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501. Hayes, D. (2010), Duty and Service: Life and Career of a Tamil Teacher of English in Sri Lanka. TESOL Quarterly, 44(1), 58–83. doi: 10.5054/tq.2010.214048
Location:
Sri Lanka
Type of subjects/data: teacher
No. of subjects/data: 1
Instruments: Interview
Method of analysis: life history interviews were analysed and discussed
Other aspects: - life history interviews
- ethical issues
Research design:
Narrative research
Level of detail: Low

Keywords:
life history


502. Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D. and Anderson, N. J. (2010), Effects of Dynamic Corrective Feedback on ESL Writing Accuracy. TESOL Quarterly, 44(1), 84–109. doi: 10.5054/tq.2010.213781
Location:
United States
Type of subjects/data: students, teachers, raters (teachers)
No. of subjects/data: 47, 3, 3
Instruments: Essay, Test
Method of analysis: - students' essays in control and treatment groups were scored using Tally Sheets and Error Lists
- mean accuracy scores, rhetorical competence scores, fluency scores of the essays from the control and the treatment groups were compared
Other aspects: - rhetorical writing competence rublic
- Facets software (Linacre, 2006) for analysing rating data
Research design:
Quasi-experimental research
Level of detail: Medium

Keywords:
written correction feedback, accuracy, instrumental strategy, written instruction


503. Shieh, W. and Freiermuth, M. R. (2010), Using the DASH Method to Measure Reading Comprehension. TESOL Quarterly, 44(1), 110–128. doi: 10.5054/tq.2010.217676
Location:
Taiwan
Type of subjects/data: students
No. of subjects/data: 55
Instruments: Test, Interview
Method of analysis: test scores of students from Dictionary and no-Dictionary groups were compared
Other aspects: DASH method (Duplicated Answer Sheet)
Research design:
Level of detail: Low

Keywords:
vocabulary, dictionary use, text comprehension, reading assessment


504. Chang, L. Y.-H. (2010), Group Processes and EFL Learners' Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, 44(1), 129–154. doi: 10.5054/tq.2010.213780
Location:
Taiwan
Type of subjects/data: students
No. of subjects/data: 152
Instruments: Questionnaire, Interview
Method of analysis: - responses to the questionnaires were coded and analysed: descriptive statistics, t-test, Pearson's correlation
- the interviews were transcribed, translated into English and analysed
Other aspects:
Research design:
Survey research
Level of detail: Medium

Keywords:
group processes, motivation, self-efficacy, learner autonomy


505. File, K. A. and Adams, R. (2010), Should Vocabulary Instruction Be Integrated or Isolated?. TESOL Quarterly, 44(2), 222–249. doi: 10.5054/tq.2010.219943
Location:
N/A
Type of subjects/data: students
No. of subjects/data: 20
Instruments: Test, Text/ text book
Method of analysis: - tests were scored for each of the treatment conditions: descriptive statistics
- gain scores were calculated to measure learning gain and retention gain
- effects of the treatments on learning and retention were measured using ANOVA
Other aspects: - vocabulary knowledge scale
- scoring and inter-rater reliability
Research design:
Quasi-experimental research
Level of detail: High

Keywords:
vocabulary, form-focused instruction, ESL, vocabulary knowledge scale, incidental learning


506. Yasuda, S. (2010), Learning Phrasal Verbs Through Conceptual Metaphors: A Case of Japanese EFL Learners. TESOL Quarterly, 44(2), 250–273. doi: 10.5054/tq.2010.219945
Location:
Japan
Type of subjects/data: students
No. of subjects/data: 115
Instruments: Task/ activity
Method of analysis: performance of students was scored and compared: descriptive statistics, ANOVA
Other aspects: Task design
Research design:
Quasi-experimental research
Level of detail: Medium

Keywords:
idomatic phrases, idioms, awareness, cognitive linguistics, metaphor


507. Gao, X. (2010), To Be or Not To Be “Part of Them”: Micropolitical Challenges in Mainland Chinese Students' Learning of English in a Multilingual University. TESOL Quarterly, 44(2), 274–294. doi: 10.5054/tq.2010.219944
Location:
Hong Kong
Type of subjects/data: students
No. of subjects/data: 22
Instruments: Interview, Discussion, Observation, Journal/diary, Online discussion/email
Method of analysis: qualitative data were analysed for the participants' language-learning experiences and efforts
Other aspects: research was undertaken over the 2 academic years (longitudinal ethnographic study)
Research design:
Ethnographic research
Level of detail: High

Keywords:
micropolitical process, longitudinal inquiry, ethnography, language-learning efforts, learning experience


508. Chan, A. Y. W. (2010), Toward a Taxonomy of Written Errors: Investigation Into the Written Errors of Hong Kong Cantonese ESL Learners. TESOL Quarterly, 44(2), 295–319. doi: 10.5054/tq.2010.219941
Location:
Hong Kong
Type of subjects/data: students
No. of subjects/data: 387
Instruments: Task/ activity, Interview, Test, Questionnaire
Method of analysis: - lexicogrammatical errors were identified
- error types, thought to be the results of L1 interference, were determined
- syntactic transfer from L1 to English was investigated
Other aspects: - a taxonomy of written errors
- error analysis
Research design:
Level of detail: Medium

Keywords:
errors, writing, lexicogrammatical problems, ESL, interlanguage grammar, L1 interference


509. Zhang, L. J. (2010), A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading. TESOL Quarterly, 44(2), 320–353. doi: 10.5054/tq.2010.223352
Location:
China
Type of subjects/data: students
No. of subjects/data: 20
Instruments: Interview, Text/ text book
Method of analysis: interview data were analysed:
- data reduction, data display, conclusion
- constant-comparative principle (Miles & Huberman, 1994)
Other aspects: - reliability of the two reading texts used as research tools
- semistructured interview guide
Research design:
Level of detail: High

Keywords:
metacognition, reading, dynamic metacognitive systems, strategy


510. Nelson, C. D. (2010), A Gay Immigrant Student's Perspective: Unspeakable Acts in the Language Class. TESOL Quarterly, 44(3), 441–464. doi: 10.5054/tq.2010.226853
Location:
United States
Type of subjects/data: student
No. of subjects/data: 1
Instruments: Interview
Method of analysis: examining self-accounts of three classroom ineractions that were significant to the subject:
- unviable subjects: the shutting down of gay topics
- serious parody: skirting the straight presumption
- risking rapport: coming out codes in the classroom
Other aspects:
Research design:
Case study
Level of detail: Low

Keywords:
gay immigrants, classroom interactions, second language socialisation, sexual migration, gay language learner, identity, critical social theory, heteronormativity


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