Relevant bibliographies by topics / ESL learner / Dissertations / Theses
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Dissertations / Theses on the topic 'ESL learner'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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1

Wilkins, Stephen. "Educators' Perceptions of a Successful English Language Learner Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4113.

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Across the nation, many school districts are challenged to improve the academic achievement of English language learners (ELLs). In a small district in Ohio approximately 86% of the ELLs passed the state Annual Measurable Objectives in reading and mathematics, however, 14% of ELL students are not meeting targeted objectives. The purpose of this study was to examine the pedagogical success of an ELL instructional program through the perspectives of the teachers, principals, and administrators in the local district. Using Rose's and Meyer's theory of the universal design for learning and the sta
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2

Nasir, Nora. "ESL learner difficulties in the Malaysian literature classroom." Thesis, University of Strathclyde, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288554.

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3

Waterhouse, Monica. "Taboo language and the ESL learner: An ethnographic study." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/27077.

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Taboo language (essentially 'bad' language) is a fixture of many aspects of contemporary English communication. Yet frank discussions regarding this topic are typically absent from ESL (English Second Language) classrooms. This ethnographic study, guided by a conceptual framework layering Bourdieu's Theory of Practice with insights from a multiple literacies perspective, seeks to understand something of the complex interplay of ESL learner/user identities and power relationships they experience as they relate to English taboo language. Findings indicate that taboo language literacy practices a
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4

Wiggins, Haley Lynn. "A Learner-Centered and Participtory Approach to Teaching Community Adult ESL." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd588.pdf.

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5

Bitchener, John. "The negotiation of meaning by advanced ESL learners: the effects of individual learner factors and task type." Thesis, University of Auckland, 1999. http://hdl.handle.net/2292/1100.

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During the last two decades, SLA researchers have given much attention to investigating the role that negotiated interaction plays in second language learning. Empirical research has demonstrated that the negotiation of meaning that occurs when communication difficulties arise may provide learners with opportunities to receive comprehensible input, provide feedback on form and meaning, and assist them in their production of modified output. While the short-term and long-term effects of negotiation on SLA are currently being examined, there is considerable evidence to suggest that the negotiati
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6

Zulkepli, Noraini. "An investigation into English as a Second Language (ESL) learner participation in language learning opportunities : a social view." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3705.

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Learner participation in language learning opportunities has been configured differently by different learning theories. In the domain of Second Language Acquisition (SLA), the cognitive view of learning has been dominant in explaining learner participation. It has been widely accepted that it should be in the form of participation in oral activities which leads to gains in linguistic competence. The aim of this thesis is to understand the issue of learner participation from the social perspective, where a broader understanding of learning will be employed informed by the work of Lave and Weng
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7

Reed, Rachel Elizabeth Roozen Kevin Roger. "Re-envisioning the giants a longitudinal case study of one ESL learner /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1644.

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Shamim, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397452.

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9

Shamin, Fauzia. "Teacher-learner behaviour and classroom processes in large ESL classes in Pakistan." Thesis, University of Leeds, 1993. http://etheses.whiterose.ac.uk/495/.

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The thesis presents a descriptive-interpretive account of teacher-learner behaviour and classroom processes in large ESL classes in Pakistan. The fieldwork for the study was done in 6 secondary schools in Karachi, Pakistan; a total of 232 classes of varying size were observed; furthermore, 20 teachers and 21 groups of learners from the same classes were interviewed. The major findings of the study are as follows: 1) Numbers seem to be necessary but not sufficient for defining class size. Other factors which influence participants' perceptions of class size include participants' previous experi
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10

Kim, Heekyoung. "The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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11

Mawlawi, Diab Nuwar. "The effects of peer-versus self-editing on learner autonomy in ESL writing." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7426.

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This thesis reports on an action research study carried out with students attending an English medium university. The action research comprised three cycles, each presented here as a Study. Study One, which investigated the effects of peer-editing on students’ revised drafts as well as on new essays, revealed that the students did not benefit from peer feedback in improving their revised drafts. However, peer-editing helped them write new better quality essays. Results of Study One led to Study Two, which investigated the reasons for the students’ failure to benefit from their peers’ feedback
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12

Williams, Veronika A. "An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612136.

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The concept of learner autonomy (LA) in second/foreign language education has been the central focus for many researchers (Benson, 2007, 2011, 2013; Holec, 1981; Gu & Nguyen, 2013; Little, 2007, 2009 and others) and has become a part of mainstream practice of language education in some educational contexts; however, there is still a high interest in researching language learner autonomy and ways to foster it. Partially, this renewed interest is due to advances in technology and pedagogy such as self-access centers, distance learning, blended learning and Computer Assisted Language Learning (C
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13

Almon, P. Catherine. "English Language Learner Engagement and Retention in a Community College Setting." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/84590.

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CITE/Language Arts<br>Ed.D.<br>This multi-method study explored English Language Learner (ELL) enrollment and engagement in a community college to address a dearth of research on ELL retention in this context. Quantitative analyses were performed on four fall semester transcripts of ELLs (N = 161) and on samples of ELLs and non-ELLs (n = 139) matching in age, enrollment status, and race/ethnicity. Quantitative analyses were also performed on The Community College Survey of Student Engagement (CCSSE) instrument for another set of ELLs (N = 45) and matched samples of ELLs and non-ELLs (n = 34).
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14

Lee, Miu-kuen, and 李妙娟. "The effects of learner variables on language competence among secondary ESL students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944644.

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15

Ostrowska, Sabina Anna. "Implementing learner independence as an institutional goal : teacher and student interpretations of autonomy in learning English." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22308.

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This thesis explores how learner independence was implemented as a curricular goal at a tertiary level Preparatory Programme (PP) in the United Arab Emirates. This exploratory-interpretive case study shows how students and teachers at the English programme responded to an Independent Learning Log (ILL) and how they interpreted learner autonomy with respect to the ILL. The study analyzes how various interpretations of autonomy affected the students’ and teachers’ attitudes towards the ILL. The interviews and the surveys used in this study were conducted between 20122014. The data was examined u
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Tante, Charles. "Investigating the nature of young learner classroom assessment in an ESL context : the case of Anglophone Cameroon." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441572.

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17

Lang, Yong. "The acquisition sequence of English Articles: a longitudinal case study of a Chinese ESL learner in the American context." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243024778.

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18

Thayne, Shelby Werner. "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4026.

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This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and mo
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19

Moloi, Lisemelo. "Exploring the perceptions of English second language teachers about learner self-assessment in the secondary school." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/27828.

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The main purpose of this study was to investigate English second language(ESL) teachers' perceptions about learner self-assessment in the secondary school. The study also examined the factors that might influence the perceptions that teachers hold about self-assessment. The participants of this study were 163 ESL teachers who are teaching at secondary schools in Gauteng Province; they were from 94 randomly selected schools. The data was collected through questionnaires and the response rate was approximately 53%. The literature review was utilized to identify the main perceptions. The studies
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20

Liyanage, Indika Jananda Borala, and n/a. "An Exploration of Language Learning Strategies and Learner Variables of Sri Lankan Learners of English as a Second Language with Special Reference to Their Personality Types." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040716.112300.

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This study explores the relationship between language learning strategies and learner variables of Sri Lankan learners of English as a Second Language (ESL) with special reference to their personality types to examine what implications these associations have for the teaching of ESL in the Sri Lankan sociocultural context. In order to investigate the above, a large and representative sample of the ESL population was chosen. The sample taken for analysis comprised 886 subjects from six secondary schools which operate under the Ministry of Education in the Sri Lankan government. These subjects b
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21

Soong, Maria Jose. "Tier I RtI for English Language Learners with Language Deficits." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5512.

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Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research
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Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.

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23

Brooks, Kathryn A. "In search of academic voice : the impact of instructional grouping configurations on English language learner academic language production." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/238.

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24

Han, Keunah Lee. "Academic Performance and Cultural Adaptation of South Korean Parachute Kids." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/168570.

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Urban Education<br>Ph.D.<br>This study investigates how Korean Parachute Kids perform academically in their schools and what social factors contribute to Korean Parachute Kids' academic performance. Korean children who came to the U.S. for educational purposes without their parental supervision are called `Korean Parachute Kids'. They have several characteristics: most of them come from high SES families, their parents have high expectations of their children and force them to go to the U.S., Korean Parachute Kids are pressured to attend Ivy League colleges, and their parents tend to compensat
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25

Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.

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Hemchua, Saengchan. "Vocabulary development in Thai EFL and ESL learners." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.

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27

McCloud, Jennifer Sink. "Storied Lives: Exploring English Language Learners' School Experiences." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50970.

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Using a qualitative bricolage approach (Kincheloe, n.d., 2008), this study explores the everyday school life of immigrant students enrolled in an Advanced English as a Second Language (ESL) classroom in a high school in southwest Virginia. The overarching objective of this study is to examine how these students"five from Mexico, three from Honduras, and one from China" experience school. I present my research in two manuscripts: "Just Like Me: How Immigrant English Language Learners Experience a Rural High School and "I'm NOT Stupid!" The Trouble with JanCarlos. In Just Like Me, I use figured
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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Wallace, Lara R. "International Teaching Assistants' (ITA') Experiences with Language Learning, Learner Autonomy, and Technology as Students in a Requisite Oral Communication Course." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416569655.

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30

Altheeby, Muhammed. "Differences in the pragmatic competence of Saudi EFL and ESL learners." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/119180/.

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Pragmatic competence, the ability to use language effectively in a contextually appropriate fashion, has been a central concern in pragmatic studies for more than four decades. A large number of pragmatic competence studies have examined the pragmatics of native and non-native speakers of English, investigating the significance of the spread of the language across the globe. In the majority of studies, the focus has been on the pragmatic norms of native speakers, the development of English language learners' pragmatic competence, and the apparent pragmatic differences between native speakers a
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Catina, Kathryn L. "Outcomes of a Sheltered Collaborative Teaching Model for English Language Learners." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26600.

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The purpose of this study was to record and analyze experiences of teachers implementing a sheltered collaborative teaching model for second language learners. This study also analyzed the effect of this model on the on-time graduation rate of limited English proficient students. Discussing the experiences of teachers involved in this model provided valuable information that can be used to refine instruction and improve ELLs cultural assimilation, self-motivation, and involvement in co-curricular activities. The mixed methods design study taking both a phenomenological and quasi-experiment
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Selcuk, Hasan. "Teaching Oscar Wilde’s Short Story “The Selfish Giant” to Young ESL/EFL Learners through Reader Response Approach." Thesis, Högskolan Dalarna, Engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:du-4185.

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33

Fröjd, Emelie, and Julia Ström. "The Effects of Digital Tools on EFL/ESL Learners' Vocabulary Acquisition/Learning." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41863.

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As a result of the increase of digitalisation in today’s society, the Swedish school system requires a certain degree of digital competence amongst teachers, affecting the foundation of how their teaching practice is structured. Therefore, this study aims to investigate to what extent Swedish EFL/ESL teachers in the primary years incorporate digital tools in their teaching practice, and more specifically how – and why – they are used to facilitate learners’ vocabulary acquisition/learning. In this qualitative study, five Swedish EFL/ESL teachers in the primary years participated. The five part
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Bigley, Terrance Michael. "Elementary Instructional Best Practices for English as Secondary Language Teachers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3387.

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A trending national concern is the increasing number of English language learners (ELL) who are being reclassified as long-term English language learners (LTELL) instead of progressing to the general education classroom. This trend is a local problem for the study elementary schools. Guided by sociocultural learning theory that outlined ESL best instructional practices, the purpose of this case study was to examine the instructional practices of elementary ESL teachers. Ten ESL teachers from each grade level from 1st to 5th grades were interviewed and observed. Analysis and organization of the
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Hua, Te-fang. "The acquisition of English speech rhythm by adult Chinese ESL and EFL learners." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6861.

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Mandarin Chinese speakers are frequently reported by ESL professionals to speak English in a syllable-timed rhythm. However, little empirical evidence is available to physically characterize their speech rhythm in English. In view of the paucity of information available on this issue, the current study compares speech samples of Taiwan Mandarin (TM) and English speakers with respect to their difficulties in producing English rhythm by analyzing three well-attested correlates of stress in English, duration, intensity, and pitch. The Participants in this study were 10 native speakers of English,
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Saif, Shahrzad. "Theoretical and empirical considerations in investigating washback, a study of ESL/EFL learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ47295.pdf.

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37

Abe, Mariko. "Syntactic variation across proficiency levels in Japanese EFL learner speech." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/350754.

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Teaching & Learning<br>Ed.D.<br>Overall patterns of language use variation across oral proficiency levels of 1,243 Japanese EFL learners and 20 native speakers of English using the linguistic features set from Biber (1988) were investigated in this study. The approach combined learner corpora, language processing techniques, visual inspection of descriptive statistics, and multivariate statistical analysis to identify characteristics of learner language use. The largest spoken learner corpus in Japan, the National Institute of Information and Communications Technology Japanese Learner English
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Ged, Geneva. "Conscious Reconstruction: The Effects of Second Language Acquisition on Self-Perception of Gender Identity." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1317.

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Gender interacts with other facets of English Language Learners’ social identity like race and ethnicity to guide their learning experiences, desires, and outcomes; however, much of traditional Teaching English as a Second Language (TESOL) research has focused on how motivation and language learning beliefs differ between male and female English as a Second Language/English as a Foreign Language (ESL/EFL) students with the intent to identify difference, if it exists. English Language Learners who are studying abroad or who have immigrated to the United States have already established a gender
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39

Haslam, Naomi Ofeina. "The Effect of Language Aptitude and Strategy Use on ESL and EFL Learners' Pronunciation Proficiency." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/8850.

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The purpose of this study was to determine whether language aptitude and the use of language strategies predict pronunciation gains in second language (L2) acquisition. A second goal was to determine whether these factors differed depending on whether learning occurred in an English as a second language (ESL) or English as a foreign language (EFL) learning context. Eighty-six ESL students in the United States and one hundred EFL students in China were asked to take the Pimsleur language aptitude test. The top 15 or 16 and lowest 15 or 16 scorers on this test from each group were asked to compl
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Chen, Yeh-uh Hsueh. "Exploring the Assessment Aspect of Differentiated Instruction: College EFL Learners' Perspectives on Tiered Performance Tasks." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/837.

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If human beings are believed to be individually unique, why are students evaluated with standardized tests? Differentiated instruction, honoring individual differences of each learner, provides an alternative answer to the question by employing tiered performance tasks to address personal needs in assessment situations. To explore the applicability of differentiated instruction in an English as a Foreign Language (EFL) environment, this case study explored Taiwanese college students’ perspectives on tiered performance tasks and educational implications of the perspectives with regard to EFL
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Sarker, Amie. "Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-efficacy." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177251/.

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This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participan
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42

Jolley, Caitlin. "The Effect of Computer-Based Pronunciation Readings on ESL Learners' Perception and Production of Prosodic Features in a Short-Term ESP Course." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4321.

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Recent studies on pronunciation teaching in ESL classrooms have found that the teaching of suprasegmentals, namely stress, pausing, and intonation, has a great effect on improving intelligibility (Derwing, Munro, & Wiebe, 1998; Kang, Rubin, & Pickering, 2010; Morley, 1991). The current project describes the development and implementation of computer-based pronunciation materials used for an English for Specific Purposes (ESP) program. The pronunciation program made use of cued pronunciation readings (CPRs) which used suprasegmentals and were developed for English as a second language (ESL) mis
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Hakala, M. (Mari). "Investigating the relationship of EFL learners’ willingness to communicate and learner Identity:a case study." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905031587.

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Abstract. Interaction and communication have received remarkable attention within SLA research in recent years. The sociocultural learning approach implemented in Finnish comprehensive schools through the national curriculum also emphasises interaction and communication as key concepts in all learning. Thus, this qualitative, empirical case study investigates what role van Lier’s Interaction Types (1988) have in EFL learners’ willingness to communicate (WTC) in the language of the lesson, as well as EFL learners’ WTC in relation to the learners’ identities. The latter will be studied applying
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Short, Kathy. "Effects of Teaching Methods on Achievement of English Language Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4945.

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An American school overseas is concerned with offering equal academic opportunities for the non-native English language learners (ELLs) on campus. It has not been determined if the in-class teaching method or the out-of-class teaching method is more effective. The purpose of this study is to determine if there is a difference in end-of-year achievement between these 2 different methods. Guided by Vygotsky`s theory of cognitive social development and Krashen`s theory of exposure to language, the research question addressed the difference in 3rd through 5th grade students' achievement test score
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Gorenc, Zoran Annmarie. "CALLing all learners : an explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001772.

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Damann, Melissa M. Mora-Marín David F. "ESL learners' perceptions of American dialects." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,440.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics. Includes 8 supplemental sound files.
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Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

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This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore wha
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Schultz, Lorie G. "Using The ABLLS with English Language Learners: Implications for Students and Teachers." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1469.

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English language learners are traditionally behind in academics such as reading, math and science. Hispanics, who make up the vast majority of English language learners, tend to not enroll in pre-school or higher education, have higher dropout rates and as adults earn less than whites. Common instructional strategies used in public schools are not meeting the needs of these students. The field of TESOL (Teachers of English to Speakers of Other Languages) has typically offered a wide variety of poorly defined teaching strategies that are not based on empirical research. Within public schools, a
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Shehata, Asmaa K. "L1 Influence on the Reception and Production of Collocations by Advanced EsL/EFL Arabic Learners of English." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218237449.

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Nguyen, Hanh Thi Bich. "Second language reading strategies: Evidence from Vietnamese learners of English." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1440.

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Despite the fact that a considerable body of empirical research has been done to examine the role of metacognitive strategic awareness both in L1 and L2 reading, controversial findings have been reported. In addition, although a substantial number of studies have been conducted to investigate reading strategy use by English learners of various first languages, there is a lack of research involving Vietnamese ESL learners. The present study was designed in order to add to the existing literature new evidence about the second language reading strategies used by Vietnamese ESL learners. Particula
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