phd thesis in language education

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Educational linguistics, doctor of philosophy (ph.d.), you are here, a pioneering doctoral program with an enduring legacy of research in applied linguistics, language learning, and teaching..

The Educational Linguistics Ph.D. program focuses on language learning and teaching as well as the role of language in education. Our questions and concerns are situated squarely in educational policy and practice, informing and informed by interdisciplinary theory and research in linguistics, anthropology, psychology, sociology, history, and other fields.

What Sets Us Apart

About the program.

Our program promotes the view that language must be examined within the cultural contexts and social situations in which it occurs.

3–4 courses per semester (fall/spring semesters only)

Transfer courses 8 (electives only)

Duration of program 5–7 years

Culminating experience Candidacy examination, and dissertation

Our faculty and students are involved in generating research on language and learning in areas such as:

• Linguistic, cognitive, and sociocultural aspects of (additional) language development
• Local and global perspectives on world language teaching policy and practice in K-12 and higher education
• The intersections of disability, language, school–parent partnerships, and education policy
• The historical and contemporary manifestation of raciolinguistic ideologies that frame the language practices of racialized communities
• How multilingual speakers use milimodal communication practices – such as gestures, laughter, actions, and learning materials – to resolve miscommunication
• How language, social interaction, institutions, and the Internet influence what students learn in schools
• The role of lanugage in all forms of learning

Our curriculum is designed to provide a solid foundation in linguistics and research methodology. Students customize their education by working with their advisor to choose electives from a wide range of course offerings from across the Penn campus. Introductory courses in language pedagogy and sociolinguistics are strongly encouraged for students with no background in these areas. 

For course descriptions and requirements, visit the  Educational Linguistics Ph.D. program in the University Catalog .

For a full list of courses offered at GSE, visit  Penn’s University Course Catalog .

Sample courses

• Linguistics in Education                                                                              
• Sociolinguistics in Education                                                                      
• Language Diversity and Education                                                             
• Second Language Development    
• Genealogies of Race and Language in Educational Research 
• Issues in Second Language Acquisition                                        
• Phonology I
• Citizen Sociolinguistics
• Classroom Discourse and Interaction
• Approaches to Teaching English and Other Modern Languages
• Anthropology & Education
• Theories of Reading
• Language in Culture & Society

Our Faculty

"I got to work with inspiring scholars doing cutting-edge work. I saw firsthand the process of writing, submitting, and publishing a journal article. I had so many experiences that shaped me as a scholar and that I continue to draw on in my research and academic writing."

Our Graduates

The Educational Linguistics Ph.D. program prepares candidates for teaching and research careers in colleges and universities worldwide, as well as careers in government, community, and private organizations.

Alumni Careers

• Associate Professor, Columbia Teachers College
• Assistant Professor, Indiana University
• Associate Professor, Malmö University
• Associate Professor, University of Iowa
• Associate Professor and Chair, Adelphi University
• Director of Educational Programming and Research, Center for Cultural, Art, Training and Education (CCATE)
• Senior International Baccalaureate World Schools Manager
• Assistant Professor of TESOL and Applied Linguistics in the English Department, Illinois State University
• Research and Evaluation Supervisor, William Penn School District
• Lecturer in Language Studies, Brown University
• Founder/CEO, Brilliant Bilingual
• Associate Professor of Language Education and Urban Social Justice Learning & Teaching, Rutgers University
• Associate Professor of Teaching and Learning, The Ohio State University
• Assistant Professor of Anthropology and Linguistics, University of Illinois, Urbana-Champagne
• Assistant Professor of International Students, College of Charleston
• Assistant Professor of Linguistics, University of Louisville
• Assistant Professor, Culturally & Linguistically Diverse Education, University of Colorado, Denver
• Marie Skłodowska-Curie Postdoctoral Fellow

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Erica Poinsett Program Assistant [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Working Papers in Educational Linguistics

Working Papers in Educational Linguistics  is a student-managed journal focused on the many areas of research within educational linguistics.

You May Be Interested In

Related programs.

• Educational Linguistics Ed.D.
• Intercultural Communication M.S.Ed.
• Teaching English to Speakers of Other Languages (TESOL) M.S.Ed.

Related Topics

• Graduate School of Education
• Academic Programs
• UB Directory
• Department of Learning and Instruction >
• Academics >
• Doctoral Degrees >

Language Education and Multilingualism, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our doctoral program in language education and multilingualism focuses on preparing you for research, teaching and administrative posts in colleges and universities, and for positions of educational leadership in the schools or in state education departments. The mission of our program is to foster the development of foreign/second/bilingual language education practitioners and researchers who can understand and analyze language teaching and learning, and language policy to improve language and content teaching and learning in diverse educational contexts.

On this page:

Why language education and multilingualism at ub.

The features of our program include:

• becoming familiar with groundbreaking inquiry processes and research methodologies
• carrying out principled, meaningful and rigorous research and applying it to real-world educational challenges
• collaborating with internationally recognized scholars who mentor students to engage in research studies
• developing an understanding of language theory and an ability to thoughtfully apply this theory
• engaging in scholarship that involves participation in the exchange of ideas and advancement of the field as a whole
• preparing scholars and educational leaders to pursue careers in academia, and occupy positions of leadership in American and global universities and colleges

Program Overview

Program coursework.

Your program of study requires 72 credit hours:

• Concentration — 24 credit hours 
• Research — 28 credit hours (21 credits of courses, 6 hours of research component/practicum, 1 credit of research analysis exam)
• Dissertation — 10 credit hours
• Relevant master's degree courses — 10 credit hours

Application Requirements

If you do not already hold a master's degree, you will be considered for admission if you have completed an otherwise field-relevant and highly rigorous undergraduate degree program or a collection of graduate courses not leading to a degree.

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system.
• Contact information for two individuals  who will each be asked to provide an electronic recommendation letter.
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni.)
• Sample of academic writing:  A sample of your academic writing (e.g., master's thesis, professional publication).
• Statement of interest:  Statement of your educational and career goals and objectives.

Admission Interview:  An interview is required to be considered for admission to this program.

Former/Maiden Name:  Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.

Admissions Decision: The admissions decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In order to qualify for the in-state residency tuition rate, you are required to provide residency documentation indicating you have lived in New York State (NYS) 12 months prior to your semester start date.

If accepted, you will need to upload 3 documents to qualify for the in-state tuition rate. See Required Documents for Residency Application  for more information. 

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is a 250 for a computer based test, 600 for a paper based test and 96 for the Internet based test 
• IELTS minimum score is 7.0 overall
• PTE minimum score is 55 overall
• Financial documentation  — International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application, and must be dated within one year of your intended enrollment date.

Program Faculty

Tasha Austin

Assistant Professor Learning And Instruction

505 Baldy Hall Buffalo, NY 14260 Buffalo, NY 14260

Phone: 716-645-2455

Email: [email protected]

Janina Brutt-Griffler

Professor Learning And Instruction

562 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4066

Email: [email protected]

Erin Kearney

Associate Professor Learning And Instruction

554 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4058

Email: [email protected]

Lilliam M. Malave Lopez

553 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-4060

Email: [email protected]

Lynne R. Yang

Clinical Associate Professor Learning And Instruction

586 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-3502

Email: [email protected]

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission

Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

Chat with a Student Ambassador

Department of Teaching and Learning, Policy and Leadership (TLPL)

Applied linguistics and language education, ph.d..

Faculty research interests in the Applied Linguistics area of focus include classroom discourse, conversational analysis, dual language learner education, language and literacy teacher development, language assessment policy, language contact and multilingualism, language diversity, language in school contexts, language planning and policy, multilingualism, peer interaction, second language teaching, sociocultural approaches to second language acquisition, teacher collaboration, codeswitching, and translanguaging. The doctoral program is primarily focused on language education in pre-kindergarten through high school settings in the US.

The program provides competitive financial support packages for all admitted students.

Applied Linguistics and Language Education (ALLE) faculty and doctoral students run an important center on campus, called the Multilingual Research Center (MRC). The MRC is committed to promoting research and outreach related to multilingualism, multilingual communities, and the education of multilingual populations.  It aims to increase the quality and number of TESOL, World Language, and dual language programs and teachers in Maryland, the nation, and the world through outreach; to sponsor and conduct research which illuminates our understanding of multilingualism and multilingual communities; and to disseminate research results to teachers, school systems, and national and international research communities.  The MRC uses its financial resources to support faculty and student research, sponsor prominent outside speakers and visitors, and provide faculty and doctoral students with generous support to attend national and international conferences. Learn more about the MRC .

The University of Maryland is the state's flagship university and one of the nation's preeminent public research universities. A global leader in research, entrepreneurship and innovation, the university is home to more than 37,000 students, 9,000 faculty and staff, and 250 academic programs. Its faculty includes three Nobel laureates, two Pulitzer Prize winners, and 49 members of the national academies.  It is a member of the Association of American Universities and competes athletically as a member of the Big Ten Conference. The College of Education at the University of Maryland is consistently ranked as one of the country’s leading education schools by US News . TLPL’s Division of Language, Literacy, and Social Inquiry is home to the Multilingual Research Center, which seeks to create an infrastructure for practice and research in the broader community.

UMD is the nation’s premier institution for language-related research.  It is home to over 200 language scientists in 17 different departments and centers. The campus-wide Maryland Language Science Center coordinates and creates opportunities for collaborations across disciplines and perspectives, and sponsors a wide range of talks, mini-conferences, and workshops.  Students in the LLSI program are encouraged to take full advantage of program flexibility to draw on the university’s wide range of intellectual resources in this area.

Primary Program Faculty

Shenika Hankerson (PhD, Michigan State University): African American Language; race, equity, language, and literacy; second language writing; language policies and language rights; critical discourse studies. Email [email protected] . 

Jeff MacSwan (PhD, UCLA): Bilingualism; codeswitching; applied linguistics; the role of language in schooling; language assessment policy. Email [email protected] . 

Laura Mahalingappa (PhD, The University of Texas at Austin): Teacher preparation and development for marginalized students; linguistically responsive pedagogy; first and additional language acquisition; critical language pedagogies; language awareness for teachers and learners. Email [email protected] .

Melinda Martin-Beltrán (PhD, Stanford University): Sociocultural approaches to second language acquisition focusing on dual language learners (ESOL students); peer interaction; language exchange; and teacher learning to build upon students’ linguistic and cultural diversity. Email [email protected] . 

Nihat Polat (PhD, University of Texas at Austin): Applied linguistics; individual differences (e.g., motivation, identity) in additional language acquisition (e.g., writing, syntax) and pedagogy (e.g., SIOP); teacher education (e.g., cognition, dispositions); the education of minoritized multilingual learners (e.g., emergent bilinguals, Muslim students in the U.S.). Email [email protected] .

Megan Madigan Peercy (PhD, University of Utah): Pedagogies of teacher education; preparation and development of teachers throughout their careers and as they work with language learners; theory-practice relationship in language teacher education; teacher collaborative relationships and learning. Email [email protected] . 

Kellie Rolstad (PhD, UCLA): Language of schooling; language diversity; second language teaching; unschooling; democratic education. Email [email protected] .   

Participating Faculty

Peter Afflerbach (PhD, State University of New York at Albany): Reading comprehension strategies and processes, especially related to new literacies; the verbal reporting methodology; reading in Internet and hypertext environments; reading assessment.

Ayanna Baccus (PhD, University of Maryland): Reading and literacy instruction.

Perla Blejer (EdD, George Washington University): Second language acquisition; foreign language education methodology; language program administration in higher education; issues of equal opportunity for at-risk students and disadvantaged populations.

Drew Fagan (EdD, Teachers College, Columbia University): Influence of teacher talk on language learning opportunities in classroom discourse; conversation analysis and second/foreign language classroom interactions; factors affecting teachers; preparing mainstream teachers for working with English Language Learners.

Loren Jones (PhD, University of Miami): Literacy and language instruction to support culturally and linguistically diverse students; writing development of English learners (ELs); translanguaging to promote literacy development; teacher preparation for working with ELs across content areas. 

Sarah C. K. Moore (PhD, Arizona State University): Language policy; equity and access for minoritized language communities; educator professional development and preparation around language teaching and learning; online and virtual educator preparation.

John O'Flahavan (PhD, University of Illinois; Urbana-Champaign): PK-12 literacy teaching and learning; the discourses involved in teaching and learning in schools; comprehensive school-wide literacy programs; sustainable school improvement.

Olivia Saracho (PhD, University of Illinois; Urbana-Champaign): Emergent literacy; family literacy; cognitive style and play.

Ebony Terrell Shockley (PhD, University of Maryland, College Park): Teacher preparation for culturally and linguistically diverse learners,  primarily in STEM and literacy contexts; written language assessment bias for bidialectal and multilingual learners; preparing teachers for speakers of African American Language; Black English Learners and the achievement gap; English Learners in Special Education.

Wayne Slater (PhD, University of Minnesota): Persuasion in reading comprehension and written communication, with a focus on biased assimilation and stasis theory.

Jennifer Turner (PhD, Michigan State University): Culturally responsive approaches to elementary reading instruction; vision as a conceptual and practical tool for preparing reading teachers for diversity; literacy as an indicator of college and career readiness; diverse students’ multimodal representations of future professional identities and workplace literacies.

Peggy Wilson (PhD, University of Maryland): Secondary literacy, writing, and grammar.

Affiliated Program Faculty

Donna Christian (PhD, Georgetown University): Dual language education; bilingual education; dialects and education; heritage language education; language and public policy; second/foreign language learning; sociolinguistics. Dr. Christian is a Senior Research Fellow and past President/CEO of the Center for Applied Linguistics.

Elisa Gironzetti (PhD, Texas A&M University-Commerce; PhD, Universidad de Alicante): Applied linguistics; second language and heritage language pedagogy; instructional pragmatics; humor; multimodal discourse analysis. An assistant professor in the School of Languages, Literatures, and Cultures, Dr. Gironzetti is director of the Spanish Language Program at UMD.

Francis M. Hult  (PhD, University of Pennsylvania; Docent, University of Jyväskylä): Discourse studies; educational linguistics; ethnography; language policy and planning; linguistic landscapes; multilingual education; nexus analysis; sociolinguistics; sustainability; and transdisciplinarity.  Dr. Hult is Professor of Education at UMBC.

Manel Lacorte (PhD, University of Edinburgh): Applied linguistics; second language and heritage language pedagogy, teacher education, classroom interaction and contexts; sociopolitical issues in second language and heritage language teaching and learning. 

Minglang Zhou (PhD, Michigan State University): Chinese as a second/global language; bilingualism and bilingual education; language identity; language contact; the relationship between language, ethnicity, and nation-state in China. Dr. Zhou is director of the Chinese Language Program and an associate professor in the School of Languages, Literatures, and Cultures at UMD.

The PhD focus in Applied Linguistics and Language Education (ALLE) provides competitive funding packages for all admitted full-time students.  As a general rule, the program anticipates that all its students will devote themselves full time to graduate study, and will not have significant employment outside of the university for the duration of the program.  This permits the ALLE community to function as a community of practice in which students not only attend classes but are also socialized into a scholarly community.  While doctoral programs traditionally focus on a domain (the subject matter or body of knowledge), little attention is generally given to the creating of a community permitting routine interaction around the construction of professional practice. ALLE faculty believe that a successful program must substantially focus on building a strong sense of community among students, extending into the larger intellectual community of faculty within the home department and throughout the university, providing ample opportunity for participants to engage in their principal craft in spaces outside of traditional classrooms.  

These are some of the specific resources ALLE provides to its doctoral students to help build a community of practice:

A shared space .  All ALLE doctoral students are assigned a desk space with other area doctoral students.  This shared space gives students an opportunity to interact intellectually around course content, program expectations, and research collaborations.

The Multilingual Research Center .  ALLE is home to the Multilingual Research Center (MRC), which engages in research and outreach activities in support of linguistic diversity. The MRC provides research funding support, generous conference travel support for students and faculty, and hosts exciting speaker and brown bag events on campus.   Learn more about the  MRC .

The broader intellectual community. ALLE participates in the Maryland Language Science Center (MLSC), a campus-wide consortium of over 200 language scientists and scholars from numerous departments across campus.  The MLSC hosts events, conferences, talks, and research collaboration events throughout the year.  Learn more about the MLSC .

Student-faculty research collaboration . Students and faculty actively collaborate on a wide range of research projects.  Our goal is to involve every student hands-on in research activity, leading to research conference presentations and co-authored publications.  While these publications typically involve faculty participation, students sometimes collaborate with other students as well on collaborative research activity. Review a list of recent coauthored student-faculty publications .

Typical applicants to the Applied Linguistics and Language Education (ALLE) focus in Language Literacy have completed a prior master’s degree and will need to complete an additional 60 credits of coursework at the University of Maryland for the PhD. (In unusual cases, we may admit students who have not yet completed a master’s degree; in that case, an additional 30 credits are required.)Students complete six major components of coursework, as follows:

• TLPL794 Foundations of Educational Research I (3 credits).  An introduction to the “contested terrain” of education research. It examines major conceptual, methodological and political issues embedded in efforts to carry out education research and focuses on the development of the analytic dispositions and communication skills required to carry out research that meets the variously defined quality, utility and significance standards of scholarship in the field.
•   TLPL795 Foundations of Educational Research II (3 credits). Students engage in the process of conceptualizing and completing a rigorous review of a section of literature in their area of specialization.
• Students in the specialization in Applied Linguistics and Language Education (ALLE) are required to take at least one course in Literacy or Reading Education (3 credits)  as a Breadth Requirement .
• TLPL740 Language and Education (3 Credits). Dialect, language varieties in school settings; historical and current perspectives on the role of language in learning; theories of school achievement and consequences for language assessment.
• TLPL743 Teaching English Language Learners: Current and Future Research Directions (3 credits). Research on the preparation of generalists and specialists teaching English Language Learners. Current research and future research directions.
• TLPL744 Research Foundations of Second Language Education: Examining Linguistically Diverse Student Learning (3 credits). Critically examines theories of second language acquisition and research in applied linguistics relevant to linguistically diverse students and learners of English as an additional language. Analysis of research from linguistic, psycholinguistic, sociolinguistic and sociocultural perspectives, with an emphasis on the social contexts of second language learning and teaching. 
• TLPL788 Foundations of Applied Linguistics Research (3 credits). Explores the interdisciplinary field of Applied Linguistics, drawing upon a wide range of theoretical and methodological approaches. 
• Students choose four Research Methods courses (12 credits).  Courses may be selected from a wide range of options in qualitative and quantitative research methods and may include TLPL793 Discourse Analysis .
• In consultation with the advisor, students choose six courses (18 credits) as Electives .  The elective provision gives students access to the full range of relevant graduate courses throughout the university.
• While working on the dissertation, students will enroll in 12 credits of Dissertation Research .

The Comprehensive Exam .  Students write a comprehensive exam after the fourth or fifth semester of their program, often in the intervening summer.  The comprehensive exam provides an opportunity for students to review a body of literature relevant to their developing dissertation project interest. The comprehensive exam is evaluated according to a rubric by at least two program faculty.  View Comprehensive Exam Rubric .

The Dissertation Proposal . Typically done the third year, students work closely with an advisor to develop a detailed research plan for the dissertation, called a Dissertation Proposal. The proposal presents a rationale for the study, prior relevant research, and details about the research plan, and generally builds on the work completed for the Comprehensive Exam.  A dissertation committee meets with the student for a Proposal Defense before moving on to the dissertation research.

The Dissertation .  Students produce a final dissertation based on the research plan developed in the Dissertation Proposal.  The results of the study are presented at a Dissertation Final Defense with the student’s dissertation committee.  Family members and other members of the public are welcome to attend

Typical Course Sequence

By design, students will complete the program in four years.  A typical course sequence is shown in the table below.

For more information about the program, contact any of the primary program faculty .  We welcome campus visits for students considering applying to the program and routinely hold information events where students can learn more in person about the program.

For information about applying, contact Kay Moon, TLPL Graduate Coordinator, at (301) 405-3118 or [email protected] .

College of Education and Human Development

Department of Curriculum and Instruction

Multilingual education PhD

The PhD program in multilingual education offers students the opportunity to research language use, teaching, learning, and policy. The ideal candidates for the program have a master’s degree in a related field and at least three years of teaching experience, with interests in furthering education and research in multilingual education.

Graduates leave the program prepared for research and teaching careers in higher education, and as policy leaders and language specialists in a variety of settings.

Quote from Zhongkui Ju, PhD 2019

The program has helped me construct knowledge about language education from very different perspectives—as both a researcher and an advocate for bilingual and minority language education. Zhongkui Ju, PhD 2019

PhD curriculum

Your PhD coursework will center on your research interests. The program consists of 51 course credits and 24 doctoral thesis credits for a total of 78 credits. 

Students take classes in research methodology, multilingual education and acquisition, and a supporting academic area. 

You will plan your PhD curriculum based upon your research interests with your faculty adviser. To see curriculum requirements in detail, visit the course catalog , find Requirements > Program Sub-plan Requirements > Second Language Education. 

Research opportunities

Students can engage in research that advances the field of multilingual education and ties into their area of interest. Faculty advisers work closely with each student to achieve research and educational goals and improve educational opportunities for students. Learn more about the student research experience in the Department of Curriculum and Instruction.

Examples of recent student dissertations:

Revitalizing language, reframing expertise: An ecological study of language in one teacher-learner’s Ojibwe classroom

Migrant adult learners and digital literacy: A collaborative study for sustainable change

Recuperating heritage languages, becoming transformative educators: Multilingual teachers and students of color transforming schools

Student oral proficiency in grade three Spanish immersion: linguistic diversity, student interaction, and differentiated scaffolding

Language instructors learning together: lesson study in higher education

Career outlook

Graduates of the program have assumed positions as university faculty, instructional leaders in the public schools, curriculum development specialists, and assessment specialists. Recent graduates have found employment in the following positions:

Augsburg College

Colby College

Hamline University

Indiana University

Minnesota State Universities

Monterey Institute of International Studies

New York University

Osaka University Japan

University of Alberta

University of Iowa

Warsaw University

Martha Bigelow Martha Bigelow

• Department Chair, Carmen Starkson Campbell Endowed Chair for Innovation in Teacher Development
• she, her, hers
• 612-624-7087
• [email protected]

My research interests span fields of education, applied linguistics, and cultural studies.

Blanca Caldas Chumbes Blanca Caldas Chumbes

• Associate Professor
• [email protected]

Blanca Caldas is an assistant professor in Multilingual Education and Elementary Education—College of Education and Human Development at The University of Minnesota Twin Cities. She completed her Ph.D.

Samuel David Samuel David

• Assistant Professor
• he, him, his
• [email protected]

My work as both a teacher and researcher at the University of Minnesota are centrally concerned with improving instruction for minoritized multilingual students across diverse classroom contexts.

Mary Hermes Mary Hermes

• 612-624-3082
• [email protected]

Mary Hermes' research focuses on language revitalization and how it can connect people to the land and the planet. She explores different ways of knowing and being through feminist and indigenous lenses.

Kendall King Kendall King

• Professor of Multilingual Education, Director of Graduate Studies
• 612-625-3692
• [email protected]

Schools play a crucial role in determining the life trajectories of minoritized language students as well as the status of minoritized languages and the future of linguistic diversity.

Karla Stone Karla Stone

• Senior Lecturer
• 612-626-0319
• [email protected]

Dr. Karla Stone is a Senior Lecturer in Multilingual Education at the University of Minnesota, Twin Cities. In that role, she coordinates the initial license and M.Ed. program for MN K-12 ESL and World Language teacher candidates.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

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We’re here to help. Simply complete one of these forms and a member of our department will be in touch

Doctor of Philosophy (PhD) in Literacy and Language Education

Graduate Programs

The Literacy and Language doctoral program is a research-oriented program culminating with a dissertation. The program focuses on the development of a core knowledge base, with additional coursework to supplement and extend that knowledge base. Working with the advisor and advisory committee, doctoral students have the ability to create this core knowledge base by tailoring their program of study to individual interests and needs. This flexibility and individualization is an important component of the Ph.D. program.

December 1st is the deadline for consideration for Fall admission for this residential program. Applications must be fully complete, submitted, and all application fees paid prior to the deadline in order for applications to be considered and reviewed.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Literacy and Language Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

Applicants with a minimum of three years teaching experience in public or private school classrooms are favorably regarded. Direct experience in the teaching of literacy at the elementary and/or secondary level is preferred.

Students entering the Literacy and Language doctoral program must have an earned master’s degree that fulfills the core requirements found in the Purdue master’s program or complete these core requirements during doctoral study.

The Literacy & Language Education doctoral program requires courses that focus on research and specific cluster areas according to students’ interests. The program typically requires a four year commitment for completion beyond the master’s degree, with a minimum of 60 hours additional credit required beyond master’s study. The following links list and describe the required coursework:

Curriculum and Instruction Foundations Core (15 credit hours)

• EDCI 50000: Foundations of Literacy
• EDCI 58000: Foundations of Curriculum
• EDCI 58500: Multicultural Education
• EDPS 53000: Advanced Educational Psychology
• EDPS 53300: Introduction to Educational Research I: Methodology

Curriculum and Instruction Research Core (minimum of 12 credit hours)

• EDCI 61500: This course provides a foundation for understanding the philosophical and theoretical underpinnings and procedures used in conducting qualitative research.
• STAT 50100 or 51100: Introduction to Statistics. This course provides a foundation for understanding and applying basic concepts of descriptive and inferential statistical research design and analysis. PSY 60000 and SOC 58100 are also acceptable research courses. Consult with your major professor to choose the course most appropriate for your program of study.
• Qualitative research courses include EDCI 61600: Advanced Qualitative Research Methods in Education, COM 58300: Research And Assessment In Organizational Communication, ANTH 51900, ANTH 56500, ANTH 60500, SOC 60900
• Quantitative research courses include STAT 50200, STAT 51200, PSY 60100
• EDPS 63000: Research Procedures in Education is taken when students are ready to write their dissertation proposal. This course focuses on the design and presentation of educational research. Seminars which focus on qualitative or quantitative studies are offered under the same course number. Students should elect the option that is most suited to their research interests.
• Theoretical or mixed methods research courses include EDCI 62000: Seminar in Mathematics Education; EDCI 67300: Issues and Methods in Educational Technology Research; ANTH 60500: Seminar in Ethnographic Analysis; ENGL 61800: Research Design; ENGL 62400: Rhetorical History and Theory; ENGL 62500: Empirical Research on Writing; ENGL 63200: Critical Theory; ENGL 68000: Qualitative Research Methods; STAT 51400: Design of Experiments

Literacy & Language Education Cluster Areas (minimum of 12 credit hours)

The Literacy and Language doctoral program is currently organized around three different cluster areas: English Language Learning (ELL), Literacy and Human Development, and English Education. Students typically focus their program of study in one cluster area, with a minimum of 12 credit hours from the selected area. However, as students develop their individual program of study with their major professor, students may take courses from any cluster area.

Cluster Area 1: English Language Learning (ELL) Required courses for the ELL Cluster:

• EDCI 51900: Teaching Learners of English as a New Language
• EDCI 52600: Language Study for Educators
• EDCI 53000: English Language Development
• EDCI 55700: Assessment of Culturally and Linguistically Diverse Students
• EDCI 55900: Academic Language and Content Area Learning

Other possible courses are offered through the Second Language/ English as a Second Language Graduate Program in the Department of English. These include the following:

• ENG 51600: Teaching English as a Second Language: Theoretical Foundations
• ENG 51800: Teaching English as a Second Language: Principles and Practices
• ENG 62900: Seminar in English as a Second Language
• ENG 63000: Seminar in Second Language Writing

Cluster Area 2: Literacy and Human Development In addition to EDCI 50000 (Foundations of Literacy), three of the following courses are required for the Literacy and Human Development Cluster:

• EDCI 50100: Problems in Literacy Acquisition: Evaluation and Instruction
• EDCI 50400: Children’s Literature as Semiotic, Developmental Resource
• EDCI 61400: Literacy and the Development of Young Children (online)
• EDCI 61200: Seminar in Literacy. Possible seminar topics include: Literacy Research Methodologies, Bilingualism and Multilingualism

Cluster Area 3: English Education (Secondary) Suggested courses for the English Education Cluster:

• EDCI 50200: Reading in Middle and Secondary Schools
• EDCI 50900: Writing in Middle and Secondary Schools
• EDCI 55100: Young Adult Literature
• EDCI 59500: Advanced Studies in English Education
• EDCI 61300: Seminar in English Language Arts
• EDCI 62300: Seminar in Genre Studies

Two variable topic seminars are also offered and may be repeated for credit by graduate students during their programs.

• EDCI 61200: Seminar in Literacy. Recent topics include: The Development of Academic Language in the Content Areas; An Introduction to Systemic-Functional Linguistics; Teacher Education for Social Justice
• EDCI 61300: Seminar in English Language Arts. Recent topics include: Teacher Research; Classroom Discourse Analysis; Teaching Bodies; The Reflective Teacher; Young Adult Literature and Identity
• Ackerman Center
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• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Janet Alsup

Helen bentley, breanya hogue, tara star johnson, tiffany karalis noel, melanie kuhn, patricia morita-mullaney, jennifer renn, brenda sarmiento-quezada, ofelia castro schepers, christy wessel powell, wayne e. wright, application procedure.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

Edinburgh Research Archive

•   ERA Home
• Philosophy, Psychology and Language Sciences, School of
• Linguistics and English Language

Linguistics and English Language PhD thesis collection

By Issue Date Authors Titles Subjects Publication Type Sponsor Supervisors

Search within this Collection:

This is a selection of some of the more recent theses from the department of Linguistics and English Language.

The material in this collection must be cited in line with the usual academic conventions. These theses are protected under full copyright law. You may download it for your own personal use only.

Recent Submissions

Information structure of complex sentences: an empirical investigation into at-issueness , 'ane end of an auld song': macro and micro perspectives on written scots in correspondence during the union of the parliaments debates , intervention, participation, perception: case studies of language activism in catalonia, norway & scotland , aspects of cross-variety dinka tonal phonology , attitudes and perceptions of saudi students towards their non-native emi instructors , explanatory mixed methods approach to the effects of integrating apology strategies: evidence from saudi arabic , multilingualism in later life: natural history & effects of language learning , first language attrition in late bilingualism: lexical, syntactic and prosodic changes in english-italian bilinguals , syntactic change during the anglicisation of scots: insights from the parsed corpus of scottish correspondence , causation is non-eventive , developmental trajectory of grammatical gender: evidence from arabic , copular clauses in malay: synchronic, diachronic, and typological perspectives , sentence processing in first language attrition: the interplay of language, experience and cognitive load , choosing to presuppose: strategic uses of presupposition triggers , mechanisms underlying pre-school children’s syntactic, morphophonological and referential processing during language production , development and processing of non-canonical word orders in mandarin-speaking children , role of transparency in the acquisition of inflectional morphology: experimental studies testing exponence type using artificial language learning , disability and sociophonetic variation among deaf or hard-of-hearing speakers of taiwan mandarin , structural priming in the grammatical network: a study of english argument structure constructions , how language adapts to the environment: an evolutionary, experimental approach .

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PhD in Language, Literacy, and Culture

Explore the impact of teaching and learning through the interconnection of culture, language, and literacy.

The PhD in Language, Literacy, and Culture (LLC) is focused on the study of cultural, linguistic, social, psychological, and political perspectives on teaching, learning, and teacher education.

LLC is an expansive scholarly landscape that provides opportunities for students to conduct research that will transform education.

Doctoral students in the LLC program pursue their questions and interests and collaborate with faculty on research projects and in teaching undergraduate and graduate courses.

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

4 to 5 years on average

Enrollment Term

Admissions Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

The PhD in Language, Literacy, and Culture is for students who aim to conduct research on the interconnection of culture, language, and literacy in both formal and informal educational settings.

The goal of the LLC program is to develop interdisciplinary knowledge complemented by specialized knowledge of teaching and learning in foreign and second language, literacy, social studies, and early childhood education.

We frame the exploration of teaching and learning within perspectives that promote equity, social justice, and democratic values. Students engage closely with and learn from faculty who conduct research in the field and have a strong commitment to high-quality teaching.

Word Cloud – Publications

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View Examples of Student Dissertations and Milestone Papers

The dissertations and milestone papers listed below indicate the range of research interests and topics pursued by current and former LLC students:

• Susanna Benko : “Teaching to the Task: Preservice Teachers’ Instruction for Cognitively Demanding Writing Assignments”
• Melissa M. Brydon : “The Effect of Rich Instruction on the Vocabulary Acquisition of Preschool Dual Language Learners”
• James S. Chisholm : “Leveraging Adolescents’ Multimodal Literacies to Promote Dialogic Discussions of Literature in One Secondary English Classroom”
• Michelle Cianciosi-Rimbey : “An Investigation of a Cross-Content Academic Vocabulary Intervention in an Urban Middle School”
• Kristin Davin : “Group Dynamic Assessment in an Early Foreign Language Learning Program: Tracking Movement through the Zone of Proximal Development”
• April Mattix Foster : “The Orphan Among Us: An Examination of Orphans in Newbery Award Winning Literature”
• Maria Genest : “The Nature of Cooperating Teacher Feedback about Preservice Teachers’ Read Aloud Enactments”
• Hyeju Han : “Middle School Students’ Use of Cognitive and Sociocultural Resources During an Examination of a Contested Topic in a Digital Space”
• Jessica Haselkorn : “Investigation of Pre-Service Social Studies Teachers’ Beliefs about Global Education: Evidence from Personal Narratives of Learning and Teaching”
• Corey Humphrey : “I am from the hills of West Virginia”: A Case Study of Literacy Teaching and Learning in a Rurban West Virginia High School English Classroom”
• Adam Loretto : “How Sponsors Influence Students’ Writing Practices in an Eighth Grade English Language Arts Classroom”
• Erika Abarca Millán : “Equitable Access to Higher Education in Chile: An Analysis of Special-Access Students’ Reported Experiences at University”
• Chris Olshefski : “Functions of Religious Literacy in Literary Discussions of National Board-Certified English Teachers”
• Kathleen A. Ramos : “Teaching Persuasive Argument Essay Writing to Adolescent English Language Learners through the Reading to Learn Approach”
• Karen Rissling : “The Perceptions of High School Students from Refugee, Immigrant, and visiting Professional Families about Their School Experiences in Pittsburgh”
• Terrence Zhang : “How Feedback on Writing Quality and Feedback on Prior Revisions Shape Post-Secondary ESL Students’ Revisions on an Expository Writing Task”

The PhD major in Language, Literacy, and Culture (LLC) is a 90-credit program.

The curriculum consists of study through research methods, first-year seminars, research and teaching practicums, electives, writing workshops, and an original dissertation created by the student.

View Program Curriculum

Degree Requirements

The degree requirements are found in the Language, Literacy, and Culture Student Handbook (PDF)

Prerequisites

There are no specific prerequisites for this degree, but interested students should verify that they fulfill the PhD admissions requirements .

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Upcoming Info Sessions

General Info Session (Virtual)

June 3, 2024 | Noon-1 PM

"What attracted me to the program was the ability to confront injustice and inequity in Appalachian settings, and to learn how to make change through literacy teaching and learning." Corey Humphrey - Pitt alumni

Career Pathways

Through a combination of coursework, research collaborations with faculty, and teaching and supervision practicum experiences, students are prepared for careers such as:

• Research and teaching universities
• Research institutes
• Educational non-profits
• Educational consulting

Program Faculty

Tinukwa Boulder

Patricia A. Crawford

M. Beatrice Dias

Martez Files

Amanda Godley

Katrina Bartow Jacobs

Lindsay Clare Matsumura

Emily C. Rainey

Khirsten L. Scott

Veena Vasudevan

Program News

Alumna Receives ACTFL Award for World Language Teacher Education

Alumna Receives ACTFL Award for World Language Teacher Education - Read more

PhD Alumnus Chris Olshefski Receives AERA Research Award

PhD Alumnus Chris Olshefski Receives AERA Research Award - Read more

Professor Honored With National Literacy Research Award

Professor Honored With National Literacy Research Award - Read more

Professor Honored for Literacy Work with Refugee Youth

Professor Honored for Literacy Work with Refugee Youth - Read more

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Department of Linguistics

Ph.d. program.

The main components of the Linguistics Ph.D. program are as follows:

• Course Requirements
• Language Requirement
• Generals Papers
• Dissertation
• Extra Funding Availability

All requirements, including two generals papers, should ideally be completed by the end of the third year, but in no case later than the end of the fourth. The dissertation prospectus is due on October 15 of the fall term of the fourth year. Failure to meet program requirements in a timely fashion may result in termination of candidacy. 

First-year students are advised by the Director of Graduate Studies (DGS) until they select a major field from the regular departmental faculty. Thereafter, progress toward completion of the Ph.D. requirements continues to be monitored by the DGS, but primary responsibility for overseeing study shifts to the major advisor. Students are free to change their major advisor at any time. By the end of the second year they should also select a co-advisor, who serves as a secondary advisor and faculty mentor.

Harvard Linguistics Graduate Student Handbook

Progress to the Degree (updated 7/1/2015)

A B+ average must be maintained in each year of graduate study. Grades below B- cannot be counted toward departmental requirements; two grades below B- in required courses will result in termination of candidacy. Ordinarily, a grade of Incomplete can only be converted into a letter grade if the work is made up before the end of the following term. No grade of Incomplete can be used to satisfy a departmental requirement.   No two programs of study are alike, but students should typically plan to complete the requirements for the degree according to the timetable below. Departures from this schedule must be approved by the main advisor and the Director of Graduate Studies.   Years G1 and G2: Course requirements are satisfied. By the end of the G2 year, the first generals paper should be well underway.   Year G3: Teaching duties begin. The first generals paper should be defended before the end of the fall term, and the second generals paper by the end of the spring term.   Year G4: Teaching duties continue. A thesis prospectus, naming a dissertation committee, is due on October 15 of the fall term; the committee must be chaired or co-chaired by a member of the Department of Linguistics and must include at least two members of the Faculty of Arts and Sciences. Dissertation Completion Fellowship applications are due at midyear.   Year G5: The thesis is completed and defended in the spring.

A.M. Degree  (updated 7/1/2015)

Graduate students who have completed two years of residence, who have fulfilled all the course requirements and language requirements for the Ph.D., and who have successfully defended one Generals paper, are eligible to petition for a Master’s (A.M.) degree.  

Note that there is no master’s program in Linguistics.                     

• Courses 2023-24 AND Fall 2024
• Undergraduate
• Generals Papers (updated 7/1/2015)
• Extra Funding
• Secondary Fields
• Recent Dissertation Titles
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Course Descriptions

Full course descriptions, fall 2024 courses are subject to change, fall 2024 courses, fall 2024 course schedule, fall 2024 asl course schedule, spring 2024 courses, spring 2024 course schedule, fall 2023 courses, fall 2023 course schedule, american sign language (asl) at harvard.

Research Questions in Language Education and Applied Linguistics

A Reference Guide

• © 2021
• Hassan Mohebbi   ORCID: https://orcid.org/0000-0003-3661-1690 0 ,
• Christine Coombe   ORCID: https://orcid.org/0000-0002-7105-1644 1

European Knowledge Development Institute, Ankara, Türkiye

You can also search for this editor in PubMed   Google Scholar

Higher Colleges of Technology (HCT), Dubai Men’s College, Dubai, United Arab Emirates

• Provides a rich collection of research questions that are suggested by well-known experts in the field of language education research
• Offers guidance on finding relevant and original topics for future research
• Is a source of research inspiration from the undergraduate to postgraduate level

Part of the book series: Springer Texts in Education (SPTE)

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About this book

This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions.  

 An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question ( Is it clear and focused? Measurable? ), b) the subjects examined, the methods deployed, and the measures chosen ( Do they fit the study’s goal and have the potential to yield useful results? ), and c) the analysis of the data ( Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion? ). Mohebbi and Coombe’s book,  Research Questions in Language Education and Applied Linguistics: A Reference Guide,  helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base.  Deborah J. Short, Ph.D.,  Director, Academic Language Research & Training,  Past President, TESOL International Association (2021-22)

As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real  tour de force  that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored.  Dr. Gabriel Díaz Maggioli,  Academic Advisor, Institute of Education, Universidad ORT del Uruguay,  President, IATEFL

Chapter “Metacognition in Academic Writing: Learning Dimensions” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

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Towards Socio-material Research Approaches in Language Education

Key Issues in Doing and Supporting Language Teacher Research

Theoretical and Historical Perspectives on Researching the Sociology of Language and Education

• language skills teaching
• language skills assessment
• language learning through technology
• research methods in language education
• genre analysis
• form-focused language teaching
• language teacher development
• linguistics teaching

Table of contents (153 chapters)

Front matter, volume introduction: research questions in language education and applied linguistics: strategies for their conceptualization and development.

Christine Coombe

Teaching and Teaching-related Topics

Attending to form in the communicative classroom.

• Martin East

Blended Learning

• Lana Hiasat

Content and Language Integrated Learning (CLIL)

• Zohreh R. Eslami, Zihan Geng

Content-Based Language Teaching

• Zübeyde Sinem Genç

Creativity and Language Teaching

Discourse analysis.

• Brian Paltridge

English Academic Vocabulary Teaching and Learning

• Sophia Skoufaki

English for Academic Purposes

• Helen Basturkmen

English for Specific Purposes

English-medium instruction.

• Keith M. Graham, Zohreh R. Eslami

Focus on Form in Second Language Instruction

• Alessandro Benati

A Genre-Based Approach to Writing Instruction in the Content Areas

• Luciana C. de Oliveira, Sharon L. Smith

Global Englishes and Teaching English as an International Language

• Heath Rose, Mona Syrbe

Identity in Language Learning and Teaching

• Bonny Norton

Inclusive Language Teaching

• David Gerlach

Increasing Reading Fluency

• Neil J. Anderson

Instructional Pragmatics

• Zohreh R. Eslami, Shaun Weihong Ko

Editors and Affiliations

Hassan Mohebbi

About the editors

Dr Christine Coombe is an Associate Professor of General Studies at Dubai Men’s College, Higher Colleges of Technology in the UAE.  She served as President of the TESOL International Association from 2011 to 2012. Christine has authored/edited over 50 books on different aspects of English language teaching, learning and assessment.  Throughout her career she has received several awards including the 2018 James E Alatis Award for exemplary service to TESOL.  In 2017 she was named to TESOL’s 50@50 list which honored 50 top professionals who have made an impact on ELT in the past 50 years.   

Bibliographic Information

Book Title : Research Questions in Language Education and Applied Linguistics

Book Subtitle : A Reference Guide

Editors : Hassan Mohebbi, Christine Coombe

Series Title : Springer Texts in Education

DOI : https://doi.org/10.1007/978-3-030-79143-8

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

Softcover ISBN : 978-3-030-79142-1 Published: 14 January 2022

eBook ISBN : 978-3-030-79143-8 Published: 13 January 2022

Series ISSN : 2366-7672

Series E-ISSN : 2366-7680

Edition Number : 1

Number of Pages : XXVII, 889

Number of Illustrations : 1 b/w illustrations, 2 illustrations in colour

Topics : Language Education , Language Acquisition and Development , Education, general

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Dissertations On Technology and L2 Learning

This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible.

You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly.

2022 2021 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000

Halaczkiewicz, M. (2022). Applications of affinity spaces in English language instruction: Writing and peer review of fanfiction based on video games in an academic English as a second language writing course. (Doctoral Dissertation, Utah State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Kaya, E. (2022). A comparability and classification analysis of computerized adaptive and conventional paper-based versions of an English language proficiency reading subtest. (Doctoral Dissertation, Bilkent Universitesi). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lopez Vera, A. (2022). Implicit instruction of direct and indirect object pronouns in Spanish through technology-mediated task-based language teaching. (Doctoral Dissertation, University of California). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Akoto, M. A. B. (2021). Computer-based collaborative multimodal writing in the French as a foreign language context. (Doctoral Dissertation, Texas A&M University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alfahad, R. M. (2021). Gamifying the CREW: Effects of collaborative responsive writing using gamification, in interactive web-based e-books, on L2 international students’ motivation and academic vocabulary achievement. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alyahya, S. M. (2021). Social cues in animated pedagogical agents for second language learners: The application of the embodiment principle in video design. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Boland, D. (2021). The use of video games in teaching EFL students to write arguments. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Cho, H. (2021). Quizlet in the EFL classroom: Enhancing vocabulary acquisition of Korean middle school students. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dong, Y. (2021). The role of technology in implementing formative assessment among language instructors. (Doctoral Dissertation, Ohio University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dougherty, E. (2021). Opportunities for second language development with the use of digital tools: Analyzing a multi-age primary community’s experiences from an activity theory perspective. (Doctoral Dissertation, University of Nevada). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Francois, J. (2021). Impact of multimodal feedback and formulaic sequences on improving fluency of English learners on computer-based speaking assessments. (Doctoral Dissertation, Middle Tennessee State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fu, G. (2021). The effectiveness of using multimedia for teaching phrasal verbs in community-college ESL classes. (Doctoral Dissertation, University of San Francisco). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hao, T. (2021). Technology-assisted vocabulary learning for EFL learners. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jacobson, S. M. (2021). Technology-assisted training in L2 Spanish pronunciation: Evaluation from phonetic and psychometric perspectives. (Doctoral Dissertation, The University of Alabama). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jean, O. (2021). Second language learners' experiences in fully online composition courses in community colleges. (Doctoral Dissertation, Barry University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Karami, A. (2021). The effects of watching text-relevant video segments on reading comprehension of culturally unfamiliar texts with adult English language learners supported by the Schematic Information-Processing (SIP) model of reading comprehension. (Doctoral Dissertation, University of Arkansas). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

King, L. (2021). Semantic analysis of image-based learner sentences. (Doctoral Dissertation, Indiana University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mali, Y. C. G. (2021). Critical friendships in a face-to-face language teaching class and an online synchronous English writing learning environment. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

McKelvey, A. (2021). Learning and integrating CALL practices to support English language learners: A case study of K-12 classroom teachers and their professional development. (Doctoral Dissertation, University of Wyoming). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Moon, S. (2021). Effects of using captioned pop culture media on foreign language learners’ vocabulary acquisition. (Doctoral Dissertation, State University of New York at Binghamton). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Rehman, I. (2021). Real-time formant extraction for second language vowel production training. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Rezk, Y. (2021). Promoting students’ learning through constructive feedback strategies. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Rock, K. N. (2021). Using analytic rubrics to support second language writing development in online tasks. (Doctoral Dissertation, University of Hawai'i). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Yamashita, T. (2021). Evaluation of computer-mediated collaborative writing with synchronous corrective feedback in an English-as-a-Second-Language writing program at a U.S. university: Evidence from replication over three years. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zhu, B. (2021). A study of the experience of Chinese oversea university students of how mobile assisted language learning (MALL) affects their motivation to learn foreign languages and their learning emotions. (Doctoral Dissertation, Technische Universitaet ). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Almaleki, W. S. A. (2020). Saudi international students’ perceptions of the utility of artificial intelligence and intelligent personal assistant tools in EFL learning.  (Doctoral Dissertation, Concordia University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alshaya, K. (2020). English Language Learner teachers’ perceptions of digital games on student learning. (Doctoral Dissertation, The University of North Dakota). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alotaibi, A. A. (2020). Teachers’ perceptions of the effect of technology-enhanced global training on their professionalism. (Doctoral Dissertation, University of Kansas). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ashe, T. J., Jr. (2020). The role of WhatsApp in developing L2 Spanish learners' intercultural sensitivity: An exploratory task-based language study in a language immersion setting. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Barley, N. (2020). Negotiation of meaning and comprehension in audio and videoconferencing: A mixed methods study. (Doctoral Dissertation, University of Illinois). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Baugh, M. (2020). Collaborative action research: Exploring adult English language learners’ motivation to read. (Doctoral Dissertation, State University of New York at Buffalo). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bistline-Bonilla, C. (2020). Interaction in synchronous computer-mediated communication: The effects of interlocutor, task, and state anxiety. (Doctoral Dissertation, Georgetown University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bowles, M. K. (2020). An exploration of the mediating effects of a digital, mobile vocabulary learning tool and device use on gulf Arab learners’ receptive vocabulary knowledge and capacity for self-regulated learning. (Doctoral Dissertation, Lancaster University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dadak, A. M. (2020). Global language variation in online writing instructional spaces: English as a Lingua Franca among global participants in a Massive Open Online Course. (Doctoral Dissertation, Old Dominion University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Divekar, R. R. (2020). AI enabled foreign language immersion: Technology and method to acquire foreign languages with AI in immersive virtual worlds. (Doctoral Dissertation, Rensselaer Polytechnic Institute). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Domaz, S. (2020). A virtual approach to communication: Augmented reality and language related episodes in second language learning. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Edwards, C. E. (2020). Exploring the perceptions of English language learners and teachers with computer assisted language learning programs: A multiple case study. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fearn, L. J. (2020). An enquiry into English as a foreign language and online community projects in secondary school education. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Funcheon, K. A. (2020). Increasing student engagement in the secondary ELA classroom through technology integration: A narrative case study. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Greenberg, I. (2020). Effective instructional design practices for online language learning: Emerging trends and implications. (Doctoral Dissertation, Fielding Graduate University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Han, Y. (2020). Successful language learning in the digital wilds: Complexity, autonomy, and identity. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

He, X. (2020). Working memory, presentation formats, and attention: An eye-tracking study on learning L2 Chinese characters in a computer-assisted self-study environment. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hu, X. (2020). Learning practices in Chinese character recognition: An analysis of student outcomes and perceptions. (Doctoral Dissertation, University of Rhode Island). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jong Sook, Y. E. (2020). Strategic learners with Korean pop culture. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Khoshnevisan, B. (2020). The effects of augmented reality (AR)-infused idiom material on Iranian students’ idiom achievements, motivation, and perceptions. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Larsen-Walker, M. (2020). How the use of learner-generated images and authentic materials affects the comprehension and production of Vivid Phrasal Idioms in L2 English learners. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lee, H. (2020). Gesture in multimodal language learner interaction via videoconferencing on mobile devices. (Doctoral Dissertation, The Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lessing, S. (2020). ComPron: Learning pronunciation through building associations between native language and second language speech sounds. (Doctoral Dissertation, Uppsala Universitet). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, C. C. (2020). Negotiation for meaning in audio and video synchronous computer-mediated communication. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lushao, A. N. (2020). A multiple regression study of the impact of technology supporting vocabulary development on language learning among English language learners and adults with and without disabilities. (Doctoral Dissertation, George Washington University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mainake, E. (2020). Analyzing EFL Teachers’ technology preparedness to promote CALL in Indonesia. (Doctoral Dissertation, Southern Illinois University at Carbondale). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mamiya Hernandez, R. (2020). Integrated Multimedia Design for Language Learners. (Doctoral Dissertation, University of Hawai'i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mannion, P. (2020). Digital stories students tell: An exploration of doctoral SLA students’ beliefs about storytelling and educational technology. (Doctoral Dissertation, University of South Florida).

Moghazy, M. A. (2020). Teaching and learning Arabic as a second language online: A case study of Dubai during Covid-19 pandemic. (Doctoral Dissertation, University of Illinois at Urbana-Champaign). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Muqaibal, M. H. (2020). Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: The case of Oman. (Doctoral Dissertation, The University of Reading). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Pleines, C. (2020). Learning through vicarious participation in online language tutorials. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Poole, F. J. (2020). Developing and validating stealth assessments for an educational game to assess young dual language immersion learners' reading comprehension. (Doctoral Dissertation, Utah State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Real, E. E. (2020). Language autonomy plans and guided autonomous language learning with technology in university Spanish-as-a-Foreign-Language instruction in the U.S. (Doctoral Dissertation, Indiana State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Robayna, T. (2020). Teaching grammar online: The intersection of computer assisted language learning and processing instruction in Spanish as a Second Language. (Doctoral Dissertation, The Florida State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Schmidt, N. (2020). Teaching digital literacies: knowledges, practices, and resources in second language writing. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Steadman, A. N. (2020). Raising the curtain: Positioning and identity construction in online language teacher education. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sun, S. Y. H. (2020). Online language learning: Design and co-configuration. (Doctoral Thesis, University of Sydney).

Suzumura, N. (2020). The usefulness of the computer-based speaking tasks of the AP Japanese exam. (Doctoral Dissertation, University of Hawai'i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Tejedor-Garcia, C. (2020). Design and evaluation of mobile computer-assisted pronunciation training tools for second language learning. (Doctoral Dissertation, University of Valladolid, Spain).

Wardak, M. (2020). Mobile Assisted Language Learning (MALL): Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL) vocabulary development. (Doctoral Dissertation, Lancaster University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wong, K. M. (2020). The promise of educational media for dual language learners’ L1 and L2 vocabulary development. (Doctoral Dissertation, New York University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Xie, F. (2020). Exploring CFL learners’ message formation process through video-recorded text chat. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Abozandah, T. (2019). Saudi Students’ attitude toward using mobile applications in learning English vocabulary. (Doctoral Dissertation, Northern Illinois University).

Almenei, A. M. (2019). An investigation of EFL learners’ attitudes toward Computer-assisted Writing (CAW). (Doctoral Dissertation, The University of Memphis).

Ankeny, R. (2019). Mobile phones in 21st century ESL classrooms: Interactional affordances of WhatsApp for academic vocabulary recognition and support of preparatory writing. (Doctoral Dissertation, New Mexico State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ardeshiri, M. (2019). Technology-based intervention in L2 reading comprehension: Toward digital scaffolding. (Doctoral Dissertation, University of Toronto). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses. 

Bajorek, J. P. (2019). Speaking of language technology. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Banarjee, H.-T. L. (2019). Investigating the construct of topical knowledge in a scenario-based assessment designed to simulate real-life second language use. (Doctoral Dissertation, Columbia University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bui, N. T. K. (2019). Networked professional learning in intercultural language education: A case study of a Small Connectivist Open Online Course (SCOOC). (Doctoral Dissertation, The Australian National University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Cintrón-Valentin, M. C. (2019). The effects of form-focused instruction and captioning on second language development. (Doctoral Dissertation, University of Michigan). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Eagan-Murray, J. L (2019). California middle school teachers’ perspectives of technology implementation for English Language Learners’ motivation and achievement. (Doctoral Dissertation, Concordia University Chicago). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fairess, L. A. (2019). An analysis of high school students’ self-efficacy in second language acquisition through digital language lab learning: Exploring new pathways to proficiency. (Doctoral Dissertation, Rowan University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ginting, S. R. (2019). Exploring the use of podcasts on students’ language learning and change of students’ self-efficacy about the use of podcasts. (Doctoral Dissertation, Northern Illinois University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Gomez, B. (2019). The role of technology in bilingual education: Developing a culture of excellence. (Doctoral Dissertation, The University of Texas Rio Grande Valley). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Han, J. (2019). The effects and students' views of teachers' coded Written Corrective Feedback: A multiple-case study of online multiple-draft Chinese writing. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hedderman, L. P. (2019). The effects of digital storytelling on student learning and engagement in the secondary world language classroom. (Doctoral Dissertation, University of Pittsburgh). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jaramillo Cherrez, N. V. (2019). Examining the impact of technology-mediated oral communicative tasks on students' willingness to communicate and communicative performance. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lee, G. J. (2019). Examining the impact of MALL integration on ESL and EFL teachers and students. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, Q. (2019). Exploring technology-enhanced optimal language learning environments for English language learners in elementary grades. (Doctoral Dissertation, Indiana University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, Z. (2019). Promoting L2 idiomatic competence among Chinese college students via WeChat. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Liu, H. (2019). Modeling the determinants of foreign language teachers’ intentions to use technology for student-centered learning: An extension of the Theory of Planned Behavior. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Liu, Y. (2019). Multimedia input modes, the modality principle, and the redundancy principle for university ESL students’ learning. (Doctoral Dissertation, Syracuse University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mari, S. (2019). EFL teachers’ use of CALL to facilitate student mastery of English. (Doctoral Dissertation, The Claremont Graduate University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

McClung, R. J. (2019). Impact of English language teachers' technology-based pedagogical choices on Japanese university students. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ocando Finol, M. V. (2019). Film annotation for the L2 classroom: A tech-mediated model for intercultural learning. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Omohundro, A. (2019). A teacher’s perceptions of language learning and social presence in a blended learning community college ESL course. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Pham, Q. N. (2019). EFL student collaborative writing in Google Docs: A multiple case study. (Doctoral University, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Prater, S. W. (2019). Effects of English as a New Language Online Training Modules on stakeholder perceptions. (Doctoral Dissertation, Trevecca Nazarene University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Quinlan, J. K. (2019). Exploring language learning through the lens of online speaking labs. (Doctoral Dissertation, Brigham Young University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ramos Lopez, L. B. (2019). Digital literacies to develop biliteracy: A case study of Latino students exploring multimodal writing in English and Spanish. (Doctoral Dissertation, The University of Texas Rio Grande Valley). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ryu, N.-Y. (2019). Effects of web-based auditory training on the perception of Korean sounds by Mandarin learners of Korean. (Doctoral Dissertation, University of Toronto). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sampurna, J. (2019). Exploring the implementation of online non-formal project-based language learning in the Indonesian context. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Santos, B. J. (2019). The attitudes and learning styles of adult learners to e-instruction of the Spanish language. (Doctoral Dissertation, University of Missouri – Saint Louis). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Schumann, A. A. (2019). Developing language learning and cultural awareness by sharing “lived experiences” in technology. (Doctoral Dissertation, New Mexico State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Shahbazi, S. (2019). Finding the right fit: Exploring ESL teachers and students’ perceptions of iLit ELL, a technology-based literacy program’s use with high school English Language Learners. (Doctoral Dissertation, University of Windsor). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Skelly, D. A. M. (2019). A mixed-methods study of applying andragogical practices to an online TESOL teacher training course at a Midwestern university. (Doctoral Dissertation, Lindenwood University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Svokos, G. R. (2019). Video vs. text in discussion boards: Exploring asynchronous video communication among second language undergraduates in a blended U.S. English composition course. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wang, S. (2019). Improving Computer-Assisted Language Learning through hierarchical knowledge structures. (Doctoral Dissertation, Cornell University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Weerakanto, P. (2019). Digital literacies of English language teachers and students and their perceptions of technology-enhanced language learning and teaching in Thailand. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wu, W. (2019). Chinese EFL learners’ use of online reading strategies. (Doctoral Dissertation, Oakland University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zhi, M. (2019). Investigating the authenticity of computer- and paper-based ESL writing tests. (Doctoral Dissertation, University of Texas at San Antonio). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses. 

Ahn, S. K. (2018). Korean EFL college students' acceptance and use of smartphone applications for English language learning. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alhomsi, R. (2018). Co-curricular technology engagement and its effects on Arabic language learner motivation, autonomy, and language proficiency. (Doctoral Dissertation, The University of Arizona).

Alluhaydan, K. A. (2018). Writing to learn in an online community of practice: An exploratory study of Arab ESL learners' texts and the corrective and commentary feedback they received: Linguistic, pedagogical, and sociolinguistic analysis. (Doctoral Dissertation, Indiana University of Pennsylvania). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alshehri, H. (2018). Perspectives of middle-school EFL teachers regarding Computer-Assisted Language Learning (CALL) in Saudi Arabia. (Doctoral Dissertation, Saint Louis University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Borysenko, N. (2018). The use of virtual environments for student engagement and language learning. (Doctoral Dissertation, Washington State University).

Brockbank, W. (2018). Bilingual families and information and communication technology at home. (Doctoral Dissertation, The University of Iowa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Chen, Y. (2018). Conceptualizing a mobile-assisted narrative writing practice for young English learners (iPanchitos) from a Funds-of-Knowledge approach. (Doctoral Dissertation, Northern Illinois University).

Ding, A.-C. (2018). Language teachers' reflections on technology integration through online text-based and video-based tasks. (Doctoral Dissertation, Indiana University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Djiguimde, R. M. (2018). The effects of the Great Textual Shift: Spatial multimodality and second/foreign language reading. (Doctoral Dissertation, Ball State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Elizalde, R. O. (2018). Connected learning and academic language scaffolds: a design-based research study with Long Term English Learners. (Doctoral Dissertation, Pepperdine University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Felix, M. J. (2018). Improving the language skills of English learners: The role of computer-assisted instruction. (Doctoral Dissertation, California State University, Long Beach). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Flemban, F. Y. (2018). Animated Pedagogical Agent's roles and English learners' prior knowledge: The influence on cognitive load, motivation, and vocabulary acquisition. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fu, N. (2018). Digital storytelling for non-background learners of Chinese: A case study of a primary school in Australia. (Doctoral Dissertation, Western Sydney University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Gasmi, A. A. (2018). An investigation of the impact of flipped instruction on EFL students’ engagement in academic writing classes: A case study of foundation students in Oman. (Doctoral Dissertation, The University of Liverpool). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Guo, X. (2018). Examining impact of ABRACADABRA (ABRA) a web-based literacy program on primary school students in Hunan, China: A mixed method study. (Doctoral Dissertation, The Chinese University of Hong Kong). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Harvil, H. R. (2018). Teacher perceptions on the use of technology with English Language Learners. (Doctoral Dissertation, Liberty University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hojnacki, S. G. (2018). The flipped classroom in introductory foreign language learning. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Kaenchan, P. (2018). Examining Thai students' experiences of Augmented Reality technology in a university language education classroom. (Doctoral Dissertation, Boston University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, C. (2018). Gamification in foreign language education: Fundamentals for a gamified design of institutional programs for Chinese as a Foreign Language. (Doctoral Dissertation, The Ohio State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Maloney, J. (2018). Fulbright FLTA CALL knowledge development and enactment: The role of context. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Marlowe, Z. (2018). Technology in the EFL classroom: Effects of a mobile English learning application on Turkish university student achievement and motivation. (Doctoral Dissertation, University of Southern California). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Martin, A. (2018). How to synchronize? A study of video-based, voice-based & text based Synchronous Computer-Mediated Communication, working memory, and second language learning. (Doctoral Dissertation, Georgetown University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Morgana, V. (2018). The iPad and the development of speaking and writing in the secondary EFL classroom. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ng, W. Y. J. (2018). Multiliteracies in the context of a Sister Class Project: Pursuing new possibilities in second language education. (Doctoral Dissertation, University of Toronto). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Putra, K. A. (2018). Youth, technology and indigenous language revitalization in Indonesia. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Qian, M. (2018). An adaptive computational system for automated, learner-customized segmental perception training in words and sentences: Design, implementation, assessment. (Doctoral Dissertation, Iowa State University).

Safavi, S. (2018). Accent conversion in computer-assisted pronunciation training (CAPT). (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Shintaku, K. (2018). Literacy practices with media: Popular culture media and the role of pedagogical guidance in L2 learning of Japanese. (Doctoral Dissertation, The University of Arizona).

Shurley, K. A. (2018). Enhancing the acquisition and retention of the Navajo language using computer-based instruction and the effects of static pedagogical agents and gamification practice. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Stevens, M. (2018). Technology enhanced learning for English Language Learners. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sullivan, N. B. (2018). The abilities, attitudes, and perspectives of foreign language teachers toward instructional technology: An explanatory sequential mixed methods inquiry. (Doctoral Dissertation, Texas A&M University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sutin, M. B. (2018). Language and culture learning through a university-based computer mediated communication course: Case studies of students' cross-cultural dialogues. (Doctoral Dissertation, New York University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Swinton, A. M. C. (2018). World language teacher education and web-enhanced language learning (WELL): How K-12 world language teachers learn to effectively use (WELL) technologies in the classroom. (Doctoral Dissertation, The University of North Carolina at Greensboro). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Yang, R. (2018). First-year international Chinese undergraduate students' academic writing in the digital age. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Yeh, C.-Y. (2018). Investigating technology integration in United States TESOL teacher preparation programs. (Doctoral Dissertation, University of Delaware). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Young, E. H. (2018). Promoting second language learning through oral asynchronous computer-mediated communication. (Doctoral Dissertation, Brigham Young University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zimotti, G. (2018). Virtual reality training: Reducing social distance abroad and facilitating Spanish second language acquisition. (Doctoral Dissertation, The University of Alabama). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses. 

Ahn, M. (2017). Student perception of language achievement and learner autonomy in a blended Korean language course: The case study of Defense Language Institute Foreign Language Center. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Akai, S. (2017). Transformative learning in an interculturally-inclusive online community. (Doctoral Dissertation, University of Toronto (Canada)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Akobirov, F. (2017). The influence of technology on language learning and motivation with Uzbek EFL and United States ESL students. (Doctoral Dissertation, University of Kansas). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Al-Jarrah, J. M. (2017). ESL teacher, student, and parent perceptions of using educational mobile applications to develop the language skills of ESL elementary school students. (Doctoral Dissertation, Southern Illinois University at Carbondale). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Aleissa, D. (2017). The effect of technology on Saudi students learning English as a Foreign/Second Language. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alfadil, M. M. (2017). Virtual reality game classroom implementation: Teacher perspectives and student learning outcomes. (Doctoral Dissertation, University of Northern Colorado). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Algubaisi, B. A. (2017). Exploring and understanding of administrators', teachers', and students' expectations and actual use of technology-enhanced language learning in a Saudi tertiary context. (Doctoral Dissertation, Indiana University of Pennsylvania). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alhababi, H. H. (2017). Technological pedagogical content knowledge (TPACK) effectiveness on English teachers and students in Saudi Arabia. (Doctoral Dissertation, University of Northern Colorado). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ali, M. A. E. (2017). The use of technology-enhanced organizational strategies to improve the academic writing of Arab ESL learners. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alsallami, N. (2017). L2 learners’ perceptions and preferences of automated corrective feedback. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Anglin, M. S. (2017). Technology integration by general education teachers of English language learners. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ayala Rivera, T. I. (2017). Teachers' perceptions regarding the integration of blogs to the teaching of creative writing in English as a Second Language at the elementary school level. (Doctoral Dissertation, Universidad del Turabo). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bayley-Hamlet, S. O. (2017). Effects of computer assisted learning instructions on reading achievement among middle school English language learners. (Doctoral Dissertation, University of Phoenix). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bhide, A. (2017). Instructional methods for promoting the development of orthographic and phonological knowledge in second language learners of Indic languages. (Doctoral Dissertation, University of Pittsburgh). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bin Hossan, S. A. (2017). Saudi female students' engagement in language learning. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bollinger, A. S. (2017). Foreign language anxiety in traditional and distance learning foreign language classrooms. (Doctoral Dissertation, Liberty University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Carter, J. J. (2017). Technology integration and English Language Learners. (Doctoral Dissertation, Lindenwood University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Cho, E. (2017). Effects of multimedia instruction on L2 acquisition of high-level, low-frequency English vocabulary words. (Doctoral Dissertation, City University of New York). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Collado, E. (2017). Virtual education and the Foreign Language Elementary School (FLES) curriculum: A blended model for proficiency-based learning. (Doctoral Dissertation, New Jersey City University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Crum, C. C. (2017). Influence of technology on English Language Learners' vocabulary, reading, and comprehension. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Debbek, J. A. (2017). ELL teachers' and students' perceptions and use of multimodal feedback on written work. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Drobisz, J. (2017). The effects of arousal presented by a pedagogical agent on English Language Learners' situational interest, cognitive load and reading comprehension in online reading tasks. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dunlop, M. (2017). Maximizing feedback for language learning: English language learners’ attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment. (Doctoral Dissertation, University of Toronto (Canada)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

DuQuette, J.-P. (2017). Cypris Village: Language learning in virtual worlds. (Doctoral Dissertation, Temple University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

El Shaban, A. R. (2017). In-service ELL teachers and technology adoption: Exploring diffusion of innovations in language education. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Forsythe, E. M. (2017). A qualitative case study of Japanese university students and personal smartphone use in English as a Foreign Language classes. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Harris, R. (2017). Comparing the effects of traditional face-to-face, technology-based, and blended instructional strategies in a post-secondary Spanish language learning environment. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hellmich, E. A. (2017). Language learning and technology in and for a global world. (Doctoral Dissertation, University of California, Berkeley). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hsu, H.-C. K. (2017). Cultivating Asian students' willingness to communicate in American classrooms using an online video-based pre-arrival course. (Doctoral Dissertation, Purdue University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hurtado, F. (2017). Participation and experiences of reclassified English language learners in a Learning Management System. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jackson, B. S. (2017). Korean university EFL student perspectives of smartphone applications (apps) as tools for language learning: An action research study. (Doctoral Dissertation, Capella University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jurkowski, S. (2017). De-duotanging Core French: Case study of a digital learning space portfolio in a Grade 8 classroom. (Doctoral Dissertation, Queen's University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Koowuttayakorn, S. (2017). Informal English language teaching and learning on Thai Facebook pages: Affordances, positioning, and stance-taking. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Leake, A. R. (2017). Educators' perceptions of using a language acquisition program to close English learners' achievement gap. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Marcum, J. (2017). Language proficiency and cultural intelligence in distance English-language learning. (Doctoral Dissertation, Utah State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Meredith, D. C. (2017). Relationships among utilization of an online differentiated reading program, ELL student literacy outcomes, and teacher attitudes. (Doctoral Dissertation, Trevecca Nazarene University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Meyr, J. E. (2017). Building social presence in a telecollaboration between American and German higher education students. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Moore, J. S. (2017). Digital literacy and composing practices of second language students: A student perspective on writing, technology, and privilege (Doctoral Dissertation, Bowling Green State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Murakami, J. R. G. (2017). The influence of social cues and cognitive processes in computer mediated second language learning. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Murray Finley, P. R. (2017). Impact of language learning software on performance and persistence of undergraduate English language learners in Puerto Rico. (Doctoral Dissertation, Universidad del Turabo). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ngo, H. T. P. (2017). Information and communication technologies in learning English as a Foreign Language (EFL): Attitudes of EFL learners in Vietnam. (Doctoral Dissertation, University of Hawai'i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Noxon, E. (2017). Evaluating professional development on educational technology integration for English teachers in Japan. (Doctoral Dissertation, University of Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Okal, A. (2017). Turkish Global Simulation: A modern strategy for teaching language and culture using web technologies. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Pilco, J. D. (2017). Perceptions of students regarding the adoption of e-books in the English as a Second Language (ESL) classroom. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Punyalert, S. (2017). Game-enhanced simulation as an approach to experiential learning in business English. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Santana-Paixao, R. C. (2017). The use of technology as an oral achievement testing tool: Analysis of students’ perceptions and oral performance in a Portuguese language program. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Savariappan, M. J. (2017). Teaching English to Indian Vernacular medium students through technology: A qualitative study of the Kolkata Jesuit Juniorate Program. (Doctoral Dissertation, University of San Francisco). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sharp, S. K. (2017). iPads in the second language classroom: An examination of iPad use by teachers through TPACK and teacher perception lenses. (Doctoral Dissertation, University of Maryland, College Park). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sonsaat, S. (2017). The influence of an online pronunciation teacher's manual on teachers' cognitions. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sparks, L. M. (2017). Educational success prediction instrument 2nd version: A foreign language perspective on readiness to take a beginner high school foreign language online course. (Doctoral Dissertation, Piedmont College). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Suzuki, S. (2017). The effect of computer-assisted oral reading while listening on L2 speaking fluency. (Doctoral Dissertation, Temple University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Thomas, S.-J. (2017). Student-created videos as a language acquisition strategy for a Haitian learner. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Vanek, J. B. (2017). Migrant adult learners and digital literacy: Using DBR to support teaching and learning. (Doctoral Dissertation, University of Minnesota). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Viera, J. (2017). Emergent bilinguals' engagement in an online mathematics course utilizing an intelligent tutoring system. (Doctoral Dissertation, University of Texas at El Paso). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Vigil, K. M. (2017). Quick response (QR) codes for audio support in foreign language learning. (Doctoral Dissertation, Boston University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Vojtko Rubí, J. (2017). Learning how to learn: Students’ interactions with the online components of a flipped Spanish language program. (Doctoral Dissertation, University of Iowa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ware, J. (2017). The effect of whole-language ICALL programs on student achievement scores. (Doctoral Dissertation, Northern Illinois University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Xue, X. (2017). Effects of different types of annotations on college students’ foreign language learning in the synchronous multimodal computer-mediated communication environment. (Doctoral Dissertation, Florida State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zamora, C. C. (2017). The secret is in the processing: A study of levels of explicit computerized feedback in heritage and L2 learners of Spanish. (Doctoral Dissertation, Georgetown University) ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Al Shlowiy, A. S. M. (2016). Promoting EFL learning outside the classroom through the use of web-based technologies after the adoption of Blackboard in a Saudi university. (Doctoral Dissertation, University of New Mexico). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alhamami, M. (2016). Using Ajzen’s theory to examine beliefs in EFL face-to-face and online lessons. (Doctoral Dissertation, University of Hawai’i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Almelhes, S. (2016). Teaching of Arabic language proficiency (pronunciation) to non-native speakers: Designing interventions using ICT. (Doctoral Dissertation, Western Sydney University (Australia)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Brady, T. (2016). The implementation of language-immersion technology, kindergarten through grade 5: A multiple-case study. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Demmans Epp, C. A. (2016). Supporting English language learners with an adaptive mobile application. (Doctoral Dissertation, University of Toronto (Canada)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Filgueras Gomez, M. L. (2016). The effects of type of feedback, amount of feedback and task essentialness in a L2 computer-assisted study. (Doctoral Dissertation, Georgetown University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Garling, B. A. (2016). Foreign language teachers’ technology beliefs and implementation factors: A mixed methods study. (Doctoral Dissertation, University of Iowa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hasan, Z. T. (2016). How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ibrahim, K. H. S. (2016). Interplay of languaging and gameplay: Player-game interactions as ecologies for languaging and situated L2 development. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Knowles, C. L. (2016). Investigating instructor perceptions of online machine translation and second language acquisition within most commonly taught language courses. (Doctoral Dissertation, University of Memphis). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Liu, Y. (2016). Improving Chinese university students’ speaking performance in mobile-assisted English learning. (Doctoral Dissertation, University of Illinois at Chicago). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ma, H. (2016). Developing and evaluating a pattern grammar inspired CALL tool: PAT GRAM. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Maclean, H. (2016). Technology use in California community college ESL classrooms. (Doctoral Dissertation, Pepperdine University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Parrilla, L. (2016). Multimedia technologies’ influence on language acquisition in English language. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Robles, A. (2016). Examining the role of corrective feedback on learners’ modified output of the Spanish past tense in face-to-face and telecollaboration contexts. (Doctoral Dissertation, State University of New York at Albany). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wagner-Loera, D. C. (2016). The effects of texting and electronic language-switching on English as a Second Language (ESL) students’ performance and cognitive load: Side effects of Mobile Assisted Language Learning (MALL). (Doctoral Dissertation, Grand Canyon University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wang, H. (2016). Towards perceptually enhanced corrective feedback generation in computeraided pronunciation training with crowdsourcing and spectral space warping strategies. (Doctoral Dissertation, The Chinese University of Hong Kong (Hong Kong)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Williams, V. (2016). An evaluation of a program for intentional learning: A hybrid approach to fostering learner autonomy. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alvarez Valencia, J. A. (2015).  Language, learning, and identity in social networking sites for language learning: The case of Busuu.  (Doctoral Dissertation, The University of Arizona).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Dorris, S. (2015).  The effects of computer-assisted instruction on the reading achievement of elementary school students.  (Doctoral Dissertation, Walden University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.  

El Omari, S. (2015).  The impact of computer assisted language learning adhering to the national standards for foreign language learning: A focus on modern standard Arabic at the university level.  (Doctoral Dissertation, University of Maryland, Baltimore County).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Enciso Bernal, A. M. (2015).  Effects of text, audio and learner control on text-sound association and cognitive load of EFL learners.  (Doctoral Dissertation, Arizona State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Graham, L. S. (2015).  English language learning in Mexico: A case study of implementing problem based learning into a technology enhanced writing curriculum.  (Doctoral Dissertation, The University of Texas at Austin).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Hamilton Cobb, F. D. (2015).  “I wanna text, too!” Examining how low-literate adults use new communication technologies and applications.  (Doctoral Dissertation, North Carolina State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Hartmann, C. (2015).  The effect of computer-assisted language learning on Micronesian students’ writing achievement.  (Doctoral Dissertation, Walden University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Jay, C. J. (2015).  Impact of mathematics computer-assisted instruction on English language learner achievement.  (Doctoral Dissertation, University of Arkansas).  ProQuest Dissertations and Theses. 

Kieliszek, M. (2015).  Vocabulary through affixes and word families: A computer-assisted language learning program for adult ELL students.  (Master’s Thesis, City University of New York).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Li, M. (2015).  Small group interactions in wiki-based collaborative writing in the EAP context.  (Doctoral Dissertation, University of South Florida).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Luft, S. (2015).  Dialogic learning and collaboration through video chat in two first-grade classrooms.  (Doctoral Dissertation, Fordham University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mehring, J. G. (2015).  An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open.  Retrievable from ProQuest Dissertations & Theses.

Niu, D. (2015).  A phenomenological study of students’ experiences learning Mandarin Chinese online.  (Doctoral Dissertation, University of South Dakota).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Norafkan, M. (2015).  Learnability of cultural models through authentic materials: Focus on metaphorical competence and conceptual fluency.  (Doctoral Dissertation, Simon Fraser University (Canada)).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Rimrott, A. (2015).  Computer-assisted vocabulary learning: Multimedia annotations, word concreteness, and individualized instruction.  (Doctoral Dissertation, Simon Fraser University (Canada)).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Shea, A. M. (2015).  Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open.   Retrievable from ProQuest Dissertations & Theses.

Wang, T. (2015).  Exploring engagement in foreign language instructional design and practice.  (Doctoral Dissertation, Washington State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Welch, M. E. (2015).  An exploration of the technology-based learning environment in middle grades English/language arts instruction and its impact on learner autonomy.  (Doctoral Dissertation, Piedmont College).  ProQuest Dissertations and Theses.

Wu, H. (2015).  The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan.  (Doctoral Dissertation, University of South Florida).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Wu, Y. A. (2015).  Utilizing corpus resources accompanied by other consultation resources in enhancing collocation accuracy and collocation richness in L2 writing.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Al Mukhallafi, T. R. (2014).  Computer assisted language learning for learning English in Saudi Arabia.  (Doctoral Dissertation, University of Technology, Sydney).  Australasian Digital These Program.  http://trove.nla.gov.au/version/209106119

Alameen, G. (2014).  The effectiveness of linking instruction on NNS speech perception and production.  (Doctoral Dissertation, Iowa State University).  Open Access Theses and Dissertations.  http://lib.dr.iastate.edu/etd/14004/

Ariffin, S. A. (2014).  The contribution of mLearning to the study of local culture in the Malaysian university context.  (Doctoral Dissertation, University of Technology, Sydney).  Australasian Digital These Program.  http://trove.nla.gov.au/version/209106136

Bale, R. (2014).  Spoken corpus-based resources for undergraduate initial interpreter training and lexical knowledge acquisition: Empirical case studies. (Doctoral Dissertation, University of Surrey).  ProQuest Dissertations and Theses.

Beard, M. (2014).  Program evaluation of Western Illinois University’s English language learner online module.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open.  Retrievable from ProQuest Dissertations & Theses.  http://pqdtopen.proquest.com/doc/1511444067.html?FMT=ABS

Caruso, G. (2014).  The Impact of wiki-based collaborative writing on English L2 learners’ individual writing development.  (Master’s Thesis, Portland State University).  ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Chang, A. C. (2014).  ELL student engagement in computer-assisted language learning tasks.  (Doctoral Dissertation, Washington State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Chen, T. (2014).  Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).  (Doctoral dissertation, Texas A & M University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Christopherson, L. L. (2014).  OMG! L2SPELL online: The creative vocabulary of cyberlanguage S(~_^)--b.  (Doctoral Dissertation, University of North Carolina at Chapel Hill).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Doe, R. J. (2014).  Lost in the middle kingdom: Teaching new languages using serious games and language learning methodologies.  (Master’s Thesis, University of South Carolina).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Dzekoe, R. (2014).  Facilitating revision in the English as a second language (ESL) composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Franciosi, S. J. (2014).  Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open .  Retrievable from http://pqdtopen.proquest.com/doc/1502046018.html?FMT=AI&pubnum=3611461 Fujimoto, C. (2014).  Developmental phases of CALL software for learning English collocations: A longitudinal case study.  (Doctoral Dissertation, Griffith University).  Australasian Digital These Program.  Retrievable from http://trove.nla.gov.au/version/210575630

Ge, Z. (2014).  Mispronunciation detection for language learning and speech recognition adaptation.  (Doctoral Dissertation, Purdue University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Halvorsen, A. (2014).  Facebook usage in Thailand: The plurilingual competencies of Thai high school students and teachers.  (Doctoral Dissertation, University of Illinois at Urbana-Champaign).  Open Access Theses and Dissertations . Retrievable from  https://www.ideals.illinois.edu/handle/2142/49516

Hsieh, H. W. (2014).  Practices and strategies of self-initiated language learning in an online social network discussion forum: A descriptive case study.  (Doctoral Dissertation, The Pennsylvania State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Human, P. P. (2014).  Innovative use of educational technology in the second language classroom: Design principles for teaching and learning.  (Master’s Thesis, University of Johannesburg).  Open Access Theses and Dissertations . Retrievable from:  https://ujdigispace.uj.ac.za/handle/10210/11234

Kim, S. S. (2014).  Analyses of receptive and productive Korean EFL vocabulary: Computer-based vocabulary learning program.  (Doctoral Dissertation, Arizona State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Lee, S. (2014).  CALL-infused project-based learning: A case study of adult ESL students learning prepositions.  (Master’s Thesis, Iowa State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Lavolette, E. H. P. (2014).  Effects of feedback timing and type on learning ESL grammar rules.  (Doctoral Dissertation, Michigan State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Marissa, D. N. (2014).  Intertextuality, identity works, and second language literacy development in the digital media: An ethnographical case study of two Indonesian college students’ literacy practice on Twitter.  (Doctoral Dissertation, University of Maryland).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mendelson, A. J. (2014).  Write to speak revisited: An ecological investigation of transfer between chatting and speaking in foreign languages.  (Doctoral Dissertation, University of California, Berkeley).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Parker, J. M. (2014).  Reading intervention for Hispanic students: A quantitative study on the effects of Read Live™ supplemental reading program.  (Doctoral Dissertation, Tennessee State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Sanchez, K. R. (2014).  Adult learning in a computer-based ESL acquisition program.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses. 

Sawatdeenarunat, S. (2014).  Conceptualising online literacies: An investigation into Thai EFL students’ web-based research practices.  (Doctoral Dissertation, University of Technology, Sydney).  Australasian Digital These Program.  Retrievable from http://trove.nla.gov.au/version/208565013

Takeda, M. (2014).  The effect of podcast tasks on students’ engagement and performance in a beginning level Japanese language course.  (Doctoral Dissertation, Western Carolina University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Tour, E. (2014).  Digital diversity: A study of teachers’ everyday digital literacy practices.  (Doctoral Dissertation, Monash University).  Australasian Digital These Program.  Retrievable from  http://trove.nla.gov.au/version/206835861

Tsai, C. (2014).  Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginner.  (Doctoral Dissertation, The University of Iowa).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Wang, D. (2014).  The impact of the use of an electronic dictionary on verbal reasoning on adult native Chinese international students in the United States.  (Mater’s Thesis, California State University, Long Beach).  ProQuest Dissertations and Theses Open.  http://pqdtopen.proquest.com/doc/1530478041.html?FMT=ABS

Wang, J. (2014).  The effect of implicit vs. explicit instruction on learning form-based vs. meaning-based language features.  (Doctoral Dissertation, University of Pittsburgh).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Wang, L. (2014).  The effects of single and dual coded multimedia instructional methods on Chinese character learning.  (Doctoral Dissertation, Middle Tennessee State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Yan, J. (2014).  A computer-based approach for identifying student conceptual change.  (Master’s Thesis, Purdue University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Yang, L. (2014).  A web-based approach to learning expressions of gratitude in Chinese as a foreign language.  (Doctoral Dissertation, The University of Iowa).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Yin, Z. (2014).  Chinese calligraphist: A sketch based learning tool for learning written Chinese.  (Master’s Thesis, Texas A & M University).  Open Access Theses and Dissertations.   Retrievable from https://repository.tamu.edu/handle/1969.1/153841  

Albaddi, M. A. (2013).  Teachers’ perceptions of YouTube as a potential learning resource for English education in Libya.  (Master’s Thesis, Southern Illinois University at Carbondale).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Bauler, C. V. (2013).  Examining online forum discussions as practices of digital literacy in college-level ESL writing.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Baseri, S. H. (2013).  The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.  (Doctoral Dissertation, University of Southern California).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Begay, W. R. (2013).  Mobile apps and indigenous language learning: New developments in the field of indigenous language revitalization.  (Master's Thesis, The University of Arizona).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Belamaric Wilsey, B. (2013).  Ecological view of the learner-context interface for online language learning: A phenomenological case study of informal learners of macedonian.  (Doctoral Dissertation, North Carolina State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Bradley, L. (2013).  Language learning and technology. Student activities in web-based environments.  (Doctoral Dissertation, University of Gothenburg). Retrievable from Swedish University Dissertations,  https://gupea.ub.gu.se/bitstream/2077/32322/1/gupea_2077_32322_1.pdf

Bunting, J. D. (2013).  An investigation of language teachers' explorations of the use of corpus tools in the English for academic purposes (EAP) class.  (Doctoral Dissertation, Georgia State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Chamorro Galán, G. (2013).  Effect of recent L1 exposure on Spanish attrition : An eye-tracking study.  (Doctoral Dissertation, The University of Edinburgh (United Kingdom)).  PQDT - UK & Ireland,  Retrievable from ProQuest Dissertations & Theses.

Chametzky, B. (2013).  Offsetting the affective filter: A classic grounded theory study of post-secondary online foreign language learners.  (Doctoral Dissertation, Northcentral University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Chatpunnarangsee, K. (2013).  Incorporating corpus technology to facilitate learning of English collocations in a Thai university EFL writing course.  (Doctoral Dissertation, Indiana University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Che Wan Ibrahim, C. W. I. R. (2013).  Perceived affordances and learning strategies of Malaysian university students in web 2.0-based informal learning of English as a second language: A mixed methods study.  (Doctoral Dissertation, Latrobe University).  Open Access Theses and Dissertations.  Retrievable from  http://arrow.latrobe.edu.au:8080/vital/access/manager/Repository/latrobe:35053 Chen, H. (2013).  The impact of the use of synchronous and asynchronous wiki technology on Chinese language reading and writing skills of high school students in south Texas.  (Doctoral Dissertation, Texas A&M University - Kingsville).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses. Chen, S. (2013).  Genre features of personal statements by Chinese English-as-an-additional-language writers: A corpus-driven study.  (Master's Thesis, University of Victoria (Canada)).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses. Christensen, M. I. (2013).  Online activities for learning Japanese as a foreign language . (Doctoral Dissertation, University of New South Wales). Retrievable from National Library of Australia,  http://www.unsworks.unsw.edu.au/primo_library/libweb/action/dlDisplay.do?vid=UNSWORKS&docId=unsworks_12046 De Felice, D. (2013).  A phenomenological study of teaching endangered languages online: Perspectives from nahua and mayan educators.  (Doctoral Dissertation, University of South Florida).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Dewing, S. E. (2013).  Preparing teachers to work with English learners: Exploring the potential for transformative learning in an online English as a second language for educators course.  (Doctoral Dissertation, University of Colorado).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Dohl, C. (2013).  Foreign language student anxiety and expected testing method: Face-to-face versus computer mediated testing.  (Doctoral Dissertation, University of Nevada, Reno).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses. Fay, R. (2013).  To what extent does smart board technology increase motivation and participation during writing lessons for a student with autism?  (Master's Thesis, Caldwell College).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Feng, Y. L. (2013).  English language teachers’ perceptions of computer-assisted language learning.  (Doctoral Dissertation, Texas A & M University-Kingsville).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses. Flesvig Bruland, N. (2013).  Examining the relationship between interaction and linguistic outcomes: Is the online learning environment a viable alternative to traditional classroom instruction for beginning language learners?  (Doctoral Dissertation, The Florida State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Giupponi, L. (2013).  Imaginary friends, stalking, and curating the Web: An ESL student’s use of social media.  (Master’s Thesis, Iowa State University).  Open Access Theses and Dissertations.  Retrievable from  http://lib.dr.iastate.edu/etd/13027/

Gleason, J. (2013).  Technology and tasks for bridging the language-content gap: Teacher-researcher collaboration in a third-year spanish writing course.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Hoki, C. (2013).  Middle school English second language (ESL) teachers' usage of technology for literacy instruction and their English language learners' (ELL) responses.  (Doctoral Dissertation, Texas Woman's University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Hashimoto, K. (2013).  Exploring the relationship between L2 blogging, learner autonomy, and L2 proficiency levels: A case study of post-secondary Japanese L2 learners.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Jacob, L. B. (2013).  Using virtual worlds to identify multidimensional student engagement in high school foreign language learning classrooms.  (Doctoral Dissertation, Duquesne University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Johnson, C. P. (2013).  Increasing students’ academic involvement: Children teacher engagement with learners in blended English as a foreign language courses.  (Doctoral Dissertation, Walden University).  ProQuest Dissertations and Theses Open.  Retrievable from  http://pqdtopen.proquest.com/doc/1466651481.html?FMT=ABS

Kenney, S. (2013).  The impact of using assistive technology on writing productivity of young writers with autism.  (Doctoral Dissertation, George Mason University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Klimanova, L. (2013).  Second language identity building through participation in internet-mediated environments: a critical perspective.  (Doctoral Dissertation, The University of Iowa). Retrievable from Iowa Research Online,  http://ir.uiowa.edu/cgi/viewcontent.cgi?article=5001&context=etd

Kulavuz-Onal, D. (2013).  English language teachers' learning to teach with technology through participation in an online community of practice: A netnography of webheads in action.  (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Le Baron-Earle, F. (2013).  Social media and language learning: enhancing intercultural communicative competence.  (Doctoral Dissertation, University of Limerick). Retrievable from University of Limerick Institutional Repository,  http://hdl.handle.net/10344/3589

Lebron-Lozada, S. I. (2013).  Learning conversational English with student-generated podcasts.  (Doctoral Dissertation, Nova Southeastern University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Lenihan, A. (2013).  The interaction of language policy, minority languages and new media: a study of the facebook translations application . (Doctoral Dissertation, University of Limerick). Retrievable from University of Limerick Institutional Repository,  http://hdl.handle.net/10344/3590

Liu, J. (2013).  E-learning in English classroom: Investigating fators impacting on ESL (English as Second Language) college students’ acceptance and use of Moodle.  (Master’s Thesis, Iowa State University) Retrievable from Digital Repository @ Iowa State University,  http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4263&context=etd

Liu, X. (2013).  Action Research on the Effects of an Innovative Use of CALL (Computer Assisted Language Learning) on the Listening and Speaking Abilities of Chinese University Intermediate Level English Students.  (Doctoral Dissertation, University of Exeter). Retrievable from  http://hdl.handle.net/10871/14067

Lo, Y. (2013).  What is the participant learning experience like using YouTube to study a foreign language?  (Doctoral Dissertation, University of Arkansas).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Lu, H. (2013).  Enriching critical thinking and language learning with educational digital libraries.  (Doctoral Dissertation, University of Kansas).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Martin, V. (2013).  Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of French as a foreign language.  (Doctoral Dissertation, State University of New York at Albany).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Miyagi H. (2013).  Online asynchronous discussions in a blended English writing course in a Japanese university.  (Doctoral Dissertation, Capella University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mizukawa, J. (2013).  The crisis of language in contemporary japan: Reading, writing, and new technology.  (Doctoral Dissertation, Columbia University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mohamed Razali, A. B. (2013).  Malaysian teachers' conceptions and uses of digital technology in English writing instruction: A multiple case study.  (Doctoral Dissertation, Michigan State University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Morales Sousa, J. I. (2013).  Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level.  (Doctoral Dissertation, University of Puerto Rico, Rio Piedras (Puerto Rico)).  ProQuest Dissertations and Theses  Retrievable from ProQuest Dissertations & Theses.

Moroz, A. (2013).  App assisted language learning: How students perceive Japanese smartphone apps.  (Master’s Thesis, University of Alberta).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Nakata, T. (2013).  Optimising second language vocabulary learning from flashcards  (Doctoral Dissertation, Victoria University of Wellington,New Zealand). Retrievable from  http://victoria.lconz.ac.nz/vwebv/holdingsInfo?bibId=1574806

Olesova, L. A. (2013).  An examination of the effectiveness of embedded audio feedback for English as a foreign language students in asynchronous online discussions.  (Doctoral Dissertation, Purdue University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Oqilat, A. (2013).  Developing Evaluation Criteria for Advanced-level Students’ Perspectives of English Language Learning Websites . (Doctoral Dissertation, Griffith University). Retrievable from National Library of Australia,  http://trove.nla.gov.au/version/208382287

Pares-Toral, M. T. (2013).  The effect of the use of the 3-D multi-user virtual environment Second Life on student motivation and language proficiency in courses of Spanish as a foreign language.  (Doctoral Dissertation, Nova Southeastern University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Ranalli, J. M. (2013).  The VVT project: A web-based platform for strategy instruction and research into self-regulated learning of L2 vocabulary.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Riordan, E. (2013).  The discourse of a community of student teachers: a corpus-based analysis of online and face-to-face modes.   (Doctoral Dissertation, University of Limerick). Retrievable from University of Limerick Institutional Repository,  http://hdl.handle.net/10344/3259

Samuels, J. D. (2013).  Pedagogy and related criteria: The selection of software for computer assisted language learning.  (Doctoral Dissertation, Capella University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Shi, L. (2013).  The effects of a custom-designed animation program on learning Chinese characters.  (Doctoral Dissertation, George Mason University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Smith, S. J. C. (2013).  The development of interactive technology for conveying symbols, signs and meaning for beginning learners of Arabic.  (Doctoral Dissertation, Brigham Young University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Spataro, C. (2013).    Using Moodle 2.3 to improve perception skills in EFL listening: does it work?  [Master’s  Thesis , University of Leeds, UK].  https://www.teachingenglish.org.uk/sites/teacheng/files/spataro_claudia_200749718_educ_5001m.pdf

Suvorov, R. (2013).  Interacting with visuals in L2 listening tests: An eye-tracking study.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses . Retrievable from Retrievable from ProQuest Dissertations & Theses.

Tecedor C., M. (2013).  Developing Interactional Competence Through Video-Based Computer-Mediated Conversations: Beginning Learners of Spanish . (Doctoral Dissertation, University of Iowa) . Retrievable from Iowa Research Online,  http://ir.uiowa.edu/cgi/viewcontent.cgi?article=4875&context=etd

Umstead, L. (2013).  The relationship between computer-assisted language learning and student achievement on language tests.  (Doctoral Dissertation, Wilmington University (Delaware)).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Vithanage, R. I. (2013).  Collaborative writing and individual writing: Improving writing in an L2 class.  (Master’s Thesis, Ohio University).  Open Access Theses and Dissertations.  Retrievable from  https://etd.ohiolink.edu/ap/10?0::NO:10:P10_ACCESSION_NUM:ohiou1367887930

Wang, S. (2013).  Intermediate-Level Chinese Language learners’ Social Communication in Chinese on Facebook: A Mixed Methods Study . (Doctoral Dissertation, University of South Florida). Retrievable from  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=5803&context=etd

Webber, D. E. (2013).  Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.  (Doctoral Dissertation, The Pennsylvania State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Williams, Z. (2013).  The Use of Multimedia Material in Teaching Chinese as a Second Language and Pedagogical Implications.  Master’s Theses, University of Massachusetts. Retrievable from ScholarWorks@UMass Amherst,  http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2073&context=theses

Woloshen, S. K. (2013).  Podcasting to enhance pronunciation in second language learning.  (Master's Thesis, Simon Fraser University (Canada)).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Yang, W. (2013).  A cross case analysis of computer use among ELL university instructors in Taiwan.  (Doctoral Dissertation, University of Wisconsin-Madison).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Ziegler, N. (2013).  Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis.  (Doctoral Dissertation, Georgetown University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Arispe, K. (2012).  Why vocabulary still matters: L2 lexical development and learner autonomy as mediated through an ICALL tool, Langbot . (Doctoral dissertation, University of California, Davis). Retrievable from ProQuest Dissertations & Theses. (AAT 3540534)

Brinckwirth, A. T. (2012).  Implementation and outcomes of an online English-Portuguese tandem language exchange program delivered jointly across a U.S.-Brazilian university partnership: A case study . (Doctoral dissertation, Virginia Commonwealth University). Retrievable from VCU Digital Archives,  http://scholarscompass.vcu.edu/etd/2752/

Cheng, H. Y. (2012).  Applying Twitter to EFL reading and writing in a Taiwanese college setting . (Doctoral dissertation, Indiana State University). Retrievable from Indiana State University Sycamore Scholars,  http://scholars.indstate.edu//handle/10484/4574

Cho, Y. S. (2012).  Exploring second language (L2) learners' language learning experience in social networking environments . Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Hinkelman, D. (2012).  Blending technologies in foreign language programs . (Doctoral thesis, The University of Melbourne). Retrievable from The University of Melbourne University Library Digital Repository,  http://repository.unimelb.edu.au/10187/11580

Kang, M. (2012).  East asian students' negotiation of silence in a university intensive english reading class: An examination of cross-cultural transition within a project-oriented CALL approach.  (Doctoral dissertation, Iowa State University). Retrievable from PQDT Open,  http://pqdtopen.proquest.com/doc/1095402136.html?FMT=ABS

Jones, J. (2012).  Immersion within call.  University, MS: The University of Mississippi. (Master's thesis).

Kurtz, L. (2012).  Learning from twenty-first century second language learners: A case study in smartphone use of language learners . (Master's thesis, Iowa State University). Retrievable from ProQuest Dissertations & Theses. (AAT 1519179)

Lin, C. (2012).  Language learning through social networks: Perceptions and reality.  Irvine, CA: University of California, Irvine. (Doctoral dissertation).

Longberg, P. O. (2012).  Evaluation of “Imagine Learning English,” a computer-assisted instruction of language and literacy for kindergarten students . (Doctoral dissertation, The University of Utah). Retrievable from USpace Institutional Repository,  http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2057

McMurry, B. L. (2012).  Evaluation in computer-assisted language learning.   (Doctoral dissertation, Brigham Young University). Retrievable from ProQuest Dissertations & Theses. (AAT 3542633)

Mroz, A. P. (2012).  Nature of L2 negotiation and co-construction of meaning in a problem-based virtual learning environment: A mixed methods study . (Doctoral dissertation, The University of Iowa). Retrievable from Iowa Research Online,  http://ir.uiowa.edu/etd/2951/

Park, H. R. (2012).  Four English language learners' experiences and strategy use in learning environments of multiliteracies . (Doctoral dissertation, University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=5390&context=etd

Prihatin, P. N. (2012).  The computer integration into the EFL instruction in Indonesia: An analysis of two university instructors in integrating computer technology into EFL instruction to encourage students' language learning engagement . (Doctoral dissertation, Loyola University). Retrievable from ProQuest Dissertations & Theses. (AAT 3527962)

Reynolds, A. K. (2012).  Intersections of contexts and concepts in learning to teach: A qualitative case study of the appropriation of the communicative language teaching approach by pre-service teachers of Spanish in the United States . (Doctoral dissertation, The Ohio State University). Retrievable from OhioLink ( https://etd.ohiolink.edu/ap/1?0 )

Romero, I. F. (2012).  Anàlisi didàctica i crítica del web per a l'autoaprenentatge del català.  (Doctoral dissertation, Universitat Politècnica de València). Retrievable from RiuNet,   https://riunet.upv.es/handle/10251/16802

Sandler, J. D. (2012).  Learning and teaching the grammatical usage of vocabulary items in english as a second language . (Doctoral dissertation, The University of Pennsylvania). Retrievable from ProQuest Dissertations & Theses. (AAT 3509475)

Shutler, R. (2012).  A study of student and teacher perceptions of criterion, an online writing program.  Ottawa, CA: Carleton University. (Master's thesis).

Singman, C. (2012).  The effectiveness of social media activities on Taiwanese undergraduates' EFL grammar achievement . Lawrence, KA: University of Kansas. (Doctoral dissertation).

Sukasem, N. (2012).  Digital literacy practice: Blogs and authorship in developing multilingual TESOL professionals in a graduate program in the united states . (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://hdl.handle.net/2069/769

Tourtellotte, S. E. (2012).  The use of media in the acquisition of English as a second language . (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://hdl.handle.net/2069/1893

Warren, R. D. (2012).  The effect of adaptive confidence strategies in computer-assisted instruction on learning and learner confidence.  (Doctoral dissertation, The Florida State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3519403)

Al Ghafli, M. H. (2011).  The effect of mediated glosses on vocabulary retention and reading comprehension with English language learners in Saudi Arabia . (Doctoral dissertation, University of Kansas). Retrievable from KU ScholarWorks  http://hdl.handle.net/1808/7913

Alshamari, A. (2011).  The development of L2 writing in a computerized process-centred learning project . (Doctoral thesis, The University of Queensland). Retrievable from UQ eSpace,  http://espace.library.uq.edu.au/view/UQ:270893

Altiner, C. (2011).  Integrating a computer-based flashcard program into academic vocabulary learning . (Doctoral dissertation, Iowa State University). Retrievable from  http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1122&context=etd

Ashton-Hay, S. (2011).   Interactive peer-based learning in a comparative case study: What do students gain?  (Doctoral thesis, Queensland University of Technology). Retrievable from  http://eprints.qut.edu.au/46111/

Cai, S. (2011).  The impact of an online learning community project on university Chinese as a foreign language students' motivation.  (Doctoral dissertation, University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=4221&context=etd

Cardenas-Claros, M. S. (2011).  A preliminary framework of help options in computer-based second language listening . (Doctoral thesis, The University of Melbourne). Retrievable from the University of Melbourne University Library Digital Repository,  http://repository.unimelb.edu.au/10187/10042

Chen, Y. (2011).  The influence of integrating technology in language learning courses.  (Doctoral thesis, University of Kansas). Retrievable from KU ScholarWorks,   http://kuscholarworks.ku.edu/dspace/bitstream/1808/8053/1/Chen_ku_0099D_11442_DATA_1.pdf

Dalton, M. L. (2011).  Social networking and second language acquisition: Exploiting Skype(TM) chat for the purpose of investigating interaction in L2 English learning . (Master's thesis, Iowa State University. Retrievable from Digital Repository & Iowa State University,  http://lib.dr.iastate.edu/etd/10221/

Dang, N. T. (2011).  Exploring CALL options for teaching EFL in Vietnam . (Master's thesis, Minnesota State University). Retrievable from MSU Digital Capstone Collection,  http://cornerstone.lib.mnsu.edu/etds/273/

Gardner, J. M. (2011).  Using web 2.0 tools to motivate adult ESOL students: A handbook for teachers . (Doctoral dissertation, Saint Mary's College of California). Retrievable from ProQuest Dissertations & Theses. (AAT 1501371)

Greenleaf, J. (2011).  Implementing computer-assisted language learning in the teaching of second language listening skills.  (Master's thesis, Minnesota State University). Retrievable from MSU Digital Capstone Collection,  http://cornerstone.lib.mnsu.edu/etds/275/

Hepburn, A. (2011).  Technologically-meditated collaborative learning activities for the university level intermediate Spanish classroom . Little Rock, AR: University of Arkansas at Little Rock. (Doctoral dissertation).

Kim, S. H. (2011).  An instructional design for an integrated English language curriculum with 3D virtual world affordances . (Doctoral dissertation, The University of Wisconsin – Madison). Retrievable from ProQuest Dissertations & Theses. (AAT 3471085)

Kregar, S. (2011).  Relative effectiveness of corrective feedback types in computer-assisted language learning.  (Doctoral dissertation, The Florida State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3477247)

Leahy, C. (2011).  Electronic role-pay as a manifestation of open-task computer-assisted language learning: a case study.  (Doctoral Dissertation, Nottingham Trent University, UK). Retrievable from  http://irep.ntu.ac.uk/id/eprint/151/ or the British Library at  https://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.569071

Mthethwa, M. P. (2011). Perceptions and attitude towards the potential use of computer-assisted language learning (CALL) in Swaziland: A case study . Carbondale, IL: Southern Illinois University at Carbondale. (Master's thesis).

Oda, K. (2011).  Post-secondary foreign language teachers' belief systems about language Teaching/Learning and Technology/Teaching with technology .(Doctoral dissertation, University of Minnesota). Retrievable from ProQuest Dissertations & Theses. (AAT 3474787)

Sachs, R. R. (2011).  Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese . (Doctoral dissertation, Georgetown University). Retrievable from ProQuest Dissertations & Theses. (AAT 3450858)

Barboza, A. (2010).  Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction . (Doctoral dissertation, Kansas State University). Retrievable from K-State Research Exchange,  http://krex.k-state.edu/dspace/handle/2097/3903

Blankenship, R. J. (2010).  Using virtual environments as professional development tools for pre-service teachers seeking ESOL endorsement . (Doctoral dissertation , University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/etd/3576/

Cerezo Ceballos, L. (2010).  Talking to avatars: The computer as a tutor and the incidence of learner's agency, feedback, and grammatical form in SLA . Washington, DC: Georgetown University. (Doctoral Dissertation).

Chang, Y. (2010).  Discourse and identity in online language learning: A case study of a community college ESL classroom . Riverside, CA: University of California, Riverside. (Doctoral dissertation).

Coryell, J. (2010).  Sociocultural connections, language learning anxiety, and communities of practice: Insights and perceptions of the adult online Spanish learner . (Doctoral dissertation, Texas A&M University). Retrievable from Texas A&M University University Libraries,  http://oaktrust.library.tamu.edu/handle/1969.1/ETD-TAMU-1485

Daggett, K. (2010).  Immersion through technology . (Doctoral dissertation, Iowa State University). Retrievable from Digital Repository @ Iowa State University,  http://lib.dr.iastate.edu/etd/11396/

Demmans, C. (2010).  Protutor: A pronunciation tutor that uses historic open learner models . (Doctoral dissertation, University of Saskatchewan). Retrievable from eCommons@USASK,  http://ecommons.usask.ca/handle/10388/etd-07082010-120018

Dos Reis, S. (2010).  From discourse to practice: Textualization of the Computer Assisted Language Learning research . Santa Maria, BR: Universidade Federale do Santa Maria. (Doctoral dissertation).

El-Adawy, R. (2010).  Teaching EAP Through Distance Education: An Analysis of an Online Writing Course . (Doctoral dissertation, Indiana University, Indianapolis). Retrievable from IUPUI Scholar Works,  https://scholarworks.iupui.edu/handle/1805/2187  

Garrett-Rucks, P. (2010).  The emergence of U.S. french language learners' intercultural competence in online classroom discussions . (Doctoral dissertation, The University of Wisconsin–Madison). Retrievable from ProQuest Dissertations & Theses. (AAT 3421937)

Grgurovic, M. (2010).  Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the diffusion of innovations theory . (Doctoral dissertation, Iowa State University). Retrievable from Digital Respository @ Iowa State University,  http://lib.dr.iastate.edu/etd/11667/  

Karlström, P. (2010).  CALL of the Wild: Using language technology in the second language classroom . (Doctoral dissertation, Stockholms universitet). Retrievable from Stockholm University Publications,  http://su.diva-portal.org/smash/record.jsf?pid=diva2:200397

Manko, B. A. (2010).  Comparing traditional and technological methods for studying English as a second language (ESL) . (Doctoral dissertation, Robert Morris University). Retrievable from ProQuest Dissertations & Theses. (AAT 3425881)

Nguyen, T. (2010).  Learner autonomy and EFL learning at the tertiary level in Vietnam.  (Doctoral dissertation. Victoria University of Wellington). Retrievable from  http://researcharchive.vuw.ac.nz/handle/10063/1203

Penilla, F. (2010).  Learning a foreign language with a collaborative web-based task.  (Doctoral dissertation, Edith Cowan University). Retrievable from Edith Cowan University Research Online,  http://ro.ecu.edu.au/theses/436/  

Reichert, T. (2010).  An Analysis of Peer Activities to Inform Foreign Language Learning: Word Searches, Voice, and the Use of Non-Target Languages . (Doctoral thesis, University of Waterloo). Retrievable from University of Waterloo Library,  uwspace.uwaterloo.ca/handle/10012/5591

Shaw, Y. (2010).  At the crossroads of learning and culture: Identifying a construct for effective computer-assisted language learning for English language learners . (Doctoral dissertation,  University of San Francisco). Retrievable from ProQuest Dissertations & Theses. (AAT 3407599)

Teng, X. (2010).  Negotiation of meaning in synchronous computer-mediated communication (CMC): The role of online chat in second language vocabulary development . (Doctoral dissertation , Iowa State University). Retrievable from Digital Repository @ Iowa State University,  http://tigerprints.clemson.edu/all_theses/776/

Uludag, A. (2010).  English interactive online (EIO) language policy and educational, cultural, and political concerns . (Doctoral dissertation , Arizona State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3410577)

Wilkerson, A. B. (2010).  Electrate language learning: An analysis of foreign language acquisition in  virtual environments . (Doctoral dissertation, Clemson University). Retrievable from Clemson Libraries,  http://etd.lib.clemson.edu/documents/1285615893/

Zhang, G. (2010).  Technology uses in creating second language learning environments: When learners are creators . (Doctoral dissertation, Michigan State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3417670)

Alabbad, A. (2009).  Introducing constructivism and Computer-Assisted Language Learning (CALL) into traditional EFL programs in Saudi Arabia . (Doctoral dissertation, The University of Queensland). Retrievable from UQ eSpace,  espace.library.uq.edu.au/view/UQ:172846

Asiri, A. (2009).  Attitudes of students towards e-learning in Arabic language courses: A case study at King Khalid University in Saudi Arabia . Melbourne, AU: La Trobe University. (Doctoral dissertation).

Black, A. (2009).  The design and development of a theory driven process for the creation of computer-supported collaborative learning in an online environment . (Doctoral dissertation, Virginia Polytechnic Institute and State University). Retrievable from EDTs@VT,  scholar.lib.vt.edu/theses/available/etd-04122009-183505/  

Burnett, W. (2009).  Cognitive style: A meta-analysis of the instructional implications for various integrated computer enhanced learning environments . (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from IUP DSpace,  http://hdl.handle.net/2069/271

Chalmers, C. (2009)  Primary students' group metacognitive processes in a computer supported collaborative learning environment.  (Doctoral dissertation, Queensland University of Technology).  Retrievable from QUT Digital Repository,  eprints.qut.edu.au/29819/

Chen, W. (2009).  Noticing in text-based computer-mediated communication: A study of a task-based telecommunication between native and nonnative English speakers . (Doctoral dissertation, Texas A&M University). Retrievable from Texas A&M University University Libraries,  http://oaktrust.library.tamu.edu/handle/1969.1/ETD-TAMU-2938

Cordier, D. (2009).  Speech recognition software for language learning: Toward an evaluation of validity and student perceptions . (Doctoral dissertation, University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/etd/1909

Hong, K. (2009).  L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio . (Doctoral dissertation, Ohio State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3375773)

Hussin, N. (2009).  Interaction from an activity theoretical perspective: Comparing learner discourse of language face-to-face, in chat and in audio conferencing in second language learning.  Hong Kong, CN: The University of Hong Kong. (Doctoral dissertation).

Jakus, M. (2009).  (E-) Learning by doing: Integrierter und handlungsorientierter Einsatz neuer Medien am Beispiel Goethe-Zentrum Kapstadt . (Master’s thesis, University of Stellenbosch). Retrievable from SUNScholar Research Repository,  http://scholar.sun.ac.za/handle/10019.1/2684

Kim, D. (2009).  Explicitness in CALL feedback for enhancing advanced ESL learners' grammar skills . Urbana-Champaign, IL: University of Illinois at Urbana-Champaign. (Doctoral dissertation).

Lau, F. (2009).  Spoken vocabulary acquisition in students with autism in multimedia-facilitated learning context . (Doctoral dissertation, The University of Hong Kong). Retrievable from The HKU Scholars Hub,  hub.hku.hk/handle/10722/55582

Lee, C . (2009).  A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum . (Doctoral dissertation, Ohio University, Athens). Retrievable from OhioLink ( https://etd.ohiolink.edu/ap/1?0 ).

Lee, J. (2009).  Automatic correction of grammatical errors in non-native English text . (Doctoral dissertation, Massachusetts Institute of Technology). Retrievable from MIT Computer Science and Artificial Intelligence Laboratory SLS Publications,  http://groups.csail.mit.edu/sls/publications/2009/Thesis_Lee.pdf

Lee, J.-y. (2009).  The effect of computer-mediated communication (CMC) interaction on L2 vocabulary acquisition: A comparison study of CMC interaction and face-to-face interaction . (Master’s thesis, Iowa State University). Retrievable from Digital Repository @ Iowa State University,  http://lib.dr.iastate.edu/etd/10723/

Ma, M.  (2009).  An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions .  (Master’s thesis, University of Toronto). Retrievable from University of Toronto Research Repository,  http://hdl.handle.net/1807/18103

Medianeira de Oliveira, F. (2009).  The analysis of pedagogical activities in English educational portals with teachers as target public: implications to English  teaching and learning in the digital context . Santa Maria, BR: Universidade Federale do Santa Maria, Brazil. (Doctoral dissertation).

Moore, K. (2009).  The weak link in the language teaching system and what to do about it . (Master’s thesis, Kansas State University). Retrievable from K-State Research Exchange,  http://hdl.handle.net/2097/1135

Razak, A. & Zainab, N. (2009).  Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning . (Doctoral dissertation, University of Stirling). Retrievable from Stirling Online Research Repository.  https://dspace.stir.ac.uk/handle/1893/1174

Saito-Stehberger, D. (2009).  In search of communicative instruction of pragmatic competence in an online learning environment: A case study . San Diego, CA: Alliant International University. (Doctoral dissertation).

Schuster Provaznikova, L. (2009).  The effects of online previewing activities on the comprehension of authentic video and on short-term vocabulary retention . Iowa City, IA: The University of Iowa. (Doctoral dissertation).

Theodoridou, K. D. (2009).  Learning with Laura: Investigating the effects of a pedagogical agent on Spanish lexical acquisition . (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Libraries Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/6612

Tour, E.  Technoliteracy and ESL at the intersection: Contradictions and challenges . Clayton, AU: Monash University. (Doctoral  dissertation).

Wen, Y. (2009).  A Review of Using Weblogs for Teaching and Learning . (Master’s thesis, University of Texas at Austin). Retrievable from the University of Texas Libraries Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/ETD-UT-2009-08-259

Witt, K. (2009).  Aspects of technology which enhance (boys') second language learning . Clayton, AU: Monash University. (Master’s thesis).

Yang, X. (2009).  Effects of Digital Audio Quality on Students' Performance in LAN Delivered English Listening Comprehension Tests . (Doctoral dissertation, Ohio University, Athens). Retrievable from OhioLink ( https://etd.ohiolink.edu/ap/1?0 ).

Al-Amri, M. N. (2008). A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college. Las Cruces, NM: New Mexico State University. (Doctoral dissertation).

Amaro Jimenez, C. (2008). Latino children's English as a second language and subject-matter appropriation through technology-mediated activities: A cultural historical activity theory perspective. (Doctoral dissertation, University of Cincinnati). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 ).

Bailey, S. M. (2008). Content assessment in intelligent computer-aided language learning: Meaning error diagnosis for English as a second language. (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 )

Barrett, K. A. (2008). An exploration of EFL teachers' and learners' lived experiences in a synchronous online VoIP-enabled cross cultural language learning environment. Albuquerque, NM: University of New Mexico. (Doctoral dissertation).

Barrow, J. (2008). Electronic dictionary use in novice L2 learner interaction. Philadelphia, PA: Temple University. (Doctoral dissertation).

Bumgarner, C. (2008). The impact of virtual environment on second language production: An exploratory study. Malibu, CA: Pepperdine University. (Doctoral dissertation).

Chen, C.-h. (2008). The shift to 21st century literacies: A cross-case study of EFL learning through online publishing projects. Bloomington, IN: Indiana University. (Doctoral dissertation).

Chen, C.-T. (2008). The effectiveness of incorporating the Internet to improve literacy skills of English language learners. (Doctoral dissertation, University of Louisville). Retrievable from ProQuest Dissertations & Theses. (AAT 3352066)

Chen, W.-C. (2008). Noticing in text-based computer-mediated communication: A study of a task-based telecommunication between native and nonnative English speakers. (Doctoral dissertation, Texas A&M University). Retrievable from Texas A&M University University Libraries,  http://hdl.handle.net/1969.1/ETD-TAMU-2938

Chen, Y.-c. (2008). The effect of applying wikis in an English as a foreign language (EFL) class in Taiwan. (Doctoral dissertation, University of Central Florida). Retrievable from ProQuest Dissertations & Theses. (AAT 3335337)

Cho, S. P. (2008). Korean immigrants' social practice of heritage language acquisition and maintenance through technology. (Doctoral dissertation, The University of British Columbia). Retrievable from the University of British Columbia, Electronic Theses and Dissertations 2008+,  https://circle.ubc.ca/bitstream/handle/2429/1018/ubc_2008_fall_cho_sunah.pdf?sequence=1

Chung, W. E. (2008). Content-based EFL instruction using scaffolding and computer-mediated communication as an alternative for a Korean middle school. New York, NY: Teachers College Columbia University. (Doctoral dissertation).

deHaan, J. W. (2008). Video games and second language acquisition: The effect of interactivity with a rhythm video game on second language vocabulary recall, cognitive load, and telepresence. New York, NY: New York University. (Doctoral dissertation).

Evans, H. (2008). Technological early intervention tools for families of children with hearing loss: Parental learning preferences. (Doctoral dissertation, Walden University). Retrievable from ProQuest Dissertations & Theses. (AAT 3290893)

Haight, C. E. (2008). The effects of guided inductive, deductive, and garden path instructional approaches and techniques on the learning of grammatical patterns and deviations in the beginning-level foreign language classroom. (Doctoral dissertation, Emory University). Retrievable from ProQuest Dissertations & Theses. (AAT 3310263)

Jou, Y.-A. E. (2008). The effect of email keypal project on the enhancement of reading and writing performance of elementary school-aged EFL students in Taiwan. San Diego, CA: Alliant International University. (Doctoral dissertation).

Kraemer, A. N. (2008). Engaging the foreign language learner: Using hybrid instruction to bridge the language-literature gap. (Doctoral dissertation, Michigan State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3331946)

Perez Galluccio, R. G. (2008). Animated pedagogical agents as Spanish language instructors: Effect of accent, appearance, and type of activity on student performance, motivation, and perception of agent. (Doctoral dissertation, Florida State University). Retrievable from Florida State University Electronic Theses, Treatises and Dissertations,  http://etd.lib.fsu.edu/theses/available/etd-06112008-132429/

Prapinwong, M. (2008). Constructivist language learning through WebQuests in the EFL context: An exploratory study. (Doctoral dissertation, Indiana University). Retrievable from ProQuest Dissertations & Theses. (AAT 3331410)

Rankin, Y. A. (2008). Design and evaluation of massive multiplayer online role-playing games that facilitate second language acquisition. (Doctoral dissertation, Northwestern University). Retrievable from ProQuest Dissertations & Theses. (AAT 3336460)

Sturm, J. L. (2008). Accent marks in L2 French: Keyboarding, presentation format, working economy, and pronunciation ability. (Doctoral dissertation, University of Illinois at Urbana-Champaign). Retrievable from ProQuest Dissertations & Theses. (AAT 3337934)

Tallowitz, U. (2008). Reading foreign language websites: A qualitative investigation of students' reading strategies in German. (Doctoral dissertation, University of British Columbia). Retrievable from the University of British Columbia, Electronic Theses and Dissertations 2008+,  https://circle.ubc.ca/bitstream/handle/2429/1525/ubc_2008_fall_tallowitz_ulrike.pdf?sequence=1

Whiteman, T. D. (2008). Vocabulary instruction for English language learners in grades three through five: A multivocal synthesis. (Doctoral dissertation, University of Nevada, Reno). Retrievable from ProQuest Dissertations & Theses. (AAT 3339153)

Yang, J. Y. (2008). Integrating the task-based approach and the Grammar Translation Method with computer-assisted instruction on Taiwanese EFL college students' speaking performance. San Diego, CA: Alliant International University. (Doctoral dissertation).

Al Shammari, M. H. (2007).  Saudi English as a foreign language: Learners' attitudes toward computer-assisted language learning.  (Doctoral dissertation, West Virginia University). Retrievable from ProQuest Dissertations & Theses. (AAT 3298701)

Amaral, L.A.M. do (2007).  Designing intelligent language tutoring systems for integration into foreign language instruction . (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 ).

 Beaird, C.K. (2007).  The effects of computer-assisted language learning on English language learners with and without disabilities in an elementary school setting . Las Vegas, NV: University of Nevada, Las Vegas. (Doctoral dissertation).

Blanco, H. (2007).  A case study of language learning in a multimedia Spanish class environment in an Upward Bound program . (Doctoral dissertation, Ohio University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0  ).

Castillo, A. (2007).  The effect of computer-based authentic assignments on learners' foreign language abilities and intrinsic motivation . (Doctoral dissertation, West Virginia University). Retrievable from wvuScholar Institutional Database ( http://wvuscholar.wvu.edu:8881/R?RN=306738713 ).

Clement, J. (2007).  The impact of teaching explicit listening strategies to adult intermediate- and advanced-level ESL university students . Pittsburgh, PA: Duquesne University. (Doctoral dissertation).

Hawkes, L. (2007).  Recasts revisited: The role of recasts in error detection and correction by adult ESL students.  (Doctoral dissertation, University of Victoria). Retrievable from UVicSpace  http://dspace.library.uvic.ca:8080/bitstream/handle/1828/268/HawkesThesis.pdf?sequence=1

Hung, P.-Y. (2007).  The effects of exchanging emails with American key pals on Taiwanese college students' writing in English.  (Doctoral dissertation, Kent State University).

Izquierdo, J. (2007).  Multimedia environments in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction . Montreal, QC: McGill University. (Doctoral dissertation).

Kennedy, A. W. (2007).  Laying the cornerstone, building the foundation: An analysis of a computer-assisted vocabulary learning program as a tool for productive and receptive vocabulary learning in the foreign language classroom.  Tuscaloosa, AL: The University of Alabama. (Doctoral dissertation).

Lazo-Wilson, V. G. (2007).  Technology integration in smart classrooms at the university level: A multiple-case study of lower division graduate student Spanish instructors.  (Doctoral dissertation, The University of Texas at Austin). Retrievable from The University of Texas Digital Repository,  http://hdl.handle.net/2152/3138

Lee, T.C. (2007).  Using Web-based CALL to improve English language mastery at the Republic of China Air Force Academy.  (Doctoral dissertation, Nova Southeastern University). Retrievable from ProQuest Digital Dissertations, (AAT 3241979).

Li, J. (2007).  Orientations to English academic language learning among Chinese high school students in a technology-supported learning environment in Canada.  Toronto, ON: University of Toronto. (Doctoral dissertation).

Lin, C.-H. (2007).  English for specific programs (ESP), with and without computer-assisted language learning (CALL), for Taiwanese college students . Boca Raton, FL: Lynn University. (Doctoral dissertation).

McBride, K.A. (2007).  The effect of rate of speech and CALL design features on EFL listening comprehension and strategy use.  (Doctoral dissertation, The University of Arizona). Retrievable from ProQuest Dissertations & Theses. (AAT 3254885)

Moreno, N. (2007).  The effects of type of task and type of feedback on L2 development in CALL.  (Doctoral dissertation, Georgetown University). Retrievable from ProQuest Dissertations & Theses. (AAT 3302088)

Morgan, B. (2007).  A description of the implementation of the Technology-Assisted Language Learning (TALL) system into two English language learning classes at a private religious school in northern Mexico.  (Doctoral dissertation, Utah State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3306436)

Petersen, S. E. (2007).  Natural language processing tools for reading level assessment and text simplification for bilingual education.  (Doctoral dissertation, University of Washington). Retrievable from  http://ssli.ee.washington.edu/papers/grad/theses/petersen_PhD.pdf

Sahin, M. (2007).  Synchronous computer-mediated communication between foreign language learners and prospective teachers.  (Doctoral dissertation, Iowa State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3259440)

Schranck, S. R. (2007).  Designing performance objectives to improve English language proficiency: Conceptualizing a CALL-integrated listening curriculum at Delaware Technical & Community College, Jack F. Owens Campus . (Doctoral dissertation, University of Delaware). Retrievable from ProQuest Dissertations & Theses. (AAT 3277804)

Shaw, E. M. (2007).  Redrawing the proximal landscape: A theoretical study on the impact of virtual community on foreign language learner motivation.  (Doctoral dissertation, The University of Connecticut). Retrievable from DigitalCommons@UConn,  http://digitalcommons.uconn.edu/dissertations/AAI3282525/

Shi, L. (2007).  Internet-based development of cultural knowledge and awareness among Chinese students of English: Attitudes, obstacles and potential.  Milton Keynes, UK: The Open University. (Doctoral dissertation).

Shih, Y.E. (2007).  Dynamic language learning: Comparing mobile language learning with online language learning.  Capella University. (Doctoral dissertation).

Warren, J. B. (2007).  Web-based language portfolios and the five C's: Implementation in intermediate- and advanced-level foreign language college classrooms . Terra Haute, IN: Indiana State University. (Doctoral dissertation).

Wimberley, A.T. (2007).  Analyzing computer applications in English as a second language acquisition tool.  Lafayette, LA: University of Louisiana at Lafayette. (Doctoral dissertation).

Zhang, D. (2007).  Researching the use of WebCT in Chinese language teaching and learning.  Ames, IA: Iowa State University. (Doctoral dissertation).

Zhang, X. (2007).  An ethnographic study on the development of online academic language learning communities in a college-level adjunct ESL program . Minneapolis, MN: University of Minnesota. (Doctoral dissertation).

Zhao, Y. (2007).  The impact of computer technology on teaching and learning English listening and speaking as a second language in the UK higher education . York, UK: The University of York. (Doctoral dissertation).

Ahn, H. (2006). The impact of individual learner characteristics and synchronous computer-mediated communication on language production in learners of English. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Black, R. W. (2006). Access and affiliation: Adolescent English language learners learning to be writers in an online fanfiction space. Madison, WI: The University of Wisconsin–Madison. (Doctoral dissertation).

Boudreault, P. (2006). Language and identity: A quantitative study of American Sign Language grammatical competency and Deaf identity through on-line technology. (Doctoral dissertation, University of Manitoba). Retrievable from ProQuest Dissertations & Theses. (AAT 3246682)

Charbonneau-Gowdy, P. (2006). Forbidden fruit: Identity, power and investment issues in learning a second language through computer mediated communication. Montreal, CA: McGill University. (Doctoral dissertation).

Chen, Y. -L. (2006). Factors influencing Internet use in teaching English: A study of EFL teachers in northern Taiwanese higher education institutions. Minneapolis, MN:,  (Doctoral dissertation, University of Minnesota). Retrievable from ProQuest Dissertations & Theses. (AAT 3234910)

Chung, Y. -G. (2006). Korean-English Internet chat in tandem for learning language and culture: A curricular innovation in an International Languages program. Ottawa, CA: University of Ottawa. (Doctoral dissertation).

Garcia Villada, E. (2006). Technology integration for teaching and learning Spanish in elementary schools: Voices of designers, teachers and students.  Ames, IA: Iowa State University.  (Doctoral dissertation).

Ghandoura, W. A. (2006). College ESL students' attitudes and beliefs about computer-assisted writing classes. Indiana, PA: Indiana University of Pennsylvania.  (Doctoral dissertation).

Goertler, S. (2006). Teacher participation and feedback styles during classroom synchronous computer-mediated communication in intermediate German: A multiple case study. Tucson, AZ: The University of Arizona.  (Doctoral dissertation)

.  Gorenc Z. A. (2006). CALLing all learners: An explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments. (Doctoral dissertation, University of South Florida).  Retrievable from University of South Florida Scholar Commons:  http://scholarcommons.usf.edu/etd/2537/

Hsu, H.-M. (2006). Technological transformation: A case study of technology integration in a foreign language program. Urbana, IL: University of Illinois at Urbana-Champaign.  (Doctoral dissertation).

Hsu, P. Y. (2006). Call, culture and EFL acquisition: A case study of the effects of using a network-based cultural language curriculum on Taiwanese students. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Johnson, C. M. (2006). Establishing an online community of practice for instructors of English as a foreign language. Ft. Lauderdale, FL: Nova Southeastern University.  (Doctoral dissertation).

Jung, S. -H. (2006). The use of ICT in learning English as an international language. (Doctoral dissertation, University of Maryland, College Park). Retrievable from Digital Repository at the University of Maryland,  http://drum.lib.umd.edu//handle/1903/3885

Kaya, T. (2006). The effectiveness of adaptive computer use for learning vocabulary. Flagstaff, AZ: Northern Arizona University.  (Doctoral dissertation).

Kim, D.-S. (2006). Effects of text, audio, and graphic aids in multimedia instruction on the achievement of students in vocabulary learning. Terre Haute, IN: Indiana State University.  (Doctoral dissertation).

Kirstein, M. (2006). Universalizing universal design: Applying text-to-speech technology to English language learners' process writing. Boston, MA: University of Massachusetts Boston. (Doctoral dissertation).

Koo, K. (2006). Effects of using corpora and online reference tools on foreign language writing: A study of Korean learners of English as a second language. (Doctoral dissertation, The University of Iowa). Retrievable from Iowa Research Online,  http://ir.uiowa.edu/etd/65/

Lai, C. (2006). An exploration into factors that affect student perception of their online foreign language learning experience. Michigan State University.  (Doctoral dissertation).

Liang, M.-Y. (2006). Interaction in EFL online classes: How Web-facilitated instruction influences EFL university students' reading and learning. (Doctoral dissertation, Indiana University). Retrievable from en.zl50.com

Lin, C.-C. (2006). Applying computer-assisted language learning in EFL classrooms in Taiwan: Attitude, autonomy, and activity preference. Kingsville, TX: Texas A&M University–Kingsville.  (Doctoral dissertation).

Michieka, M. M. (2006). Accessibility and presence of English in rural Kisii, Kenya: Implications for English language education. West Lafayette, IN: Purdue University. (Doctoral dissertation).

Nemeth, L. R. (2006). Assessing the effectiveness of the Puentes de Vida program as a means of teaching English to immigrant Hispanic adults. Wilmington, DE: Wilmington College. (Doctoral dissertation).

Pacheco, M. G. (2006). Computers in language development for second language learners: The students' views. Las Cruces, NM: New Mexico State University. (Doctoral dissertation).

Rodriguez, J. C. (2006). Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration. Ames, IA: Iowa State University. (Doctoral dissertation).

Ruellot, V. M. (2006). French pronunciation learning and computer-mediated visual feedback. Urbana, IL:  University of Illinois at Urbana-Champaign.  (Doctoral dissertation).

Sanchez, A. D. (2006). Enhancing vocabulary acquisition through synthetic learning experiences: Implementing virtual field trips into classrooms. Orlando, FL: University of Central Florida.  (Doctoral dissertation).

Shams, A. N. (2006). The use of computerized pronunciation practice in the reduction of foreign language classroom anxiety. Tallahassee, FL: The Florida State University. (Doctoral dissertation).

Sidman-Taveau, R. L. (2006). Computer-assisted project-based learning in second language: Case studies in adult ESL. Austin, TX: The University of Texas at Austin. (Doctoral dissertation).

So, C. K. L. (2006). Effects of L1 prosodic background and AV training on learning Mandarin tones by speakers of Cantonese, Japanese, and English. Burnaby, CA: Simon Fraser University. (Doctoral dissertation).

Toussaint, J. L. (2006). Using computer technology to stimulate second language acquisition. Minneapolis, MN: Capella University. (Doctoral dissertation).

Wang, Y. (2006). Internet use among Chinese students and its implication for cross-cultural adaptation. (Doctoral dissertation, Kent State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3230008)

Yang, M.-L. (2006). Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions. (Doctoral dissertation, The University of Texas at Austin). Retrievable from University of Texas Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/3008

Zha, S. (2006). The effects of a technology-supported training system on second language use strategies for international teaching assistants. (Doctoral dissertation, University of Missouri–Columbia). Retrievable from MOspace,  https://mospace.umsystem.edu/xmlui/handle/10355/4480

Zheng, D. (2006). Affordances of three-dimensional virtual environments for English language learning: An ecological psychological analysis. (Doctoral dissertation, University of Connecticut.) Retrievable from DigitalCommons@UConn,  http://digitalcommons.uconn.edu/dissertations/AAI3221577/

Al-Jamhoor, M. M. (2005). Connecting Arabs and Americans online to promote peace and to increase cultural awareness: A descriptive study about Arab EFL learners' perceptions, practices, behaviors and attitudes towards computer-supported collaborative writing strategies and technologies. (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://dspace.iup.edu/handle/2069/20?show=full

Blin, F. (2005). CALL and the development of learner autonomy: An activity theoretical study. (Doctoral dissertation, Open University). Retrievable from author’s personal website,  http://francoiseblin.wordpress.com/research/my-phd-thesis/

Chiu, C. -Y. (2005). Teacher roles and autonomous language learners: Case study of a cyber English writing course. (Doctoral dissertation, The Pennsylvania State University). Retrievable from PennState electronic Theses and Dissertations,  https://etda.libraries.psu.edu/paper/6809/

Chuarayapratib, N. (2005). The role of reading for pleasure on English websites on language acquisition: A study at a Thai university. Memphis, TN: The University of Memphis.  (Doctoral dissertation).

Cummings, A. D. (2005). Administrative and pedagogical uses of computers in foreign language classrooms: A survey of Spanish teachers' beliefs and practices. Iowa City, IA: The University of Iowa.  (Doctoral dissertation).

Dabrowski, R. (2005). Criteria for appraising computer-based simulations for teaching Arabic as a foreign language. Bloomington, IN: Indiana University. (Doctoral dissertation).

González-Méndez, C. R. (2005). The effect of computer-assisted language learning on Puerto Rican university students' writing achievement in a Basic English course. Río Piedras, PR: University of Puerto Rico, (Doctoral dissertation).

Hincks, R. (2005). Computer support for learners of spoken English.  Stockholm, SE: Kungliga Tekniska Hogskolan. (Doctoral dissertation).

Huh, K. (2005). The role of CALL in the language learning and creative thinking development of ESL students. Pullman, WA: Washington State University. (Doctoral dissertation).

Kaminski, J. M. (2005). The evolution of language learning materials, realia, archives, and metadata resources: An agenda for formative research. West Lafayette, IN: Purdue University. (Doctoral dissertation).

Kessler, G. (2005). Computer-assisted language learning within masters programs for teachers of English to speakers of other languages. (Doctoral dissertation, Ohio University). Retrievable from OhioLINK Digital Resource Commons ( https://www.ohiolink.edu ).

Kitade, K. (2005). Interactional features of asynchronous computer-mediated communication for language learning: From cognitive and sociocultural perspectives. Honolulu, HI: University of Hawai'i Mānoa,  (Doctoral dissertation).

Konovaliouk, V. V. (2005). Integration of technology into the teaching of foreign languages and cultures with particular reference to Russian studies. Stony Brook, NY: State University of New York at Stony Brook.  (Doctoral dissertation).

Lee, Y. (2005). Implementing synchronous chat-based curriculum in an advanced-level ESL classroom. Raleigh, NC: North Carolina State University. (Doctoral dissertation).

Park, Y. J. (2005). Instructional design theory for entirely Web-based courses in higher education: A case study on ESL pragmatic teaching. Bloomington, IN: Indiana University. (Doctoral dissertation).

Pellerin, M. (2005). Shifting paradigm in the use of the new technologies of communication in the language classroom: a video ethnography study. Calgary, CA: University of Calgary. (Doctoral dissertation).

Reeder, F. M. (2005). Improving machine translation evaluation using language learner evaluation techniques. Fairfax, VA: George Mason University. (Doctoral dissertation).

Sands, T. D. (2005). Assessment of effective teaching practices and the use of technology in English as a second language first-year composition courses. (Doctoral dissertation, The University of Arizona). Retrievable from ProQuest Dissertations & Theses. (AAT 3173240)

Tsai, S.H.E. (2005). The effect of EFL reading instruction by using a WebQuest learning module as a CAI enhancement on college students' reading performance in Taiwan. Pocatello, ID: Idaho State University. (Doctoral dissertation).

Yim, Y. -K. K. (2005). Second language speakers' participation in computer-mediated discussions in graduate seminars. (Doctoral dissertation, University of British Columbia). Retrievable from The University of British Columbia cIRcle,  https://circle.ubc.ca/handle/2429/17333

Yuan, R. (2005). A probe into learning approaches and attitudes towards technology-enhanced language learning (TELL) in Chinese instruction. (Doctoral dissertation, University of Central Florida). Retrieved from UCF Libraries,  http://etd.fcla.edu/CF/CFE0000829/Yuan_Rong_200512_phD.pdf

Alrumaih, A. A. (2004). Multimedia instructional applications for pronunciation instruction in English as a foreign language setting in Saudi Arabia: A study of attitudes, beliefs, and pedagogies. Manhattan, KS: Kansas State University. (Doctoral dissertation).

Banafa, F. (2004). The impact of the Internet and multimedia on pronunciation and oral communication of Arab college students learning English in the United States.  Las Cruces, NM: New Mexico State University.  (Doctoral dissertation).

Bartoshesky, A. (2004). Cyber resources for language education: Accessing and using Web-based target language materials. Washington, DC: The George Washington University. (Doctoral dissertation).

Chen, L. K. (2004). Experiences of students participating in a computer-assisted language learning environment: An example of Chinese language learning. Athens, OH: Ohio University. (Doctoral dissertation).

Chiu, C. Y. (2004). Effectiveness of implementing computer-assisted language learning technology in the English for specific purposes training program. Boca Raton, FL: Lynn University. (Doctoral dissertation).

Colpaert, J. (2004). Design of online interactive language courseware: Conceptualization, specification and prototyping. Research into the impact of linguistic-didactic functionality on software architecture. (Doctoral dissertation, University of Antwerp). Retrievable from University of Antwerp.

Fiori-Agoren, M. L. (2004). The development of grammatical competence through synchronous computer-mediated communication. University Park, PA: The Pennsylvania State University. (Doctoral dissertation).

Gánem-Gutiérrez, G. A. (2004) The processes of collaborative activity in computer-mediated tasks: In search of microgenesis. Southampton, UK: Southampton University. (Doctoral dissertation).

Goda, Y. (2004). Feedback timing and learners' response confidence on learning English as a foreign language (EFL): Examining the effects of a computer-based feedback and assessment environment on EFL students' language acquisition. Melbourne, FL: Florida Institute of Technology. (Doctoral dissertation).

Gunder, P. A. (2004). Situating and transforming technology integration professional development for language teachers: A comparative multiple case study. Tucson, AZ: The University of Arizona. (Doctoral dissertation)

. Hernández, S. S. (2004). The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment. New York, NY: New York University. (Doctoral dissertation).

Hoover, C. G. (2004). Foreign language teachers' use of technology in instruction: An exploratory study. Omaha, NB: University of Nebraska at Omaha. (Doctoral dissertation).

Ives, K. S. (2004). Computer mediation experiences by language-and-culturally diverse global teams. Phoenix, AZ: University of Phoenix.  (Doctoral dissertation).

Kim, J. A. (2004). A teacher education course in integrating educational technology in L2 classrooms: Teachers' perspectives. New York, NY: New York University. (Doctoral dissertation).

Kost, C. R. (2004). An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies. Tucson, AZ: The University of Arizona.  (Doctoral dissertation).

Lee, B. C. (2004). Korean EFL inservice teachers' experiences with native-speaking teachers of EFL using two computer-mediated communication modes: A qualitative case study. Edmonton, CA: University of Alberta. (Doctoral dissertation).

LeMond, M. M. (2004). Synchronous computer-mediated team-based learning in the Spanish foreign language classroom. (Doctoral dissertation, The University of Texas at Austin). Retrievable from University of Texas Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/1353

Lin, Y. A. (2004). An assessment of the international students' attitudes toward technology-based learning: English as a second language (ESL) implication. University, MS: Mississippi State University. (Doctoral dissertation). Lugo Morales, E. (2004). Exploring the use of CALL in a content-based ESL college course. Río Piedras, PR: University of Puerto Rico. (Doctoral dissertation).

Mambo, B. E. (2004). Technology integration in second language learning: Exploring emerging cultural and linguistic patterns in technology-supported learning environments. Manhattan, KS: Kansas State University. (Doctoral dissertation).

Oxford, R. M. N. (2004). Effects of technology-enhanced language learning on second language composition of university-level intermediate Spanish students. (Doctoral dissertation, University of North Texas). Retrieved from UNT Digital Library,  http://digital.library.unt.edu/ark:/67531/metadc4688/

Rende, L. M. (2004). The teaching of Italian in a technology-enhanced environment. Toronto, CA: University of Toronto. (Doctoral dissertation).

Roberts, R. (2004). Computer-mediated communication patterns in online learning environments. San Francisco, CA: University of San Francisco.  (Doctoral dissertation).

Ware, L. (2004). The evolution of an open computer laboratory for English as a second language (ESL) in a community college context. (Doctoral dissertation: Northern Illinois University). Retrievable from ProQuest Dissertations & Theses. (AAT 3132439)

Baltrus, J.M. (2003). A model-based comparison of traditional and technology-integrated English language arts middle school classrooms. Albany, NY: State University of New York at Albany. (Doctoral dissertation).

Bangou, F. (2003). A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large Midwestern Master of Education program. (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 )

Bearden, R.J. (2003). Chatting in a foreign language: An interactional study of oral vs. computer-assisted discussion in native speaker and non-native learner dyads. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,   http://hdl.handle.net/2152/452

Buscemi, C.E. (2003). Computer-enhanced and non-computer-enhanced Spanish language instruction: A case study. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/478

Chen, C.E. (2003). The use of email for interpersonal communication in a second language: A comparative case study of two Chinese speakers' email practices in English. (Doctoral Dissertation, State University of New York at Albany). Retrievable from University of Hong Kong Libraries. (2761227)

Dobson, M.C. (2003). Preparing teachers to use technology: The WebQuest in the secondary English language arts methods classroom. Kalamazoo, MI: Western Michigan University. (Doctoral dissertation).

Ducate, L.C. (2003). Culture, communication, community: Co-constructing knowledge and cultural images through computer-mediated communication. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/553

Echavez-Solano, N. (2003). A comparison of student outcomes and attitudes in technology-enhanced vs. traditional second-semester Spanish language courses. Minneapolis/ St. Paul, MN: University of Minnesota. (Doctoral dissertation).

Gardner, D. (2003). Evaluating user interaction with interactive video: Users' perceptions of self-access language learning with MultiMedia Movies (China). Milton Keynes, UK: Open University. (Doctoral dissertation).

Han, K. (2003). ESL learner's self-efficacy and language anxiety in computer-networked interaction. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/11981

Heather, J.C. (2003). The validity of computer-mediated communicative language tests. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Jung, H.J. (2003). Language, literacy, and technology: A qualitative study of opportunities in technology-enhanced language learning classroom environments. Pullman, WA: Washington State University. (Doctoral dissertation).

Kim, H.K. (2003). A study of three ESL teachers' beliefs about the roles of teachers and L2 learning and their integration of computers. Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Kung, S.C. (2003). Virtual native speakers of English for an increasingly global need: Factors affecting participation in a key-pal program for language exchange. New York, NY: Columbia University Teachers College. (Doctoral dissertation).

Ma, L. (2003). Knowledge-driven language learning: A virtual environment for learning elementary spoken Chinese. (Doctoral dissertation, Universiteit Gent). Retrievable from Universiteitsbibliotheek Gent (lib.ugent.be).

Oscoz, A.R. (2003). Jigsaw and free discussion in synchronous computer-mediated communication (S-CMC). Iowa City, IA: The University of Iowa. (Doctoral dissertation).

Qi, D.S. (2003). Language switching in the thinking processes underlying second-language composing task performance among Mandarin-English bilinguals in the context of computer studies. Toronto, CA: University of Toronto. (Doctoral dissertation).

Roux-Rodriguez, R. (2003). Computer-mediated peer response and its impact on revision in the college Spanish classroom: A case study. (Doctoral dissertation, University of South Florida). Retrievable from the University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2461&context=etd

Suda-Dunn, K. (2003). The effects of three computer-assisted programs on the acquisition of transitive/intransitive verbs by beginning-level Japanese language students. San Francisco, CA: University of San Francisco.  (Doctoral dissertation).

Varner, S.V. (2003). Attitudes and perceptions of secondary language arts teachers towards computer technology and its use in curriculum and instruction. Tuscaloosa, AL: The University of Alabama. (Doctoral dissertation)

. Ware, P.D. (2003). From involvement to engagement in online communication: Promoting intercultural competence in foreign language education. (Doctoral dissertation, University of California, Berkeley). Retrievable from ResearchGate. (34496317)

Wei, J.K. (2003). The effect of meaningful-making technology on learning a foreign language: Integrating video clips with two captioning modes on a simulated German-learning website. Pocatello, ID: Idaho State University. (Doctoral dissertation).

Williams, L.F. (2003). The nature and complexities of chat discourse: A qualitative case study of multi-level learners of French in an electronic environment. Philadelphia, PA: The Pennsylvania State University. (Doctoral dissertation).

Abalhassan, K.M.I. (2002). English as a foreign language instruction with CALL multimedia in Saudi Arabian private schools: A multi-case and multi-site study of CALL instructors' pedagogies and beliefs. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Arnold, M.N. (2002). Computer-mediated communication: Writing to speak without foreign language anxiety. (Doctoral dissertation, The University of Texas at Austin.  Retrievable from the University of Texas Digital Repository  http://repositories.lib.utexas.edu/handle/2152/11202

Ballou, E.A.G. (2002). Teaching language and culture with computer-mediated communications technologies. (Doctoral dissertation, University of Massachusetts Amherst). Retrievable from ProQuest Dissertations & Theses. (AAT 3068539)

Chiang, T. (2002). Collaboration-based instruction and second language writing: How teachers impact the quality of student work in collaborative writing classrooms. San Diego, CA: Alliant International University. (Doctoral dissertation).

Evans, C.A. (2002). The effects of computer-assisted main idea instruction on foreign language reading comprehension. Albany, NY: State University of New York at Albany. (Doctoral dissertation).

Fu, Y. (2002). The effect of computer-assisted language learning (CALL) on fifth-grade Taiwanese students' English vocabulary learning through reading. (Doctoral dissertation, The University of Mississippi). Retrievable from ResearchGate. (35486588)

Hashimoto, S. (2002). Computer and networking technology usage for world language education in post-secondary education in Tennessee. (Doctoral dissertation, The University of Tennessee). Retrievable from ResearchGate. (34273287)

Lin, N.N. (2002). Motivation and attitude toward integrated instruction through technology in college-level EFL reading and writing in Taiwan (China). (Doctoral dissertation, University of Pittsburgh). Retrievable from enZL50. (20111209282143250)

Medina, M. (2002). A study of Hispanic EFL students learning English within a CALL classroom: Student introspection on learning, technology, and community. (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from The University of Hong Kong Libraries. (2988424)

Rodriguez-van Olphen, M.M.C. (2002). Integrating technology into the foreign language teacher education curriculum: A phenomenological study. (Doctoral dissertation, Purdue University). Retrievable from ProQuest Dissertations & Theses. (AAT 3099201)

Rushubirwa, L.F.R. (2002). Experiences of faculty and students integrating multimedia and Web-based technologies into university foreign language learning: A study of three languages (Japanese, Swahili, Yoruba). (Doctoral dissertation, Ohio University). Retrievable from the University of Hong Kong Libraries (2988428)

Shaughnessy, M.R. (2002). Educational software evaluation: A contextual approach. (Master’s thesis, University of Cincinnati). Retrievable from OhioLink.

Shih, J. (2002). A study of Web-based higher education courses: An intellectual autobiography. New York, NY: Columbia University Teachers College. (Doctoral dissertation).

Valle, M. (2002). Communicative language testing: Integrating a listening comprehension section and communicative features in a computer-based Spanish test. (Doctoral dissertation, University of Massachusetts Amherst). Retrievable from ProQuest Dissertations & Theses. (AAT 3039399)

Watanabe, Y. (2002). A survey of computer-mediated communication (CMC) applications in teaching Japanese as a foreign language. Lawrence, KS: The University of Kansas. (Doctoral dissertation).

Abraham, L.B. (2001).  The effects of multimedia on second language vocabulary learning and reading comprehension . (Doctoral dissertation, The University of New Mexico). Retrievable from the University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3477&context=etd

Al-Kahtani, S.A. (2001).  Computer-assisted language learning in EFL instruction at selected Saudi Arabian universities: Profiles of faculty . Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Beers, M. (2001).  Subjects-in-Interaction version 3.0: An intellectual system for modern language student teachers to appropriate multiliteracies as designers and interpreters of media texts . (Doctoral dissertation, University of British Columbia). Retrievable from  https://circle.ubc.ca/handle/2429/12851

Bradley, W.S. (2001).  Technology, risk and education: English language teaching with computers in Japanese universities.  Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Chang, M. (2001).  Effects of embedded relevance enhancement within a computer-based interactive multimedia program for English as a foreign language learners.  (Doctoral dissertation, Purdue University). Retrievable from Retrievable from ProQuest Dissertations & Theses. (AAT 3037548)

Chen, I. (2001).  A constructivist computer-assisted language learning environment for second language/cultural learners in northern Taiwan (China) . (Doctoral dissertation, The Pennsylvania State University). Retrievable from ResearchGate. (35639006)

Kim, H. (2001).  Initial efforts of three ESL teachers to effectively utilize network-based language teaching . Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Kourtis-Kazoullis, V. (2001).  DiaLogos: Bilingualism and the teaching of second languages on the internet . Rhodes, GR: University of the Aegean. (Doctoral dissertation).

Ngai, G. (2001).  Maximizing resources for corpus-based natural language processing.  (Doctoral dissertation, The Johns Hopkins University). Retrievable from ResearchGate. (34766289)

Patterson, P.J. (2001).  Computer-assisted language learning: An analysis of discourse produced in computer-assisted and oral class discussions by Spanish learners . (Doctoral dissertation, The University of Texas at Austin). Retrievable from ResearchGate. (35003079)

Reynard, R. (2001).  Internet-based distance training for adult ESL learners: a framework for dynamic language learning . (Doctoral dissertation, University of Toronto). Retrievable from ResearchGate. (34270666)

Samsonov, P.V. (2001).  Effectiveness of teaching a part of a foreign language course through computer-mediated communication as perceived by the students of Texas A&M University and military reservists: A case study . College Station, TX: Texas A&M University. (Doctoral dissertation).

Smith, D.B. (2001).  Taking students to task: Task-based computer-mediated communication and negotiated interaction in the ESL classroom . Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Bohlke, O.E. (2000). A comparative discourse analysis of output produced by learners of German in a chatroom and a face-to-face discussion group, and its potential implications for foreign language instruction. East Lansing, MI: Michigan State University. (Doctoral dissertation).

Chism, R.L. (2000). A Vygotskian perspective on electronic bulletin boards: An exploratory study (Lev Vygotsky). Tallahassee, FL: The Florida State University. (Doctoral dissertation).

Darhower, M.L. (2000). Synchronous computer-mediated communication in the intermediate foreign language class: A sociocultural case study. (Doctoral dissertation, University of Pittsburgh). Retrievable from ERIC,  http://www.eric.ed.gov/PDFS/ED447698.pdf

Gousseva-Goodwin, J.V. (2000). Collaborative writing assignments and on-line discussions in an advanced ESL composition class. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Ketterer, K.A. (2000). Second language immersion, integrated curriculum, constructivism, and information technology: A case study of the blending of frames through the lens of information technology. Eugene, OR: University of Oregon. (Doctoral dissertation).

Murphy, E. (2000). Strangers in a strange land: teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments. (Doctoral dissertation, Universite Laval). Retrievable from  http://www.nald.ca/library/research/stranger/cover.htm

Norton, D.P. (2000). Electronic mentoring: A qualitative study on mentoring preservice English language teachers through asynchronous computer-mediated communication. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Okuyama, Y. (2000). Computer-assisted Japanese vocabulary learning: The choice of script in CALL. (Doctoral dissertation, The University of Arizona). Retrievable from The University of Hong Kong Libraries. (3512518)

Payne, J.S. (2000). A study of the effects of individual differences in working memory capacity and synchronous computer-mediated communication in a second language on second language oral proficiency development. (Doctoral dissertation, Washington State University). Retrievable from  http://www.dissertations.wsu.edu/Dissertations/Spring2000/j_payne_050100.pdf

Scricco, F.A. (2000). The use of technology in the modern foreign language classroom: A constructivist approach using a secondary school test case. Stony Brook, NY: State University of New York at Stony Brook. (Doctoral dissertation).

Takakuwa, M. (2000). Children's metapragmatic knowledge and intensity of second language as a medium of instruction in the intermediate years of a French immersion program. (Doctoral dissertation, University of British Columbia). Retrievable from  https://circle.ubc.ca/handle/2429/11187

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Applied Linguistics with English Language Teaching PhD

• Full-time: 48 months
• Part-time: 96 months
• Start date: October 2024, February 2025
• UK fees: £5,100
• International fees: £21,500

Research overview

Applied linguistics offers a fascinating opportunity to study the interaction between language and the real world.

You will be supervised by our expert staff, who offer specialisms in areas including:

• Psycholinguistics
• Language development
• Second language acquisition
• Language learner psychology (including language learner anxiety, language learner motivation, and group dynamics)
• Language teacher psychology (including teacher resilience and motivation)

You will join a diverse body of PhD students, working across all areas of the School of English (from English literature to medieval studies). You will also be encouraged to take part in events, such as our postgraduate research seminars and the yearly English Showcase, which brings all PhD students together to share their work.

We also  host research  in discourse analysis and sociolinguistics, with particular specialisms in health communication and professional communication, as well as language, gender and sexuality.

Course content

A PhD is mainly made up of independent study, with supervision meetings spread throughout the year.

There are no taught credits attached to a PhD, although it is compulsory for full-time students to attend the Arts Faculty Researcher Skills training programme.

Some PhD students also choose to audit masters modules taught by their supervisors where appropriate, though this is not compulsory, nor does it involve any formal assessment.

Part-time students

Part-time students are expected to attend at least two face-to-face meetings in the School of English each year. Most supervision meetings can be held online (e.g. via Teams). Students are asked to attend the initial induction sessions during welcome week in-person if possible, and have their first supervision meeting face-to-face with their supervisory team.

Part-time students are required to take part in all required research training, which in many cases is available online, attend postgraduate seminars where possible, and one postgraduate researcher (PGR) symposium over the period of their registration. Wherever possible the final viva examination will be face-to-face. Students who cannot meet this requirement would need to request to transfer to remote study .

You will complete a written thesis of up to 100,000 words, with expert support and advice from your academic supervisor(s). You will also take a verbal examination called a viva voce, where you explain your project in depth to an examination panel.

A PhD thesis should not normally exceed 100,000 words in length. It is expected that the creative element would usually comprise 50,000-70,000 words. The critical analysis component will normally be 15,000-30,000 words in length.

What is the thesis pending period?

All periods of registration are followed by a period of writing-up, called the thesis-pending period, when tuition fees are not paid and students are writing up their thesis.

Find out more in the university's Quality Manual

Progression review

All PhD students take part in progression review assessments to ensure that their project is progressing satisfactorily. A progression review consists usually consists of written reports from both the student and the supervisory team.

All students have an independent assessment interview for their Stage 1 and Stage 2 reviews (end of years 1 and 2 for full-time students, years 2 and 4 for part-time students).

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance.

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

You will be required to provide a PhD proposal with your application, which will set out the structure of your project.

The basis of a good proposal is usually a set of questions, approaches, and objectives which clearly outline your proposed project and what you want to accomplish. The proposal should also clearly demonstrate how you are going to accomplish this.

A PhD proposal should be a minimum of 1000 words. There is no upward limit for proposals, although successful proposals are often not much longer than about 2000-3000 words. You should consider:

• The methodologies that you will use in your project (as appropriate)
• The necessary resources and facilities you will need to carry out your project

It is also helpful to include:

• A summary of any further research experience, in addition to your academic qualifications. This could include work undertaken at undergraduate or masters level, or outside the educational system
• The name of the supervisor who may supervise the project (see the full list of supervision areas in the school )

Find out more about how to write a research proposal.

Potential applicants are strongly advised to get in touch with a member of academic staff about your research proposal before submitting an application. They may be able to help you with your proposal and offer support to find funding opportunities in your area.

Our step-by-step guide contains everything you need to know about applying for postgraduate research.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

You'll be able to access most of the books you’ll need through our libraries, though you may wish to buy your own copies of core texts. The Blackwell's bookshop on campus offers a year-round price match against any of the main retailers (i.e. Amazon, Waterstones, WH Smith).

Midlands Graduate School ESRC Doctoral Training Partnership

The University of Nottingham has joined with five other universities across the Midlands to form the Midlands Graduate School ESRC Doctoral Training Partnership.

The partnership offers postgraduate studentships across the full breadth of social sciences.

Find out more on our webpage

There are many ways to fund your research degree, from scholarships to government loans.

Check our guide to find out more about funding your postgraduate degree.

Regular supervision

You will have a team of at least two supervisors. Full-time students will meet with their supervisory team at least 10 times each year (six times for part-time students).

Your supervisors will help you to realise your research project and to guide you through your research. Many students will also attend conferences and publish papers in conjunction with their supervisors, to gain valuable experience and contacts in the academic community.

Professional development

Research students in the School of English benefit from:

• Opportunities to teach in the school and develop related skills
• Student-led fortnightly research seminars and an annual symposium
• Research networks created by the research centres and individual research projects
• Research council-funded international research exchange visits with leading universities
• Co-authorship with members of staff
• Dedicated staff-postgraduate reading groups
• Support for participation in international conferences and seminars

Postgraduate seminars and conference attendance

A fortnightly seminar series is run by and for the postgraduate students in the school during term time.

The seminars provide a forum for students to share work in progress with staff and peers, to hear from invited speakers, and to explore key academic and career topics in a supportive atmosphere.

Researcher training and development

The Researcher Academy is the network for researchers, and staff who support them. We work together to promote a healthy research culture, to cultivate researcher excellence, and develop creative partnerships that enable researchers to flourish.

Postgraduate researchers at Nottingham have access to our online Members’ area, which includes a wealth of resources, access to training courses and award-winning postgraduate placements.

Graduate centres

Our graduate centres are dedicated community spaces on campus for postgraduates.

Each space has areas for:

• socialising
• computer work
• kitchen facilities

Student support

You will have access to a range of support services , including:

• academic and disability support
• childcare services
• counselling service
• faith support
• financial support
• mental health and wellbeing support
• visa and immigration advice
• welfare support

Students' Union

Our Students' Union represents all students. You can join the Postgraduate Students’ Network or contact the dedicated Postgraduate Officer .

There are also a range of support networks, including groups for:

• international students
• black and minority ethnic students
• students who identify as women
• students with disabilities
• LGBT+ students

SU Advice provides free, independent and confidential advice on issues such as accommodation, financial and academic difficulties.

Where you will learn

University park campus.

University Park Campus  covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.

Most schools and departments are based here. You will have access to libraries, shops, cafes, the Students’ Union, sports village and a health centre.

You can walk or cycle around campus. Free hopper buses connect you to our other campuses. Nottingham city centre is 15 minutes away by public bus or tram.

English PhD - dedicated study space

Our research students benefit from dedicated office space with networked PCs, social and communal space, and kitchen facilities.

Library facilities - School of English

• manuscripts from the 12th-15th centuries and books in Old and Middle English, Old Icelandic, Viking Studies, and runology
• the  English Place-Name Society  library and archive
• Hallward Library's  DH Lawrence archive (containing Lawrence family papers, manuscripts, first editions, and books owned by Lawrence)
• the Cambridge Drama Collection (over 1,500 items including plays and works about the British theatre from 1750-1850)

English PhD - eye-tracking equipment

Our eye tracking equipment is an integral part of the research of the  Centre for Research in Applied Linguistics . Students are welcome to use this equipment in their research.

Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.

Expert staff will work with you to explore PhD career options and apply for vacancies, develop your interview skills and meet employers. You can book a one-to-one appointment, take an online course or attend a workshop.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

This course will develop a range of key transferable skills, including:

• written and oral communication skills
• core competencies relating to data collection and analysis
• research design skills
• presentation skills

Our graduates enter a varied range of careers. These include:

• English language and higher education teaching
• research (including in academia/higher education and related industries)
• marketing/PR/journalism
• the charity sector

100% of postgraduates from the School of English secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £37,402.*

*HESA Graduate Outcomes 2019/20 data published in 2022 . The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on data from graduates who completed a full-time postgraduate degree with home fee status and are working full-time within the UK.

Related courses

English phd, creative writing phd, applied linguistics phd, research excellence framework.

The University of Nottingham is ranked 7th in the UK for research power, according to analysis by Times Higher Education. The Research Excellence Framework (REF) is a national assessment of the quality of research in UK higher education institutions.

• We are proud to be in the top 10 UK universities for research into English, while our ranking of 9th by 'research power' reflects our research excellence
• 90%* of our research is classed as 'world-leading' (4*) or 'internationally excellent' (3*)
• 100%* of our research is recognised internationally
• 51% of our research is assessed as 'world-leading' (4*) for its impact**

*According to analysis by Times Higher Education ** According to our own analysis.

This content was last updated on 12 September 2023 . Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Recent PhD Dissertations

DeLoge, Alana Nicole (2022) Quechua Ethnolinguistic Vitality: A Perspective on and from Health .  Advisor: Shelome Gooden.

Naismith, Benjamin S (2022) Examiner judgments of collocational proficiency in L2 English learners’ writing .  Advisor: Alan Juffs

Neumann, Farrah (2021)  When Phonological Systems Collide: The Role of the Lexicon in L2 Phonetic Learning. . Advisor:  Melinda Fricke

Hadodo, Matthew John (2020) Cosmopolitan Constantinopolitans: Istanbul Greek Language and Identity . Advisor: Scott Kiesling

Teran, Virginia (2020) The acquisition of variable past-time expression in L2 Spanish: combining concept-oriented, form-oriented, and variationist research traditions within functionalism. Advisor: : Matt Kanwit

Tse, Holman (2019) Beyond the Monolingual Core and out into the Wild: A Variationist Study of Early Bilingualism and Sound Change in Toronto Heritage Cantonese. Advisor: Scott Kiesling

Pisabarro Sarrio, Silvia (2019)  Developing sociolinguistic competence through explicit instruction: the case of future-time expression in L2 Spanish Advisor:  Matt Kanwit

Lai, Li-Fang (2018) Intonation in contact prosodic transfer and innovation among Yami-Mandarin Bilinguals Advisor:  Shelome Gooden

Wu, Zhaohong (2017).  Processing of English Derived Words in Advanced Second Language Learners: Effects of L1 Typology, Morphological Awareness, Suffix Complexity and L2 Proficiency. Advisor: : Alan Juffs

Héctor Ramírez-Cruz (2017) Ethnolinguistic vitality in a Creole ecology: San Andres and Providencia Advisor: Shelome Gooden

Li, Noriyasu (2017) Interpretation and Processing of the System of Japanese Reflexives Advisor: Alan Juffs

Jeske, Andrew (2016) The Development of English Vowels By Native Spanish Speakers. Advisor: Alan Juffs

Washington, Adrienne Ronee (2016) (Re)structuring structures, speech and selves: Yoruba language learning and redevelopment in Salvador da Bahia, Brazil. Advisor: Shelome Gooden

Martin, Katherine I. (2015) L1 Impacts on L2 Component Reading Skills, Word Skills, and Overall Reading Achievement. Advisor: Alan Juffs

Wang, Jing (2015) The Effect of Implicit vs. Explicit Instruction on Learning Form-based vs. Meaning-based Language Features. Advisor: Yasuhiro Shirai

Wang, Ping (2015) Phonological Prominence and Its Interaction with Tone in Chinese Dialects. Advisor: Shelome Gooden

Soudi, Abdesalam (2014) Competing lines of action: A sociolinguistic approach to the human-computer interface in doctors' consultations Advisor: Scott Kiesling

Geda, Kristopher (2014) Ambivalent Affiliations: Black and White Gay Men's Discourses on Identity and Belonging Advisor: Scott Kiesling

Lifrieri, Verónica (2014) Teachers' Talk about Talk: An investigation into the social meaning of variation in Buenos Aires, Argentina. Advisor:  Scott Kiesling

Draucker, Fawn (2013) Participation as a tool for interactional work on Twitter: A sociolinguistic approach to social media 'engagement'. Advisor: Scott Kiesling

Schoux Casey, Christina (2013) Postvocalic /r/ in New Orleans: Language, place and commodification. Advisor: Scott Kiesling

Marcos Miguel, Nausica (2013) A NALYZING ISTRUCTION AND LEARNING OF DERIVATIONAL MORHOLOGY IN THE SPANISH FOREIGN LANGUAGE CLASSROOM Advisor: Alan Juffs

Collister, Lauren Brittany (2013) Multimodality as a Sociolinguistic Resource. Advisor: Scott Kiesling

Olsen, Michael Kevin (2013)  The Acquisition of Case in Spanish Pronominal Object Clitics in English-Speaking College-Level L2 Learners .  Advisor: Alan Juffs

Vercellotti, Mary Lou (2012) Complexity, Accuracy, and Fluency as Properties of Language Performance: The Development of Multiple Subsystems over Time and in Relation to Each Other . Advisor: Yasuhiro Shirai

Luk, Pei Sui (2012) TRANSITIVE AND INTRANSITIVE CONSTRUCTIONS IN JAPANESE AND ENGLISH: A PSYCHOLINGUISTIC STUDY

Aranovich, Roberto (2012) Optional agreement and grammatical functions: a corpus study of dative clitic doubling in Spanish. Advisor: Alan Juffs

Brubaker, Brian (2012) The Normative Standard of Mandarin in Taiwan: An Analysis of Variation in Metapragmatic Discourse . Advisor:  Scott Kiesling

Chan, Ho Leung (2012) Tense-aspect processing in second language learners. Advisor: Yasuhiro Shirai

Bonilla, Carrie (2012)  Testing Processability Theory in L2 Spanish: Can Readiness or Markedness Predict Development?  Advisor: Yasuhiro Shirai

Dissertations for English Language Teaching (ELT)

Permanent uri for this collection, recent submissions.

ELT Theses and Dissertations

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Home > Humanities > Linguistics > Theses and Dissertations

Linguistics Theses and Dissertations

Theses/dissertations from 2022 2022.

Temporal Fluency in L2 Self-Assessments: A Cross-Linguistic Study of Spanish, Portuguese, and French , Mandy Case

Biblical Hebrew as a Negative Concord Language , J. Bradley Dukes

Revitalizing the Russian of a Heritage Speaker , Aaron Jordan

Analyzing Patterns of Complexity in Pre-University L2 English Writing , Zachary M. Lambert

Prosodic Modeling for Hymn Translation , Michael Abraham Peck

Interpretive Language and Museum Artwork: How Patrons Respond to Depictions of Native American and White Settler Encounters--A Thematic Analysis , Holli D. Rogerson

Theses/Dissertations from 2021 2021

Trademarks and Genericide: A Corpus and Experimental Approach to Understanding the Semantic Status of Trademarks , Richard B. Bevan

First and Second Language Use of Case, Aspect, and Tense in Finnish and English , Torin Kelley

Lexical Aspect in-sha Verb Chains in Pastaza Kichwa , Azya Dawn Ladd

Text-to-Speech Systems: Learner Perceptions of its Use as a Tool in the Language Classroom , Joseph Chi Man Mak

The Effects of Dynamic Written Corrective Feedback on the Accuracy and Complexity of Writing Produced by L2 Graduate Students , Lisa Rohm

Mental Contrasting with Implementation Intentions as Applied to Motivation in L2 Vocabulary Acquisition , Lindsay Michelle Stephenson

Linguistics of Russian Media During the 2016 US Election: A Corpus-Based Study , Devon K. Terry

Theses/Dissertations from 2020 2020

Portuguese and Chinese ESL Reading Behaviors Compared: An Eye-Tracking Study , Logan Kyle Blackwell

Mental Contrasting with Implementation Intentions to Lower Test Anxiety , Asena Cakmakci

The Categorization of Ideophone-Gesture Composites in Quichua Narratives , Maria Graciela Cano

Ranking Aspect-Based Features in Restaurant Reviews , Jacob Ling Hang Chan

Praise in Written Feedback: How L2 Writers Perceive and Value Praise , Karla Coca

Evidence for a Typology of Christ in the Book of Esther , L. Clayton Fausett

Gender Vs. Sex: Defining Meaning in a Modern World through use of Corpora and Semantic Surveys , Mary Elizabeth Garceau

The attributive suffix in Pastaza Kichwa , Barrett Wilson Hamp

An Examination of Motivation Types and Their Influence on English Proficiency for Current High School Students in South Korean , Euiyong Jung

Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students , Oxana Kodirova

Evidentiality, Epistemic Modality and Mirativity: The Case of Cantonese Utterance Particles Ge3, Laak3, and Lo1 , Ka Fai Law

Application of a Self-Regulation Framework in an ESL Classroom: Effects on IEP International Students , Claudia Mencarelli

Parsing an American Sign Language Corpus with Combinatory Categorial Grammar , Michael Albert Nix

An Exploration of Mental Contrasting and Social Networks of English Language Learners , Adam T. Pinkston

A Corpus-Based Study of the Gender Assignment of Nominal Anglicisms in Brazilian Portuguese , Taryn Marie Skahill

Developing Listening Comprehension in ESL Students at the Intermediate Level by Reading Transcripts While Listening: A Cognitive Load Perspective , Sydney Sohler

The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students , Josie Eileen Thacker

Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States , Kathryn Anne Watkins

Theses/Dissertations from 2019 2019

Using Eye Tracking to Examine Working Memory and Verbal Feature Processing in Spanish , Erik William Arnold

Self-Regulation in Transition: A Case Study of Three English Language Learners at an IEP , Allison Wallace Baker

"General Conference talk": Style Variation and the Styling of Identity in Latter-day Saint General Conference Oratory , Stephen Thomas Betts

Implementing Mental Contrasting to Improve English Language Learner Social Networks , Hannah Trimble Brown

Comparing Academic Vocabulary List (AVL) Frequency Bands to Leveled Biology and History Texts , Lynne Crandall

A Comparison of Mobile and Computer Receptive Language ESL Tests , Aislin Pickett Davis

Yea, Yea, Nay, Nay: Uses of the Archaic, Biblical Yea in the Book of Mormon , Michael Edward De Martini

L1 and L2 Reading Behaviors by Proficiency Level: An English-Portuguese Eye-Tracking Study , Larissa Grahl

Immediate Repeated Reading has Positive Effects on Reading Fluency for English Language Learners: An Eye-tracking Study , Jennifer Hemmert Hansen

Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers , Syringa Joanah Judd

Sociocultural Identification with the United States and English Pronunciation Comprehensibility and Accent Among International ESL Students , Christinah Paige Mulder

The Effects of Repeated Reading on the Fluency of Intermediate-Level English-as-a-Second-Language Learners: An Eye-Tracking Study , Krista Carlene Rich

Verb Usage in Egyptian Movies, Serials, and Blogs: A Case for Register Variation , Michael G. White

Theses/Dissertations from 2018 2018

Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States , Katie Briana Blanco

Pun Strategies Across Joke Schemata: A Corpus-Based Study , Robert Nishan Crapo

ESL Students' Reading Behaviors on Multiple-Choice Items at Differing Proficiency Levels: An Eye-Tracking Study , Juan M. Escalante Talavera

Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English? , Candice April Flowers

Cultural Differences in Russian and English Magazine Advertising: A Pragmatic Approach , Emily Kay Furner

An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc) , Gwyneth Elaine Gates

Predicting Speaking, Listening, and Reading Proficiency Gains During Study Abroad Using Social Network Metrics , Timothy James Hall

Navigating a New Culture: Analyzing Variables that Influence Intensive English Program Students' Cultural Adjustment Process , Sherie Lyn Kwok

Second Language Semantic Retrieval in the Bilingual Mind: The Case of Korean-English Expert Bilinguals , Janice Si-Man Lam

Evaluating the Effectiveness of a Korean Heritage-Speaking Interpreter , Yoonjoo Lee

Reading Idioms: A Comparative Eye-Tracking Study of Native English Speakers and Native Korean Speakers , Sarah Lynne Miner

Applying the Developmental Path of English Negation to the Automated Scoring of Learner Essays , Allen Travis Moore

Performance Self-Appraisal Calibration of ESL Students on a Proficiency Reading Test , Jodi Mikolajcik Petersen

Switch-Reference in Pastaza Kichwa , Alexander Harrison Rice

The Effects of Metacognitive Listening Strategy Instruction on ESL Learners' Listening Motivation , Corbin Kalanikiakahi Rivera

The Effects of Teacher Background on How Teachers Assess Native-Like and Nonnative-Like Grammar Errors: An Eye-Tracking Study , Wesley Makoto Schramm

Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment , Maureen Estelle Sims

Investigating the Perception of Identity Shift in Trilingual Speakers: A Case Study , Elena Vasilachi

Theses/Dissertations from 2017 2017

Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT , Irina Mikhailovna Baskova

Eye Behavior While Reading Words of Sanskrit and Urdu Origin in Hindi , Tahira Carroll

An Acoustical Analysis of the American English /l, r/ Contrast as Produced by Adult Japanese Learners of English Incorporating Word Position and Task Type , Braden Paul Chase

The Rhetoric Revision Log: A Second Study on a Feedback Tool for ESL Student Writing , Natalie Marie Cole

Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List , Emily R. Crandell

The Impact of Changing TOEFL Cut-Scores on University Admissions , Laura Michelle Decker

A Latent Class Analysis of American English Dialects , Stephanie Nicole Hedges

Comparing the AWL and AVL in Textbooks from an Intensive English Program , Michelle Morgan Hernandez

Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major , Amy Mae Johnson

Multilingual Trends in Five London Boroughs: A Linguistic Landscape Approach , Shayla Ann Johnson

Nature or Nurture in English Academic Writing: Korean and American Rhetorical Patterns , Sunok Kim

Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts , Rui Li

Managing Dynamic Written Corrective Feedback: Perceptions of Experienced Teachers , Rachel A. Messenger

Spanish Heritage Bilingual Perception of English-Specific Vowel Contrasts , John B. Nielsen

Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale , Jared Benjamin Sell

Creole Genesis and Universality: Case, Word Order, and Agreement , Gerald Taylor Snow

Idioms or Open Choice? A Corpus Based Analysis , Kaitlyn Alayne VanWagoner

Applying Corpus-Assisted Critical Discourse Analysis to an Unrestricted Corpus: A Case Study in Indonesian and Malay Newspapers , Sara LuAnne White

Investigating the effects of Rater's Second Language Learning Background and Familiarity with Test-Taker's First Language on Speaking Test Scores , Ksenia Zhao

Theses/Dissertations from 2016 2016

The Influence of Online English Language Instruction on ESL Learners' Fluency Development , Rebecca Aaron

The Effect of Prompt Accent on Elicited Imitation Assessments in English as a Second Language , Jacob Garlin Barrows

A Framework for Evaluating Recommender Systems , Michael Gabriel Bean

Program and Classroom Factors Affecting Attendance Patterns For Hispanic Participants In Adult ESL Education , Steven J. Carter

A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains , Kostiantyn Fesenko

Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty , Brett James Hashimoto

The Onomatopoeic Ideophone-Gesture Relationship in Pastaza Quichua , Sarah Ann Hatton

A Hybrid Approach to Cross-Linguistic Tokenization: Morphology with Statistics , Logan R. Kearsley

Getting All the Ducks in a Row: Towards a Method for the Consolidation of English Idioms , Ethan Michael Lynn

Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP , Alhyaba Encinas Moore

Lexical Trends in Young Adult Literature: A Corpus-Based Approach , Kyra McKinzie Nelson

A Corpus-Based Comparison of the Academic Word List and the Academic Vocabulary List , Jacob Andrew Newman

A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL , Christopher Nuttall

The Effectiveness of Using Written Feedback to Improve Adult ESL Learners' Spontaneous Pronunciation of English Suprasegmentals , Chirstin Stephens

Pragmatic Quotation Use in Online Yelp Reviews and its Connection to Author Sentiment , Mary Elisabeth Wright

Theses/Dissertations from 2015 2015

Conditional Sentences in Egyptian Colloquial and Modern Standard Arabic: A Corpus Study , Randell S. Bentley

A Corpus-Based Analysis of Russian Word Order Patterns , Stephanie Kay Billings

English to ASL Gloss Machine Translation , Mary Elizabeth Bonham

The Development of an ESP Vocabulary Study Guidefor the Utah State Driver Handbook , Kirsten M. Brown

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Home > Dissertations and Theses > Education (PhD) Dissertations

Education (PhD) Dissertations

Below is a selection of dissertations from the Attallah College of Educational Studies. Additional dissertations from years prior to 2019 are available through the Leatherby Libraries' print collection or in Proquest's Dissertations and Theses database.

Dissertations from 2024 2024

Rising from the Abyss: A Grounded Theory Exploration on How Afghani and Ukrainian Mothers Navigate Major Milestones Following the Onset of Political Conflict , Rabab Atwi

Investigating Factors Influencing Chinese Private College Students’ Engagement in Emergency Online Learning , Limei Cao

“Caught in the Continuum”: How Special Educators Facilitate Access for Students With Extensive Support Needs , Megan Doty

Exploring Community College Faculty and Administrators Work Providing Educational Opportunities for Students with Intellectual and Developmental Disabilities (IDD): An Integral Framework for Inclusive Postsecondary Education , Stacy Eldred

Leading Towards Racial Justice: Counterstories of TK-12 Latinx Men Administrators , Pedro Espinoza

Experiences of Latine LGBTQ+ High School Students in California , Michael Gorse

Shattering the Glass Ceiling: A Grounded Theory Exploration of Barriers and Facilitators to Women Leaders’ Career Advancement Within Private Universities in China , Xiuying Han

Peacing it Together: Post 9/11 Enlisted Student Veterans’ Awakening to Peace Leadership , Nicholas J. Irwin

The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach , Ivan Noe

Personalized Learning for Art Major Students Based on Learner Characteristics , Jiayu Shao

Influences of Cultural Capital and Internationalization on Global Competence: Evidence from China’s Higher Vocational Education , Yiying Teng

Visit the Imprisoned: A Heuristic Inquiry into the Experiences of Catholic Detention Ministry Volunteers , Christopher Tran

Factors Influencing College Students’ Learning Satisfaction With Educational Videos , Fei Wang

A Positive Psychology Perspective on Chinese EFL Students’ Well-Being, Language Mindset, and English Performance , Qian Wei

Becoming and Thriving as an EFL Instructor: Exploring Key Factors Contributing to Positive Identity Construction , Weiyi Xia

Fair or Unfair? Chinese Undergraduates’ Perceptions of College Classroom Assessments , Ying Zhu

Dissertations from 2023 2023

All Things Weird and Wonderful: A Creative Exploration of Disability Representation , Lara Ameen

Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to School Psychologists , Abraham Aryadad

Understanding the Relationship Between Organic Chemistry Misconceptions and Students’ Chemistry Self-efficacy in Higher Education Organic Chemistry Courses , Lauren A. Dudley

Women’s Pornography Use and Sexuality Education in U.S. Public Schools , Julie Fraumeni-McBride

Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study , Sara Morgan

Phenomenological Study on Veteran Resource Center (VRC) in California Community Colleges , Darl Park

Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders’ Attitudes and Perceptions of Racial Consciousness in Educational Leadership , Thomas Joseph Peterson

A Discourse Analysis of Parents' and Teachers' Social Constructions of School Readiness and Transition to Kindergarten for Children With Disabilities , Ronica Senores Toyota

How Market-Driven Policies Impact a Private Vocational College Department in China , Huiru Zhu

Dissertations from 2022 2022

Disabled IDF Veterans in Israeli Higher Education: Disability Identity and Use of Support , Einat Ben Dov

A Critical Discourse Analysis of Teacher Preparation Standards within Inclusion-Intensive States , Kay Lynn Ceja

Beta Drift: Forecasting the Manifold Relationships between Students and their Pursuit of STEM Careers , Douglas D. Havard

Radical Belonging: School as Communion of Peoples, Place, and Power , Joey Yung-Jun Liu

“I Just Learn Differently”: The Experiences of Dis/abled Students of Color Interpreting and Resisting Normalizing Forces in the Mathematics Classroom , Dina Mahmood

The Efficacy of a Key Word Signing Workshop , Krista McMorran-Maus

The Relationship Among Social and Psychological Inclusion, Marginalized Group Membership, and Student Outcomes , Katheryn Munguia

Higher Education Housing Professionals and Disability: A Grounded Theory Exploration of Resident Directors’ Understandings of Disability , Christopher Toutain

Dissertations from 2021 2021

Understanding First-Generation Latinx Students' Experiences in a Predominantly White Private Institution: A Grounded Theory Study , Jacqueline Aparicio

Constructing Critical Change: Learning from Elementary Teachers' Engagement with Inclusive Critical Education , Courtney Beatty

Fighting An Uphill Battle: Black Undergraduate Women Navigating Higher Education While Acknowledging and Challenging Media Portrayals of Black Women , Kandace Branch

Community College Success of Students with Disabilities , Shayne Brophy-Felbab

Searching for Balance: The Reading Choices, Experiences, and Habits of Women in Higher Education Leadership Roles , Laura Burns

Leading Climate Action Planning: A Case Study of Local Community Practices , Mackenzie Crigger

Bidimensional Assessment of Youth Mental Health: Evaluation of the California Healthy Kids Survey as a Measure of Youth Subjective Well-Being , Michael Doria

Exploring the Relationship Between Religion and Resilience Among Latina Academics in Higher Education , Rocio Garcia

Special Education Parent Perceptions of Involvement and Parent–Educator Relationships During IEP Meetings at Nonpublic Schools , Alex Huynen

Systemic Functional Linguistics in the Community College Composition Class: A Multimodal Approach to Teaching Composition Using the Metalanguage of SFL , Jennifer James

School Psychologists as Leaders in Professional Practice: An Examination of Leadership Roles and Perceived Support , Jodi LaChance

An Examination of Chinese Private College Students’ Intercultural Competence , Li Li

Relationships Among Mentoring Support and Student Success in a Chinese First-Year Experience Program , Tianxiang Liu

Contributing to Engineering Colleges Students' Development Through Out-of-Class Involvement: A Survey of Chinese Private Colleges' Engineering Students , Wanlu Li

Understanding the Lived Experiences of Autistic Adults , Sneha Kohli Mathur

Using a Dual-Factor Model to Understand the Mental Health of Students with School Refusal Behavior , Zachary D. Maupin

The Effects of Internationalization Activities on Undergraduates' Global Competence: An Exploratory Study at A Chinese Private University , Haiying Meng

Resilience and Mental Health of Students Attending California's Continuation High Schools , Brianna Meshke McLay

'Training' the Body Politic: Essays on the School Reform Orthodoxy , Jahan Naghshineh

Mitigating Risks for Youth in At-Risk Living Conditions Through School-Based Protective Factors , Cora Palma

Seeing the Tress For the Forest: An Analysis of Novice and Experienced Teachers' Self-Efficacy and Stress , Allison Serceki

An Examination of Chinese Undergraduates’ Contemplativity and Academic Stress , Ran Tao

Teachers’ Experiences of a District’s Transformational Leadership Design Program: A Qualitative Study , Jarit Unrau

California Elected City Council Women of Color: Building a Collaborative Vision With Inclusive Voice , Beatriz T. Valencia

Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education , Qin Xiang

An Examination of Chinese Adolescents’ Resilience and Their Perceptions of Parental and Peer Attachment , Jingwen Xing

Do Academic Characteristics Predict Chinese Private University Students’ Success in English Language Testing? , Feijun Yu

Empathy Among Nursing Undergraduates at a Chinese Private University , Yuanyuan Zhang

A Study of Critical Thinking Dispositions of Undergraduates in Foreign Language Discipline at One Private College in Mainland China , Yuanyuan Zheng

Dissertations from 2020 2020

Hidden Power: Journalistic Representations of Mental Health Labels , Elise Anguizola Assaf

Finding Voice from the Inside: How Postsecondary Education Impacted Perceptions of Higher Education for Long-Term Incarcerated Juveniles , Gregory Barraza

Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Descriptive Phenomenological Investigation , Daniel Josue Bonilla

The Labyrinth of Autism: Heuristic Journeys of Fathers Who Have a Child on the Autism Spectrum , Lisa Boskovich

Developing Trust in a Cross-Functional Workgroup: Assessing the Effectiveness of a Communication Intervention , Scott De Long

A Place of Yes? Experiences of Educators Participating in Site-based Teacher-led Reform , Elizabeth Hind

Vietnamese Resilience Assessment: Exploratory and Confirmatory Factor Analysis for Scale Validation , Loan Le

School Psychologists and School Counselors’ Perceptions of Preparation Received for the Provision of School-Based Mental Health Services , Sherika McKenzie

The Perceived Effectiveness of School-Based Accommodations for Students with Systemic Lupus Erythematosus , MaryAnn Seng

Secondary Traumatic Stress in Teachers and School Communities Impacted by the Opioid Epidemic , Anne Steketee

Performative Possibilities in the Development of Protagonistic Agency Among Graduate Students in China , Yan Wang

Dissertations from 2019 2019

Laughing Back: A Phenomenological Study of Disability Humor Using Culturally Responsive Methodologies , Kinda Abujbarah

Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia , Eman Almutairi

Exploring Gender Roles and Gender Equality within the Evangelical Church , Christopher Bishop

Minding the Gap: A Grounded Theory Exploration of Transition from Secondary School to Community College for Students Identified with Autism , Douglas Highlen

#BLACKQUEERLIVESMATTER: Understanding the Lived Experiences of Black Gay Male Leaders in Los Angeles , Christopher Jackson

The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs , Amanda M. Lozolla

The Intersection of Speech-Language Pathologists’ Beliefs, Perceptions, and Practices and the Language Acquisition and Development of Emerging Aided Communicators , Margaret Vento-Wilson

On the Move: Storying the Authentic Leadership Development of Millennial Gay Men , Kyle Williams

The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis , Meng Zhao

Dissertations from 2018 2018

Collegiate Women in Saudi Arabia: Leading Collectively for the Development of Self, Others, and Society , Miznah Alomair

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis , Pamela Ezell

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle , Edward Resnick

An Analysis of Mentoring and Job Satisfaction in Public and Private College and University Academic Libraries in California , Kevin M. Ross

Dissertations from 2017 2017

Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People , Kevin Stockbridge

Dissertations from 2016 2016

Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood , Charlotte Achieng-Evensen

Inside/Outside/In-between: Understanding how Jewish Identity Impacts the Lives and Narratives of Ashkenazi Female Public School Educators , Mindi Ellen Benditson

The Repatriation Experiences of American Third Culture Kids , Nicole Mazzo Bennett

Academic Factors that Predict Community College Students’ Acceptance of Evolution , Meredith Anne Dorner

Operation Transition: Post-9/11 Combat Marines Transitioning to Civilian Life and the Role of Higher Education in their Identity Formation , Jamie M. Fenton

Towards a New Understanding: Complex Familial Constructs of Autism , Joanne Kim

The Development of the Scale of Contemplative Practice in Higher Education , Maryann Krikorian

Bridgers in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals , Maria L. Martinez

The Experiences of Siblings of Individuals with Disabilities: A Holistic View , Ashley Mc Adams

¿Dónde Pertenecemos? Narrative Analysis of Afro-Boricua Women’s Experiences of Belonging Within and Beyond College , Marie Nubia-Feliciano

Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education , Tammy Crews Pao

The Glass Ceiling is Not Broken: Gender Equity Issues among Faculty in Higher Education , Jillian Wood

Dissertations from 2015 2015

A Narrative and Poetic Exploration into Self-Defining Asperger’s: Ceasing to be X-1 , Lisa Boskovich

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A Chicago teen entered college at 10. At 17, she earned a doctorate from Arizona State

Dorothy Jean Tillman II participates in Arizona State University’s commencement, May 6, 2024, in Tempe, Ariz. Tillman, 18, earned her doctoral degree in integrated behavioral health in December at age 17 from the school. Tillman, of Chicago, began taking college courses at age 10. She earned her associate’s, bachelor’s and master’s degrees before she turned 17. (Tillman Family via AP)

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CHICAGO (AP) — Dorothy Jean Tillman II’s participation in Arizona State University’s May 6 commencement was the latest step on a higher-education journey the Chicago teen started when she took her first college course at age 10.

In between came associate’s, bachelor’s and master’s degrees.

When Tillman successfully defended her dissertation in December, she became the youngest person — at age 17 — to earn a doctoral degree in integrated behavioral health at Arizona State, associate professor Leslie Manson told ABC’s “Good Morning America” for a story Monday.

“It’s a wonderful celebration, and we hope ... that Dorothy Jean inspires more students,” Manson said. “But this is still something so rare and unique.”

Tillman, called “Dorothy Jeanius” by family and friends, is the granddaughter of former Chicago Alderwoman Dorothy Tillman.

When most students are just learning to navigate middle school, her mother enrolled Tillman in classes through the College of Lake County in northern Illinois, where she majored in psychology and completed her associate’s degree in 2016, according to her biography.

Tillman earned a bachelor’s in humanities from New York’s Excelsior College in 2018. About two years later, she earned her master’s of science from Unity College in Maine before being accepted in 2021 into Arizona State’s Behavioral Health Management Program.

Most of her classwork was done remotely and online. Tillman did attend her Arizona State commencement in person and addressed the graduating class during the ceremony.

Tillman told The Associated Press on Tuesday that she credits her grandmother and trusting in her mother’s guidance for her educational pursuits and successes.

“Everything that we were doing didn’t seem abnormal to me or out of the ordinary until it started getting all of the attention,” said Tillman, now 18.

There have been sacrifices, though.

“I didn’t have the everyday school things like homecoming dances or spirit weeks or just school pictures and things like that ... that kind of create unity with my peers,” she said.

She has found time to dance and do choreography. Tillman also is founder and chief executive of the Dorothyjeanius STEAM Leadership Institute. The program includes summer camps designed to help young people in the arts and STEM subjects.

She said her plans include public speaking engagements and fundraising for the camp, which Tillman said she hopes to franchise one day.

Tillman is motivated and has innovative ideas, said Manson, adding, “And truly, I think what is inspiring is that she embodies that meaning of being a true leader.”

Jimalita Tillman said she is most impressed with her daughter’s ability to show herself and her successes with grace, but to also understand when to “put her foot down” when choosing between social outings and her education.

Associated Press researcher Jennifer Farrar in New York contributed to this report.

Chicago teen who started college at 10 earns doctorate degree at 17

Dorothy Jean Tillman II’s participation in Arizona State University’s May 6 commencement was the latest step on a higher-education journey the Chicago teen started when she took her first college course at age 10.

In between came associate’s, bachelor’s and master’s degrees.

When Tillman successfully defended her dissertation in December, she became the youngest person — at age 17 — to earn a doctoral degree in integrated behavioral health at Arizona State,  associate professor Leslie Manson told ABC’s “Good Morning America”  for a story Monday.

“It’s a wonderful celebration, and we hope ... that Dorothy Jean inspires more students,” Manson said. “But this is still something so rare and unique.”

Tillman, called “Dorothy Jeanius” by family and friends, is the granddaughter of former Chicago Alderwoman Dorothy Tillman.

When most students are just learning to navigate middle school, her mother enrolled Tillman in classes through the College of Lake County in northern Illinois, where she majored in psychology and completed her associate’s degree in 2016, according to her biography.

Tillman earned a bachelor’s in humanities from New York’s Excelsior College in 2018. About two years later, she earned her master’s of science from Unity College in Maine before being accepted in 2021 into Arizona State’s Behavioral Health Management Program.

Most of her classwork was done remotely and online. Tillman did attend her  Arizona State commencement  in person and addressed the graduating class during the ceremony.

Tillman told The Associated Press on Tuesday that she credits her grandmother and trusting in her mother’s guidance for her educational pursuits and successes.

“Everything that we were doing didn’t seem abnormal to me or out of the ordinary until it started getting all of the attention,” said Tillman, now 18.

There have been sacrifices, though.

“I didn’t have the everyday school things like homecoming dances or spirit weeks or just school pictures and things like that ... that kind of create unity with my peers,” she said.

She has found time to dance and do choreography. Tillman also is founder and chief executive of the Dorothyjeanius STEAM Leadership Institute. The program includes summer camps designed to help young people in the arts and STEM subjects.

She said her plans include public speaking engagements and fundraising for the camp, which Tillman said she hopes to franchise one day.

Tillman is motivated and has innovative ideas, said Manson, adding, “And truly, I think what is inspiring is that she embodies that meaning of being a true leader.”

Jimalita Tillman said she is most impressed with her daughter’s ability to show herself and her successes with grace, but to also understand when to “put her foot down” when choosing between social outings and her education.

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The Associated Press