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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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Enhancing H1N1 Preparedness Planning and Implementation for Limited English Proficiency (LEP) Populations in Northeast Philadelphia ...
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Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Can We Speak?: Approaching Oral Proficiency in the EFL Classroom
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Teaching to the test: The effects of coaching on English-proficiency scores for university entry
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
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The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada
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English Proficiency as a Predictor of ACT Scores: A Predictive Correlational Study
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In: Doctoral Dissertations and Projects (2021)
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Educating Clinicians to Improve Telemedicine Access for Patients with Limited English Proficiency
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In: Challenges; Volume 12; Issue 2; Pages: 34 (2021)
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Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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The Relationships between Second Language Speakers’ Oral Productions, Oral Proficiency, and their Individual Differences: A Longitudinal Study
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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Abstract:
Despite the importance of English speaking skills in higher education contexts (Andrade 2009), there has been a lack of investigations into longitudinal development in English as second language (ESL) speakers’ oral proficiency in relation to their oral production features (complexity, accuracy, fluency: CAF) and individual differences in working memory (WM) and aptitude. Existing research examining the relationships between CAF measures and L2 oral proficiency mostly focused on monologic tasks although CAF measures might significantly vary between monologic and dialogic task types (Michel et al., 2012). The purpose of this dissertation is threefold. First, the study investigates whether CAF measures of ESL speakers’ monologic and dialogic oral performances predict development in their oral proficiency over time. Second, the dissertation examines whether ESL speakers’ WM and aptitude are predictive of their oral proficiency development. Third, the dissertation also examines whether the relationships between CAF measures and oral proficiency are mediated by the speakers’ WM and aptitude. In total, 60 ESL participants (matriculated and non-matriculated) performed both monologic and dialogic oral tasks at three different times over eight months. The participants’ oral proficiency was measured by TOEFL iBT speaking tests and communicative adequacy ratings of their monologic and dialogic speech. The results show that in monologic speech, high proficient ESL speakers produced more syntactically and lexically complex language, whereas in dialogic speech, they produced faster speech. The findings also indicate that although in both monologic and dialogic speech, the participants with lower phonation (compared to pauses) significantly developed their oral proficiency over time, in dialogic speech, the participants with longer turns (in-between pauses) had longitudinal development in oral proficiency. The dissertation also found that high proficient ESL speakers with higher aptitude used more familiar vocabulary in their monologic speech but shorter fluent runs and shorter clauses in dialogic speech. Overall, the study argues that high proficient speech in monologic versus dialogic modes have different linguistic benchmarks. The findings also offer insights into the processes of high proficient L2 speech production in monologic and dialogic tasks by suggesting the combined effects of ESL speakers’ aptitude and CAF features on their oral proficiency scores.
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Keyword:
Aptitude; Complexity; English as second language; Fluency; Longitudinal development in oral proficiency
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URL: https://scholarworks.gsu.edu/alesl_diss/59 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1060&context=alesl_diss
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Graphic Novels for Multimodal Learning: Equity for English Learners
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In: Language Arts Journal of Michigan (2021)
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Visión del alumnado universitario sobre el fomento del inglés en la educación superior ; University students’ view of English language development in higher education
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English language entry requirements in EMI degree programmes at bachelor level in Italy
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Formative Language Assessment for English Learners- An Exploration of Vocabulary Diversity Indices in Writing CBM
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Spoken Barriers: The Effects of Spanish-English Interpretation Within the United States Health System
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?
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English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers
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Le, Tien Tung. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020
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In: Theses: Doctorates and Masters (2020)
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English-language reading in the Netherlands and its consequences on Dutch-language publishing
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Supporting International Ab Initio Flight Students Through English Language Training
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In: National Training Aircraft Symposium (NTAS) (2020)
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