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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space
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Commonplace and Mirroring for Self-Reflexivity in Secondary Language Arts: A Value-Creative Approach in a Virtual Learning Space ...
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Listening and speaking skills in English as a foreign language in CyL secondary school
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On the Use of Corpora in Second Language Acquisition – Chinese as an Example
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In: Acta Linguistica Asiatica, Vol 11, Iss 2 (2021) (2021)
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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ...
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Enseñar español como Segunda Lengua a alumnos de Educación Infantil : retos y orientaciones metodológicas
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Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
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Exploring the Possibilities of Scenario-based Assessment: An Introduction
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A Learning-oriented Assessment Perspective on Scenario-based Assessment
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Exploring the Possibilities of Scenario-based Assessment: An Introduction ...
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A Learning-oriented Assessment Perspective on Scenario-based Assessment ...
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Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach ...
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ORAL FLUENCY DEVELOPMENT ACTIVITIES: A ONE-SEMESTER STUDY OF EFL STUDENTS ...
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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The role of authentic leadership and interpersonal trust in the language development success of middle school English language learners
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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)
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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
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URL: https://commons.lib.niu.edu/handle/10843/18748
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The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development ...
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Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom ...
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