. One group was the traditional eclectic mix of international students who for the most part were on an academic track toward eventual enrollment in regular programs at PSU. The other was a group of Japanese students studying at PSU from Otemae College. These two groups of students entered the program with different motivations for studying English and different expectations from the summer program at PSU. Because the general academic focus of the program was established in advance of the enrollment of most of these students, it was designed to fit the more traditional students' expectations and motivations. The specific expectations and motivations of the Otemae students were not explicitly considered, leaving the real potential for a negative experience. This is a serious consideration for those designing the curriculum for the summer sessions, for the instructors who are given the task of teaching these distinct groups of students, and for the coordinators of the short term programs who must convince their clients of their effectiveness so they will choose PSU again in the future. Using a semantic-differential survey to assess the students' attitudes, motivations, and expectations, and comparing the results with general demographic data, it was found that the students did indeed separate into two distinct groups with clear differences in motivations and expectations. The Otemae students also formed a large demographic block within the classes which could not be discounted in the lesson plans. Even though the Otemae students had been integrated into the reading and writing classes, these skills were less important to them in the needs analysis portion of the attitude survey than were conversational and pronunciation skills. Reading and writing skills were also rated lower overall by the Otemae students than they were by the traditional students. These and other factors lend support to the contention that the two groups of students had needs and expectations that were not wholly compatible, which put a strain on the teacher/student relationships as well as on the individual instructors' intended goals. This strain was further verified in instructor interviews, student interviews and in a departmental evaluation at the end of the summer term. If expectations are not met, or attitudes are not compatible between students and instructors, or motivations are at odds between groups of students, learning can be obstructed, and the experience can be less positive for all concerned. Although the summer session, with Otemae students integrated into the regular classes, went well in the estimation of some, there is convincing evidence that there is need for improvement. Recommendations for improvement include integrating the Otemae students into speaking and listening classes instead of reading and writing classes, having a curriculum designed with both groups in mind that instructors would have available before the summer term begins, conducting a term by term needs analysis, providing introductory sessions on American classroom style, and attempting to reduce the percentage of Otemae students in any given class by actively recruiting more international ESL students to PSU.

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Crosby, Cathryn Read. "The academic literacies experiences of Generation 1.5 learners how three Generation 1.5 learners negotiated various academic literacies contexts in their first year of university study /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186153515.

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Shrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.

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This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students' school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
ID: 030646207; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track

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Tillinghast, Rena. "The Digital Badge Initiative and its Implications for First-Year Writing." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2216.

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College students seek degrees to obtain employment in their field of interest, however, as the 21st century progresses, employers are often requiring specific skills in addition to degrees and transcripts. As students graduate with their Associates, Bachelors, and Graduate degrees, they plan to present these degrees as sufficient evidence of their qualifications. However, there is recent criticism of college degrees as evidence of qualifications. A beneficial alternative for students would be digital badges. A digital badge is a visual representation that signifies a specific achievement with detailed metadata attached. Digital badges in first-year writing courses would benefit students as they develop specific writing and critical thinking skills as prompted by the curriculum. First-year writing digital badges can include: researching, synthesizing, writing process, constructing authority, etc. as deemed appropriate by the instructor. Ultimately, students will display their badges on their resumes, CVs, or any other document verifying their achievements.

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Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.

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Wong, Wing-sze Winsy. "Phonics knowledge of Hong Kong college students." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890951.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 26-29) Also available in print.

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Smitley, Leigh. "College students' perceptions of dialects." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5324.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).

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Rodgers, Kristen M. "Teaching English as a second language students literacy a comprehensive literacy model for nonolingual educators /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:127.

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Books on the topic "College students English language Literacy"

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Fontaine, Sheryl I. Writing your way through college: A student's guide. Portsmouth, NH: Heinemann, 2008.

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Snyder, J. Donnie. Literary portraits: An anthology of modern American prose and poetry for students of English. New York, N.Y: Collier Macmillan, 1989.

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Shimmering literacies: Popular culture and reading and writing online. New York: P. Lang, 2009.

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Chi, Feng-ming. Discussion as inquiry in ESL\EFL reading: A study of Taiwanese college students' meaning-construction of a literary text through small group discussion. [S.l: s.n.], 1995.

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Lillis, Theresa M. Student Writing. London: Taylor & Francis Group Plc, 2004.

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Student writing: Access, regulation, desire. London: Routledge, 2001.

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Gunning, Thomas G. Creating literacy instruction for all students. 8th ed. Boston: Pearson, 2013.

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Meyers, Judith N. Vocabulary & spelling skills for college students. Upper Saddle River, N.J: Prentice Hall, 1998.

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College slang 101. Georgetown, CT: Spectacle Lane Press, 1989.

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Gunning, Thomas G. Creating literacy instruction for all students. 5th ed. Boston, MA: Allyn and Bacon, 2005.

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Book chapters on the topic "College students English language Literacy"

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Kao, Chian-Wen. "Developing Second Language Literacy: Taiwanese College Students’ Error Types in Focused Feedback Effectiveness." In English Literacy Instruction for Chinese Speakers, 245–64. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_15.

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Ma, Jingjing. "Hong Kong College Students’ Perceptions of Continuous Assessment in the Context of Academic Literacy Instruction." In English Literacy Instruction for Chinese Speakers, 265–80. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_16.

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Hock, Michael F., Irma F. Brasseur-Hock, and Donald D. Deshler. "Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices." In Literacy Studies, 99–118. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_5.

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Fang, Fan, and Lianjiang Jiang. "Critical Investigation of Intercultural Communication Instruction: Building Mainland Chinese University Students’ Critical Language Awareness and Intercultural Literacy." In English Literacy Instruction for Chinese Speakers, 211–27. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_13.

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Lin, Tsui-Ying, Wei-Hua Shih, and Min-Shan Lee. "The Effectiveness of Tailor-Made Content and Language Integrated Learning Materials for Taiwanese Primary School Students’ Literacy Development." In English Literacy Instruction for Chinese Speakers, 75–93. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_5.

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Rontou, Maria. "Contradictions/Dilemmas Around Differentiation of Homework for Students with Dyslexia Studying English as a Foreign Language." In Multilingualism, Literacy and Dyslexia, 178–89. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-15.

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Yu, Melissa H. "Literacy Skills Education from the Perspective of English as a Lingua Franca: A Case Study on Taiwanese Students’ Secondary English Language Education Experience." In English Literacy Instruction for Chinese Speakers, 175–94. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6653-6_11.

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Li, Peilong. "Multimedia Approach: Its Effectiveness in Improving the English Language Proficiency of College Students." In Proceedings of the 2012 International Conference on Cybernetics and Informatics, 2157–62. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_275.

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Ma, Jia. "Did Test Preparation Practices For The College English Test (CET) Work?A Study From Chinese Students’ Perspectives." In Global Perspectives on Language Assessment, 169–82. Routledge : New York, NY, 2019. | Series: Global research on teaching and learning English series ; volume 6: Routledge, 2019. http://dx.doi.org/10.4324/9780429437922-12.

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Al-Bakri, Sawsan, and Salah Troudi. "Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman." In Critical Issues in Teaching English and Language Education, 11–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_2.

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Conference papers on the topic "College students English language Literacy"

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Zhang, Shuang. "Pedagogical Study on Developing Students' Multi-literacy in College English Learning." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.17.

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"ENGLISH FOR SPECIFIC PURPOSES: COLLEGE STUDENTS PROCLIVITY AND DISPOSITIONS." In 2nd National Conference on Translation, Language & Literature. ELK Asia Pacific Journals, 2015. http://dx.doi.org/10.16962/elkapj/si.nctll-2015.21.

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Wang, Hanying, and Weiwei Fan. "Students’ Perceptions on Communicative Pattern in College English Class." In Annual International Conference on Language, Literature & Linguistics (L3 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-3566_l316.64.

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Wang, An, and Miaomiao Li. "On the Cultivation of Information Literacy of College Students Majoring in English." In 2015 International conference on Applied Science and Engineering Innovation. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/asei-15.2015.295.

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"Interaction between Teachers and Students in College English Language Teaching." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.160.

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Hidayat, Raden Aulia Utami, Didi Suherdi, and Pupung Purnawarman. "English as Foreign Language Students’ Understanding and Knowledge of Critical Digital Literacy." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.064.

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Lv, Ming, and Xuesong Liu. "A Survey on Online English Learning Motivation of Chinese College Students." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.047.

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Liu, Ze, Nianci Ren, Hangyuan Dong, Yidan Zhu, Wen Xu, Jiamin Tian, and Yan Zhao. "Language Factors Influencing Chinese College Students’ English Learning Attitude Towards E-learning." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.045.

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Tan, Jinju. "An analysis of the influence of English language and literature on College Students' language competence." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.19.

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Gao, Bei. "The Study of Application of Cloud-class to Improve Students’ Information Literacy in College English." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.063.

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Reports on the topic "College students English language Literacy"

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Oswalt, Meghan. Perspectives on the College Readiness and Outcome Achievement of Former Intensive English Language Program (IELP) Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2509.

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Kern, Kristen. Developing a test of communicative competence for English as a second language students at the college level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.694.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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