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Dissertations / Theses on the topic 'ESOL students'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Netto, Amelia M. "ESOL Students in the Art Room: An Art Educator's Resource Guide." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/100.

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The research conducted in this thesis is centered on the ESOL Hispanic student population, in the art classroom in Georgia. The information contained in this paper is meant to serve as a guide and resource for art educators with high populations of ESOL students in their classrooms. A review of current ESOL best practices in several content areas is included. Based on the research, guidelines and suggestions for accommodating these learners in the art room were developed, as well as a sample unit that includes three lesson plans, PowerPoint presentations and assessment rubrics.

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2

Price, Sarah. "English for Speakers of Other Languages Students' Perceptions of a Communicative Curriculum in a Family English Class." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715209.

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3

Fuller, Jessica. "Estamos en este pais: Motivations for English Language Acquisition among Adult Latino ESOL Students." Thesis, Boston College, 2008. http://hdl.handle.net/2345/551.

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Thesis advisor: Sarah Beckjord<br>This thesis examines the motivations for English language acquisition among Latino immigrants currently residing in the United States. By interviewing 34 adult students enrolled in ESOL classes in the Boston area, the author attempts to determine whether their desire for language acquisition is motivated by integrative or instrumental factors. These results are analyzed in light of the current debate on the assimilation of Latino immigrants, ultimately concluding that this segment of the population is indeed desirous of integration into the mainstream U.S. soc

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4

Lynn, Barbara Casey. "The Manageable Mesh: A Curriculum Design For Second-Grade ESOL Students." UNF Digital Commons, 1993. http://digitalcommons.unf.edu/etd/160.

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This curriculum project was developed to provide the teacher of a self-contained primary ESOL classroom with a workable integration of the critical elements of bilingual education. The project traces the history of bilingual education in the United States. It reviews some of the important legislation and judicial decisions that form the framework for current bilingual education. It examines some learning and language theories that educators translate into practice in instructing, guiding, and evaluating ESOL students. This design was developed for use in a self contained ESOL class in Duval Co

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Valentino, Cristina P. "The Impact of School Reform Design, English Speakers of Other Languages (ESOL) Instruction and Socioeconomic Status on ESOL Students' Reading Achievement." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/225.

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The purpose of this study was to examine how school reform design, English speakers of other languages (ESOL) instruction, and socioeconomic status (SES) impact the academic achievement of ESOL students in Grade 2. Gains in lexile scores on the Scholastic Reading Inventory were used to measure one aspect of academic achievement, namely, general reading ability. The primary research question was: To what extent can gains in lexile scores on the Scholastic Reading Inventory be explained by the independent variable set of school reform design (America's Choice/Direct Instruction), ESOL instructio

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O'Brien, Jason L. "High school social studies teachers' attitudes towards the inclusion of ELL students in mainstream classes." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002082.

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7

Liu, Tina Meng-Ting. "Strategies to enhance reading comprehension for the NESB students : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2832.

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Reading skills are essential for all students for their successful advancement through school and on into adult life. With limited English, many Non English Speaking Background (NESB) students are under-achieving at school due to their lack of reading ability in English. This research investigates a skills-based program with an emphasis on decoding (often referred to as a bottom-up theoretical perspective) compared to a program emphasising the development of comprehension strategies, where higher level thinking is required (top-down perspective). Using a case study approach with one NESB stude

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Cen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.

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9

Smartschan, Carl Ernest. "The effect of bilingual word lists on test scores of ESOL science students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

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10

Feng, Huili. "Senior ESOL students' experiences of and attitudes towards formative assessment in mainstream secondary classrooms." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1058.

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Assessment is one of the key strategies that, if used correctly, can effectively enhance student learning. This study explores senior ESOL (English for Speakers of Other Languages) students' experiences of and attitudes towards formative assessment in the mainstream classroom. The purpose of this study was to investigate how formative assessment might be used effectively to enhance ESOL students' learning from the perspective of senior ESOL students. Data were collected using mixed methods including questionnaires and follow-up interviews with a range of participants from different ethn

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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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12

Zagreanu, Claudia. "English for Speakers of Other Languages (ESOL) Students and academic success: the role of campus climate, peer and faculty support." AUT University, 2010. http://hdl.handle.net/10292/977.

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Background: English for Speakers of Other Languages (ESOL) students, enrolled in health care tertiary education, have lower graduation rates compared with English native speakers. The demographic profile of most western countries is continuously changing and therefore this issue has became a concern especially for those countries which are confronted with an acute health care workforce shortage. One of the most important predictors in student retention is their perception of academic success. The purpose of this study was to explore ESOL health undergraduate students’ perceptions of campus cli

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13

Casey, Judith Kay. "Valuing first languages in ESOL classrooms: College students bring language, culture and capital to their writing." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279860.

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ESOL (English for speakers of other languages) community college students enrolled in a required writing course were introduced to contrastive rhetoric to assist them in making connections between their first languages (L1) and English to enhance their writing. Students wrote a paragraph in their first language and then compared the experience to writing in English. I asked them to investigate specific cohesive devices, comparing how each device functioned in English with how it might function in L1. The research was focused on the question What cultural and linguistic capital do students brin

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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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Alterman, Dorothy R. "Initial placement methods for Haitian adult ESOL students : the NYS place test plus profile data compared to subjective assessment." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1115.

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Few valid and reliable placement procedures are available to assess the English language proficiency of adults who enroll in English for Speakers of Other Languages (ESOL) programs. Whereas placement material exists for children and university ESOL students, the needs of students in adult community education programs have not been adequately addressed. Furthermore, the research suggests that a number of variables, such as, native language, age, prior schooling, length of residence, and employment are related to second language acquisition. Numerous studies contribute to our understanding of th

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Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

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Williams, Margo H. "On the Border of a New Culture: Spanish-Speaking Middle School Newcomers' Perceptions, Expectations and Attitudes." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/42.

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The purpose of this study was to examine the Spanish-speaking newcomer middle school students’ perceptions of school, expectations from school, and attitudes toward school. Of particular concern was how these students’ perceptions, expectations, and attitudes developed over a 5-month period. The theoretical framework for the study was derived from Vygotsky’s (1978) sociocultural theory; second language acquisition (SLA) theories (Dulay & Burt, 1973; Krashen, 1982; Johnson, 1996; Long, 1985; Schumann, 1978); and Norton’s (1997) theory of identity, investment, and imagined communities. The parti

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Martins, Anna Clara Z. A. B. "Moving Between Academic Systems: Chinese Students And The Educational Challenges Within Western Universities." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429180903.

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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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20

Joseph, Rosnel. "Improving the Reading Performance of Fifth-Grade Students Through an Afterschool Reading Program." NSUWorks, 2011. http://nsuworks.nova.edu/fse_etd/138.

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This applied dissertation was designed to evaluate improving the reading performance of fifthgrade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent

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Fishkin, Monica. "THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4477.

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A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2

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Chin, Judy. "What secondary english to speakers of other languages (ESOL) teachers know about social and academic language and instructional strategies for limited english proficient students." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2337.

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The purpose of this study was to examine what secondary English to Speakers of Other Languages (ESOL) teachers understand about social and academic language, what instructional strategies they use for Limited English Proficient (LEP) students, and how these concepts are operationalized in their daily practice. This was a mixed method study incorporating both quantitative and qualitative data collection and interpretation. Written questionnaires and individual interviews addressed the questions on teachers' definitions of social and academic language and their strategy use. Classroom observatio

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Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.

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Zhang, Qian. "Understanding change in Chinese undergraduate students' language learning motivation during the transition to UK higher education." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134962.

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This thesis investigates changes in Chinese undergraduate students’ language learning motivation during the transition from their home cultural setting to the host cultural setting, while studying on a China-UK 2+1 collaborative programme at the University of Bedfordshire. Since the 1990s, there has been growing attention to research on L2 motivation in classroom or other educational settings. To bridge the gap between general and L2 motivational theories, a number of theoretical frameworks have been developed. The most comprehensive of these is Dörnyei’s (1994a) three-level motivational frame

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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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AL-Jarrah, Jarrah Mohammad. "ESL TEACHER, STUDENT, AND PARENT PERCEPTIONS OF USING EDUCATIONAL MOBILE APPLICATIONS TO DEVELOP THE LANGUAGE SKILLS OF ESL ELEMENTARY SCHOOL STUDENTS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1332.

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AN ABSTRACT OF THE DISSERTATION OF Jarrah Mohammad Al-Jarrah, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on 03/22/2017, at Southern Illinois University Carbondale. TITLE: ESL TEACHER, STUDENT, AND PARENT PERCEPTIONS OF USING EDUCATIONAL MOBILE APPLICATIONS TO DEVELOP THE LANGUAGE SKILLS OF ESL ELEMENTARY SCHOOL STUDENTS MAJOR PROFESSOR: Dr. John McIntyre The purpose of this mixed-methods sequential explanatory study is to explore the perceptions of ESL teachers, students, and parents regarding the use of educational mobile applications to help ESL elementary

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Calderon, Raynelda A. "Exploring the Experiences of Hispanic ESL Students in ESL Programs." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243901.

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<p>Instructors of English as Second Language (ESL) at a private community college had raised concerns regarding Hispanic ESL students not developing sufficient English proficiency. The purpose of this single exploratory case study was to explore the phenomenon brought forward by ESL instructors and share the results with the ESL program and the college. The conceptual framework for this qualitative study was based on the classroom learning motivation theory suggesting that the environment in which a student is learning a new language also plays a major role in second language learning. Data co

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Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.

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The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing

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Lam, Margaret Yiu-ki Kong. "Phonological awareness in Cantonese ESL students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40652.pdf.

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Dickinson, David Wayne. "Kindergarten screening scores of ESL students." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28210.

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The purpose of the present study was to investigate the scores of children who learned English as a second language (L2) in comparison with children who learned English as a first language (L1). Specifically, the kindergarten screening scores of L2 children were analysed considering the variables of: preschool experience, screening date, age at time of screening and the kindergarten screening scores of children for which English is their first language. To investigate these variables the Florida Kindergarten Screening Battery scores of 79 L1 and 79 L2 children were compared to determine some o

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Lu, Mei-hui. "Changes in the concept of reading in English and in the use of reading strategies among ESL learners identified before and after ESL reading instruction /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7906.

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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

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Huot, Karl. "ESL reading comprehension amongst second cycle high school students, students' requests." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116939.

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The intention of this study was to investigate what are second cycle secondary students' favorite teaching techniques regarding learning reading comprehension in a second language inside the classroom. Another aim was to find out what was their favorite competency to practice during class hours. The best available method to pursue this study was a quantitative survey method. The questionnaire focused on different reading comprehension teaching techniques that are often used inside classrooms. Students had to position themselves in terms or enjoyment of certain teaching techniques used inside t

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Diena-Khayyat, Rina. "Early spelling development in Portuguese ESL students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ49757.pdf.

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Hlady, Deborah Sherry. "Language learning experiences of Japanese ESL students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58534.pdf.

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Johnson, Carol Brosnahan Irene. "The composing processes of six ESL students." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514773.

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Thesis (D.A.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 8, 2005. Dissertation Committee: Irene Brosnahan (chair), Ronald Fortune, Sandra Metts, Russell Rutter, Maurice Scharton. Includes bibliographical references (leaves 125-130) and abstract. Also available in print.

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Martinez, Liza E. "Adult Hispanic ESL Students and Graded Readers." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606825.

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<p> Adult Hispanic ESL students in rural San Luis, Arizona, face a challenging situation. Since San Luis lies on the southwestern tip of Arizona and borders with Mexico, Spanish is the predominant language. English, on the other hand, is mostly heard in classrooms. This can be a predicament for adult Hispanics who need to be proficient in English in order to excel at college or university. What can be done to assist these students? The literature states that one becomes a better reader by reading extensively (Krashen, 1999; Grabe, 2009). How does one get ESL students to read extensively if t

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Lo, Karen Aili Liu. "Reading and listening enrichment for ESL students." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/165.

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Fordham, Sonja K. "Teacher and Peer Written Feedback in the ESL Composition Classroom: Appropriation, Stance, and Authorship." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577518.

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While studies have shown that teacher and peer feedback are beneficial to students, research has also found that teachers can appropriate students' texts in their feedback, taking away authorship in the process (Brannon & Knoblauch, 1982; Goldstein, 2004). The present study addressed the type of written feedback that I gave my ESL composition students and the type of feedback they gave each other during the writing process, and it examined their responses to the feedback they received. As the response stance taken when providing feedback is a determiner of the level of control the feedback con

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Golder, Patricia Lynn. "Sentence combining and the ESL student." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/754.

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Londrico, Samuel Joseph. "Investigations in UT ESL Student Identities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523039677067714.

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Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.

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This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations

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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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Neuharth, Jay Stanley. "Empowering ESL Students for Out of Classroom Learning." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4909.

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Since its publication in 1898, The Turn of the Screw has been the focus of diverse critical interpretation. It has reflected shifts in critical theory that include the Freudian, psychoanalytic, mythological, structuralist, reader-response, linguistic, and new-historical schools. The majority of critical interpretations have focused on the governess's narrative and have excluded the prologue, or frame narrative, that begins the novella. The critics who did examine the prologue overlooked James's departure from the traditional use of frame narration and the importance of the structure of the fra

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Foscolos, Theodora. "ESL students' perceptions of their high school learning experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55143.pdf.

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Chau, Hiu-wai, and 周曉慧. "Scaffolding students' oral presentation performance in junior ESL classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383629.

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Yamamoto, Noriko. "Effects of setting on Japanese ESL students' interaction patterns." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4272.

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Japanese ESL students are often evaluated negatively by their teachers because of their quiet verbal behavior in the classroom; yet, this study suggests that such silence may be situation specific. The purpose of this study is to describe characteristics of eight Japanese ESL students' production and interaction by comparing with those of four non-Japanese students, across three settings: teacher-fronted, group work, and NS-NNS conversation.

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Wilkinson, David Miles. "Adult ESL Students: Traits and Goals - A Case Study." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4662.

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This study was conducted to examine the traits and goals of students enrolled in the ESL program at Clark College in Vancouver, Washington over the past two academic years (1992 and 1993). The study looks at the degree of awareness that these students have of further educational opportunities in the academic and vocational areas, and the degree to which the ESL program at Clark College engenders this awareness. Data was collected from two cohorts of students enrolled in the ESL program on two separate occasions, each approximately one year apart. The goals of the study included the following:

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Warner, Mark S. "Advanced college-level ESL students' beliefs about composition feedback." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247845401.

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John, Gilbert. "Exploring ESL students' perceptions of their digital reading skills." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14080/.

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This study investigates English language learners’ interaction with paper text and web text reading. Four main research questions shape the study: 1) What evidence exists to suggest that ESL learners use different strategies when reading printed text as opposed to reading web text? 2) What metacognitive strategies do ESL students use and report when reading and learning from printed and web-based texts? 3) What issues do ESL learners identify in relation to their use of the Internet? and 4) What are the implications for ESL pedagogy? While research has increasingly been focused on second langu

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