Dissertations / Theses on the topic 'English language High school students High school students English language'
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Lai, Ching-yee Evita. "An exploration into the factors affecting Hong Kong F.4 students' self-perception of their English language ability." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B42576258.
Full textWalker, Elizabeth Anne. "Foreign language anxiety in Hong Kong secondary schools : its relationship with the age-related factors, school form and self-perception /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18635763.
Full textHo, Wai-leung. "Investigating the impact of student-initiated criteria for English language school-based assessment." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040203.
Full textFung, 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.
Full textLi, Pik-lan Carmen. "Hong Kong form 6 students' ability in English idiom comprehension in relation to their general English proficiency." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22198921.
Full textLeung, Man-man Teresa. "English in the Hong Kong classroom : a study of student participation in language lessons /." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574845.
Full textKanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.
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This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses
Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.
Full textMan, So-shan Susan. "First language influencing Hong Kong students' English learning." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36897784.
Full textAu, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.
Full textTang, Kit-yee Anna. "Learning independently : a study of teachers' and students' perceptions of self-access language learning in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755365.
Full textLam, Chun-hin. "Englishes in Hong Kong students' awareness of, attitudes towards accent differences and the intelligibility of accents of English /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38722975.
Full textChan, Yan-ming Franklin. "A study of the effects of the medium of word processing and electronic feedback on intermediate ESL students' attitudes to writing and revision strategies." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto5F%toc%5Fpdf?B23424540.
Full textWatt, Tsui-shan. "An evaluation of an "Accelerated English Program"." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963547.
Full textCandler, Robert. "An investigation into Hong Kong non-native speakers' recognition of and attitudes towards different accents of English." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23435896.
Full textReeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.
Full textTitle from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).
Russell, Raymond Scott Laymon Ronald L. "Writing tasks to be utilized as criteria for the evaluation of the writing competency of secondary school students in a selected public school district." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918623.
Full textTitle from title page screen, viewed October 11, 2005. Dissertation Committee: Ronald L. Laymon (chair), Edwin H. Griffith, Mary Ann Lynn, Thomas W. Nelson, Rodney P. Riegle. Includes bibliographical references (leaves 141-145) and abstract. Also available in print.
Chow, Po-ki. "Tense and aspect in interlanguage error analysis in the English of Cantonese-speaking secondary school students /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36856228.
Full textChoi, Lai-yee Louisa. "A study of perceptions and practices of teachers' feedback in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31945016.
Full textLeung, Ki-man Kitty. "The implementation of language arts in a boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/Bibno.
Full textChau, Fung-ming. "Reticence and anxiety in language classrooms : with regard to F. 1 students in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160831.
Full textAkman, Gule. "English spelling errors in Swedish high school : An investigation of English spelling errors among Swedish high school students and their possible causes." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-31584.
Full textLeung, King-hang. "Errors and syntactic transfer in English relative clause formation : a case study of senior Hong Kong secondary school students /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31573411.
Full textHsu, Yi-Ting. "Input and Uptake in High School EFL Students' Multiple-Draft Writing Process| A Case Study of a Taiwanese High School EFL Classroom." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621929.
Full textThis study emphasized the instructional input and student uptake of high school students’ EFL writing process in Taiwan. A multiple-draft writing approach was utilized to meet students’ need for writing preparation for college admission tests, the General Scholastic Ability Test (GSAT) and the Department Required Test (DRT). Thirty-six 10th grade students, whose English proficiency ranged from low to intermediate, participated in this study along with their EFL teacher. Students’ essays were assessed by two high school teachers using five criteria: content, organization, grammar/syntax, vocabulary/spelling, and format awareness, as released by the College Entrance Exam Center in Taiwan. Students wrote two themed essays during the implementation of the multiple-draft approach and two timed essays; one before the implementation of the writing approach (pre-test), and the other after completion of the thirteen writing sessions (posttest). Paired-sample t-tests measured the difference between the pre- and post-test. Results indicated a significant difference in one category, format awareness. A grounded theory approach was used to analyze interview transcript data, the field notes and peer review responses. The results indicate that students felt that the time factor had little to do with their timed writing performance; instead, confusion regarding basic English grammar, insufficient experience with English essay writing, the uncertainty of how to apply vocabulary and doubts regarding meaning of vocabulary were obstacles preventing uptake in their writing process. Students highly valued the input via personalized feedback from the teacher participant and the researcher. Though teacher-student meetings served the purpose of content development and grammar correction, students preferred one-on-one meetings with the teacher. Students benefitted from peer-to-peer discussions and heightened awareness during process writing but doubted the validity of peer review feedback they had received. The teacher participant reported struggling to step out of his teacher-centered approach while attempting to utilize the suggested student-centered instructional approach. Pressured to keep up with the school’s strict curriculum and with limited instructional time, he resisted offering basic grammar review based on students’ observed needs for English basics. These factors mitigated greatly the promised potential of input and uptake in utilizing a process writing approach with EFL high school students.
Adams, Sharon Mary. "An investigation to establish whether specific prewriting activities have any effect on the content and organisation of the written product." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B3195764X.
Full textTo, Yuen-ling Queeny. "Attitudes of secondary one students to using self-access logs as tools for self-access language learning in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31642226.
Full textLee, Sze-yan. "Language attitudes of Hong Kong students towards English, Cantonese and Putonghua." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31608255.
Full textSteyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
Full textGriffey, Gretchen Johnson. "Increasing the social connection between immigrant English language learners, school staff, and peers in the high school setting." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/GGriffeyPartI2006.pdf.
Full textWoo, Yat-ping Connie. "English beyond the classroom learning strategies of F.6 students in Hong Kong /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963584.
Full textYoung, Bobetta. "International Students' Use of English Language-Learning Strategies at a Private High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5149.
Full textBrandenburg, Emily Sullivan. "Senior project - getting back to the 3 Rs : rigor, relevance and relationships /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/brandenburge/emilybrandenburg.pdf.
Full textLee, Hoi-yan Teresa. "Students' perceptions of learning English through drama a case study of a Hong Kong class /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38723281.
Full textLee, Kam-cheung Francis. "A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22227155.
Full textMitchell, Karissa Joan Sywulka. "School Supports for Chinese International Students in American Christian High Schools." Thesis, Biola University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424738.
Full textOver the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study’s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.
Chan, Shiu-yip Simon. "An implicit approach to second language grammar instruction the effects on average ability secondary learners /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320345.
Full textHo, Wai-leung, and 何偉良. "Investigating the impact of student-initiated criteria for English language school-based assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040203.
Full textLam, Yuen-yiu Ada. "Feedback on EFL writing in a Hong Kong secondary school : teachers' and students' beliefs and practices /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161136.
Full textKwong, Suk-mun Elsa. "English through songs factors affecting students' motivation in an English as a second language classroom /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36736727.
Full textDutta, Llipika. "The role of output in second language learning /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262828.
Full textChen, Yi-Chin. "A corpus-based investigation of collocational errors in EFL Taiwanese high school students' compositions." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2579.
Full textFung, 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.
Full textNewlon, Geraldine J. "Plagiarism in high schools a case study of how teachers address a perpetual dilemma /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10150.
Full textTitle from document title page. Document formatted into pages; contains viii, 181 p. : ill. Includes abstract. Includes bibliographical references (p. 137-142).
Hu, Yuxiu Lucille. "L1 influence on the learning of English among high school students in Harbin a case study of adverbial placement /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36963586.
Full textLaw, Wai-king. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English : a case study in a band 5 school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161100.
Full textMan, So-shan Susan, and 文素珊. "First language influencing Hong Kong students' English learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36897784.
Full textBurke-Haug, Pamela. "Investigating the English Language Arts Placement of Struggling High School Freshmen." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1400.
Full textChoy, Ka-wing Karina. "How the incorporation of Language Learning Portfolios affects student's attitudes toward learning English." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36712668.
Full textKwok, Wing-shan Sarina. "An exploration of students' learning of English through three language arts genres voices from a class of form two students in a Chinese-as-the-medium-of-instruction(CMI) co-educational secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38741519.
Full textHo, Chun-yun. "Students' and teachers' perceptions of using drama in the language classroom implications for teaching /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38733274.
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