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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...10 Hits 1 – 20 of 181 1 Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation Kim, Peter. - 2022 BASE Show details 2 Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space Coggins, Iain M.. - 2021 BASE Show details 3 Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space ... Coggins, Iain M.. - : Columbia University, 2021 BASE Show details 4 Listening and speaking skills in English as a foreign language in CyL secondary school Esteban Llorente, Sofía. - 2021 BASE Show details 5 On the Use of Corpora in Second Language Acquisition – Chinese as an Example Mária Ištvánová In: Acta Linguistica Asiatica, Vol 11, Iss 2 (2021) (2021) BASE Show details 6 The concise encyclopedia of applied linguistics Chapelle, Carol (Herausgeber). - Chichester, West Sussex : Wiley Blackwell, 2020 BLLDB UB Frankfurt Linguistik Show details 7 Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor Boblett, Nancy Rolph. - 2020 BASE Show details 8 Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ... Boblett, Nancy Rolph. - : Columbia University, 2020 BASE Show details 9 Enseñar español como Segunda Lengua a alumnos de Educación Infantil : retos y orientaciones metodológicas Asensio Pastor, Margarita I.. - 2018 BASE Show details 10 Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach Seong, Yuna P.. - 2017 BASE Show details 11 Exploring the Possibilities of Scenario-based Assessment: An Introduction Beltran, Jorge Luis; Lin, Rongchan. - 2017 BASE Show details 12 A Learning-oriented Assessment Perspective on Scenario-based Assessment Carroll, Brian. - 2017 BASE Show details 13 Exploring the Possibilities of Scenario-based Assessment: An Introduction ... Beltran, Jorge Luis; Lin, Rongchan. - : Columbia University, 2017 BASE Show details 14 A Learning-oriented Assessment Perspective on Scenario-based Assessment ... Carroll, Brian. - : Columbia University, 2017 BASE Show details 15 Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach ... Seong, Yuna P.. - : Columbia University, 2017 BASE Show details 16 ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS ... Unkn Unknown. - : Temple University. Libraries, 2017 BASE Show details 17 Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom Song, Gahye. - 2016 BASE Show details 18 The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development Arani, Samaneh Ghanei; Yazdanimoghaddam, Massood. - 2016 BASE Show details 19 The role of authentic leadership and interpersonal trust in the language development success of middle school English language learners Taylor, Tracy Renea. - : Northern Illinois University, 2016 Abstract: Advisors: Elizabeth A. Wilkins. ; Committee members: Kelly Summers; David Walker. ; The current research on second language acquisition suggests that it takes between 5 and 7 years of schooling in a bilingual education program for full academic proficiency in a second language to be attained. This quantitative study focused on students who, after more than 7 years in a bilingual education program, had yet to meet the criteria for being considered fully English proficient. This study examined middle school English language learners' perceptions of their teachers as authentic and trustworthy leaders in an effort to identify two variables that might contribute to the students' continued status as limited English proficient. Additionally, this study examined the relationship between the participants' scores on a test of English language proficiency and scores on a test of reading skills in an effort to identify whether better English language skills necessarily predicted better reading skills. Although results did not show a statistically significant relationship between the participants' perceptions of their teachers as authentic and trustworthy leaders and the participants' English language proficiency scores, a positive statistically significant relationship was found between the participants' English language proficiency scores and their reading skills scores. Considering the strong link between English language proficiency and reading skills, the findings suggest that future research needs to be done to identify ways to support the English language development and academic success of limited-English-proficient middle school students. ; Ed.D. (Doctor of Education) Keyword: Academic achievement--Methodology; Bilingual--Methodology; Education; Educational leadership; English as a second language; English language--Study and teaching (Middle school); Middle school education; Reading (Middle school)--Methodology; Second language acquisition--Methodology URL: https://commons.lib.niu.edu/handle/10843/18748 BASE Hide details 20 The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development ... Arani, Samaneh Ghanei; Yazdanimoghaddam, Massood. - : Columbia University, 2016 BASE Show details Page: 1 2 3 4 5...10

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