Relevant bibliographies by topics / ESL Writing and Reading Development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'ESL Writing and Reading Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "ESL Writing and Reading Development"

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Paribakht, T. Sima, and Marjorie Bingham Wesche. "Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program." TESL Canada Journal 11, no. 1 (1993): 09. http://dx.doi.org/10.18806/tesl.v11i1.623.

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How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as
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Sun-Young Kim. "ESL College Learners’ Interactive Perspective and Its Influence on Reading-Writing Practices and Development." Linguistic Research 34, no. ll (2017): 1–24. http://dx.doi.org/10.17250/khisli.34..201709.001.

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Shepherd Martin, Eric. "The validation of an L2 English listening self-efficacy instrument using Rasch analysis." Shiken 24.2 24, no. 2 (2020): 1–22. http://dx.doi.org/10.37546/jaltsig.teval24.2-1.

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This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented
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Dela Rosa, John Paul O., and Cecilia F. Genuino. "CORRELATING WRITER’S BLOCK AND ESL LEARNERS’ WRITING QUALITY." Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 604. http://dx.doi.org/10.17509/ijal.v7i3.9810.

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Despite the importance of writing in the language learners’ development, there are difficulties faced by English as a Second Language (ESL) learners that stem from various factors. One of them is the presence of writer’s block that could affect writing quality. Therefore, this study aims to describe writer’s block, along with a statistically-laden analysis of the possible correlation between the blocking experiences of 55 Filipino ESL learners and the levels of easability and readability of the essays they had written. This research employed a descriptive-correlational design using The Questio
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Zhang, Xiaoyan. "Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development." Language Teaching Research 21, no. 2 (2016): 217–40. http://dx.doi.org/10.1177/1362168815623291.

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The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-e
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Huh, Myung-Hye, Jongbong Lee, and Hye Seung Ha. "EFL Writing Development through Repetition of a Literature-Reading-Writing Task." Korean Journal of Applied Linguistics 34, no. 4 (2018): 53–74. http://dx.doi.org/10.17154/kjal.2018.12.34.4.53.

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FODIL-CHERIF, Siham BOUZAR. "EFL Writing Skills Development Through Literature." Education and Linguistics Research 7, no. 2 (2021): 1. http://dx.doi.org/10.5296/elr.v7i2.18835.

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Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case
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Burger, Sandra. "Content-based ESL in a Sheltered Psychology Course: Input, Output, and Outcomes." TESL Canada Journal 6, no. 2 (1989): 45. http://dx.doi.org/10.18806/tesl.v6i2.551.

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According to Krashen (1983), subject matter language teaching satisfies the three requirements for second language acquisition of his input hypothesis, namely: large doses of comprehensible input, a low affective filter situation and a silent period. Is this enough for development of productive skills at advanced proficiency levels? Could the language teacher make the process more efficient and if so, how? In the 1984-85 school year, advanced students in the special section of Introductory Psychology open only to ESL students were offered an optional three-credit academic English "Reading-to-W
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Rahimi, Mehrak, and Fahimeh Farjadnia. "The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill." International Journal of Applied Linguistics and English Literature 8, no. 3 (2019): 5. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.5.

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The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a thr
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Lee,Hwa-Ja and 김경아. "A Study on Young EFL Learners' Writing Development through Storybook Reading." Journal of the Korea English Education Society 8, no. 1 (2009): 1–22. http://dx.doi.org/10.18649/jkees.2009.8.1.1.

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Dissertations / Theses on the topic "ESL Writing and Reading Development"

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

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Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 413 p.: ill. Includes abstract and vita. Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 399-413).
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Chuenchaichon, Yutthasak. "The development of paragraph writing for EFL writers through the use of a reading into writing method." Thesis, University of Reading, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577787.

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This research investigates the impact that incorporating reading into writing can have on University paragraph level EFL writing of 54 second-year English major students at Naresuan University, Thailand, and what these EFL learners think about being taught by a reading into writing method. Intensive reading tasks are incorporated into a paragraph-writing classroom. The changes in students' written performance in terms of grammatical accuracy, grammatical complexity, and coherence and cohesion are examined. The study compared two groups of learners in which one instruction for one group was tau
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Micek, Timothy A. Steffensen Margaret S. "Effects of dedicated reading on ESL writing." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510426.

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Thesis (D.A.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Bruce W. Hawkins, Sandra M. Metts, David L. Tucker. Includes bibliographical references (leaves 179-184) and abstract. Also available in print.
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Beare, Sophie. "The reading-writing relationship: Three teaching approaches designed using reading and writing activities to develop persuasive discourse in adult ESL writing." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/7930.

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This thesis examines the supportive relationship between reading and writing. Using persuasive discourse structure, the study explores whether reading and writing taught together in context enhance writing more than if each of these modes is taught separately. The thesis focuses on the interactive approach to reading and writing as explained by Shanahan (1984). To explain the structure of the persuasive mode in writing Kinneavy's (1983) classification of discourse types is used. According to Kinneavy (1983) the writer's purpose establishes the discourse type. He states "The aims of discourse d
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Yamamoto, Natsuki. "The use of modals in ESL academic writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1727.

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Chong, Suet Ling. "A latent growth modeling study of the development of reading comprehension in ESL learners." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/5102.

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An important question in the field of reading development is whether models of reading, which apply largely to monolingual English (L1) learners, also apply to English as a Second Language (ESL) learners. The pursuit of such an inquiry is critical to the development of empirically valid models of reading in ESL populations. This study investigated the nature and determinants of the developmental pathways of reading comprehension in ESL (N=153) and L1 learners (N=593) from the fourth to the seventh grade. Two research questions guided the research: (1) How similar are ESL learners to L1 lear
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Chen, Wenting. "How Knowledge and Attitude Affect ESL Students’ Collaborative Writing Outcomes." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438696895.

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Esmaeili, Hameed. "The effects of content knowledge from reading on adult ESL students' written compositions in an English language test using reading and writing modules." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/NQ49851.pdf.

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Solagha, Omta Zoi. "Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.

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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the t
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Hughes, Arlene Joyce. "Akimel O'otham Reading and Writing: A New Beginning." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613589.

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"I mi himtham, ath'o huhug heg jeveḍ." The statement above basically means 'in time, the world will end'. My father said this when he saw something that he did not like involving O'otham Himthag and Ñeok. I began teaching in the classroom to help in revitalizing our language and culture. Learning to read and write linked with teaching the language in the classroom. Akimel O'otham did not have an orthography until 2009 and today Gila River is still adjusting and learning to utilize this new orthography today. If Gila River Akimel O'otham wants to avoid the 'Big Ka-boom' does it mean we shou
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Books on the topic "ESL Writing and Reading Development"

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Critical reading and writing for advanced ESL students. Prentice-Hall, 1987.

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Scull, Sharon. Critical reading and writing for advanced ESL students. Prentice-Hall, 1987.

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Blass, Laurie. From concept to composition: Reading and writing for ESL students. Prentice-Hall, 1985.

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1960-, Gaetz Lynne, and Pawsey Richard 1964-, eds. Reading for the write reasons: English reading and writing for advanced ESL students. Prentice Hall Regents Canada, 1997.

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Cavina, Kristan. Regarding the United States: Reading and writing for advanced ESL students. 2nd ed. De Anza Press, 2011.

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S, Reichmuth Sara, ed. The source for early literacy development. LinguiSystems, Inc., 2001.

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Peregoy, Suzanne F. Reading, writing & learning in ESL: A resource book for K-12 teachers. 2nd ed. Longman, 1997.

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Owen, Boyle, ed. Reading, writing & learning in ESL: A resource book for K-12 teachers. 3rd ed. Longman, 2001.

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Owen, Boyle, ed. Reading, writing & learning in ESL: A resource book for K-8 teachers. Longman Pub. Group, 1993.

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Mary, Damer, Jennings Joyce Holt, Caldwell JoAnne (JoAnne Schudt), Lerner Janet W, Kuder S. Jay, and Hasit Cindi, eds. Language development and reading. 4th ed. Pearson Custom Pub., 2008.

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Book chapters on the topic "ESL Writing and Reading Development"

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Mukundan, Jayakaran, Abdolvahed Zarifi, and Seyed Ali Rezvani Kalajahi. "Developing Reading Materials for ESL Learners." In Issues in Materials Development. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-432-9_6.

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Farrell, Thomas S. C. "Reflection through Writing." In Reflective Practice in ESL Teacher Development Groups. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_5.

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Sultana, Sabiha, and K. C. Nat Turner. "Development of Literacies Through Multimodal Writing in L2 Classrooms: Challenges and Prospects for Teachers." In Multimodal Composing in K-16 ESL and EFL Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0530-7_10.

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Dubé, France, Chantal Ouellet, France Dufour, et al. "Teaching Practices that Promote the Development of Reading Skills in Inclusive Secondary Schools." In From Reading-Writing Research to Practice. John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch5.

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Blaser, Christiane, and Martin Lépine. "Supporting the Professional Development of Elementary School Teachers: Action Research in an Aboriginal Context." In From Reading-Writing Research to Practice. John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch6.

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Fichtner, Bernd. "Reading and Writing as a Cultural Praxis of Youth." In Cultural-Historical Approaches to Studying Learning and Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6826-4_19.

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Jiang, Nan. "Chapter 6. Semantic processing and development in Chinese as a second language." In Writing Systems, Reading Processes, and Cross-Linguistic Influences. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.06jia.

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Koda, Keiko. "Chapter 12: Learning to Read Across Writing Systems: Transfer, Metalinguistic Awareness, and Second-language Reading Development." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-014.

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Bos, Kees P. "Relationship Between Cognitive Development, Decoding Skill, and Reading Comprehension in Learning-Disabled Dutch Children." In Reading and Writing Disorders in Different Orthographic Systems. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1041-6_4.

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Rubinsten, Orly. "Numerical Cognition: From Development to Intervention." In Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4086-0_11.

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Conference papers on the topic "ESL Writing and Reading Development"

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequa
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Fedorova, Maria. "Genres In The Development Of ESL Academic And Business Writing." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.30.

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Ismail, Noriah, Haryati Ahmad, Suhaidi Elias@Alias, Noor Sufiawati Khairani, Herlina Wati, and Suciyati Sulaiman. "AN ANALYSIS OF WRITING APPREHENSION LEVEL OF ESL UNDERGRADUATE STUDENTS AND THEIR PERCEPTION ON THE USE OF ANALYTICAL WRITING TECHNIQUE FOR ESSAY WRITING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0518.

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Rivera, Laura Patricia Ramírez. "Development of a reading-writing tools focused on speed reading for preschool children." In Interacción '17: XVIII International Conference on Human Computer Interaction. ACM, 2017. http://dx.doi.org/10.1145/3123818.3123819.

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"The Application of Imitation in the Improvement of English Writing for ESL Learners." In 2019 2nd International Conference on Contemporary Education and Economic Development. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/ceed.2019.036.

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Malakhova, Victoria L., and Ekaterina V. Kopshukova. "DEMO-PAPER TEXTS AS A MEANS OF TRAINING STUDENTS FOR INTERNATIONAL ESL EXAMS IN READING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0300.

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Rachmawati, Dian, and Candra Hadi Asmara. "Reading and Writing: Development of Project-Based Learning (PBL) Approach." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.11.

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Sanabria, Kim. "COMBINING DEMANDING READING WITH EMERGING WRITING SKILLS: A RECIPE FOR SUCCESS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2065.

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Prince, Janis. "ENTRANCE TICKETS: USING SMALL STAKES WRITING ASSIGNMENTS TO IMPROVE STUDENT READING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2162.

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Rubio Laverde, Elsa, Félix Dueñas Gaitán, Luis García Noguera, and Diana Díaz Garzón. "STUDENTS PROCESSES ON READING AND ACADEMIC WRITING AT CHILD PEDAGOGY CAREER." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0874.

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