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Dissertations / Theses on the topic 'Foreign academics'
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Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.
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Pustelnikovaite, Toma. "The working lives of migrant professionals : exploring the case of migrant academics." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14129.
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This thesis examines the working lives of foreign-born academics who come to work to the UK. Its main aim is to understand the degree and conditions of migrant scholars' inclusion in professional practice abroad. The thesis fulfils this aim by developing a conceptual approach to encapsulate how migrant professionals' working lives are conditioned by the pre-existing professional structures. Grounded in the principle of social closure, this framework proposes that migrant professionals' employment abroad is influenced by the different forms and rules of closure, as well as by the sites in which closure rules are applied. The synthesis of the theoretical framework with findings from sixty-two interviews with foreign-born scholars employed in thirteen British universities shows that migrant academics' working lives are explained by ‘modes of incorporation'. ‘Modes of incorporation' designate the distinct ways in which the academic profession has reacted to the increased presence of foreign incomers, and comprise integration, exclusion, subordination and indifference. The proposed framework extends the understanding of the demographic change in professions, and offers a way to capture migrant professionals' movement across countries.
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Kalulanga, Morine, and Christina Petrescu. "Talet om Korta vägen : -En diskursanalys av hur deltagare och anställda talar om projektet." Thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192374.
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Denna studie har genomförts med hjälp av kvalitativa intervjuer med syftet att utföra en diskursanalys på hur deltagare och anställda talar om projektet Korta vägen i Uppsala. Korta vägen är ett arbetsmarknadspolitiskt projekt som syftar till att få ut utländska akademiker i arbetslivet.Våra informanter bestod av anställda inom projektet samt deltagare som nyligen fullgjort sin utbildning i Korta vägen. Frågeställningarna har varit hur deltagare och anställda talar om projektet och vilka diskurser som används och reproduceras via talet. I vårt resultat redogör vi för åtta olika diskurser som vi har kunnat urskilja utifrån vårt empiriska material. Diskurserna berör kultur, språk, nätverk, pedagogik, samhällsekonomi, praktik samt terapeutiska relationer. Resultatet visar även hur majoriteten av diskurserna går att koppla till svenskhet samt vilken betydelse svenskhet har för människors möjligheter på den svenska arbetsmarknaden. Slutligen problematiserar vi hur en exkludering på den svenska arbetsmarknaden finns inbäddad i vår samhällsstruktur, och hur vi omedvetet upprätthåller och reproducerar denna. Problematiseringen har gjorts med diskursanalytiska teorier av Foucault, Derrida och Berger och Luckmann.<br>This study was conducted using qualitative interviews and had the aim to conduct a discourse analysis of how students and employees talk about the project Korta vägen (the short path) in Uppsala. Korta vägen is a labor market project that aims to get foreign graduates into the labor market. Our interview subjects were employees working with the project and participants who had recently completed their training in Korta vägen. The questions have been how particapants and employees talk about the project and how discourses through speech can be distinguished. In our result we present eight different discourses that we have been able to extract from our empirical material. The discourses deals with the subjects culture, language, networking, pedagogy, socioeconomics, practice and therapeutical relations. The results also show how the majority of the discourses have been able to be connected to swedishness and also what significance swedishness has on people's opportunities on the swedish labor market. Finally we problematized how exclusion in the Swedish labor market is embedded in our social structure and how we unawarely sustain and reproduce this exclusion. This has been done with the help of discourse analysis-theories by Foucault, Derrida, Berger and Luckmann.
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Fekovic, Refadija. "“Utmaningar i mötet med det nya landet” : En kvalitativ studie om utländska kvinnor som har en högskoleexamen eller universitetsexamen från sina hemländer och deras väg till en lyckad etablering på den svenska arbetsmarknaden." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101113.
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The aim of this study is to gain an understanding for the factors behind the successful establishment in the Swedish labor market for foreign-born women who have a college or university degree from their home countries. This has been achieved by applying a qualitative method, whereas semi-structured interviews with five foreign-born women have been conducted. The theory used in the analysis are the theories of "social and cultural capital" and "empowerment". The findings of the study show that level of education, work experience, language skills affect foreign-born opportunities to enter the labor market. Moreover, the findings show that the interviewees perceived several obstructions to their inclusion in the Swedish labour market. These include language barriers and lack of social networks. The interviews also show that people who have an academic education from their home countries need to adapt their education to the Swedish labor market to find a qualified job. The results of the study also show that new arrivals need to apply for income support during the first period in Sweden, due to the fact that they lack their own income and assets.
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Kadic, Amar. "Du vet mitt namn men inte min historia : en studie om utländska akademiker och deras möte med den svenska arbetsmarknaden." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9821.
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Studiens syfte var att undersöka utländska akademikers upplevelser av mötet med, och inträdet på, den svenska arbetsmarknaden. Studiens frågeställningar: Vilka hinder kan försvåra etableringen på arbetsmarknaden för utländska akademiker? Vilka faktorer kan främja etableringen på arbetsmarknaden för utländska akademiker? Den teoretiska utgångspunkten för studien är hämtad utifrån socialkonstruktivism samt begreppet etnicitet som social konstruktion. Studien är genomförd med kvalitativ forskningsmetod, vilken utfördes med hjälp av semistrukturerade livsvärldsintervjuer. Analysmetoden för studien var IPA (Interpretative Phenomenological Analysis), där gemensamma teman lyftes fram och diskuterades utifrån de teoretiska utgångspunkterna. I resultatavsnittet har studiens frågeställningar besvarats enligt följande: Hinder som kan försvåra etableringen av utländska akademiker på arbetsmarknaden är samhällets föreställningar, sociala kategoriseringar, etnisk diskriminering, strukturella förändringar på arbetsmarknaden samt arbetsgivarnas inflytande. Sammanfattningsvis skildrade studiens resultat hur viktigt det är att belysa att de föreställningar som finns i samhället gällande personer med utländsk bakgrund påverkar synen på individen. Dessa faktorer var de mest centrala elementen och kärnan i det empiriska materialet kopplat till denna frågeställning. De främjande faktorerna till etableringen av utländska akademiker enligt studiens resultat är: Delaktighet, personligt ansvarstagande och betydelsen av utbildning. I enhet med respondenternas upplevelser framgår vikten av att samma anställningskriterier ska gälla för alla oberoende av ens bakgrund eller tillhörighet. Även personligt ansvarstagande visade sig vara betydelsefullt, exempelvis individens egen motivation, styrka och inre resurser. Vidare betonas att det finns tendenser till att samhällets syn på utländska personers resurser är i förändring. Detta på grund av det växande behovet av mångkulturell arbetskraft med flerspråkighet, kulturell kompetens samt akademisk utbildning, med anledning av den stora flyktinginvandring som pågår just nu. Studiens resultat har både gått i linje med tidigare forskning samt gått emot eller visat nya infallsvinklar på tidigare forskningsresultat.<br>The purpose of this study was to investigate foreign academics' experiences of meeting with, and entry to the Swedish labor market. Study questions: What obstacles could hamper the establishment of the labour market for foreign graduates? What factors can promote the formation of the labour market for foreign graduates? The theoretical starting point for the study is taken on the basis of social constructivism and the concept of race as a social construction. The study was conducted with qualitative research, which was conducted using semi-structured interviews, life-world. The analytical method for the study was the IPA (Interpretative Phenomenological Analysis), where common themes were highlighted and discussed from the theoretical points. In the results section, the study questions were answered as follows: Obstacles that can hinder the establishment of foreign graduates in the labour market is society's beliefs, social categorizations, ethnic discrimination, structural changes in the labour market and employers' influence. In summary, the study's results depicted how important it is to highlight that the perceptions that exist in society concerning people with foreign backgrounds affect the perception of the individual. These factors were the key elements and the core of the empirical material related to this issue. The promotion factors to the establishment of foreign graduates according to the study's results are: Involvement, personal responsibility and the importance of education. The unit with the respondents' experience illustrates the importance of the recruitment criteria should apply to all, regardless of one's background or affiliation. Although personal responsibility proved to be important, such as the individual's own motivation, strength and inner resources. They also stress that there are tendencies that society's view of foreigner's resources is changing. This is because of the growing need for multicultural workforce with multilingualism, cultural competence and academic training, due to the large influx of refugees that is going on right now. The study results have both been in line with previous research, and gone against or demonstrated new angles on previous research.
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Foot, Jeffery Richard Messner Phillip Eugene Piveral Joyce. "Exploring international student academic engagement using the NSSE framework." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6186.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joyce Piveral and Dr. Phillip Messner Vita. Includes bibliographical references.
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Bang, Eun-Jun Anderson Kim. "The effects of gender, academic concerns, and social support on stress for international students." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6133.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 11, 2010). Vita. The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Kim Anderson. Includes bibliographical references.
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Citron, Albert. "Russian foreign policy in the post-Soviet ERA." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1383.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Chen, Mei-Fen. "Academic competence for technical reading in English as a foreign language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2162.
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This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.
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Derewiany, Andrew. "U.S. foreign policy toward North Korea 1945 to present." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/369.
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The foreign policy of the United States of America toward the Democratic People's Republic of Korea (DPRK), commonly known as North Korea, has an important role in maintaining the peace, stability, and security of Eastern Asia. From the partition of the Korean peninsula following World War II to the country's development of nuclear weapons, the foreign policy of the U.S. had to evolve based on the circumstances in North Korea. The United States, along with China, Japan, Russia, and South Korea, have key roles surrounding the discussions with North Korea. The thesis focuses solely on the presidential administrations of Harry S. Truman, Dwight D. Eisenhower, Lyndon B. Johnson, Richard Nixon, Bill Clinton, George W. Bush, and Barack Obama; these men had the greatest impact on U.S. foreign policy with North Korea. The thesis takes a qualitative approach of research by using primarily government documents, historical records from presidential administrations, articles from foreign policy journals, and books by foreign policy experts. Throughout the research, two common themes of U.S. relations toward North Korea emerge, uncertainty and defiance. North Korea's secretive regime makes it difficult for U.S. presidential administrations to determine the intentions of North Korea's actions. Furthermore, the uncertainty often leads to defiant and aggressive actions by North Korea. From the USS Pueblo crisis to the bombing of Yeonpyeong Island, presidential administrations had to walk a fine line of responding with aggression, negotiations, or appeasement. The thesis examines not only the options and implementations of each presidential administration, but also looks toward possible solutions for maintaining peace and stability in Eastern Asia by improving relations with North Korea.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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Meunier-Cinko, Lydie Elisabeth. "Gender differences in cooperative computer-based foreign language tasks." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186451.
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This study investigates the issue of gender differences in computer-based foreign language activities. The experiment, conducted at the University of Arizona in the Fall of 1992, used as subjects students (N = 60) enrolled in intermediate French classes. Students were assigned to mixed- or same-gender dyads. All dyads engaged in a French cooperative task at the computer. The software-based pre- and posttests were composed of two parts: (1) vocabulary pertaining to description of people, and (2) geographical knowledge. Gain scores indicated no significant difference in overall learning between genders and dyad types. Further analysis of subscores revealed that females outperformed males significantly (p =.02) in learning vocabulary pertaining to description of people. Males outperformed females numerically in learning geographical facts. Differences between mixed- and same-gender dyads suggest that females tend to acquiesce to male factual preferences in mixed-gender dyads. The analysis of interaction patterns at the computer revealed that females tended to share keyboard control more than males in same-gender dyads. And, males tended to use more management statements with female partners than with male partners. Results from the MBTI personality test indicated that males and females tended to have different learning profiles. The analysis of gain scores indicated that overall, NFs and NTs learned significantly more than STs. Personality profiles also showed a significant effect (p =.03) on keyboard control. EJs controlled the keyboard significantly more than the other types. Likewise, results revealed a significant effect of personalities on overall amount of talk (p =.04), management statements (p =.02), and task statements (p =.06). EJs spoke more and used more management statements than the other types when in control of the keyboard. When not in control of the keyboard, EPs and IJs spoke more than the other types. Interestingly 'non-keyboard controllers' tended to compensate for the lack of keyboard control with verbal control. The overall results of this study established that learning achievement and interaction patterns were more strongly related to personality differences than to gender differences.
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Chilelli, Aaron James. "The paradox of U.S. foreign policy towards revolutionary states." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1256.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Ryan, Bernard. "Political Islam and the Shaping of Iranian Foreign Relations." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1229.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Paris, Adriana M. "The foreign policy of non-democratic states." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1124.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Vera, Muniz Omar. "Elements of Azeri's Independent Foreign Policy: Energy, Geography, and Global Powers Rivalry." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5552.
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This work applies geopolitical concepts to elucidate how geography, energy, and rivalries among global powers affect the Azeri foreign policy. This research work uses a deductive method of qualitative research and a longitudinal analysis of qualitative variables. This study first reviews the most significant academic works in the field to delineate the framework of Azerbaijani foreign policy. Next, it discusses the geographical features of the Azeri landlocked territory and its influence over foreign policy. Then the study presents how Azerbaijan uses its energy as a leverage tool in its foreign policy. The fourth chapter analyzes the current competition between two global powers, the US and Russia, for influence over Azeri oil and gas resources, seeking to balance the power in the South Caucasus and Central Asian regions. Finally, this research work lists the findings, showing that the Azeri foreign policy is affected by geography, energy, and global power competition variables. The transit states that encircle the landlocked territory of Azerbaijan reduce the Azeri ability to export its energy resources to international markets. The economic and political involvement of foreign companies and states in the Azeri energy industry also reduces the economic and political independence of Azerbaijan. The competition between the US and Russia for influence over the Azeri territory and its energy resources also affects the foreign policy of Azerbaijan. Thus, in order to achieve economic, political, and military stability, Azerbaijan has to be constantly balancing regional and global powers.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies
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Pery-Woodley, Marie-Paule. "Textual designs : signalling coherence in first and second language academic writing." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236290.
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Andrianopoulos, Argyris G. (Argyris Gerry) Carleton University Dissertation International Affairs. "Western Europe in Kissinger's global strategy; consistency between academic conceptions and foreign policy." Ottawa, 1985.
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Gray, Rachael J. "Does foreign aid promote development? a study of the effects of foreign aid on development in Sub-Saharan Africa." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4909.
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Foreign aid aims to improve economic conditions and quality of life in developing countries. The literature on the efficacy of foreign aid to date has been inconclusive; yet there is some evidence that institutional factors may condition the relationship between aid and development. This research focuses on the effects of foreign aid on development, taking into consideration the effects of political institutional factors as intervening in the connection between aid and development. Specifically, this study considers the effects of democracy (political rights and civil liberties) and level of corruption on the relationship between aid and development in sub-Saharan Africa. Development is determined by the Human Development Index, which takes into account gross national income, life expectancy, and education level. My findings indicate that aid is ineffective at promoting development in sub-Saharan Africa. Additionally, it is found that democracy, as determined by level of political freedom, is positively associated to development in aid recipient countries. HIV prevalence rate, the location of the country relative to the coastline, and percent of arable land were found to be significant factors affecting development. The level of corruption and political stability do not have a significant effect on development. The study is conducted using a cross-national, longitudinal, statistical model. The impact of foreign aid on development is examined for 45 countries over a fourteen-year period, from 1995 to 2009. The results of the study show that foreign aid has a negative effect on development, yet development is affected by level of democracy, geographical location, percent of arable land, and HIV prevalence rate. Development is higher in countries located on the coastline, with a higher percentage of arable land, a higher level of democracy, and a higher rate of HIV.<br>ID: 029809559; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 58-60).<br>M.A.<br>Masters<br>Political Science<br>Sciences
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Kellermeier, Grace Kerr. "Foreign language oral assessment practices in Florida middle and high schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4588.
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Current foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify how much of a typical class period is dedicated to each of the five skills, and how much of a typical unit test is dedicated to the same five skills. The findings showed that only the instruction and assessment of writing were aligned. Instruction and assessment of the other skills were unequal. A comparison of the means revealed that listening was actually instructed much more than assessed. The other means were similar, including writing. Reading was found to be the only skill that was assessed more than instructed. The variables examined in this study included the level of fluency, level of education, and amount of experience of the teacher, available resources, amount of the target language used in the classroom, as well as demographic information. The interaction of the level of education and experience of the teacher was significant. Teacher gender was also significant, although the disparate gender groups made it difficult to compare means. The other variables revealed no statistical significance. Slightly less than half of the respondents stated that they do not believe that they include enough oral assessment as a part of instruction. They reported a lack of time, student resistance, class size and unreliable technology as reasons for not including what they perceived to be enough oral assessment.<br>ID: 030423347; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 127-145).<br>Ed.D.<br>Doctorate<br>Education
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Yuen, Susie. "ESL university students' coping strategies : a qualitative study of academic reading." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28316.
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The ability to read and write academic discourse in a second language often determines an ESL student's scholastic progress. Recent related research has focused on the academic reading of ESL university students at the text level, often at the single or multi-paragraph level (Block, 1986; Carrell, 1985, 1987), and has looked at categories that were general across subject areas.
This study explores how first year university ESL students cope with the reading demands of two specific credit courses, English Literature and Introductory Psychology, within the context of the course requirements, the instruction, and the nature of the academic discipline itself.
The research method focused on ethnographic interviews with ten students from various Asian countries and their Canadian instructors, on classroom observations, and on the researcher's extensive field diary.
Analysis of the findings identified three major coping strategies: self-management, background knowledge and experience, and reliance on the instructors in the disciplines. The nature of the genre, the students' interest in the discipline, and their perseverance in reading comprehension appear to influence their choice of strategies in meeting specific academic objectives. These strategies contributed to the background knowledge component of the academic tasks that the students face. Their efforts at academic tasks were guided by the concern to do what was required to complete course assignments. Essentially, course assignments directed the action component or agenda, of the students' academic tasks. Reading-to-learn involved approaching the genre-specific reading tasks at the whole text level within the context of what was required to successfully fulfil the course requirements of the particular genre. The primary reality of the students was to demonstrate an adequate level of academic proficiency.
In contrast with previous research, findings indicated the importance of genre-specific reading tasks at the whole-text level rather than generic reading at the paragraph level, and the importance of relating coping strategies to the context of what was required to fulfil course requirements rather than the study of strategies in isolation. Thus, the findings were consistent with a theoretical model (Mohan, 1986) analyzing academic tasks into an action component and a knowledge component.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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McKeever, Dalton Edward. "US foreign relations in the Caspian Sea region." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/77.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Political Science
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Wainer, Gwen. "Economic sanctions : an effective tool of foreign policy." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/210.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Political Science
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Tapper, Joanna. "The oral academic discourse of international college students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.
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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.
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Torres, Roman. "Axis of identities: how socially constructed perceptions affect the foreign policy of nations." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/924.
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Contrary to the assumptions of realist theory, this thesis suggests that reality is subjected to social constructions. The national discourse of one country constitutes the context from which societies will generate perceptions and ideas about another society. It is from these socially constructed ideas that states' interests are formed. States interests are what constitute the foreign policy of a country. Given that the United States is the world's hegemon, understanding the process by which countries' interests take shape and evolve will give the United States social awareness and strategic advantage to lead the world's current speedy integration with less volatile rivalries. In order to grasp the factors contributing to the relationship between specific states, some context is needed beforehand. By tracing and comparing historical events in the relations between the United States, Venezuela, and Iran, this thesis examines the constructivist claim that states behavior towards another is directly affected by the social interpretation of their interactions. It is social constructions, not power, what determines if states will view each other as "enemy" or "ally". National identity and worldview ultimately drive state behavior and how countries choose to utilize their capabilities.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science
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Kayitankore, Bernard Narcisse. "Foreign training of academic staff and capacity building in higher education institutions in Rwanda." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8864_1182227521.
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<p>During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions<br>amongst others is the training of human resource which is the most important of all.</p>
<p>In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.</p>
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Schneider, Sue. "The impact of assessment on an English as a Foreign Language academic reading programme." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340780.
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Davis, Renee L. "Academic and social adjustments international students deal with attending U.S. universities." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:122.
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Pierce, Robert D. "Phrasal verbs in academic lectures." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4140.
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Phrasal verbs are a pervasive and distinctly Germanic part of the spoken English language that has been alive for centuries. They have preceded American history, and yet considered to be "the most active and creative pattern and word formation in the American language" (Meyer, 1975). Distinctly colloquial, idiomatic and varying in shades of literalness and figurativity, phrasal verbs are largely dominant in casual usage, such as conversation, while the Latinate verbs of English are dominant in formal usage, such as in making reports (McArthur 1989). While foreign educators and their students, such as from Chinese countries, are found to emphasize English study for formal and academic purposes, the acquisition of phrasal verbs may not be considered instrumental to the purposes of the students coming to the United States in pursuit of academic degrees.
Because of the pervasiveness of phrasal verbs in spoken English language, and because of the largely conversational nature of American lectures, this study is intended to answer the following research questions:
1. In university classrooms, are the phrasal verbs spoken by native English speaking lecturers?
2. Are figurative phrasal verbs in academic lectures significantly greater in frequency than non-figuratively classified phrasal verbs in the academic lectures?
3. Do certain academic subjects tend to generate a significant increase in the number of phrasal verbs spoken by instructors, of either figurative phrasal verbs, or the more literal non-figuratively classified phrasal verbs?
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Askren, Jillian. "United States-middle-east relations : the role of economics in foreign policy." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1347.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Young, Kelly M. "Nukespeak and psychic numbing metaphors in the academic texts of defense intellectuals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048397.
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This study analyzed defense intellectuals' metaphors to determine if the metaphors minimize or ignore the negative effects of nuclear war. The study specifically analyzed 30 texts from Foreign Affairs and Foreign Policy with the metaphorical criticism method. Once the texts were analyzed, the findings suggested that defense intellectuals' metaphors describe nuclear war as ordinary and non-threatening, as a game or relationship. In addition, the study found that the defense intellectuals used metaphors that deflected responsibility for building and using nuclear weapons away from world leaders. The findings also suggested that the defense intellectuals are not numb to the effects of nuclear war, as others claim. Instead, the defense intellectuals' metaphors acted as cognitive blinders that prevented them from discussing the effects of nuclear war. Finally, the study found that each journal's metaphors were aligned with a particular world view of international relations; Foreign Affairs belonged to the realist school of thought, while Foreign Policy belonged to the neo-liberal institutionalist school of thought.<br>Department of Speech Communication
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Schoppert, Stephanie Emma. "Neopatrimonialism and foreign aid in Africa : the cases of Kenya and Zimbabwe." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1325.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Winberg, William. "Japan’s Remilitarization : Assessing Prime Minister Shinzo Abe’s Foreign Policy Legacy through the Surrounding Academic Debate." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-438676.
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The premiership of Shinzo Abe has had a significant impact on the debate surrounding Japanese foreign policy. In the autumn of 2020, Shinzo Abe resigned, ending what would become the country’s longest consecutive tenure in history, lasting from 2012 to 2020. Following the Second World War, Japan has per its 1947 constitution constrained its foreign policy unlike that of any other country of comparable size. During Shinzo Abe’s tenure, from 2012 to 2020, the academic debate surrounding the potential dismantling of said constraints has moved significantly towards finding a so-called remilitarization a likely outcome. International relations schools of realism and to some extent liberalism find that predictions of remilitarization might strike true while constructivist scholars find that this might be the case despite prior reservations. This is a significant shift in the debate consensus, especially on the part of constructivist analysis which often held that Japan’s unique character, be it norms or institutions, was inherently antimilitaristic. Through previous literature we learn that there was long a divide between authors arguing for a remilitarization being imminent while others take the opposite stance. A shift in Japanese foreign policy has a number of implications for international relations theory, previously a hallmark of constructivist argumentation surrounding identity and a thorn in the side of realist assumptions of power politics. A methodical approach of theory comparison sheds light on the empirical case of Japanese foreign policy by the means of assessing each relevant perspective’s arguments against each respective set of expectations in the event of a remilitarization. Through this study we find that contributions to the debate overwhelmingly argue for an increased possibility of a remilitarization taking place. Likewise, we find that this may come to play into the hands of both realism and liberalism as well as potentially doing so for constructivist analysis. Despite the case of an antimilitarist Japan being an example showcasing the strengths of constructivist analysis, it might instead provide an opportunity wherein it is able to showcase the flexibility and adaptability of constructivism as an analytical approach. The study also explores the possibility of whether there is room for employing a theoretically eclectic approach to the case at hand as a means to break the deadlock within the debate on the topic and offer analysis that escapes the pitfalls inherent in each theoretical perspective when employed on its own.
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Pavlock, Sarah. "Public opinions role in the formation of policy in the foreign and domestic spheres." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1474.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Orawan, Tanchareonrat Brickell John L. "Selected characteristics and academic achievement of international graduate students at Illinois State University." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901470.
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Thesis (Ph. D.)--Illinois State University, 1988.<br>Title from title page screen, viewed September 20, 2005. Dissertation Committee: John L. Brickell (chair), Carolyn Z. Bartlett, Patricia H. Klass, JoAnn S. McCarthy, John R. McCarthy. Includes bibliographical references (leaves 108-116) and abstract. Also available in print.
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Alzamora, Priscilla M. "A study on motivation in the high school foreign language classroom through focus groups with third- and fouth-year high school Spanish students." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1065.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Foreign Language Education -Spanish
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Van, Camp Kevin S. "The effect of foreign market factors on the penetration of U.S. banks abroad." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/253.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Business Administration<br>Finance
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Novak, Susan. "The Foreign Policy of the United Arab Emirates: Past, Present, and Future Trends." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1184.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.
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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.
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Khabiri, Mohammad. "Problems Involved in the Academic Advisement Process of Foreign Graduate Students at North Texas State University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331369/.
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The subjects were 69 graduate faculty advisors, 187 foreign graduate students, and 184 American graduate students who were enrolled at North Texas State University in the Spring Semester, 1984. Statistical techniques used for data analysis include frequency distributions, percentages, means, and Mann-Whitney U test. Significant differences were determined by the two-tailed test of significance at or beyond the .05 level.
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Vivaldo, Lima Javier. "Understanding differential academic reading comprehension of good vs. poor readers in 'English as a foreign language'." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020442/.
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Malloy, Evan M. "Profiling by any other name could be the Foreign Intelligence Surveillance Act." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/468.
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The undergraduate thesis began with the research question of whether the Islamic community is being profiled by the use of the Foreign Intelligence Surveillance Act (FISA) following the terrorist attacks on September 11, 2001. At the beginning of the project, the researcher's hypothesis was that Muslim community had fallen victim to profiling through the use of electronic surveillance conducted by the American government. The research presented reveals a pattern of profiling and injustices against many different groups of Americans throughout the history of United States surveillance laws starting with the illegal alcohol producers in the 1920's. Amendments to FISA have set necessary modern electronic surveillance regulations back 30 years. The researcher brings to light the injustices the Islamic community has endured out of the panic caused by the attacks on 9/11. The research presented was achieved by using empirical legal studies techniques of incorporating a mix-methods approach to utilize both quantitative and qualitative research components. The researcher developed a spreadsheet that included all published federal opinions of prosecutions involving FISA since its enactment in 1978. Statistical data was analyzed using frequency and average software, known as Stata, and the results of study suggest an extreme increase in the amount of prosecutions involving the Islamic community since 9/11 compared to prior.<br>B.A. and B.S.<br>Bachelors<br>Health and Public Affairs<br>Legal Studies
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Calderwood, Denise, and University of Lethbridge Faculty of Education. "International students at Alberta universities : perceptions and levels of satisfaction." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1993, 1993. http://hdl.handle.net/10133/57.
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International students in Canadian universities face an array of sometimes bewildering practical, cultural, academic, and social challenges. Many may not be fully prepared to cope with such challenges without some form of assistance from the university and surrounding community. Such students need assistance and support to face successfully the challenge of a new society and a new environment. It is therefore critical that the institutions admitting international students develop an understanding of what support and assistance can be offered that is most helpful and welcomed by the international student. In this study, undergraduate men and women, from the University of Lethbridge, the University of Calgary and the University of Alberta responded to a questionnaire consisting of thirty-two questions on a five-point lickert scale ("strongly disagree" to "strongly agree"). The questions were grouped into the following categories: first contact with Canada, arrival and orientation, assistance for international students, English language skills, housing and accommodation, academic assistance, and getting to know Canadians. An additional summative thirteen questions, some of which are open-ended, and eight demographic questions were also asked. Follow-up interviews were arranged with a subset of the questionnaire respondents. A total of 131 returned questionnaires and 32 personal interviews were available for data analysis. The most notable findings are as follows: (i) Higher levels (at or above 65%) of satisfaction were found in the areas of assistance requested from professors and fellow students, the teaching and content of their courses, fair treatment from professors, and making friends with and visiting in the homes of Canadians. (ii) Lower levels (at or below 45%) of satisfaction were found in the areas of assistance in obtaining suitable accommodation, the welcome and orientation at their university, time to discuss course work with professors, the lack of international content in their courses, the opportunity to get to know Canadian and other international students in a non-academic setting, and the experience of racism in Canada. This inquiry found that overall, 52.5% (68 students) were satisfied by the welcome and assistance they had received by the university and community.<br>viii, 103 leaves : ill. ; 29 cm.
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Lusk, William. "Maritime Pirates and Foreign Terrorist Organizations: Complicit Against the United States and NATO?" Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5411.
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Maritime piracy, a phenomenon which has plagued free maritime trade for thousands of years, has entered a new age of sophistication and global reverberation. These acts of illegal criminal activity in the late twentieth and early twenty-first centuries yield a significant profit margin for the perpetrators while creating considerable cost for ransom payments, security measures, capital, and human life. The classification of maritime pirates, as either criminals hoping to gain financial income or terrorists hoping to usher in political change, is warranted and compelling. If maritime pirates conduct their operations to institute political change, it is possible that flags of the United States and its allies can be more susceptible to pirate attacks than others. The author argues that although the definitional separation of “maritime piracy” and “terrorism” is becoming increasingly blurred in the twenty-first century, pirates will attack ships based on convenience and opportunity rather than based on the flags of vessels. Testing of this theory will be based on quantitative data produced by the International Maritime Bureau to test pirates' ideologies as a variable. To test if deprivation is a variable to consider, the author will also compare Indonesian economic performance with the frequency of attempted pirate attacks off its waters.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies
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Buchanan, Melissa. "The 2004 Spanish Elections: Unpopular Foreign Policy and the Fall of the Popular Party." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1206.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Political Science
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Schickler, Bonnie. "The relationship between the European Union's Common Foreign and Security Policy and the Balkans." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1138.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science
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Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.
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The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditory-orthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R2 = .108, adjusted R2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R2 = .101, adjusted R2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp increasing the predictive power by 3%; (b) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R2 = .112, adjusted R2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R2 = .069, adjusted R2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R2 = .114, adjusted R2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.<br>Ph.D.<br>Doctorate<br>Dean's Office, Education<br>Education and Human Performance<br>Education; TESOL
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Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.
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<p> Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.</p>
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Stephenson, Lisa Ann. "A comparative study of cognitive and non-cognitive factors relationship to academic success for foreign master's students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1367.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.