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Dissertations / Theses on the topic 'English language Academic achievement. English language English language'

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Published: 4 June 2021

Last updated: 18 February 2022

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1

Wille, Jessica R. "Measuring the academic achievement and English language proficiency of students at the secondary level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006willej.pdf.

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2

Carlson, Carrie Lea. "Menominee County Writing Center and Lab a rural Michigan academic achievement project /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009carlsonc.pdf.

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3

Katz, Laura. "EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/170310.

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School Psychology<br>Ph.D.<br>Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of l

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4

Roundy, Katherine M. "Strategies for promoting academics for English language learners in secondary classrooms." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/2007Roundy_K%20MITthesis.pdf.

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5

GERINGER, JUDY. "A HISTORICAL PERSPECTIVE OF ACADEMIC ACHIEVEMENT IN LOW SOCIOECONOMIC STATUS ENGLISH LANGUAGE LEARNERS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131987706.

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6

Martin, Ann Powell. "The impact of an academic language curriculum on high school sophomores /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2004.<br>Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

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7

Chan, How-kei. "Academic achievement among secondary school students : the effects of language of instruction during primary school years /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14400285.

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8

Withycombe, Adam. "An Exploration of the Role of English Language Proficiency in Academic Achievement." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18726.

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The purpose of this study was to examine the relationship between English language proficiency scores as measured by the ACCESS for ELLs and achievement and growth scores on the reading subtest of the Measures of Academic Progress (MAP). The sample consisted of 2,006 3rd-5th grade English language learners (ELLs) from a large Midwestern school district. Results confirmed that an increase in English proficiency is associated with higher reading achievement scores. The unique variance explained by each of the domain scores (reading, writing, speaking, and listening) on the ACCESS for ELLs sup

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9

Garrido-Vargas, Martha. "Relationship of Self-Regulated Learning and Academic Achievement Among English Language Learners." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242375.

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There has been a rapid increase in the emergence of minority groups during the past few decades in the United States. Hispanics are the largest minority group that has people who speak English as a second language. The increasing proportion of English Language Learning (ELL) students has made it more difficult to maintain high learning standards. Furthermore, this increase has led to other problems such as the over and underrepresentation of ELL students in special education, high dropout rates and the underachievement obtained in standardized tests such us the Arizona's Instrument to Measu

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10

Martinez, Fernandez Jose Felipe. "A multilevel study of the effects of Opportunity To Learn (OTL) on student reading achievement issues of measurement, equity, and validity /." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=828450481&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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11

Farnsworth, Timothy Lloyd. "The construct of academic English in tests of academic achievement and its effect on student performance a confirmatory factor analytic study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579966941&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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12

Nieves, Teresita. "Language, learning, and the achievement gap : the influence of classroom practices and conversational interactions on academic performance /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000511/02/37DissFT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2008.<br>Dissertation advisor: Sheldon T. Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 294-309). Also available via the World Wide Web.

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13

Courtright, Camelia A. "Integrating Reading into Math Instruction to Increase Academic Achievement of English Language Learners." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/78.

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The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple

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14

Gamble, Myra. "A retrospective study of the impact of a writing process program on the academic achievement of second, third, fourth, and fifth grade students." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3264712.

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15

Mikhaylova, Marina Vasilyevina. "Validation of the Reading Level Achievement Test of the English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2884.pdf.

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16

Fung, Tak-ying Dora. "Influences on students' achievements in learning English as a second language." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38756481.

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17

Lind, Ashley Rose. "Effects of bilingual and ESL education on academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lind_AMITthesis2009.pdf.

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18

Duran, Grace Zamora. "Language of instruction, reading achievement, and language proficiency for learning-disabled and non-learning-disabled Hispanic limited English proficient students." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185555.

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Minority children have consistently received less than an equitable education compared to children of non-minority backgrounds. Inequitable treatment has been evidenced by the disproportionate number of minority children in special education programs. The overrepresentation of minorities has been documented primarily in mentally retarded and learning disabilities (LD) programs. Hispanics (Spanish speakers), in particular, have been among these minorities. The projected increase of Hispanics in the population over the next ten years compounds the problem of overrepresentation. Contributing fact

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19

Balizet, S. "Sha" G. "A dynamic simulation assessment of english as a second language students' academic readiness." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2970.

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AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external

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20

jonsson, martin, and beatriz nilsson. "English Language Learners' Achievement at an Urban High School in Atlanta, U.S." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36455.

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This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach,

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Jonsson, Martin, and Beatriz Nilsson. "English Language Learners’ Achievement at an Urban High School in Atlanta, U.S." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28451.

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This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach,

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22

Jackson, P. Pualani. "Teachers' Perceptions of English Language Learners and Reading Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2662.

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The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of

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23

Clayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.

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When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is

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24

Gentry, Lorna Edith. "Toward an understanding of academically successful English as a second language students." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28051.

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Twenty-five ESL students who were identified by teachers as "academically successful", i.e. with at least a C average in their regular courses, were interviewed, using an open ended conversational approach. Informants shared their own perspectives on their ESL and regular classroom experiences, their perceptions about themselves as students and their strategies for success. They compared experiences in Canada and their native countries, and talked about their home background. They were encouraged to identify both strengths and problems in their education experiences, and to suggest changes in

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25

Wood, Connie. "Increasing achievement and motivation in secondary language arts classrooms." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Wood_C%20MITthesis%202007.pdf.

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26

Fung, Tak-ying Dora, and 馮德盈. "Influences on students' achievements in learning English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38756481.

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27

Pham, Sofia. "Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/401574.

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School Psychology<br>Ph.D.<br>This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom gr

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28

Dow, Pauline A. "Dual-language education a longitudinal study of students' achievement in an El Paso County, Texas school district /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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29

Ozowuba, Goldlyn Ugonna. "Relationship Between English Proficiency and Academic Achievement of Nigerian Secondary School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5243.

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Nigerian stakeholders are concerned with the continuous low scores of final-year senior secondary school students (FYSSS) in the West African Senior School Certificate Examination (WASSCE). Studies have shown that limited proficiency in English among FYSSS is the cause of low scores on the WASSCE. The purpose of this quantitative correlational study was to investigate the relationship between English proficiency and academic achievement among FYSSS as measured by the WASSCE. The theoretical framework for the study was Cummins's theory of second language acquisition to address the distinction b

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30

Burke, Karen Mahovich. "English remediation as a predictor of student success in an undergraduate adult program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/KBurke2007.pdf.

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31

Tang, Choi-ping. "Family factors affecting immigrant student language achievement : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379675.

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32

Lagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.

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33

Chan, How-kei, and 陳考祺. "Academic achievement among secondary school students: the effects of language of instruction during primaryschool years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31955988.

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34

Crews, Charla Faulkner. "The effects of using Bloom's Taxonomy to align reading instruction with the Virginia Standards of Learning Framework for English." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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35

Huang, Sharon Hsiao-Shan Young Jon I. "The relationship between computer use and academic achievements." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9084.

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36

Hagan, Robert Michael. "Academic achievement success for ESL students| An approach to school organization, leadership, and programs." Thesis, Fordham University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559465.

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<p> The increased number of English language learners (ELLs) presents a difficult task for middle school building principals. The challenge of ensuring the success of ELLs in future years will force schools to rethink educational practices. This study focused on how middle school building principals strategically planned, organized, and managed their schools to meet the needs of ELLs. The phenomenological study was based on the growing student population of English as a second language (ESL) in school districts in Eastern New York. Ten principals were interviewed and a triangulation of data wa

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37

Sterzuk, Andrea. "Dialect speakers, academic achievement, and power : First Nations and Métis children in standard English classrooms in Saskatchewan." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103297.

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This doctoral dissertation focuses on the negotiation of power in schools and the social and academic experiences of First Nations and Metis children who speak a non-standard variety of English called Indigenous English. Indigenous English is a dialect of English spoken by many Indigenous peoples in Canada; it is especially discernable in the Prairie Provinces, yet it is not widely recognized by the majority of the population. This thesis explores the experience of dialect speakers of Indigenous English in the standard English School and educator perceptions of their literacy and language abil

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38

Salgado, Herlinda Arlene Galve. "Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123631.

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<p> Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to impact the understanding of academic concepts. </p><p> This study explores teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievement and educational growth in a Spanish language immersion program. Ultimately, the s

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39

Lares, Karina. "An Academic Achievement Program for English Language Learners Who Entered the United States as Unaccompanied Minors| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785956.

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<p> The purpose of this project was to locate a potential funding source and write a grant to increase the positive educational outcomes of unaccompanied minors entering the school system as English Language Learners. This proposed program addresses the scarcity of resources for these students, proposing a comprehensive program that will address the distinctive needs of this vulnerable population. The goal of this project is to implement a program that will provide the tools needed to help improve the educational attainment of unaccompanied minors through the provision of mental health servi

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40

Webb, Elizabeth L. "Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results." Thesis, University of West Georgia, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977505.

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<p> This quantitative, quasi-experimental, <i>ex post facto</i> analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity i

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41

Blackton, Rhona R. "A study of the correlation between the degree of acculturation and scholastic achievement and English gain of ESL students, grades 2-5, Beach School, Portland, Oregon." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3560.

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The purpose of this study is to determine if a correlation exists between the degree of acculturation and achievement in English, reading and math of English as a Second Language (ESL) students in grades 2 to 5. This study is intended to provide insights about the acculturating ESL student, and suggests how educators can best meet students' needs.

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42

Leung, Fook-kay. "The relationship between L1 and L2 proficiencies in a junior form of an Anglo-Chinese secondary school in Hong Kong." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626469.

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43

Rios, Yesmi. "A Quantitative Investigation of the Relationship Between English Language Assessments and Academic Performance of Long-Term ELLs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5034.

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Research shows academic literacy is a challenge for students classified as Long-Term English Language Learners (LTELLs). In the pseudonymous Windy Desert School District (WDSD), there are 17,365 students classified as LTELLs. Of these students, the majority are falling short of English academic literacy goals on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) test and 67% do not graduate from high school. This quantitative study examined the predictive relationship between ACCESS English language proficiency subscale score

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44

Richard, Jean-Pierre Joseph. "Academic Capital, Learner Goals, Achievement Orientations, Perceptions of English, and Effort: A Mixed-Methods Study." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/505506.

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Teaching & Learning<br>Ed.D.<br>This exploratory study investigated variables that have received scant attention in the field of second language acquisition. Four research questions were addressed concerning academic capital, achievement orientations, efforts to learn English, and perceptions of the impact of globalization on English. A fifth research question tested these variables in a model of language learning. The final research question investigated the participants L2-English goal stability over one academic year. The longitudinal study used a mixed-methods, QUAN+qual approach. The prim

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45

So, Wai-ching Jean. "A study of the bilingual Cantonese English teacher's code-switching in secondary school classroom." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3194968X.

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46

Cardwell, Jamie Lynn. "Instructional Practices of Upper Elementary General Education Teachers of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4205.

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For the past 7 years in a public Midwestern school district, 75% of the English learners (ELs) in 3rd, 4th, and 5th grades have performed below proficiency on the state examination. To address the declining academic achievement, district administration required that K-5 teachers attend professional development (PD) that featured culturally and linguistically responsive (CLR) instructional practices for ELs. Despite district wide PD, school administration did not monitor implementation of these practices and student achievement continued to decline. This qualitative bounded case study was groun

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47

Millican, Beverly Robinson. "The Effects of Writing-to-learn Tasks on Achievement and Attitude in Mathematics." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279196/.

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The problem of this study was to determine the effects of implementing writing-to-learn tasks in mathematics instruction on fourth grade students' achievement and attitude toward mathematics. Also addressed in this study is whether or not achievement and attitude measures of female students and low achieving students are effected by the use of writing in mathematics.

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48

Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.

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49

Visedo, Elizabeth. "From Limited-English-Proficient to Educator| Perspectives on Three Spanish-English Biliteracy Journeys." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588408.

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<p> The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do the

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50

Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.

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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school

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