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1	The Oxford handbook of historical phonology
	Honeybone, Patrick George (Herausgeber); Salmons, Joseph (Hrsg.). - Oxford : Oxford University Press, 2015
	BLLDB
	UB Frankfurt Linguistik
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2	Incongruity, Context, and Counter-Narrative: Challenging Assumptions About Multilingual Writers
	Franklin, Joseph
	In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1430408685 (2015)
	BASE
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3	Exploring Reading and Writing Connections in the Synthesis Writing of Multilingual Students in a Second Language Writing Classroom
	Zhao, Ruilan
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1433507195 (2015)
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4	「話す」課題と「書く」課題に見られる中間言語変異性 : ストーリー描写課題における「食べられてしまっていた」部を対象に
	奥野由紀子; リスダディアンニ; Yukiko OKUNO. - : 国立国語研究所, 2015
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5	Development and validation of an automated essay scoring engine to assess students’ development across program levels
	Link, Stephanie Maranda
	In: Graduate Theses and Dissertations (2015)
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6	The Potential Benefits of Semantic Mapping for L2 Writers
	Li, Jinrong
	In: Writing and Linguistics Faculty Presentations (2015)
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7	Theory and Practice of Teaching Spanish
	Llorente, Lucia I.; Arteaga, Deborah L; McManness, Linda
	In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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8	Exploring Sl Writing And Sl Sensitivity During Writing Tasks: Poor And Advanced Writing In A Context Of Second Language Other Than English ...
	S. Figueiredo; M. Alves Martins; C. Silva. - : Zenodo, 2015
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9	Exploring Sl Writing And Sl Sensitivity During Writing Tasks: Poor And Advanced Writing In A Context Of Second Language Other Than English ...
	S. Figueiredo; M. Alves Martins; C. Silva. - : Zenodo, 2015
	BASE
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10	Survival of the Fittest: The Role of Linguistic Modification in Nursing Education
	Moore, Brenda Strauch
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015)
	Abstract: This project’s long term goal was to improve English-as-a-Second-Language (ESL) nursing student retention. Improving the quality of multiple choice exams is a first crucial step. ESL students find multiple-choice exams to be one of the most challenging aspects of nursing school. One reason for this is the presence of linguistic errors in exam questions. Linguistic errors include: irrelevant question content, poor sentence structure, and culturally biased words or phrases. Non-ESL students are less affected because exams are written in their native language. Linguistic modification, as part of best practices in item writing, removes these types of errors. The U.S. Department of Education indicated that ESL students gained 6% points on linguistically modified mathematics exams in comparison to non-modified exams. The specific aim of this study was to compare exam scores of ESL to non-ESL nursing students on a standard multiple-choice exam compared to a linguistically modified exam. Current research highlights the needs of ESL nursing students along with the general role of linguistic modification. However, no identified quantitative studies evaluate the role of linguistic modification in nursing education. This study was unique in that it compared four subgroups of nursing students using an experimental method. Utilizing stratified randomization, nursing students were assigned to one of four subgroups. Two controls groups, ESL, and non-ESL students completed a standard exam of 50 questions. Two experimental groups, ESL and non-ESL students, took the same exam but with 50 linguistically modified questions. There were 67 ESL students that took the experimental (linguistically modified) exam. Sixty-eight (68) ESL students completed the control (standard) exam. There were 252 non-ESL students that took the experimental exam and 257 non-ESL students that completed the control exam. Confounding variables were identified as GPA and program type (BSN and ADN). A 2x2 ANCOVA model was used for statistical analysis. The observed mean for the ESL students on the experimental exam was 69.94. The non-ESL students demonstrated an observed mean of 72.08 on the experimental exam. The observed mean for the ESL students on the control exam was 69.34 and non-ESL students 71.61. The combined means for both the experimental and control exam was 71.84 for the non-ESL students and 69.64 for the ESL students. The difference in observed means between the experimental exam and control exam for the ESL students indicate a 0.6% increase in the mean score. The non-ESL students had a 0.48% increase in mean score between the experimental and control exams. Students completed the experimental exam in 10% less time than the students that completed the control exam. The BSN students had a combined 3% increase in mean score over the ADN participants. This research demonstrates several benefits from linguistic modification to nursing education. Students perceive linguistically modified exam questions to be clearer than non-modified questions, linguistic modification resulted in higher exam scores for ESL and non-ESL students, and finally linguistic modification resulted in decreased test completion time.
	Keyword: Education; English as a second language; English language — Study and teaching — Foreign speakers; Higher Education; Item writing; Linguistic modification; Linguistics; Multiple choice test; Multiple-choice examinations; Nursing; Nursing education; Nursing students; Nursing – Study and teaching; Other Nursing
	URL: https://digitalscholarship.unlv.edu/thesesdissertations/2394 https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=3395&context=thesesdissertations
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11	"Upward Bound is College Bound": Pre-College Outreach Programs' Sponsorship of Academic Writing
	Wight, Shauna
	In: Doctoral Dissertations (2015)
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12	Success in the abstract: Exploring linguistic and stylistic predictors of conference abstract ratings
	Egbert, J; Plonsky, L
	In: Corpora , 10 (3) pp. 291-313. (2015) (2015)
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13	Technology and L2 writing: EFL student perspectives on electronic feedback using online learning logs
	Zareekbatani, Alireza. - : University of Exeter, 2015. : Graduate School of Education, 2015. : College of Social Sciences and International Studies, 2015
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14	"If I has a lot of money.": learner errors in foreign language writing ; "Si yo tuvieras mucho dinero…": errores del aprendiz en la escritura en lengua extranjera
	García Pastor, María Dolores; Selisteán, Rodica Teodora. - : Universidad de Extremadura, 2015
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15	Student interview for Place-Based WAC/WID writing instruction in Management, clip 2 of 13
	Place-based WAC/WID Hui. - 2015
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16	Student interview for Place-Based WAC/WID writing instruction in Management, clip 13 of 13
	Place-based WAC/WID Hui. - 2015
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17	High school teacher perspectives and practices: second language writing and language development
	Gilliland, Betsy. - : Taylor & Francis, 2015
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18	First language grapheme-phoneme transparency effects in adult second-language learning
	Ijalba, Elizabeth; Obler, Loraine K.. - : University of Hawaii National Foreign Language Resource Center, 2015. : Center for Language & Technology, 2015
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19	Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 17
	Place-based WAC/WID Hui. - 2015
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20	EFFECTS OF COLLABORATION AND ISOMORPHIC MODELS ON TRANSFER: AN L2 WRITING INVESTIGATION
	Koyama, Dennis Mitchell
	In: Open Access Dissertations (2015)
	BASE
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