Relevant bibliographies by topics / ESOL Learners / Dissertations / Theses
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Dissertations / Theses on the topic 'ESOL Learners'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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1

Allan, Margaret D. "Migrant ESOL learners : a Foucauldian discourse analysis." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22335.

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This study aims to contribute uniquely to both the debate and the literature on diversity and difference within the college sector in Scotland. It investigated how migrant ESOL learners are supported within one large college in Glasgow, and adopted a qualitative approach underpinned by a previously under-used strand of Foucault’s theory of practices of the self to interpret the language and practices of both ESOL learners and their lecturers. It analysed how the college situates the migrant learners’ experience by examining the discourses of two focus groups of learners and staff, as well as s
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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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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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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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Ezzair, Karima S. "English Teachers' Perceptions of Vocabulary Instruction in English Language Learners' Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6895.

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English language learners (ELLs) from an urban high school in the southeastern United States struggled to achieve reading proficiency on the federally mandated reading assessments. The purpose of this case study was to gain an understanding of ELL teachers' perceptions about how using effective vocabulary pedagogies affected the reading comprehension of high school ELLs. Guided by Vygotsky's theory of development, the research questions of this study addressed ELL teachers' perceptions of vocabulary instruction and its effect on reading comprehension. The purposeful sampling included 5 high sc
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Schultz, Lorie G. "Using the ABLLS with second language learners [electronic resource] : implications for students and teachers / by Lorie G. Schultz." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000190.

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Allemano, Jane. "Understanding the education culture gap : teachers' perceptions of their role in preparing ESOL learners for speaking tests." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10047739/.

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Learners of ESOL (English for speakers of other languages) in England and Wales come from a variety of backgrounds including levels of previous education. Under current regulations, for reasons of accountability, learners on courses in Adult and Further Education institutions are required to undergo an assessment of attainment on completion of the course. Teachers are therefore faced with the challenge of preparing diverse groups of learners for nationally set assessment procedures while also equipping these learners to function and progress in the society in which they now live. Previous rese
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Pendergrass, Jennifer Dawn. "Increasing the Vocabulary Acquisition Rate for Third Grade English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3626.

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Given the ongoing demographic transformations of U.S classrooms, knowledge of the strategies teachers use to address the vocabulary needs of English language learners (ELLs) is central for improving student outcomes. The problem in a Georgia school system was that ELLs were not building grade-level appropriate vocabulary at a pace comparable to that of their peers. The purpose of this qualitative study was to identify strategies that increase the rate of vocabulary acquisition for ELLs. In this study, 10 third grade teachers were asked about their understanding of the second language vocabular
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9

Ruiz, Amanda M. "Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case Study." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/75.

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The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are responsible for making content comprehensible for these students (Clegg, 1996; Georgia Department of Education, 2008); however, test scores and graduation rates indicate that English language learners (ELLs), across the nation, are consistently underperforming on content based assessments and failing to complete high school (Carrasquillo & Rodriguez, 2006; Cruz & Thornton, 2009) . Using a constructivist lens and the c
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Bonetti, Vivijana. "Shifting identities of Bengali female learners in ESOL : a poststructuralist feminist exploration of classed, 'raced' and gender identities." Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1164/.

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This thesis explores the social construction of classed, ‘raced’ and gendered identities of Bengali female learners of ESOL (English for Speakers of other languages) from a post-structuralist feminist position. My research is conducted within the post-compulsory educational context, exploring how Bengali women construct identities in relation to educational experiences of learning English as a second language, and considering how Bengali women are positioned, in turn, by contemporary popular, academic and political discourses. This study is intended to contribute to creating ‘a third space’, w
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Alfonzo-Reyes, Luzeana. "Effective methods of parent-teacher communication for teachers of english language learners." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/650.

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Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this s
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Simmons, Ronald D. Jr. "The Efficacy of Florida’s Approach to In-Service English Speakers of Other Languages Teacher Training Programs." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/499.

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Much of how Florida and other states across the country justify the practice of mainstreaming English language learners into regular content classrooms rests on the premise that with the guidance of state officials, local school districts adequately train content teachers to work with English language learners. Yet little to no research exists that can help identify and analyze the overall efficacy of these programs. Consequently, this study has attempted to determine whether district training sessions in Florida are sufficiently covering the state-mandated content areas that teachers are requ
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Marlow, Kimberly R. "Closing the achievement gap for English language learners a comparison of language arts/ESOL and one-way developmental bilingual programs /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002059.

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

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This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach,
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Jonsson, Martin, and Beatriz Nilsson. "English Language Learners’ Achievement at an Urban High School in Atlanta, U.S." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28451.

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This explorative research paper looks at language proficiency development of English Language Learners (ELLs) in the United States, and examines what factors influence their academic achievement. The paper discusses cultural and linguistic diversity in the United States and aims to explore educational policies, in relation to educating ELLs. The study was carried out with a qualitative approach where semi-structured interviews were conducted with three teachers and two administrators at the high school of the investigation. The data collected were analysed with a constant comparative approach,
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Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.

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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experiment
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Domjan, Krisztina. "Recent immigrant Muslim students in U.S. high schools : a study of sociocultural adjustment and multicultural provision." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/295462/.

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Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools
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Domjan, Krisztina. "Recent immigrant Muslim students in U.S. high schools: a study of sociocultural adjustment and multicultural provision." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/295462/1/Dr%20Krisztina%20Domjan%20Thesis%20ARU.pdf.

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Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools
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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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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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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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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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Kim, Mi-Ryoung, and Theresa McGarry. "Attitudes to Storytelling among Adult ESL Learners." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6140.

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This study investigated tertiary second language learners’ attitudes toward storytelling as a classroom activity. Instruction and practice in storytelling were given to 26 international undergraduates for ten weeks. Questionnaires were administered before and after the treatment to assess learners’ interest in storytelling and beliefs about its effectiveness as a learning task. The results of the pre-treatment questionnaire showed that while participants’ interest in storytelling was very low, their expectations of its effectiveness were relatively high. Asian or low proficient participants in
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Harris, Joel Christopher. "The teaching of implicature to ESL learners." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1095.

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Coward, Barbara E. "ESL learners leading group discussion : an exploratory study." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29584.

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Recent research in second language acquisition makes a strong argument for the importance of promoting language learning tasks in the classroom which allow students to engage in authentic information exchange for which the main focus is meaning. The current emphasis on language learning through meaningful use has highlighted the role of negotiation of comprehensible input in second language learning. This has led to a psychololinguistic rationale for advocating group work in the classroom. Discussion on a topical issue provides a specific and natural group work task for ESL learners to use lan
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Cheung, Mui-ying, and 張梅英. "Web reading: ESL learners' perceptions and strategy use." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741886.

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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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Binturki, Turki A. "Analysis of pronunciation errors of Saudi ESL learners /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594494161&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2008.<br>"Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (p. 74-80). Also available online.
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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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Peng, Gao. "On the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners' writing ability." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8702.

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The aim of this study is to evaluate the effectiveness of writing strategies in promoting 13-15 years old Chinese ESL learners’ writing ability. Two writing strategies I selected in this study are Julia's (in James 2000) 8-step writing strategy and Englert's (1991) POWER strategy. Both writing strategies are designed based on Hayes and Flower's (1989) theory of writing process but with different steps in guiding writing. According to their different functions, these two strategies can stand for two main kinds of writing strategies at present. The study included two questionnaires and two writi
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So, Pui-kwan. "The acquisition of English passives by Cantonese ESL learners." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31571773.

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Hua, Qin. "The literacy development of Chinese and Persian ESL learners." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43296.

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Previous cross-linguistic research has well established that transfer in the literacy development of English-as-the-second-language (ESL) students exists. Less extensive is the research on the effect of diverse first languages (L1) on the specific reading-related cognitive abilities and academic performance in the second language (L2). In the current study, Study Part One investigated English reading and spelling skills of students from different language backgrounds (English, Chinese- and Persian-speaking ESL) in Grade 6 by examining a variety of cognitive skills, and reading and spelling. Th
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So, Pui-kwan, and 蘇佩君. "The acquisition of English passives by Cantonese ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31571773.

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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to se
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Wang, Kermey. "An investigation of communication strategies of adult ESL learners." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.

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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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El-Dawi, Fatin, and Jehan Harb. "Implementing Music in ESL Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29593.

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The aim of this project have been to investigate the different views on using music in the English lessons. For this study three different teachers from three different cities have been interviewed. We chose to interview two 4-6 teachers who both teach English. And one full time music teacher. The purpose of the interviews was to get a perspective on how English teachers work with music. In order to get a broader perspective on the teachers’ views regarding integration between English and music; a music teachers’ perspective was included. The interview questions can be found in the appendices.
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Lok, Chi-wai, and 陸志偉. "An inquiry into question formation in Hong Kong ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961861.

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Lee, Ching-ying Alice, and 李靜瑩. "The communicative strategies of secondary ESL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944620.

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Hattingh, Karien. "The syntactic development of grade 12 ESL learners / K. Hattingh." Thesis, North-West University, 2005. http://hdl.handle.net/10394/786.

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The primary aim of this study is to determine the level of syntactic development in English of South African matriculants. The ESL standard in South Africa has been criticised, but no objective data are available. This study provides relevant data, based on an index, and indicates shortcomings in learners' syntactic competence. Poor school-leaving standards in English are a cause of great concern in South Africa, and complaints about school leavers' standard of English have increased over the last few years. Yet, apart from generally being labelled as "poor", little is known about the actual l
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Rasana, Nomakhosazana Hazel. "The reading preferences of grade 11 ESL learners in Grahamstown." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003604.

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This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical So
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Lee, Ching-ying Alice. "The communicative strategies of secondary ESL learners in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22226849.

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Lok, Chi-wai. "An inquiry into question formation in Hong Kong ESL learners." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244645.

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Lam, Wendy Yuen-Kwan. "Teaching strategy use for oral communication tasks to ESL learners." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/829/.

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This thesis investigates the effects of strategy training on ESL learners' strategy use and performance on oral communication tasks. Research into the teaching and learning of speaking in the ESL context is relatively neglected and strategy training is unheard of in very many L2 oral classrooms. A review of strategy research pertaining to the speaking skill has identified unresolved issues, leaving many unanswered questions. To address these issues, this study has adopted a quasi-experimental design and an interventionist study has been implemented in the junior ESL classroom in Hong Kong. The
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Connerty, Mary C. "Variation in academic writing among Generation 1.5 learners, native English-speaking learners and ESL learners : the discoursal self of G1.5 student writers." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/274/.

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This thesis appears in three parts: Modules I, II, & III. The purpose of these units was to argue that Generation 1.5 (G1.5) learners are a distinct group of English language learners with unique ways of representing themselves in academic writing, and to identify those salient linguistic differences among G1.5, traditional ESL, and NS student writers. Using multiple methodologies, the text explores the discourse patterns of G1.5 students in their academic writing. Elements in each section include: Module I: o A discussion and literature review of research on Generation 1.5 students and design
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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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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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Company, Maria Teresa. "Error Frequencies Among ESL Writers: A Resource Guide." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3420.

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Being a competent writer is an important skill in academic education. However, second language (L2) writers often struggle to be linguistically and lexically competent. This project explored the most frequent linguistic writing errors made by 343 English as a second language (ESL) students when Dynamic Written Corrective Feedback (WCF) was applied as an instructional methodology. These errors were also classified by language groups based on the students' first language (L1). These students were enrolled in an intensive English program at the English Language Center (ELC), Brigham Young Univers
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Gunning, Pamela. "The learning strategies of beginning ESL learners at the primary level." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0004/MQ40159.pdf.

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Jasmani, Fadilah. "Malay ESL learners' error-correction strategies and dictionary look-up processes." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416718.

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You might also be interested in the bibliographies on the topic 'ESOL Learners' for other source types:
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