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Dissertations / Theses on the topic 'English as a second language (ESL) writing instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Jones, Monica Loose. "Adult ESL literacy : relating theory to practice in the instruction of Mexican immigrants to southern California." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021956/.

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While much is written about the need for literacy and particularly functional literacy, the terms are rarely clearly defined from a linguistic perspective. This dissertation develops a concept of literacy consisting of graphological literacy, functional literacy, and the literacy of thoughtfulness. These three aspects are considered with reference to the US adult educational mandates of Americanization and empowerment. Theory is related to practice through the development of educational objectives for English as a Second Language (ESL) instruction with reference to the literacy neetiq (particu

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2

Lukkarila, Lauren. "Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/22.

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Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to

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3

Hartshorn, K. James. "The Effects of Manageable Corrective Feedback on ESL Writing Accuracy." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.

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The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology

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4

Koo, Kyosung. "Effects of using corpora and online reference tools on foreign language writing: a study of Korean learners of English as a second language." Diss., University of Iowa, 2006. https://ir.uiowa.edu/etd/65.

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The general aim of this study is to better understand aspects of using reference tools for writing and to identify technologies that can assist foreign language writers. The specific purpose of this study is to look closely at how English as a Second Language (ESL) students from Korea use a corpus as a reference tool in conjunction with dictionaries when paraphrasing English newspaper articles. The participants were Korean graduate students with advanced English proficiency (N=10). Their task was to paraphrase an English newspaper article. The results show that

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5

Stefano, Ivan. "Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

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6

Joo, Hyun Jung. "Teacher Change in Argumentative Writing Instruction in a High-School ESL Classroom: A Longitudinal Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546193831535107.

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7

McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.

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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of

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8

Tang, Guimin. "Contextualization: an Experimental Model for EFL Writing Instruction in China." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3487.

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Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context. Using the mixed methods approach, I conducted the st

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9

Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

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10

Valleroy, Rachel. "ESL Writing Across the Curriculum." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.

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11

Wezowicz, Kimberly A. "Writing instruction for second language learners : a project in effective practices /." Click for abstract, 1997. http://library.ctstateu.edu/ccsu%5Ftheses/1511.html.

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Thesis (M.S.)--Central Connecticut State University, 1997.<br>Thesis advisor: Dr. Diane Truscott. "... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves 91-94).

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12

Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.

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The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research an

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13

Yamamoto, Natsuki. "The use of modals in ESL academic writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1727.

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14

Risner, Kevin. "A First Language in Second Language Writing." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333732768.

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15

Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.

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16

Sorg, Rosemary Kathyrn. "Identifying Errors in ESL Writing." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418231647.

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17

Amonette, Maria Mohr. "Beyond the ESL grammar classroom : a descriptive study of transfer of grammatical instruction /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9435.

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18

Chenowith, Natasha H. "A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491480475067097.

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19

Reaume, Kathleen M. "Second Language Writing: An Exploratory Study of ESL Student’s Evaluation of Web Resources." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302284565.

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20

Steyn, Guida. "The transition of Grade 4 learners to English as medium of instruction." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65469.

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The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition is therefore currently offered in the 11 South African official languages. The challenge faced in South African schools that offer African languages in the Foundation Phase, is the fact that from grade 4 onwards, education is only available through the medium of English. This results in a vast number of learners having to make a transition in grade 4 to English as medium of instruction. In this qualitative study, I ex

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21

Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the lingui

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22

Cockcroft, Rosanne. "Enhancing reading comprehension through metacognitive instruction for English Second Language (ESL) learners in the FET Band." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86593.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This study was designed to investigate whether metacognitive instruction could be used to improve the reading comprehension of isiXhosa-speaking English Second Language (ESL) learners in the FET phase. The metacognitive instruction encompassed increasing the learners’ metacognitive awareness, equipping them with metacognitive reading strategies and facilitating the transfer of these strategies to content subjects such as Life Sciences and Geography. The Vygotskian sociocultural theory that accounts for the roles of social, cultu

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23

Serrano, Judith. "An examination of the relationship between beliefs and practices in literacy instruction among four English as a second language (ESL) teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7603.

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24

Han, Young Joo. "Feedback and Transfer in Second Language Writing: A Qualitative Study of ESL Students' Experiences." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498779154665613.

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25

Ghosh, Sanjukta. "Peer feedback and self review in ESL writing of Chinese students." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883845.

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26

Nyström, Louise, and Milanda Gultekin. "Written corrective feedback in the writing classroom for young English Second Language Learners." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29586.

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Feedback can be given in many different forms, and the type that is written and strives to either correct students written errors or support their overall writing ability is suitably enough referred to as written corrective feedback (WCF) of which there are two main types of: indirect and direct WCF. We know that second language writers meet many obstacles, be that lack of motivation and vocabulary or misspellings and phrasal issues; nonetheless, teachers thought processes about what type of feedback to give on what type of error is of importance for the continuation of the development of soun

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27

Paiz, Joshua Martin. "Examining L1 and L2 Use in Idea Generation for Japanese ESL Writers." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301877374.

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28

Uhrig, Ashley. "A Comparison of Individual and Dyad Instruction for Spanish-Speaking Siblings." Wittenberg University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1242405674.

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29

Elabdali, Rima. "Wiki-based Collaborative Creative Writing in the ESL Classroom." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/3378.

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Despite the growing number of L2 studies examining digitally-mediated collaborative writing, the vast majority of these studies have focused on academic writing tasks. This study examined the dynamics and perceptions of groups of ESL students who used wikis to write collaborative short stories. The study also compared the short stories written in groups with posttest short stories written individually in terms of creativity, accuracy, and complexity. The study involved nine students taking a Creative Writing course in an intensive English program at a large university in the U.S. It followed a

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30

Ene, Simona Estela. "The Last Stages of Second Language Acquisition: Linguistic Evidence from Academic Writing by Advanced Non-Native English Speakers." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195720.

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Second Language Acquisition (SLA) researchers have yet to map the developmental stages language learners go through as they approach the target language. In studies of ESL writing, the term "advanced learner" has been applied indiscriminately to learners ranging from freshman ESL composition to graduate students (Bardovi-Harlig and Bofman, 1989; Chaudron and Parker, 1990; Connor and Mayberry, 1996; Hinkel, 1997, 2003). There is a need to examine the advanced stages of SLA in order to refine SLA theories and pedagogical approaches.A corpus of texts written by eleven graduate students in applied

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31

Caruso, Gina Christina. "The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2004.

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Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and web-based collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated meas

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32

Ko, Bo-Ai, and n/a. "The effective error-correction/feedback in ESL children's written work in terms of fluency and accuracy : a case study with two Korean ESL children." University of Canberra. Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060814.143501.

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This case study was explored to determine effective error-correction/feedback methods for two ESL Korean children's writing (recounting task) in terms of accuracy, fluency and attitudes. Three different error-correction methods - written comments focusing on meaning by researcher (Case1), direct and global error-correction focusing on form by researcher (Case2) and self-directed error-correction using check lists by subjects (Case 3) - were applied over a period of 7 months. Thirty pieces of recount writing per subject were collected (10 pieces per case) and analysed by structured criteria of

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33

Lemelin, Nathalie. "A study of eight culturally and linguistically diverse secondary students' perceptions of first and second language writing instruction and second language learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43902.pdf.

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34

Lindblad, Monica. "Communication Strategies in Speaking English as a Foreign Language : in the Swedish 9th grade national test setting." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10829.

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Speaking a foreign language is a major part of communicating in that language. Since LGY 69, spoken English has received the same attention in teaching as the writing of English; and in the national tests today spoken English is considered 1/5 of the test grade. However, students in many cases find it more difficult to speak English than to write it and some teachers still focus more on writing and grammar than on speaking. In this essay, I am trying to show how a group of fairly fluent students tackle the oral part of their national test and what strategies they use to overcome linguistic di

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35

McCollum, Robb Mark. "Validating the Rating Process of an English as a Second Language Writing Portfolio Exam." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1363.pdf.

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36

Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.

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Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.

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37

Lin, Hsiao-Chuan. "A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1291249869.

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38

Geither, Elise Joy. "Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1291386750.

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39

Lockett, Makayla Adrianne. "Circulation of the Native Language in ESL Environments: Correlations Between L1 Perceptions and L1 Use in the English Classroom." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461932305.

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40

Panferov, Suzanne Kathryn. "Exploring the Literacy Development of Russian and Somali ESL Learners: a Collaborative Ethnography." Columbus, OH : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1028234878.

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 413 p.: ill. Includes abstract and vita. Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 399-413).

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41

Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.

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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.

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42

Somers, Rita Kathlyn. "The effect of error on the grading of ESL and native-speaker freshman writing: A comparison." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/812.

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43

Rowan, Paul A. R. "Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/57.

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This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also

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44

Jaakkonen, Mattias, and Basir Hosseini. "How Google Drive Affects Upper Secondary English as a Second Language Collaborative Writing - expressed by Teachers and Students." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34556.

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Svenska skolor blir gradvis mer digitaliserade, vilket gör att fler lärare vänder sig till Google Drive för att förbättra elevers samarbete, särskilt ESL-lärare, som detta examensarbete fokuserar på. Syftet med denna studie är därför att ta reda på hur användandet av Google Drive kan påverka ESL-skrivning i gymnasiet. Detta examensarbete är kvalitativt och undersöker personliga åsikterna från tre ESL-lärare och tre ESL-elever på gymnasiet i Sverige. Dessutom ger papperet en inblick i hur bra lärarnas digitala utbildning i Google Drive motsvarar uppdraget att förbättra elevers engelska skrivför

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45

Du, Qian. "“What Do You Mean `In My Own Words’?” Undergraduate ESL Writers’ Paraphrasing Experiences in an Advanced Academic Writing Course." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373761414.

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46

Potter, Kristine Louise. "Writing, computers, and rhetorical situations: A composition odyssey." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1876.

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This thesis, an autoethnography, explores my own, personal experiences using technology in various writing situations: my writing process, collaborative publishing, my M.A. internship, online tutoring, and my first experience teaching college English composition in a computer classroom.

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47

Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.

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This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.

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48

Laverick, Erin Knoche. "Feminist and other intertwining pedagogies of writing instruction in the University of Findlay's intensive English language program." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1225197578.

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Kotze, Yolanda. "Developing a framework for the writing of ESP study guides / Yolanda Kotze." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1699.

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Teaching through specifically designed and produced learning materials is a widely used and accepted way of teaching in higher education both nationally and internationally. Although this kind of teaching is used mainly in the field of distance education, it has become increasingly popular at traditional universities in face-to-face methods of education. Developing language-learning materials that meets the needs of English for Specific Purposes learners is a process that requires meticulous planning as English for Specific Purposes courses are aimed at meeting the career needs of the learners

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50

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

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

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