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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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Facilitating Willingness to Communicate (WTC): Communication for Academic and Social Life (CASL)
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In: Theses and Dissertations Available from ProQuest (2017)
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Objectives, Goals, and Formative Assessment in the Oral English Proficiency Program
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In: Theses and Dissertations Available from ProQuest (2017)
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Measuring fluency: Temporal variables and pausing patterns in L2 English speech
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In: Theses and Dissertations Available from ProQuest (2016)
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Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners
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In: Theses and Dissertations Available from ProQuest (2016)
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Second language writing instructor written feedback practices in an ESL freshman composition class: A complexity theory perspective
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In: Theses and Dissertations Available from ProQuest (2015)
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Abstract:
This case study investigated second language writing instructors’ written feedback practices from a complexity theory perspective. The purpose of the research was to explore and examine contextual factors and their impact on instructor written feedback practices. Data were collected from two ESL writing instructors and two ESL writers through surveys, interviews, and classroom observations. Based on the results, a complexity theory-based model of second language writing instructor written feedback practices was developed to represent the complexity of written feedback practice situated in the specific instructional context. The findings suggest that the instructors were under constant influence of five different contextual factors: 1. instructional context, 2. writing task, 3. feedback strategies, 4. student writing performance, and 5. time constraints. Each of the factors affected the instructors’ written feedback practices in its own right leading them to choose how, why, and where they provided feedback on the students’ drafts. Based on the findings, the study challenges the presupposed assumption of the mind-text duality, which has been pervasive in second language writing feedback research.
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Keyword:
English as a Second Language
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URL: https://docs.lib.purdue.edu/dissertations/AAI10106194
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The processing of formulaic language on elicited imitation tasks by second language speakers
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In: Theses and Dissertations Available from ProQuest (2015)
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Making the cut: Indiana school accountability and English learner test performance
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In: Theses and Dissertations Available from ProQuest (2014)
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Effects of pragmatic task features, English proficiency, and learning setting on Chinese ESL/EFL spoken performance of requests
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In: Theses and Dissertations Available from ProQuest (2014)
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Relationships between lexical proficiency and L2 oral proficiency
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In: Theses and Dissertations Available from ProQuest (2014)
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Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles
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In: Theses and Dissertations Available from ProQuest (2014)
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Accountability Lessons for Indiana Schools Serving English Learners
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In: INTESOL Journal; Vol. 11 No. 1 (2014) ; 2373-8936 (2014)
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Development and implementation of an ESL classroom assessment of face-to-face conversational interaction
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In: Theses and Dissertations Available from ProQuest (2012)
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A many-facet Rasch analysis of rater effects on an Oral English Proficiency Test
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In: Theses and Dissertations Available from ProQuest (2010)
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