Hits 4.721 – 4.740 of 4.796
| 4721 |
Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools
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In: Masters Theses & Specialist Projects (2015)
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| 4722 |
Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 4723 |
Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 4724 |
Similar Settings, Different Story Lines: The Positioning of ESL Teachers in Two Middle Schools
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In: Reading Horizons: A Journal of Literacy and Language Arts (2015)
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| 4725 |
老人与海: The Cultural Classroom Handbook
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2015)
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| 4726 |
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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| 4727 |
English learning as a means of self-fulfilment : a grounded theory of language learning behaviour
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| 4728 |
The 'English language question' in higher education : some reflections on issues and strategy
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| 4729 |
Imagining more than just a prisoner : the work of prisoners' penfriends
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| 4730 |
Portraits of Indonesian Language Learners as Imagined Bilinguals
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| 4731 |
Examining the quality of phonological representations in Anindilyakwa children in Australia
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| 4732 |
Peer review in a graduate writing class: Case studies of first- and second - language students
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In: ETD Collection for University of Texas, El Paso (2015)
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Abstract:
This research explored peer review strategies of L1 (native speakers of English) and L2 (non-native speakers of English) graduate student writers from different disciplines. The focus was on how they revised their writing and which strategies they used. The study was conducted in a Graduate Writing Workshop class at a public university on the U.S. - Mexican border in the United States of America. Five participants were selected as case studies. The researcher collected data by recording face-to-face peer review sessions, observing the class, interviewing the instructor and students, collecting the students’ reflections, and gathering the students’ writing drafts. The results revealed that L1 and L2 writers used various strategies in peer review, such as asking for clarifications and giving examples. They selected the most helpful comments for their revision, and they found that a peer review group that consisted of the students who were from different language backgrounds and disciplines created the most challenge during peer review sessions. These findings are meaningful for L1 and L2 peer review and writing development in American educational settings and other countries all over the world.
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Keyword:
English as a Second Language|Rhetoric|Higher education
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URL: https://scholarworks.utep.edu/dissertations/AAI3708563
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| 4733 |
Voices: Karen Refugees in Cache Valley, Utah
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In: ENGL 6750—Voices: Karen Refugees in Cache Valley, Utah (2015)
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| 4734 |
Exploración de las Narrativas Bilingües Orales y Escritas en Español e Inglés
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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| 4735 |
Monolingual and Bilingual Intervention Outcomes in a Bilingual Child with Autism
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In: Open Access Theses & Dissertations (2015)
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| 4736 |
A Comparison Of Maze Frequency And Type Across Language And Speaker: A Look At English And Spanish Narrative Retells
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In: Open Access Theses & Dissertations (2015)
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| 4737 |
A Corpus for Investigating English-Language Learners' Dialog Behaviors
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In: Departmental Technical Reports (CS) (2015)
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| 4738 |
Peer Review in a Graduate Writing Class: Case Studies of First-and Second- Language Students
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In: Open Access Theses & Dissertations (2015)
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| 4739 |
The Window To The Bilingual Mind: Eye Movements Reveal Psycholinguistic Grain Unit Sizes Of Bilingual Spoken Word Recognition
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In: Open Access Theses & Dissertations (2015)
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| 4740 |
Moving beyond the language–literature divide in foreign language programs: The use of digital annotation tools
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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