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Early Literacy Abilities In Spanish-English Emergent Bilingual Children From Varied Dialectal Backgrounds, Antonietta Mastrota Jun 2018

Early Literacy Abilities In Spanish-English Emergent Bilingual Children From Varied Dialectal Backgrounds, Antonietta Mastrota

Graduate Theses and Dissertations

The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.

Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.

There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.

Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.

Results from the Linguistic ...


Exploring Spanish Heritage Language Learning And Task Design For Virtual Worlds, Brandon J. King Apr 2018

Exploring Spanish Heritage Language Learning And Task Design For Virtual Worlds, Brandon J. King

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In this exploratory case study, I take a constant comparative methods type approach to exploring a shift in second language acquisition (SLA) away from approaches built on the assumption that language participants in the U.S. are monolingual English speakers (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005), with little initial investment in the language or its culture (Rivera-Mills, 2012; Valdés, Fishman, Chavéz, & Pérez, 2006). This bias has entrenched a monolingual speaker baseline for statistical analysis within many experimental designs (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005). Further, I redress this methodological bias by applying sociocultural theoretical (SCT) (Vygotsky, 1986) approaches to investigating Spanish heritage language learners (SHLLs). Heritage Language Acquisition (HLA) has an established tradition ...


The Relationship Between Trait Emotional Intelligence And L2 Motivation, Jelena Vuksanovic Apr 2017

The Relationship Between Trait Emotional Intelligence And L2 Motivation, Jelena Vuksanovic

Graduate Theses and Dissertations

Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others’ emotions in order to generate and sustain their motivation for learning. The role of learners’ emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the ...


The Dynamics Of The L2 Motivational Self System Among Saudi Study Abroad Students, Fahad Alharbi Mar 2017

The Dynamics Of The L2 Motivational Self System Among Saudi Study Abroad Students, Fahad Alharbi

Graduate Theses and Dissertations

Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and aspects of the Appraisal Theory (Schumann ...


L2 Learners’ Perceptions And Preferences Of Automated Corrective Feedback, Nawaf Alsallami Jan 2017

L2 Learners’ Perceptions And Preferences Of Automated Corrective Feedback, Nawaf Alsallami

Graduate Theses and Dissertations

Form-focused automated Corrective Feedback (CF) is widely used in general-purpose and specialized writing software and research indicates a positive effect for automated CF on second language (L2) learning (AbuSeileek, 2013; AbuSeileek & Abualsha’r, 2014). As any educational practice, preferences and perceptions of learners are expected to influence how automated CF is used by L2 learners (Amrhein & Nassaji, 2010; Brown, 2009; Schulz, 2001). However, preferences and perceptions of automated CF are poorly understood due to paucity of relevant research. This study contributes to this line of investigation by exploring three pertinent topics. First, it explores L2 learners’ preferences and perceptions of automated CF and four different CF strategies: identification, direct correction, metalinguistic CF, and graduated CF. Second, it examines learners’ preferences between different CF timings and frequency choices ...


Vowel Variations Among Speakers Of Malaysian English, Sock Wun Phng Jan 2017

Vowel Variations Among Speakers Of Malaysian English, Sock Wun Phng

Graduate Theses and Dissertations

The language policies in Malaysia, having been controlled by the ethnic Malays ever since Independence Day in 1957, have hence dictated which language influences each major ethnic group is exposed to. With the official language as well as the language of instruction in public schools being Malay, ethnic Malays who speak it as a first language (L1) are typically monolingual speakers of Malay. The ethnic Chinese and Indians who usually speak Mandarin or Tamil as an L1 respectively are typically bilingual or trilingual. These different language influences might play a role in how speakers of each ethnic group produce Malaysian ...


Creation And Evaluation Of Multimedia Materials To Promote Development Of Current And Prospective International Students’ Pragmatic Competence In Academic Settings, Ananda Astrini Muhammad Jan 2017

Creation And Evaluation Of Multimedia Materials To Promote Development Of Current And Prospective International Students’ Pragmatic Competence In Academic Settings, Ananda Astrini Muhammad

Graduate Theses and Dissertations

Literature on communicative language ability has identified pragmatic competence as a crucial aspect of second language (L2) communicative language ability. However, current literature has employed varied definitions of pragmatic competence, and little effort has been made to synthesize pragmatics studies in order to come up with a comprehensive list of components that comprise pragmatic competence. This effort was recently undertaken by Laughlin, Wain, and Schmidgall (2015), who conducted a systematic literature review of many different models, principles, and theories of pragmatics. The result was a construct of pragmatic competence which included five components, namely sociocultural knowledge, pragmatic-functional knowledge, grammatical knowledge ...


Modes Of Feedback In Esl Writing: Implications Of Shifting From Text To Screencast, Kelly J. Cunningham Jan 2017

Modes Of Feedback In Esl Writing: Implications Of Shifting From Text To Screencast, Kelly J. Cunningham

Graduate Theses and Dissertations

For second language writing (SLW) instructors, decisions regarding technology-mediated feedback are particularly complex as they must also navigate student language proficiency, which may vary across different areas such as reading or listening. Yet technology-mediated feedback remains an underexplored realm in SLW especially with regard to how modes of technology affect feedback and how students interact with and understand it. With the expanding pervasiveness of video and increased access to screencasting (screen recording), SLW instructors have ever-growing access to video modes for feedback, yet little research to inform their choices. Further, with video potentially requiring substantial investment from institutions through hosting ...


Spanish Listening Comprehension Test Development Project: Considering Learner L2 Listening Comprehension In The Course Placement Equation, Jennifer Elise Musgrove Jan 2017

Spanish Listening Comprehension Test Development Project: Considering Learner L2 Listening Comprehension In The Course Placement Equation, Jennifer Elise Musgrove

Graduate Theses and Dissertations

Second language (L2) placement exams utilized towards course placement decisions at higher-level educational institutions are considered “high-stakes” relative to the impact that the assessment outcome has on the individual student level as well consequences at the institutional level. Therefore, providing reliable second language assessments that effectively determine L2 learner language proficiency can lower course placement error issues. I argue that assessing a learner’s L2 listening comprehension is an integral part of the learner’s L2 experience within the Target Language Use (TLU) and that it could improve course placement accuracy. Furthermore, I argue for a listening construct that includes ...


A Computer-Adaptive Test Of Productive And Contextualized Academic Vocabulary Breadth In English (Cat-Pav): Development And Validation, Victor Dias De Oliveira Santos Jan 2017

A Computer-Adaptive Test Of Productive And Contextualized Academic Vocabulary Breadth In English (Cat-Pav): Development And Validation, Victor Dias De Oliveira Santos

Graduate Theses and Dissertations

This dissertation study aimed, first and foremost, to address the current scarcity of assessments of productive and contextualized academic vocabulary in English, and thus contribute to the Applied Linguistics and Language Assessment field, by developing what seems to be the first IRT-based computer-adaptive test of productive and contextualized breadth of academic vocabulary in English (henceforth, CAT-PAV), which will be made freely available online to any researchers, ESL instructors, or other interested parties who believe the test can potentially be useful for their specific scenarios. A second aim of the present study was to validate the interpretation of scores from the ...


Reification, Resistance, And Transformation? The Impact Of Migration And Demographics On Linguistic, Racial, And Ethnic Identity And Equity In Educational Systems: An Applied Approach, Rebecca Ann Campbell Nov 2016

Reification, Resistance, And Transformation? The Impact Of Migration And Demographics On Linguistic, Racial, And Ethnic Identity And Equity In Educational Systems: An Applied Approach, Rebecca Ann Campbell

Graduate Theses and Dissertations

Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.

Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions ...


Promoting L2 Motivation Via Motivational Teaching Practice: A Mixed-Methods Study In The Turkish Efl Context, Zeynep Erdil Oct 2016

Promoting L2 Motivation Via Motivational Teaching Practice: A Mixed-Methods Study In The Turkish Efl Context, Zeynep Erdil

Graduate Theses and Dissertations

The shift toward bilingualism and multilingualism in historically monolingual societies resulting from globalization has positioned second/foreign language (L2) learning research as a significant field. Extensive research in L2 motivation over decades has demonstrated motivation to be a significant determiner of L2 learning achievement and has yielded many sound L2 motivation theories and frameworks. The latest L2 motivation framework is the L2 Motivational Self System (L2MSS) offered by Dörnyei (2005, 2009). Numerous studies have been conducted to validate this theory in different English as a foreign language (EFL) contexts (e.g., in China, Iran and Japan: (Taguchi, Magid & Papi, 2009); in Hungary ...


The Influence Of Context On L2 Development: The Case Of Turkish Undergraduates At Home And Abroad, Zeynep Koylu Oct 2016

The Influence Of Context On L2 Development: The Case Of Turkish Undergraduates At Home And Abroad, Zeynep Koylu

Graduate Theses and Dissertations

In the field of second language acquisition (SLA), the study abroad context (SA) has gained attention as a site that offers the potential of significant second language (L2) development due to high amounts of input and interaction opportunities compared to at home foreign language (AH) and domestic immersion (IM) contexts (Pérez-Vidal, 2014). In previous research, the SA context has been a country where the L2 is the local language (e.g., English in the United Kingdom). However, with the increase of student mobility programs across Europe, such as ERASMUS, and the status of English as an International Language, another study ...


International Teaching Assistants In The Us University Classroom: A Mixed-Methods Study Of Individual Differences And L2 Pragmatic Competence, Erhan Aslan Apr 2016

International Teaching Assistants In The Us University Classroom: A Mixed-Methods Study Of Individual Differences And L2 Pragmatic Competence, Erhan Aslan

Graduate Theses and Dissertations

International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence ...


Situated Directives In Italian L2 Service-Learning Encounters, Kristin Cardellio Mar 2016

Situated Directives In Italian L2 Service-Learning Encounters, Kristin Cardellio

Graduate Theses and Dissertations

Interaction with local speakers of a second language (L2) in a naturalistic setting during study abroad is beneficial to language learning in many respects; particularly in the development of pragmatic competence, or the awareness and ability to use the appropriate language for a specific social context (Kinginger, 2011; Magnan & Back, 2007; Schauer, 2009; Shively, 2011). Service-learning - volunteering in the local community combined with an academic pursuit - during study abroad provides the opportunity for meaningful interaction between language learners and local speakers of the L2 in authentic and collaborative settings (Overfield, 2007). This study examines the interactions of Italian L2 users and local ...


The Effects Of Processing Instruction On Chinese Learners' Acquisition Of Spanish Copulae, Wesley Curtis Feb 2016

The Effects Of Processing Instruction On Chinese Learners' Acquisition Of Spanish Copulae, Wesley Curtis

Graduate Theses and Dissertations

Processing instruction (PI) is a language teaching technique based upon the model of input processing developed by VanPatten (1993, 1996, 2002, 2004). The present study investigated the effects of PI as well as two other experimental conditions (traditional instruction and control) on the acquisition of the Spanish copulae ser and estar by 66 Chinese university students enrolled in a blended (partially presential and partially online) fourth-semester language course. The PI treatment condition included non-paradigmatic grammar explanations, processing strategies designed to help learners avoid commiting errors they may be predisposed to make, and structured input activities which eliminate redundant features of ...


Integration Of A Web-Based Rating System With An Oral Proficiency Interview Test: Argument-Based Approach To Validation, Hye Jin Yang Jan 2016

Integration Of A Web-Based Rating System With An Oral Proficiency Interview Test: Argument-Based Approach To Validation, Hye Jin Yang

Graduate Theses and Dissertations

This dissertation focuses on the validation of the Oral Proficiency Interview (OPI), a component of the Oral English Certification Test for international teaching assistants. The rating of oral responses was implemented through an innovative computer technology—a web-based rating system called Rater-Platform (R-Plat). The main purpose of the dissertation was to investigate the validity of interpretations and uses of the OPI scores derived from raters’ assessment of examinees’ performance during the web-based rating process. Following the argument-based validation approach (Kane, 2006), an interpretive argument for the OPI was constructed. The interpretive argument specifies a series of inferences, warrants for each ...


Not All Word Stress Errors Are Created Equal: Validating An English Word Stress Error Gravity Hierarchy, Monica Grace Richards Jan 2016

Not All Word Stress Errors Are Created Equal: Validating An English Word Stress Error Gravity Hierarchy, Monica Grace Richards

Graduate Theses and Dissertations

Spoken language has no spaces between its words. Therefore, one of the major tasks facing listeners of any language is determining from the largely continuous stream of speech where the invisible word boundaries lie. Although English is not a language where the position of a word's stressed syllable is reliably fixed, its lexical stress is nevertheless fixed enough that L1 English listeners initially apply the heuristic that strong syllables mark the first syllable of a new word, attempting alternative resegmentations only when this heuristic fails to identify a viable word string (Cutler & Butterfield, 1992; Cutler & Carter, 1987). Thus, English word stress errors can severely disrupt listener processing. This study uses auditory lexical decision and delayed word identification tasks to test a hypothesized English Word Stress Error Gravity Hierarchy synthesizing previous research that has identified vowel quality (Bond, 1979, 1999; Bond & Small, 1983; Cutler, 2012, 2015) and direction ...


The Giver As Content-Based Reading Instruction: Student Beliefs About Using Literature For Esl, Hannah Vaughn Bingham Brunner Jan 2016

The Giver As Content-Based Reading Instruction: Student Beliefs About Using Literature For Esl, Hannah Vaughn Bingham Brunner

Graduate Theses and Dissertations

Although many instructors claim that literature and literary fiction are beneficial to ESL learners, little research exists to support these claims. Using literature in the language classroom through Content-Based Language Teaching (Mohan, 1971) offers a methods-based framework, but still lacks a linguistic backing to support its use in the EFL or ESL classroom. This study seeks to fill this research gap by integrating Mohan’s (1986) Knowledge Framework (KF) with his theories of CBLT in order to provide theory-driven research to the use of literature in the language classroom.

By using a single case metrology, this study aims to document ...


Development And Evaluation Of Online Pronunciation Instruction For International Teaching Assistants’ Comprehensibility, Edna De Freitas Lima Jan 2015

Development And Evaluation Of Online Pronunciation Instruction For International Teaching Assistants’ Comprehensibility, Edna De Freitas Lima

Graduate Theses and Dissertations

Pronunciation is an important part of language proficiency because of its immediate role in language judgments. Nevertheless, it has often been overlooked and sometimes neglected in favor of grammar and vocabulary in SLA research (Neri, Cucchiarini, Strik, & Boves, 2002). Taking into consideration the importance of pronunciation instruction and the central impact of suprasegmentals on comprehensibility (Celce-Murcia, Brinton, Goodwin, & Griner, 2010; Isaacs, 2008), a four-week fully online pronunciation tutor (the Supra Tutor) was developed as an attempt to address gaps in pronunciation instruction identified by previous research (e.g., marginalization of pronunciation instruction, lack of trained instructors, and lack of connection between theory and practice) (Derwing & Munro, 2005).

The primary purpose of this mixed methods study, an adapted version of the embedded experimental model ...


The Dynamic Ecology Of The Writing Process And Agency: A Corpus-Based Comparative Case Study Of Stancetaking Among Native Speakers And Non-Native Speakers Of English In First-Year Composition Conferences, Kirk M. Wilkins Jan 2015

The Dynamic Ecology Of The Writing Process And Agency: A Corpus-Based Comparative Case Study Of Stancetaking Among Native Speakers And Non-Native Speakers Of English In First-Year Composition Conferences, Kirk M. Wilkins

Graduate Theses and Dissertations

While previous research into writing conferences and tutorials has found that sessions with non-native speakers of English (NNSs) differ from those with native speakers of English (NSs), these studies using conversation analysis have tended to approach conferences through more qualitative methodologies. This thesis builds upon and enriches these previous studies by incorporating more of a quantitative analysis through the use of corpus linguistics to systematically analyze the frequency with which particular grammatical devices that express the attitude of the speaker, otherwise known as stance, and power are used and how these frequencies may vary within a specific set of NS ...


Development And Validation Of Virtual Interactive Tasks For An Aviation English Assessment, Moonyoung Park Jan 2015

Development And Validation Of Virtual Interactive Tasks For An Aviation English Assessment, Moonyoung Park

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In response to growing concerns over aviation safety stemming from the limited command of aviation English by non-native English speaking practitioners, this study aimed to demonstrate the development process of aviation English test tasks in a virtual environment and investigate the validity for a task-based aviation English performance assessment in the context of Korean Army Aviation. In the current dissertation study, the development and validation of the VITAEA test were based on four inferences – domain description, evaluation, generalization, and explanation – and underlying assumptions in an interpretive argument that developed with reference to argument-based validity, evidence-centered design, target language use situation ...


Languaging In Cyberspace: A Case Study Of The Effects Of Peer-Peer Collaborative Dialogue On The Acquisition Of English Idioms In Task-Based Synchronous Computer-Mediated Communication, Xuan Teng Jan 2015

Languaging In Cyberspace: A Case Study Of The Effects Of Peer-Peer Collaborative Dialogue On The Acquisition Of English Idioms In Task-Based Synchronous Computer-Mediated Communication, Xuan Teng

Graduate Theses and Dissertations

Despite the growing interest in examining the link between peer-peer collaborative dialogue and second language (L2) development in recent years (Swain, Brooks, & Tocalli-Beller, 2002), much of the empirical work in this regard focused on face-to-face communication, leaving the operationalization of collaborative dialogue in text-based synchronous computer-mediated communication (SCMC) largely unexplored. In addition, while the bulk of the existing studies concerned L2 learners’ incidental learning of the linguistic structures they had difficulty with during their collaboration on communicative tasks (e.g., Watanabe & Swain, 2007), little is known about the connection between collaborative dialogue and second language acquisition (SLA) when L2 learners are faced with preselected language features that are intended for learning. Furthermore, L2 learners’ perspectives on collaborative dialogue and its contribution to L2 growth were for the most part ignored in the literature. This study seeks to address these gaps through the examination of English as a Second Language (ESL) learners’ collaboration on English idioms that are frequently used in academic discourse. Drawing on sociocultural SLA (Lantolf, 2000; Lantolf & Thorne, 2006) and the concept of “languaging” (Swain, 2006), it explores how episodes of collaborative dialogue are carried out during SCMC-based dyadic interaction, its association with SLA, and L2 learners’ opinions about its effectiveness.

Sixteen intermediate learners of English as a Second language (ESL) enrolled in a college-level academic writing class participated in the current study. They filled out a questionnaire, collaborated on four English idiom learning tasks, completed a pretest and posttests, wrote reflective journals, reflected ...


The Potential Of Automatic Speech Recognition For Fostering Pronunciation Learners' Autonomy, Shannon Michelle Mccrocklin Jan 2014

The Potential Of Automatic Speech Recognition For Fostering Pronunciation Learners' Autonomy, Shannon Michelle Mccrocklin

Graduate Theses and Dissertations

Despite ESL students frequently reporting a need or desire to work on their pronunciation in English, pronunciation is often downgraded as a teaching goal and often pushed aside in favor of other skills (Kelly, 1969; Lang, Wang, Shen, & Wang, 2012). Students that want to practice outside of class are likely to feel at a loss because they struggle to monitor their own speech and may not be able to get the feedback necessary to make improvements to their pronunciation. Students need skills, strategies, and resources that will allow them to work on their pronunciation on their own, less reliant on ...


Spanish/English Bilinguals' Strategies For Finding Bias In Historical Texts, Theresa A. Orlovsky Jan 2014

Spanish/English Bilinguals' Strategies For Finding Bias In Historical Texts, Theresa A. Orlovsky

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This study investigates the literacy resources and strategies Spanish/English bilinguals use to detect bias in a propaganda text. Drawing upon previous work done in history literacy by Schleppegrell, Achugar, and Oteiza (2004), this study presented participants with a propaganda text from Nazi Germany which criticizes Albert Einstein. Without knowing the context of the article, participants responded to discussion questions which investigated whether participants could detect the bias, what literacy strategies the participants used to find the bias, and whether and how the participants perceived differences between reading the text in their first (L1) and second languages (L2). Overall, the ...


A Test Of Productive English Grammatical Ability In Academic Writing: Development And Validation, Yoo-Ree Chung Jan 2014

A Test Of Productive English Grammatical Ability In Academic Writing: Development And Validation, Yoo-Ree Chung

Graduate Theses and Dissertations

This dissertation study is intended to develop a test of productive grammatical writing ability in academic English as a supplement to the essay test of the English Placement Test at Iowa State University. In addition, it attempts to validate the score interpretation and use of the academic grammar test, using a validation framework adapted from both Kane's (2006) interpretive/validity argument model and Bachman and Palmer's (2010) Assessment Use Argument (AUA) model. Philosophically grounded in a constructivist-realist approach to the interpretation of test scores, the test particularly aims to measure non-native English speaking students' grammatical writing ability exerted ...


The Effectiveness Of Linking Instruction On Nns Speech Perception And Production, Ghinwa Alameen Jan 2014

The Effectiveness Of Linking Instruction On Nns Speech Perception And Production, Ghinwa Alameen

Graduate Theses and Dissertations

Despite the prevalence of connected speech processes in spoken English and their importance for communication, there has been relatively little research on them in the field of second language learning. This study investigated the effectiveness of using two methods for teaching linking to NNSs of English. Audio-visual (AV) feedback, integrating both audio and electronic visual feedback, and audio-only (AO) feedback were employed in the development of online materials to help improve learners' perception and production of consonant-to-vowel linking such as 'give in' and vowel-to-vowel linking such as 'see it'. The long-term effectiveness of the instructional materials was also examined to ...


Teachers' Attitudes Towards And Uses Of Translanguaging In English Language Classrooms In Iowa, Kavitha A. Nambisan Jan 2014

Teachers' Attitudes Towards And Uses Of Translanguaging In English Language Classrooms In Iowa, Kavitha A. Nambisan

Graduate Theses and Dissertations

This study aims to examine the existing attitudes and practices of translanguaging, the use of the students' native language in the English language classroom, by 19 English language teachers in the state of Iowa. Teachers from both mainstream and dual language programs responded to a survey that collected information regarding the importance that they place on various uses of translanguaging (both by the students and by the teacher), and also information regarding the frequency with which these teachers felt it was practiced in their classrooms. Existing research in the field includes a study conducted by McMillan and Rivers (2011), which ...


From Tpack-In-Action Workshops To English Classrooms: Call Competencies Developed And Adopted Into Classroom Teaching, Shu-Ju Diana Tai Jan 2013

From Tpack-In-Action Workshops To English Classrooms: Call Competencies Developed And Adopted Into Classroom Teaching, Shu-Ju Diana Tai

Graduate Theses and Dissertations

As researchers in the CALL teacher education field noted, teachers play the pivotal role in the language learning classrooms because they are the gate keepers who decide whether technology or CALL has a place in their teaching, and they select technology to support their teaching, which determines what CALL activities language learners are exposed to and how learners use them (Hubbard 2008). While a considerable amount of research related to CALL teacher education has focused on teachers' attitudes, beliefs, and confidence regarding CALL (e.g., Kamhi-Stein, 2000; Kassen & Higgins, 1997; Lam, 2000; Peters, 2006; van Olphen, 2007), there are very few studies ...


Facilitating Revision In The English As A Second Language (Esl) Composition Classroom Through Computer-Based Multimodal Composing Activities: A Case Study Of Composing Practices Of Esl Students, Richmond Solomon Kwesi Dzekoe Jan 2013

Facilitating Revision In The English As A Second Language (Esl) Composition Classroom Through Computer-Based Multimodal Composing Activities: A Case Study Of Composing Practices Of Esl Students, Richmond Solomon Kwesi Dzekoe

Graduate Theses and Dissertations

Literature on second language (L2) writing indicates that, on their own, L2 writers are not able to notice problems with the linguistic and rhetorical features of their drafts and do successful self-revision; and that there is the need to facilitate self-revision in the L2 writing classroom. In view of this need, this dissertation explored the potential of computer-based multimodal composing activities (CBMCA) to help L2 writers' do self-revision in academic writing. It analyzed how 22 English as a second language (ESL) students used the CBMCA to facilitate self-revision as they composed academic papers.

Data collection and analysis were based on ...