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1
Siu, Ching-yee Truely. "An evaluation of a writing skills programme for form six students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626627.
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Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.
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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
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Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
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Beddes, Sarah Rose. "An investigation of teaching methods for phonemic awareness first phoneme skill versus multiple phoneme skills /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654491981&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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鈴木, 克彦, and Katsuhiko Suzuki. "Teacher's English Storytelling : Stories and skills to tell." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 2000. http://hdl.handle.net/2237/5118.
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Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.
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Visor, Julia N. Neuleib Janice. "The impact of American black English oral tradition features on decontextualization skills in college writing." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806870.
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Thesis (D.A.)--Illinois State University, 1987.Title from title page screen, viewed September 1, 2005. Dissertation Committee: Janice Neuleib (chair), Ron Fortune, Sandra Metts, Carmen Richardson, Maurice Scharton. Includes bibliographical references (leaves 207-216) and abstract. Also available in print.
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Robitaille, Elizabeth Grove. "Supporting teachers in assessing the language and literacy skills of preschool English language learners." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872172531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.
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Riddle, Shayna Auerbach. "Orthographic Skills in English Language Learners and Students with Learning Disabilities." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443403.
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Special EducationPh.D.
This study investigates orthographic skills in students with learning disabilities (LD), English Language Learning (ELL) students and their typical-achieving, native-English speaking (TYP) peers to help in the differentiation of these groups, and ultimately improve LD assessment for linguistically diverse students. A repeated-measures ANOVA was conducted to compare the effect of Group Type (LD, TYP, ELL) on the orthographic skills of 108 children as measured by the Words Their Way Primary Spelling Inventory on three administrations over the course of a school year. There were statistically significant differences between groups with medium and large effect sizes in all spelling inventory measures: Feature Points, Words Spelled Correct and Spelling Inventory Stage scores. In each grade and administration, the students in the LD group consistently had the lowest means and students in the TYP group had the highest means. On the Words Spelled Correct measure, there was a triple interaction with a medium to large effect size between the three groups by grade and over time. This interaction showed that in Kindergarten, both ELL students and students with LD score significantly lower than the TYP group. ELL students made substantial progress and by spring of first grade, they had similar scores to those of the TYP group. The LD group continued to have significantly lower scores than both other groups in first and second grades. A comparison of spring stage scores indicated significant differences between the ELL group and the TYP group in the number of students that were on or above grade level. There was also a significant difference between the number of students with spring spelling stages on or above grade level in the LD and the TYP group. However, there was not an equivalent difference between the LD and ELL groups. An analysis of student progress over the course of the school year found the rates of improvement in all three groups to be comparable, though the group means are consistently ranked with the LD group underperforming the ELL group and TYP group (LD
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Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a Hong Kong Secondary school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777691.
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Koussouhon, Leonard Assogba. "Enhancing English literacy skills through literature : a linguistics-oriented Francophone African perspective /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791500.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.Typescript; issued also on microfilm. Sponsor: Clifford A. Hill. Dissertation Committee: Jo Anne Kleifgen. Includes bibliographical references (leaves 160-169).
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Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.
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The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the sentence level should be part of the first year writing course curriculum, and possibly in the writing curriculum of secondary education as well.
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Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.
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O'Gorman, Elizabeth Teresa. "The effects on reading comprehension and writing skills of training in identifying the status of information in texts." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38626366.
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Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.
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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Task. Participants came from households where Spanish was one of the languages spoken. Multiple linear regression and path analyses were utilized to reveal the importance of each predictor variable during each grade level. Results indicated that vocabulary, listening comprehension, letter-word recognition, and phonological awareness are the most important predictors throughout the grade levels. These results are discussed in terms of their potential implications for research and practice with ELLs.
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Burgoyne, Kelly. "The comprehension skills of children learning English as an additional language (EAL)." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/20233/.
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The attainment gap between monolingual, English-speaking children and children learning EAL is a continuing cause for concern (NALDIC, 2004). Investigations into EAL learners' literacy skills have identified comprehension as a key area of difficulty for this group (e.g. Hutchinson, Whiteley, Smith & Connors, 2003). For monolingual children, difficulties with comprehension impact on learning and attainment across the curriculum (Cain & Oakhill, 2006). Increasing our understanding of the comprehension difficulties faced by children learning PAL may, therefore, contribute to an understanding of their continuing underachievement. This report begins with a review of the research pertinent to the development of comprehension and related skills with particular relevance to children learning EAL. This is followed by details of a series of experimental studies designed to investigate and extend current knowledge in relation to the comprehension skills of children learning EAL and their monolingual peers. Children in school Years 3 and 4 completed a range of measures which reflect the knowledge sources and component processes that are critical to comprehension, for example vocabulary knowledge and inferential processing. In addition, longitudinal analysis examined the developmental progression of comprehension-related skills between Year 3 and Year 4. Findings demonstrate that the comprehension difficulties of children learning EAL are largely restricted to problems understanding written text. Difficulties with reading comprehension are not attributable to limited decoding skills; rather, lower levels of lexical knowledge and a focus on decoding during reading place significant constraints on comprehension and limit the efficacy of higher-order strategic processing for this group of learners. Findings further illustrate that, without support, the comprehension difficulties of children learning PAL persist over time and are likely to make a significant contribution to the relative underachievement of this group of children. The results are discussed in terms of their theoretical importance and practical implications for supporting the development of comprehension skills in young PAL learners.
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Cavieres, Lizette, Patricio Escobar, Carla Gallego, María Trinidad Luengo, Karen Mardones, José Tasso, Osman Torres, and Natalia Zúñiga. "Lexical knowledge and reading comprehension skills in English as a foreign language." Tesis, Universidad de Chile, 2008. http://repositorio.uchile.cl/handle/2250/109759.
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Almeida, Fabiana Vanessa Achy de. "Early reading skills in low socioeconomic status at risk english language learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/169233.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.Made available in DSpace on 2016-10-18T03:06:05Z (GMT). No. of bitstreams: 1 342406.pdf: 11887203 bytes, checksum: 2b77ebbdcadc441d0894ac87726a8ba4 (MD5) Previous issue date: 2016
Abstract : Research on literacy development has been predominantly carried outwith monolingual native English speaking learners and has largelydisregarded English language learners (ELLs). Studies have shown thatELLs and monolinguals perform at a similar level of accuracy for wordlevelreading and spelling skills, and they share similar difficulties inthese skills. However, ELLs lag behind their monolingual peers withregards to reading comprehension in English as a second language (L2),factor that places this population at risk of school failure. There havealso been a number of studies that investigate the efficiency ofmultisensory structured language instruction (MSL) in helping readinginstruction, but very few have focused on the implementation of eithercomputer-assisted instruction (CAI), or teacher-mediated (paper-andpencil)instruction, to suit ELLs? specific needs. Keeping theseconsiderations in mind, this small scale exploratory study examinedearly reading skills, namely word and pseudoword recognition, listeningcomprehension, and reading comprehension, in low socioeconomic atrisk ELLs. More specifically, the present dissertation also investigatedthe effects of MSL in computer-assisted and teacher-mediatedintervention. Data was collected during this researcher?s internship atthe Massachusetts General Hospital ? the Institute of Health Professions(MGH-IHP) in Boston (MA, USA). Participants were in the 1st and 2ndgrades of elementary school, 22 ELLs and 21 monolinguals. ELLs? firstlanguage background was diverse, such as Cantonese, Spanish,Mandarin, and Haitian. Intervention lasted for about eight weeks and itconsisted of systematic, structured, and student-guided multisensoryinstruction, with emphasis on visual, auditory, and kinesthetic-tactilestrategies. Pre- and Post-tests were administered before interventionstarted and after intervention was finished. Data was analyzed,quantitatively and qualitatively and, as a whole, findings corroborateprevious research that ELLs did not differ from non-ELLs in measuresof decoding real words and phonemic decoding, listeningcomprehension, and reading comprehension in early stages of readingdevelopment. Additionally, sight word and phonemic decoding skillsseemed to largely contribute to reading comprehension. Listeningcomprehension skills did not have the same impact as word recognitionskills did, which could be explained due to the characteristics of thepopulation of this study, i.e., low-income at risk English limitedproficient learners. Moreover, findings from this study provide evidencethat early reading skills stand out as fundamental competencies in lowsocioeconomic status (SES) at risk learners.
A pesquisa em alfabetização tem sido predominantemente conduzida com estudantes nativos monolíngues de língua inglesa e tem desconsiderado amplamente os aprendizes de inglês como segunda língua, neste caso, aprendizes de Inglês (ELLs). Os estudos têm demonstrado que os aprendizes de Inglês e os alunos monolíngues têm um desempenho de acurácia semelhante no reconhecimento de palavras e em testes de soletramento. No entanto, os aprendizes de Inglês têm um desempenho inferior ao dos monolíngues em tarefas de compreensão leitora em Inglês como segunda língua (L2), fator este que os coloca em risco de fracasso escolar. Há também alguns estudos que investigaram a eficácia do método multissensorial (MSL) no auxílio da leitura, mas muito poucos com foco na implementação da instrução assistida por computador (CAI), ou mediada pelo professor, com papel e lápis, os quais atentassem para as necessidades específicas dos aprendizes de Inglês. Tendo em mente tais colocações, este estudo exploratório de pequena escala examinou as habilidades de leitura de nível básico, como o reconhecimento de palavras e de pseudopalavras, a compreensão auditiva e a compreensão leitora em aprendizes de Inglês, os quais estão em potencial risco de fracasso escolar e pertencem a uma classe socioeconômica mais pobre. Mais especificadamente, esta dissertação também investigou os efeitos do método multissensorial na instrução assistida por computador (CAI), e na mediada pelo professor, com papel e lápis. Os dados do estudo foram coletados durante o período do doutorado-sanduíche no Massachusetts General Hospital the Institute of Health Professions (MGH-IHP), em Boston (MA, EUA). Os participantes cursavam os 1º e 2º anos do ensino fundamental, sendo 22 aprendizes de Inglês e 21 monolíngues. Entre os exemplos de línguas maternas dos aprendizes de Inglês podemos citar o Cantonês, o Espanhol, o Mandarim e o Haitiano. A intervenção durou aproximadamente oito semanas e consistiu em instrução multissensorial, sistemática e estruturada, desenvolvida de acordo com as necessidades de cada aluno, com ênfase em estratégias visuais, auditivas, cinestéticas e tácteis. Pré- e Pós-testes foram aplicados antes da intervenção começar e depois que a intervenção havia sido finalizada. Os dados foram analisados, quantitativa e qualitativamente e, de uma maneira geral, as conclusões corroboram os resultados de pesquisas anteriores de que o desempenho dos aprendizes de Inglês é semelhante em medidas de reconhecimento de palavras e decodificação fonêmica, compreensão auditiva e compreensão leitora em estágios iniciais de desenvolvimento da habilidade leitora. Além disso, as habilidades de reconhecimento de palavras familiares e decodificação fonêmica parecem contribuir amplamente para a compreensão leitora. A compreensão auditiva não produziu os mesmos resultados, e não parece ter influenciado a compreensão leitora tal como a habilidade de reconhecimento de palavras, o que pode ser explicado pelas características da população deste estudo, isto é, alunos com proficiência limitada do Inglês, em potencial risco de fracasso escolar e provenientes de uma baixa classe socioeconômica. No mais, os resultados deste estudo fornecem evidência de que as habilidades de leitura de níveis mais básicos destacam-se como fundamentais para alunos com proficiência limitada do Inglês, em potencial risco de fracasso escolar e de origem socioeconômica deficitária.
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Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.
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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.
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Nguyen, Ha Thi Thanh. "MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2008.
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The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of academic programs on second language writing in long term perspective is rather scarce and the findings are mixed (e.g. Archibald, 2001; Elder & O’Loughlin, 2003; Hu, 2007; Knoch et al., 2014, 2015; Storch 2007). The present study aimed to contribute further empirical evidence about the effectiveness of academic training on the development of the writing skills of Vietnamese second language learners enrolled in an undergraduate English program. The investigation was designed in view of the L2 writing standards set by the Common European Framework of Reference (CEFR) and in reference to the specificities of the Vietnamese English language educational system. The sample involved a total of 90 participants, 30 from each of the following CEFR English language proficiency levels: B1, B2, and C1. The instrument was modeled after the IELTS Academic Module Writing Task 2 which requires test-takers to write a minimum of 250-word essay on a given prompt. The participants’ essays were scored by two independent raters following the IELTS Writing Task 2 Band Descriptors. The data was analyzed through 5 one-way ANOVAs, which aimed to compare the three levels of proficiency, B1, B2, and C1, on their overall writing scores, and on each of the two macro (Task Response and Cohesion and Coherence) and micro sills (Lexical Resources and Grammatical Range and Accuracy) The results revealed two main trends. First, it was found that the writing skills of Vietnamese L2 learners of English have shown a significant improvement in the course of their study, across proficiency levels. Second, the development was of a bigger magnitude between levels B1 and B2 and on a smaller scale between levels B2 and C1. The latter trend appears more meaningful when juxtaposed with the expected IELTS writing band score ranges for each of the three CEFR levels investigated in the present study. Specifically, the obtained scores matched the CEFR standards at level B2, but were above the expected minimum score for level B1 and below the minimum expected score for level C1. These findings carry valuable implications for the specific Vietnamese educational context, highlighting both the strengths and lacks of the English language writing curriculum. They pinpoint issues related to the placement of students in CEFR levels without specific empirical data as well as raise questions about the time, effort, and teaching practices necessary to secure learners’ progress from lower to higher proficiency, particularly after level B1. Another contribution of the study is that it examined developments in L2 academic writing both on the macro and micro level, and has, thus, offered a more comprehensive picture of the different components of the writing skill and their development through a course of study. In contrast, existing research has either looked at the writing skill in a holistic way or focused on one or some of its elements, but has rarely approached writing as a balanced composite of macro and micro skills.
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Cardwell, Jacqueline Ann. "The English language skills of minority language children in French immersion programs : a follow-up investigation." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27403.
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The purpose of this investigation was to re-evaluate the English language skills of a group of minority language children enrolled in French Immersion programs (experimental group) in order to establish whether these skills have been maintained, are better, or worse than the same skills in English children in French Immersion (English control group) or minority language children enrolled in regular English programs (minority control group). Of the original thirty children who participated in Davies' (1985) investigation, seven experimentals, seven minority controls and nine English controls were located again and able to participate in the 1989 follow-up study. English language comprehension was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test-R, and the Token Test for Children). Similarly, English metalinguistic skills were evaluated using two standardized tests which tap metalinguistic awareness at both the lexical and structural level (the Test of Language Competence and the Word Test). Finally, English language production was evaluated based on a picture-description sample elicited from each child. It was hypothesized that the English language skills of minority language children in French Immersion would, as was the case in 1985, continue to be as good as those of the English control and minority control groups. The results confirmed this hypothesis. In addition, the results showed the experimental group to be performing significantly better than the minority control group on vocabulary comprehension and interpretation of ambiguous sentences. The experimental group also performed significantly better than the English control group on vocabulary comprehension. The English control group scored higher than the minority control group on recognition of semantic absurdities. All three groups performed similarly on the picture description task. These results confirm that minority language children are excellent candidates for French Immersion and suffer no delays in English language ability over the long term. In fact, these children display certain linguistic advances over the other groups of children in this study.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.
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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.
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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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Alvarenga, Denise Maria de Figueiredo. "Developing Young Learners’ Logical/Deductive Thinking Skills and Second Language Skills through a CLIL approach." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/8651.
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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à
obtenção do grau de Mestre em Teaching English as a Second / Foreign Language.Este trabalho de projeto procura explorar os enúmeros benefícios do uso de uma abordagem CLIL no ensino da língua inglesa como língua estrangeira e simultaneamente avaliar a possibilidade de melhorar competências matemáticas e competências associadas a uma língua estrageira através de uma abordagem CLIL, com crianças do 1º ciclo do Ensino Básico. Este action research tem como objetivo responder à pergunta É possivel melhorar competências matemáticas e competências associadas a uma língua estrangeiraatravés de uma abordagem CLIL? Este action research foi estruturado usando uma abordagem CLIL e desenvolveu-se numa escola privada, envolvendo um grupo de 18 crianças que frequentavam o 4º ano de escolaridade. Estas crianças inscreveram-se no English Club que tinha lugar uma vez por semana durante meia hora. As crianças participantes neste projecto trabalhavam em grupos tendo participado em cinco ciclos de trabalho com diferentes níveis de dificuldade, onde tiveram de completar atividades matemáticas que envolviam problemas matemáticos de lógica e dedução. Estes cinco ciclos de trabalho foram desenvolvidos usando uma abordagem Task-Based Learning. Tendo em conta toda a informação recolhida neste projeto, é possible concluir que as crianças foram capazes de combinar a língua inglesa como meio de comunicação e a linguagem matemática na resolução de todas as actividades proposta. Todas estas actividades matemáticas tinham como principal objetivo que as crianças deste projeto progredissem no desenvolvimento das competências matemáticas ligadas à logica e à dedução e que também desenvolvessem competências associadas à aquisição do inglês como língua estrangeira.
Abstract: This project work seeks to explore the numerous benefits of introducing a CLIL approach within the ELT classroom, simultaneously evaluating the possibility of improving mathematical skills and developing second language skills through a CLIL approach with young learners aged nine and ten. This action research project aims, thus, to provide an answer to the research question Can young learners improve both their Mathematical thinking skills and second language skills through a CLIL Approach? This action research was developed using a CLIL approach and took place in a private primary school, involving a group of 18 young learners attending the fourth grade, who enrolled in an English Club, which took place once a week for half an hour. Young learners participated in groups of three or four in five teaching cycles, with increasing levels of difficulty, where they were asked to complete a problem solving task within a task cycle designed in accordance with a Task-Based Learning approach. Taking into account the findings of this research, it was possible to conclude that young learners were able to combine English as a means of communication and the language of mathematics in order to perform problem-solving activities which aimed to help learners progress in skills regarding a second language and mathematical reasoning.
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Groot, Ingeborg. "Note-taking in English as a second language acquisition." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.
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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.Department of English
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Paredes, Raquel Sara Abigail. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.
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Chao, Chia-Chen. "Conversational skills training with elementary school children: Effectiveness of instruction/rationale and guided practice." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185805.
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Peer relationship plays an important role in the social development of elementary school children. Children who experience interpersonal difficulties are at high risk of adjustment problems in later adolescence and adulthood. Research evidence suggests that these children can benefit from a social skills training program. It is suggested that the training component of instruction/rationale and guided practice in a coaching program serve different functions, respectively, of enhancing social knowledge and of promoting skill performance. The present study evaluates the relative effectiveness of these components on knowledge of conversational skills, conversational skill performance, verbal interaction with peers, peer acceptance, and feeling of loneliness of target children. Thirty-six 3rd- to 5th-grade children who were identified as at least mildly rejected or neglected by their peers and deficient in specific conversational skills were randomly assigned to one of three conditions: (1) instruction/rationale, (2) guided practice, and (3) control. Children in the instruction/rationale condition temporarily increased their skill knowledge, whereas children in the guided practice and control conditions showed no change. Children in the guided practice condition showed a lasting improvement in their conversational skill performance. Both skill training groups showed a delayed increase in their frequency of verbal interaction with peers, whereas children in control group showed no change. Neither control nor skill-trained children changed significantly on sociometric and loneliness measures at both posttest and follow-up. Results are interpreted in terms of a cognitive-social learning viewpoint.
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Campbell, Nancy. "Literacy and the teaching of English as a foreign language : a skills approach." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278550.
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Etbaigha, Intisar Alsagier. "Using the first language to improve Arabic-speaking students' speaking skills in English as a second language." University of the Western Cape, 2017. http://hdl.handle.net/11394/5762.
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Philosophiae Doctor - PhD (Foreign Languages)For several decades since the advent of Communicative Language Teaching and the Direct Method, using the first language (L1) in second-language (L2) teaching has been out of favour. However, arguments for using the L1as a resource for L2 learning are becoming increasingly widespread (Cummins, 2014; Widdowson, 2001). This study aims to examine both the role the L1 plays in improving students' L2 speaking skills and their attitudes towards the use of their L1 in the process of learning a second language. A qualitative action research study was thus applied. The research was conducted in an English Language School over a period of six months. Observation, diaries, field-notes, social media, interviews, pre- and post-tests, as well as language biographies constituted the tools for data collection. Data were analysed through coding using critical discourse analysis, the Atlas TI software program and statistical analysis. The analysis was informed by Cummins' hypothesis of transfer and Vygotsky's activity theory. Findings of the study highlighted the effective role played by the L1 in learning the L2, and the effective approach that the L1 can constitute as a scaffold to improve students' L2 speaking skills, their interaction, engagement and participation. Another conclusion was that students possessed a positive attitude towards the use of their L1 in L2 teaching and learning.
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Pillay, Parvathy. "Managing the teaching of critical thinking skills in English home language to second language speakers in the further education and training phase / P. Pillay." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7176.
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The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the National Curriculum Statement Grades 10-12 English Home Language; critical thinking skills as indicated in the language curriculum; and factors that influence the teaching and learning of critical thinking skills. The literature study reveals that the managing of teaching critical thinking skills is paramount to the effectiveness of the teaching of English Home Language to second language speakers in the Further Education and Training (FET) phase. However, due to several factors, namely: curriculum change; the acceptance and implementation of the new curriculum; professionally qualified and trained educators; background of learners; English Home Language being the language of learning and teaching of many second language speakers, the deliberate managing of teaching critical thinking skills has been overlooked and is totally non-existent. The lack of managing the teaching of critical thinking skills in the English classroom ultimately generates learners who lack the ability to present and understand arguments, think logically and rationally and who fail to apply the skills and knowledge they have acquired in becoming well-adjusted citizens in a competitive society. Research evidence has shown that cognition and language development are closely related. It is through language that children come to know the world. Higher-order thinking skills promote higher-order learning skills which in turn enable learners to reach higher levels of language proficiency. A major finding emanating from the research is that educators should become familiar with and embrace the National Curriculum Statement grades 10-12 English Home Language. The learning environment should also be designed to support and challenge the learner’s thinking. English language educators should integrate the promotion of thinking skills into the language curricula. The critical goal is to support the learner in becoming an effective critical thinker. Educators should be professionally trained and qualified to teach English Home Language, especially to second language speakers. Educators must also have good classroom and professional management skills. Educators must exude, disseminate and nurture critical thinking skills in their learners. Educators must be more thorough in the planning and execution of lessons and deliberately incorporate critical thinking skills into lessons. This study recommends on the basis of the literature review, guidelines to assist educators in managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase.Thesis (M.Ed.)-North-West University, Vaal Triangle Campus, 2011
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Söderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.
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This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.
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Mims, Pamela J., and Carol Stanger. "Using Technology and Systematic Instruction to Teach English/Language Arts Skills and Content." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/178.
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Anderssen, Kate-Lyn. "Auditory skills and listening comprehension in English second language learners in Grade 1." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65565.
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Background: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not only be attributed to listening comprehension of the language of learning and teaching (LoLT). Limited research is available on the auditory skills and listening comprehension in ESL learners younger than 12 years. Aim: To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners experienced most difficulty with. Method: A static two-group comparison design was used. Data were collected at two similar independent urban schools from learners between the ages of 72-90 months. The research group were ESL learners (n=15) exposed to English for 12-18 months. The control group were English first language (EFL) learners (n=15). The Digits-in-noise (DIN), Children’s Auditory Processing Performance Scale (CHAPPS), and Listening Comprehension Test 2 (LCT-2) were used. Six Grade 1 teachers participated in the study. Results: Majority of the participants (n=25) passed the DIN, however, despite having normal hearing some EFL (n=1) and ESL (n=4) participants failed the test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups (p= 0.024; p=0.001). Strong agreements were found between the ESL participants’ test results for the CHAPPS and LCT-2, indicating that they experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. Conclusion: ESL participants achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with a speech-language therapist can be given.Dissertation (MCommunication Pathology)--University of Pretoria, 2017.
Speech-Language Pathology and Audiology
MCommunication Pathology
Unrestricted
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Qadir, Samina Amin. "Introducing Study Skills at the intermediate level in Pakistan." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337357.
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Elftorp, Fredrik. "How to Improve Students’ Writing and Speaking Skills." Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1192.
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English is one of three core subjects in upper secondary school and it is essential that students
receive a good education in this subject. Since writing and speaking are such prominent parts
of the English language, the teacher is obliged to possess knowledge of how to improve
students’ proficiencies in an efficient way. The question is how to use this knowledge when
the teacher is supposed to compose different methods for lessons, evaluate the exercises and
give proper feedback to the students.
This investigation is based on various literary sources, interviews with teachers and
questionnaires with students and the background information is the basis for the interview
questions and the questionnaire.
There are endless possibilities for appropriate exercises to improve writing and speaking and it
is impossible to investigate every single one there is in a relatively short essay. I have,
however, found a fair number of methods, which will be described in this paper. In order to
evaluate exercises, the teacher needs to be prepared and know what to focus on in the exercise
as it is in progress, but also listen to the students’ opinions since they know if they have
learned anything or not. Correction of spoken errors should be handled cautiously by the
teacher but the students should be made aware of the written mistakes they make.
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Mahmood, Nafisa. "Using Google Docs to Support Collaborative Learning and Enhance English Language Skills among Non-Native English Speaking Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404538/.
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Collaborative writing technologies such as Google Docs is believed to be a helpful tool in supporting the development of constructivist learning environments. However, not much research has been done among special populations outside the United States. This dissertation examines how using google docs can enhance collaborative learning among non-native English-speaking students at a university in Oman. A total of 52 students participated in this study, where they completed a collaborative writing activity using Google Docs. This exploratory study yielded quantitative as well as qualitative data. Interviewees shared their experience of using Google Docs for the collaborative writing activity. The research shows that Google Docs promoted collaborative interactions among students, such as learning from each other and communicating with the teacher. Interestingly, the data indicate that students used alternate social media such as WhatsApp to communicate with their group mates regarding the collaborative writing activity. Overall, the results obtained here confirm that the Google Docs can be used to enhance collaborative learning among non-native English-speaking students.
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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.
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Sabra, Sara. "Gender differences in young learners’ English skills in Swedish schools : A study of perceived and actual gender differences in skills, attitude towards and interest in the English language." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26705.
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This study examined gender differences in young learners of English in terms of skills, attitude and interest, and teachers’ perceptions of potential gender differences. To examine potential gender differences in skills, a three-part test was conducted with two third grade classes in a school in Sweden. A survey was conducted in the same third grade classes to map the students’ interest and attitude, and structured interviews were conducted with six different teachers to investigate their perception of potential gender differences in skills and interest and attitude. The results revealed that boys’ and girls’ skills were almost equal, although boys at an average acquired a slightly higher level of points in listening and reading comprehension, while more girls wrote at a higher level than boys in the writing assignment. Boys and girls were not equal in their attitude towards and interest in the English language, as girls were more positive towards the language while boys were more confident in their English skills. Teachers perceived no gender difference in interest and attitude, and most perceived none or slight difference in skills.
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West, Gregory K. "The construct validity of the holistic writing score an analysis of the essay subtest of the College-Level Academic Skills Test /." Gainesville, FL, 1988. http://www.archive.org/details/constructvalidit00west.
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Huo, Shuting. "Influence of language immersion and phonological-based instruction on literacy skills of English language learners in Xi’an, China." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/64228.
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Every child in China is required to learn English as a foreign language (EFL) in elementary school. They learn to not only speak the language but also read and write. Phonological awareness and phonological decoding are foundational skills to learning to read in English. Teaching these skills to young children can enhance their performance on word reading and spelling. Meanwhile, many Chinese children speak and understand very little English due to the lack of English language input in their daily lives. This research investigated the effectiveness of the phonological-based instruction, namely phonological awareness instruction and phonics, among Chinese children. I also examined the moderating effects of English oral language proficiency and language learning environment on the instructional effectiveness. Study 1 is a longitudinal study which followed 110 Chinese children who were learning English as a foreign language throughout an academic year in a school located in Xi’an, China, during which the students received systematic instruction on phonics. The participants were from two programs: one was an English immersion program in which intensive English instruction was delivered, and the other was the standardized program wherein students received less intensive English instruction. Developmental trajectories of two groups of students were compared. The findings indicated that the two groups improved at the same rate on real word reading, but students in the immersion program improved faster in pseudoword reading. Study 2 investigated the effectiveness of phonological awareness (PA) instruction in primary school EFL students. Eight classes from a school in Xi’an, China, were randomly assigned into two groups. Experimental classes received ten weeks of instruction, for a total of 380 minutes of instruction, on phonological awareness. The findings indicated that immediately after the instruction, the experimental group performed better at phonemic awareness and pseudoword reading. The instructional effects were not, however, sustained five months later after all the participants received phonics instruction. English expressive vocabulary at pretest significantly moderated the instructional effect on phonemic awareness. The results consistently suggested that Chinese children with better English oral proficiency and in enriched English language environment benefit more from the English phonological-based instruction.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Rehmann, Robyn G. "The effect of Earobics Step 1, software on student acquisition of phonological awareness skills /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181124.
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Thesis (D.Ed..)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-157). Also available for download via the World Wide Web; free to University of Oregon users.
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Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.
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In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations.
This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning.
Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
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Chaparro, Erin Amber. "Monitoring the early literacy skills of English language learners in kindegarten and first grades /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232427901&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 154 - 159). Also available for download via the World Wide Web; free to University of Oregon users.
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Yamada, Hiroshi. "Developing 21st century skills in language teaching: A focus on English education in Japan." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263736.
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京都大学新制・課程博士
博士(人間・環境学)
甲第23275号
人博第990号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 金丸 敏幸, 教授 桂山 康司, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM
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Joseph-Orelus, Hermione. "Teachers Support for English Language Learners to Build Inquiry Skills in Online Biology Simulations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6445.
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The population of English language learners (ELLs) is on the rise in the United States, but they are lagging behind English speaking students in several subject areas--including biology. Scholarly literature lacks information on how biology teachers use scaffolding strategies to support ELL students with inquiry skills during online simulations. The purpose of this qualitative multiple-case study was to explore how biology teachers support ELLs in learning biology, using biology simulations to promote inquiry learning. The conceptual framework for this study included the constructivist perspective regarding the zone of proximal development, Electronic Quality of Inquiry Protocol, and technology use in science instruction. The purposive sample for this study was 4 biology teachers from 2 high schools in large school districts in the southeastern region of the United States who taught ELL students using inquiry-based online simulations. The data sources were face to face interviews with teachers, scaffolding documents, and lesson plans. Data were coded and analyzed for common themes across within and across cases. Results indicated that although biology teachers believed that ELL students benefited from inquiry simulations because of the already incorporated visuals and their ability to interact and manipulate the program, they sometimes lacked technology experiences and struggled with English and literacy that may reduce the benefits of the simulation experiences. The results of this study have the potential to contribute to social change by providing insights that may increase the understanding of how biology teachers can support ELL students when using technology in the form of simulations to promote inquiry learning.
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Lu, Linh, and Shierin Qadan. "Are Mobile Devices Being Used to Develop Pupils’ Language Skills in English K-3?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34539.
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The usage of technology is increasing in our society, and the schools are adapting ICT into education, and the use of mobile devises is increasing in the classrooms. However, there are no clear guidelines for the schools on how these devices should be used nor when and why. Therefore, the aim of this study is to ascertain if mobile devices are being used in the English language classroom to develop the pupils’ different language skills, such as writing, reading, speaking and listening. In the background, the study compares previous research with interviews. The method that was chosen are two semi- structured interviews, the first one was with a teacher in primary school, and the second one was with a former primary teacher who now works in a university to teach future teachers. The results of comparing previous research with interviews showed that mobile device can be used as a tool to develop the different language skills in K-3. The implication that were found are that the mobile devices should be used to an extent in the different lessons because they exist in the pupils’ everyday life, and the educators should take advantage of it to motivate the pupils’, still, these devices should be used for the right purpose; they are tools that the teachers should use to take learning forward.
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Oliveira, Maria Helena de Jesus. "Writing skills at secondary level. Developing an English language writing syllabus - a case study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/7265.
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Erkan, Gokce. "Developing Reading Skills In English Through Strategy Training At Upper Intermediate Level In Bilkent University School Of English Language." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606127/index.pdf.
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This study aimed at investigating the effectiveness of a strategy training approach that was followed during a course. The purpose of the study was to determine whether students who received strategy training on reading skills would score better on a reading test as compared to those who did not receive such training but followed the book only.
Two upper intermediate level EFL classes at Bilkent Universith School of English Language participated in the study. The data were collected through quantitative and qualitative data collection instruments. The pre-test and the post-test results provided the quantitative data, and the qualitative data came from the students'feedback journals and the interviews held with the students. The comparison of the means of the pre-test scores of both control and experimental groups showed that the two groups were not significantly different in terms of their reading proficiency. However, the post-test results of the groups yield significant difference in favor of the experimental group. The results indicated that the training the experimental group received contributed to students'
reading skills development.