| 1 |
Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing
|
|
|
|
In: Front Psychol (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships
|
|
|
|
Abstract:
This dissertation examined the characteristics and socio-emotional needs of international Chinese students in Canadian high schools and evaluated the outcomes of a program designed to reduce acculturative stress, provide social support, and promote intercultural friendship between international and Canadian students. Twenty-four international students from China (mean age = 16.25 years), eight Canadian students (mean age = 15.56 years), and four teachers from two schools in a large Canadian multicultural metropolis participated in this research. Students participated in the Friendship Across Cultures program in one of two groups: monocultural (international students only) and intercultural (both international and Canadian students). Qualitative and quantitative data were collected pre- and post-intervention on language/literacy skills, acculturative stress, and intercultural and psychosocial functioning. Data on pre-intervention cognitive skills were also gathered. Study 1 examined the needs and characteristics of international, Chinese high school students in Canada from student and teacher perspectives. Most students demonstrated low levels of English ability, wished for more Canadian friends, and did not appear to have clinical levels of mental health symptoms and acculturative stress. They participated in the 10-session Friendship Across Cultures afterschool program, which focused on psychoeducation and social support. Study 2 provides the results of the program evaluation. While comparisons of pre- and post-intervention data were not significant, effect sizes suggested unexpected trends: decreased self-reported intercultural communication competence and increased acculturative stress. Trends were more heightened for intercultural group participants than monocultural group participants, perhaps due to increased self-awareness from cross-cultural contact. Nevertheless, participants in the intercultural group tended to rate the program more positively and did not demonstrate a corresponding increase in psychological symptoms, in contrast to the monocultural group. Exit interviews illustrated that intercultural participants made Canadian friends, increased their understanding of Canadians, and practiced English. Monocultural participants endorsed more knowledge-based aspects (e.g., learning about mental health, how to make friends, and how to adapt to Canadian life). Canadian students endorsed increased understanding of international students, increased empathy for their needs and challenges, learning how to befriend international students, and the value of reaching out. These findings warrant further study. Clinical and educational implications are discussed. ; Ph.D.
|
|
Keyword:
0347; acculturation; acculturative stress; Chinese international students; intercultural friendship; intercultural intervention; international secondary students
|
|
URL: http://hdl.handle.net/1807/103329
|
|
BASE
|
|
Hide details
|
|
|
| 7 |
THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
