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Tesis sobre el tema "College students English language Literacy"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 3 de febrero de 2022

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1

Webb-Sunderhaus, Sara. "Composing identities Appalachian students, literacy, and identity in the composition classroom /". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1152723478.

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2

Foehr, Regina Fortune Ron. "Using the simple to teach the complex teaching college students to interpret complex literature and to write literary analysis essays through fairy tales and children's stories /". Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004084.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Ronald Fortune (chair), Patricia Harrington Klass, Glenn Grever, Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 155-163) and abstract. Also available in print.

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3

Ragsdale, Ronald Andrew. "Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session". PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/3567.

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All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity of those motivations and expectations is the first step toward providing successful second language instruction. This study was designed to elicit the attitudes, expectations and motivations of two unique groups of students studying in the same classes in an ESL summer session at Portland State University (PSU), the preconception of the instructors, and the impressions and evaluations of the program upon its completion by the students, instructors, coordinators and administrators. A successful curriculum can only be adapted to fit the needs and expectations of those students who share the same needs and hold the same expectations. When the learners fall into disparate groups, with distinct, and perhaps contrary needs, a given curriculum can be only a compromise at best, and a failure for some at the worst. During the summer session at PSU, the Department of Applied Linguistics offers a full range of intensive ESL courses for visiting international students. In the year of this study there were two distinct groups of students enrolled in the Reading/Writing ESL classes. One group was the traditional eclectic mix of international students who for the most part were on an academic track toward eventual enrollment in regular programs at PSU. The other was a group of Japanese students studying at PSU from Otemae College. These two groups of students entered the program with different motivations for studying English and different expectations from the summer program at PSU. Because the general academic focus of the program was established in advance of the enrollment of most of these students, it was designed to fit the more traditional students' expectations and motivations. The specific expectations and motivations of the Otemae students were not explicitly considered, leaving the real potential for a negative experience. This is a serious consideration for those designing the curriculum for the summer sessions, for the instructors who are given the task of teaching these distinct groups of students, and for the coordinators of the short term programs who must convince their clients of their effectiveness so they will choose PSU again in the future. Using a semantic-differential survey to assess the students' attitudes, motivations, and expectations, and comparing the results with general demographic data, it was found that the students did indeed separate into two distinct groups with clear differences in motivations and expectations. The Otemae students also formed a large demographic block within the classes which could not be discounted in the lesson plans. Even though the Otemae students had been integrated into the reading and writing classes, these skills were less important to them in the needs analysis portion of the attitude survey than were conversational and pronunciation skills. Reading and writing skills were also rated lower overall by the Otemae students than they were by the traditional students. These and other factors lend support to the contention that the two groups of students had needs and expectations that were not wholly compatible, which put a strain on the teacher/student relationships as well as on the individual instructors' intended goals. This strain was further verified in instructor interviews, student interviews and in a departmental evaluation at the end of the summer term. If expectations are not met, or attitudes are not compatible between students and instructors, or motivations are at odds between groups of students, learning can be obstructed, and the experience can be less positive for all concerned. Although the summer session, with Otemae students integrated into the regular classes, went well in the estimation of some, there is convincing evidence that there is need for improvement. Recommendations for improvement include integrating the Otemae students into speaking and listening classes instead of reading and writing classes, having a curriculum designed with both groups in mind that instructors would have available before the summer term begins, conducting a term by term needs analysis, providing introductory sessions on American classroom style, and attempting to reduce the percentage of Otemae students in any given class by actively recruiting more international ESL students to PSU.

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4

Crosby, Cathryn Read. "The academic literacies experiences of Generation 1.5 learners how three Generation 1.5 learners negotiated various academic literacies contexts in their first year of university study /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186153515.

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5

Shrum, Autumn Phelps. "Crossing literate worlds exploring how students with rich identities as writers negotiate multiple writing contexts". Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4707.

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This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, self-perceptions, negotiation of multiple writing processes and development of authority impacted the students' identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students' school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.
ID: 030646207; 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. 150-155).
M.A.
Masters
English
Arts and Humanities
English; Rhetoric and Composition Track

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6

Tillinghast, Rena. "The Digital Badge Initiative and its Implications for First-Year Writing". ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2216.

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College students seek degrees to obtain employment in their field of interest, however, as the 21st century progresses, employers are often requiring specific skills in addition to degrees and transcripts. As students graduate with their Associates, Bachelors, and Graduate degrees, they plan to present these degrees as sufficient evidence of their qualifications. However, there is recent criticism of college degrees as evidence of qualifications. A beneficial alternative for students would be digital badges. A digital badge is a visual representation that signifies a specific achievement with detailed metadata attached. Digital badges in first-year writing courses would benefit students as they develop specific writing and critical thinking skills as prompted by the curriculum. First-year writing digital badges can include: researching, synthesizing, writing process, constructing authority, etc. as deemed appropriate by the instructor. Ultimately, students will display their badges on their resumes, CVs, or any other document verifying their achievements.

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7

Wright, Kenneth Robert. "Rhetoric, writing, and civic participation : a community-literacy approach to college writing instruction /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998051.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 147-156). Also available for download via the World Wide Web; free to University of Oregon users.

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8

Wong, Wing-sze Winsy. "Phonics knowledge of Hong Kong college students". Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890951.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 26-29) Also available in print.

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9

Smitley, Leigh. "College students' perceptions of dialects". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5324.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).

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10

Rodgers, Kristen M. "Teaching English as a second language students literacy a comprehensive literacy model for nonolingual educators /". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:127.

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11

Syvanen, Carlyn. "Cross-age tutors: English as a Second Language students tutoring". Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2481.

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The purpose of this study was to examine the effects of participation in a cross-age tutoring program on fourth and fifth grade English as a second language (ESL) students. The sixteen intermediate ESL students tutored first grade and kindergarten students in reading two days a week, for twenty minutes over a nineteen week period. It was hypothesized that tutors would improve their attitudes toward school and toward reading, that their perceptions of control would increase in the area of self control, and that they would make greater gains in reading achievement than other ESL students in their school. Tutors were interviewed to ascertain their attitudes toward school and toward school and toward reading. Classroom teachers completed surveys assessing their perceptions of the tutors' attitudes toward school and toward reading. These measures and The Multidimensional Measure of Children's Perceptions of Control were administered in both the fall and spring. The district annual achievement test was used to measure gains in reading achievement. The tutors in the study made gains in their perceptions of self control in the cognitive domain. Their attitudes toward reading improved, also. There was no change in the students' perceptions of control in the social domain. Their attitudes toward school improved, but the gain was not statistically significant. The students did not make greater gains in reading achievement than the control greater gains in reading achievement.

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12

McLaughlin, Margaret A. Neuleib Janice. "Whole language for academically underprepared college students a rationale, description, and assessment /". Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411042.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 24, 2006. Dissertation Committee: Janice Neuleib (chair), Elizabeth McMahon, Tom Foster, Anne Rosenthal. Includes bibliographical references (leaves 182-201) and abstract. Also available in print.

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13

Swan, Bonita B. "Opinions of technical college students toward required writing courses in associate degree programs on the Northeast Wisconsin Technical College campus". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999swanb.pdf.

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14

Newman-Brown, Niki Tiara. "Increasing Black Student Literacy Proficiency Using English Language Learner Instructional Strategies". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2037.

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Historically, identifying solutions to the achievement gap between Black and White students has plagued education. Twenty-first century challenges have emerged to include an achievement gap between Black and Hispanic students in literacy as early as 4th grade. Limited research exists on the use of English language learner (ELL) instructional strategies with Black standard English learners (SELs). This project study narrows the gap in previous research. The goal was to use a collective case study approach to investigate the professional development needs of the Northeast School District through the perspective of 5 Title I, ELL, kindergarten through sixth-grade elementary school principals. Social constructivism guided the theoretical framework. The research questions focused on principals' perceptions of the effect of ELL strategies on Hispanic ELL literacy rates and the benefits of systemic professional development on using ELL strategies for Black SELs. Data were collected from the principals through a focus group discussion and 5 semi-structured interviews. The data were then transcribed and coded to establish themes, based on the participants' perceptions. The major themes centered on the need for teachers to understand and incorporate their student culture in lessons through cultural proficiency; the instructional benefits for Black SELs in ELL classrooms; and the importance of consistent, applicable, systemic professional development. School districts may use these findings results to make decisions on systemic professional development for elementary school administrators and teachers, with positive results for Black SEL proficiency in literacy.

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15

Liu, Meihua. "Reticence, anxiety and performance of Chinese university students in oral English lessons and tests". online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3203174.

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16

Gu, Yongqi. "Vocabulary learning strategies and English language outcomes : a study of non-English majors at tertiary level in China /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18736919.

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17

Selinger, Barry Marc. "The effects of summarization training on community college developmental English students". Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170804/.

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18

Lam, Siu. "Evaluation of using ICT in teaching tertiary English writing". View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39846994.

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19

Valenzuela, Maria G. "Survey research on communication and language for English language learners and native English speakers enrolled in a college course on statistical literacy". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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20

Ammirati, Theresa Perri. "Making the grade : academic literacies and first-generation college students in a highly selective liberal arts college /". View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115619.

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21

Cetinkaya, Yesim Bektas. "Turkish college students' willingness to communicate in English as a foreign language". Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133287531.

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22

Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.

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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.

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23

Zhang, Qing. "Academic writing in English and Chinese : case studies of senior college students". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063193.

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This dissertation reports the findings of a comparative case study of English and Chinese academic writing with respect to the use of composing strategies, the patterns of written discourse organization, and questionnaire responses regarding educational background and attitudes toward writing.The subjects were eighteen traditional senior college students -- nine native speakers of English and nine native speakers of Chinese. Each subject was asked to write two essays on given topics with the think-aloud protocol method. While the protocol data showed that the composing strategies used by the American and Chinese subjects were similar, the American subjects used most of the strategies more frequently than the Chinese subjects did and there was a lack of group consistency in the use of these strategies among the subjects in the Chinese group. The written data, which were analyzed by means of Coe's (1988) discourse matrix method, showed that, contrary to prior claims, Chinese writing is not indirect in idea development in comparison to English writing. The questionnaire responses indicated that the subjects' composing performance was consonant with their instructors' methods of teaching writing and the curricula set up for teaching writing. Based on these findings, implications for contrastive research and EFL/ESL teaching are discussed and suggestions for further contrastive studies of English and Chinese writing are made.
Department of English

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24

Ainsworth, Karyn. "Effective classroom practices to support the English literacy development of primary aged bilingual students". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Ainsworth_K%20%20MITThesis%202007.pdf.

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25

Nam, Jung Mi. "Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center

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26

Zhang, Yan. "A Case Study of College-level Students' Needs for English Writing Instruction". Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1222961262.

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Thesis (M.A.)--University of Toledo, 2008.
Typescript. "Submitted as partial fulfillments of the requirements for The Master of Arts in English." "A thesis entitled"--at head of title. Bibliography: leaves 54-56.

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27

Cumming, Janet Marian. "Swazi college students' mastery of English logical connectives in science". Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17276.

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Bibliography: pages 66-73.
Based on the educational theorists Gardner (1977(a)), Ehindero (1980), Mawasha ( 197 6-1984) and Ogunniyi ( 1985) and extending earlier findings by McNaught (1980) in Zimbabwe, my investigation sought to answer the following questions: 1. How do the item facilities of a group of African (Swazi) college science students, on two parallel tests of logical connectives, based on Gardner's work, each consisting of the same 34 logical connectives, but different in presentation format compare? 2. Are there significant correlations between the item facilities obtained by the Swazi first year science students on the tests of logical connectives and their scores obtained in Matriculation English and Biology and college English communication and General science? 3. Is there evidence of learning of logical connectives without direct instructional intervention over a period of six months when exposed to English first language speaking lecturers? 4. In what ways are the works of Gardner and McNaught expanded, confirmed, or enriched by further investigation in a totally different culture? Diagnostic and pre-test - post-test methods were used to gather data on the comprehension of the 34 logical connectives, and on academic achievement scores, of 65 Swazi teachers-in-training in KaNgwane, a subtropical, rural-agricultural region in Southern Africa. The data were collected by means of modified Gap Filling and Sentence Completion items, derived from Gardner's pioneering work, by adapting and refining certain items to be more relevant and meaningful in the local South African context. The data was processed by means of comparing Gardner's form N pupils' item facilities with the Swazi students' item facilities on each logical connective. The differences were analysed by means of Chi square tests, Spearman's Test, McNemars' Test and a correlation matrix. The chief findings -were that Swazi students' item facilities compared favourably with those obtained by Gardner's form N pupils on the 34 logical connectives· overall. The Swazi students found 7 easier than the Australian pupils, 16 equally as difficult and 15 more difficult than the Australian pupils, but this was dependent on the format. The thesis concludes by making recommendations to teachers, textbook writers, publishers and educational authorities on issues in science education with regard to English second language, particularly in terms of teacher training.

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28

Florent, Nicholas. "Investigating Hong Kong tertiary students' perceptions of the cognitive requirements of writing tasks in three English language proficiency tests". Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B31944796.

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29

Florent, Nicholas. "Investigation Hong Kong tertiary students' perceptions of the cognitive requirements of writing tasks in three English language proficiency tests /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424461.

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30

Yu, Hoi-lun Helen. "A study on fluency, complexity and accuracy in the writing of Mainland students of a Hong Kong university". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290975.

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31

Haynes-Moore, Stacy. "Digital role-play in a secondary English language arts classroom: exploring teacher and students' identities and practices". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6127.

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This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital space. Though researchers have discussed adolescents’ literacies and participation in out-of-school digital spaces, there persists a need to explore and document the ways educators and students use classroom digital spaces. This study examined the teaching and learning experiences of one teacher and eight students as they collaborate, compose, and produce a literature-based digital role-play. Research questions focused on how the activity of a classroom digital role-play might connect with current literacy reforms, in what ways the teacher’s incorporation of the digital space might shape her classroom identity and pedagogy, and in what ways students’ digital participation might reflect, extend, and negotiate their school-ascribed identities as non-proficient learners. To address these questions, I collected data between March and June 2014 in a 10th grade English language arts classroom of a rural, Midwest public high school. This particular course was designed as an academic literacy support for students labeled as non-proficient school readers. I amassed my data collection from multiple interviews with teacher and student participants, series of classroom observations, student writings, surveys, classroom documents, teaching journals, classroom audio-recordings, and field notes. I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate participants’ multiple social identities. I next used methods of discourse analysis to examine the teacher and students’ language use in the classroom and digital spaces, to extend my understanding of the way their speech and writing helps them to construct social identities. My findings complicate the way teachers might approach the use of digital spaces. Data reveal ways that the digital role-play space presents disruptions to the teacher’s ways of thinking about her classroom identity and practices. My findings also suggest that the use of a classroom digital space affords opportunities for students to explore their classroom social identities; the digital space flattens traditional school hierarchies in which the teacher leads and students learn. My study is potentially significant in that I explore the way the teacher and students experience and make meaning from the blend of their classroom interactions and digital literacy practices. Further, I argue that folding a digital space into daily classroom life reveals significant possibilities for classroom collaboration, distributed knowledge, and shared learning among students and teacher.

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32

Won, Kim Jong. "A model of the writing process applied to English writing for Korean college students". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1440.

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Ford, Monica A. "HELP: A holistic english literacy program for multicultural elementary classrooms of students acquiring English as a second language". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/2947.

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34

Rimrott, Kira. "Who knows best? a comparative study of teachers' and students' perceptions of the characteristics of an ideal English lesson /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3167995X.

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35

Kan, Mei. "Perceptions among tertiary-level Mainland Chinese students in Hong Kong and their teachers regarding English as a second language (ESL) learning activities". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709156.

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36

Leung, Pui-sin Sandy. "Student's responses to three types of teaching materials used in an English as a second language classroom of a local community college". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36729656.

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37

Scalise, Leigh Anne. "Language attitude study the perceptions of the New Jersey and the southern West Virginia students, at West Virginia University, of the New Jersey and southern West Virginia dialects /". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1736.

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Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 50 p. Vita. Includes abstract. Includes bibliographical references (p. 100-102).

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38

Choy, Wai-wan Stella. "Phonetic training and its relationship with phonological awareness, abilities to read and spell English words in local college students". Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38886005.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-29) Also available in print.

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39

Dunbar, Katrina Monique. "Exploring at-risk student writers in academic success programs and the role instructors play in their evaluation /". View online, 2009. http://repository.eiu.edu/theses/docs/32211131559489.pdf.

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40

Al-Saraj, Taghreed Mohammed. "Exploring foreign language anxiety in Saudi Arabia : a study of female English as foreign language college students". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020618/.

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The goal of the research presented in this thesis is to increase understanding of the experiences (e.g., affective experience, challenges) of female Saudi Arabian students learning a foreign language. To better understand why some language learners have more difficulty acquiring a target language, there has been an increase in research into relationships between foreign language acquisition and affective variables (see Gardner, 1997). However, the vast majority of previous research has been conducted in the West, leaving a gap in understanding other perspectives. The present research uses a case study design, drawing on multiple sources of information to inform an understanding of female students' experience in a private college's English as a Foreign Language (EFL) program. A combination of factors — the importance of learning English, changes in the educational system, and conservative culture — create a unique environment for researching anxiety related to studying EFL. To gain insight into the learners' perspectives, questionnaires, individual and group interviews, and informal classroom observations were used. Ten participants, five from the beginning level (Level 1) and five from a more advanced level (Level 3) of the college English program, were examined. Each participant's experiences are discussed individually, then compared and analysed in the context of existing research literature. All case study participants indicated that they experienced anxiety through responses to a questionnaire, discussion in interviews, and observed behaviours (e.g., avoiding in-class participation). Although some factors, such as teacher-student interactions and teacher behaviour, appeared nearly universally anxiety-provoking among all participants, others factors varied between participants in Levels 1 and 3. These differences and similarities are examined. Finally, implications and limitations, along with suggested recommendations for EFL teachers and policy makers in Saudi Arabia, are discussed.

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Vinyard, Deirdre W. "Voices in revision : case studies of L1 and L2 students in college compositiion classes /". abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209124.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"August, 2005." Includes bibliographical references (leaves 321-327). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

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Cat, Bui Van y n/a. "Background studies for Vietnamese students of English". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.

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Tonge, Carolyn A. "Predicting the In-Term Persistence of Community College English-as-a-Second-Language Students". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/362.

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The English-as-a-second-language (ESL) community college student population has increased notably in the past decade, but a decreasing number of these students are completing courses, programs, or degrees (Erisman & Looney, 2008). These students come to college with unique background experiences, and once in college, deal with challenging linguistic, academic, and social integration issues. Though they are not linguistically homogenous, and they do not have a common purpose, ESL students share the common goal of attending community college to learn to speak English (Szelényi & Chang, 2002). Course completion is a primary measure of progress toward that goal, and is therefore an issue of concern for both ESL students and community colleges, which continue to be the access point for language-minority students progressing into higher education (Laden, 2004). The purpose of this study was to investigate the factors that predict in-term persistence of community college ESL students. A mixed methods research design consisting of two phases was utilized, and participants in this study were ESL students enrolled in a large community college in south Florida. Phase 1 students completed the Community College ESL Student Questionnaire (CCSEQ), which collected demographic data and data on entry characteristics, academic integration, and social integration. Discriminant and descriptive analyses were used to report the data collected in Phase I. Phase 2 students were a matching cohort of completing and non-completing students who participated in semi-structured interviews at the end of the term. Data collected in the interviews were analyzed thematically, using a constant comparative method as described by Glaser and Strauss (1967). Students’ self reported demographic data, background characteristics, goal commitment, and integration factors on the CCSEQ showed no significance between the students who completed the term and the students who did not complete the term. However, several differentiating themes emerged from the interview data, which indicated differences in goal commitment and integration between the two groups. The focus of non-completers on getting good grades rather than completing the course, and the commitment of completers to the goal of finishing the class in order to go forward, both raise questions for future research studies.

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Ladner, Jocelyn B. Neuleib Janice. "Performing the word, transforming the word, writing the word alternative teaching strategies for freshman composition /". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172879.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewedNovember 17, 2005. Dissertation Committee: Janice Neuleib (chair) , Patricia A. Dunn, Nancy Tolson. Includes bibliographical references (leaves 123-126) and abstract. Also available in print.

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Yu, Yang. "ATTITUDES OF LEARNERS TOWARD ENGLISH: A CASE OF CHINESE COLLEGE STUDENTS". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283303545.

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Chapman-Rambo, Caitlin. "Programs for Language Minority Students at TBR Community Colleges: A Study of Factors Affecting Design". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3627.

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This purpose of this study was to determine to what extent programs for language-minority students at TBR community colleges adhere to the recommendations contained in the Conference on College Composition and Communications 2009 Statement on Second Language Writing and Writers and to investigate the factors beyond these professional recommendations that influence administrative decision-making about these programs and their designs. This study contained a survey sent to individuals at all 13 community colleges in the Tennessee Board of Regents system and follow-up interviews with 5 survey respondents from different institutions. Analysis of the results of the study indicates all TBR community colleges across the state are utilizing the CCCC’s 2009 recommendations to some degree but that no single institution has fully implemented every recommendation. Additionally, the survey showed that, across the system, the most followed recommendations are those related to classroom practices. Other areas assessed including placement, available resources, administrative decisions, and instructor qualifications were all implemented in decreasing order. The least followed recommendations are those concerning recruitment of learners into the program. Results also show that other factors beyond professional recommendations which influence the design and delivery of programs for language minority students include financial or budgetary considerations, administrative considerations beyond budget, misconceptions or a lack of knowledge about language minority students, the presence of experienced or dedicated ESL faculty, partnerships between offices on campus, the local, state, and national political climate, and an understanding that no program can meet the needs of all learners. These conclusions yield a number of considerations useful to individuals looking to implement or improve services for language minority students at their institution.

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West, Gregory K. "The construct validity of the holistic writing score an analysis of the essay subtest of the College-Level Academic Skills Test /". Gainesville, FL, 1988. http://www.archive.org/details/constructvalidit00west.

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Turrentine, Penelope Ann 1944. "A reliability and validity study of a literacy assessment instrument for undergraduate college students". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288843.

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The purpose of this study was to investigate the reliability and validity of the Turrentine/Bradley Literacy Testing Battery (TBLTB), a literacy test designed to parallel the type of texts and tasks commonly employed with undergraduates in a university class. The TBLTB has two forms, each consisting of multi-page reading passages selected from a widely used college-level psychology textbook. Form 1 of the TBLTB was a 2839-word passage about dreams. Form 2 consisted of a 2750-word passage about cognition. Each passage was accompanied by thirteen multiple choice and ten short answer test items. The TBLTB was administered to 138 undergraduate students attending nine classes at a southwestern university. The tests were given to the sample during two sessions typically separated by a one to three week hiatus. The standard directions and procedures were followed. Correlations across the two response types and between the two forms (Dreams and Cognition) were examined. Results of the study indicated that low to moderately low but positive correlations existed between the TBLTB and GPAs (college and high schools English) and the scores on the commonly used admissions tests (ACT, SAT, and SAT Recentered). The extent of agreement across the two response types and between the two forms (Dreams and Cognition) of the TBLTB produced very positive results although correlations between raw scores was marginal. The wide range of scores across the two response types and between the two forms of The TBLTB indicates the tests is a valid measure of reading and writing skills. The quantitative data provided in examining short answer responses provided valuable information in several areas: (1) the students ability to express information in written responses, (2) grammatical and spelling strengths and weaknesses, and (3) the possibility of the discovery of the presence of a learning disability. The conclusion of the study is that the Turrentine/Bradley Literacy Testing Battery (TBLTB) is a valid and reliable measure for screening students in terms of mastery/non-mastery of college-level literacy skills and for aiding in determining the nature and extent of literacy weaknesses.

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Bunton, David Rowland. "Linguistic and textual problems in Ph. D and M. Phil theses : an analysis of genre moves and metatext /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21080136.

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Hasty, James Daniel Nunnally Thomas. "What Do Y'all Think?: a study of language attitudes in the South /". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/HASTY_JAMES_29.pdf.

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