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- Creator:
- Ringel, Karissa Lys
- Description:
- Motivation is a growing problem in education, but it is also incredibly difficult to study due to the problems that surround its measurement. This study seeks to use the flow framework developed by Mihaly Csikszentmihalyi in order to better understand optimal experiences in a first-year composition class for second language learners. As it has been suggested that multimodal learning experiences may be a bridge to flow-like states in native speaker writing classrooms, multimodal activities and assignments are studied, along with more traditional writing assignments. The researcher articulates findings based on both quantitative data from perception surveys and qualitative data from student interviews and in-class writing. Participants in the study are drawn from a class of international students taking a beginning academic writing course at a state university. The researcher uses data to explore flow characteristics in a writing/composition context, and to probe how multimodal and multiliteracy assignments may allow greater possibilities for flow, particularly in a second language learning environment.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Nesfield, Francesca L.
- Description:
- The international student population in the United States is a growing demographic. Colleges and universities across the nation are meeting the academic and writing needs of this population sparingly. This study seeks to contribute to the field of research by investigating the various approaches students utilize to create an American writing identity. This study also seeks to understand how well institutions provide academic support for international students. The theoretical basis of this investigation draws from theories, which speaks to acculturation in cultural and educational as well as its challenges. Student narratives serve as data which was analyzed and interpreted. Between the data and the literature, the analysis of the data reveal results that comply with the literature, in additional to bringing forth new data.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Diaz, Diana Lynn
- Description:
- This thesis examines research in the field of bilingualism, culture and identity. It focuses specifically on individuals who have two ‘first languages’ and cultures and their identity formation, and draws attention to this very specific group of individuals and the importance of future research of this growing group. The review of the literature investigates current problems in defining the constructs of bilingualism, culture and identity, and the processes required to achieve bilingualism as a first language. It further explores the relationship between bilingualism as a first language and identity by analyzing crucial factors influencing identity formation. A case study provides a more detailed account of individuals having grown up with two languages. Three participants answered a questionnaire about language, culture and identity. Using this case study, the thesis considers whether findings confirm or question previous research. In conclusion, the researcher offers recommendations for future research as well as for parents and teachers dealing with bilingual individuals. The thesis highlights the struggle bilinguals face in finding their identity, their general interest and openness to other languages and cultures, as well as their tendency to have one language and culture predominate. It illustrates that identity does not remain constant throughout a life, but rather changes according to surroundings and situations. Most importantly, the formation of cultural identity is a very individual process that needs to be treated accordingly.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Abrahams, Amanda Michelle
- Description:
- Many students feel as though they cannot learn a language in the classroom, and these feelings stem from the institutional roles that inherently accompany that space. This study seeks to use the framework of third space and distributed cognition in the context of foreign language learning to address the different kinds of ways that an outside but alongside writing studio can aid students in their language learning. I will articulate the findings based on qualitative data from student interviews, focus group meetings, and a questionnaire aimed at understanding the students’ emotional perceptions of their tutoring space. Participants in the study are drawn from an upper division French 302 class: Composition and Conversation, as well as students enrolled in a French class seeking tutoring. I use data to explore characteristics of a Perceived Emotional Space to better understand how the Student Learning Center was helping students with their language learning and identity, and one student in particular shows interesting findings and implications for a heritage language learner. The students’ participation acted as a way to better understand their affect in a foreign language learning environment.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Reitz, Tina
- Description:
- This action research study was conducted by a Peace Corps volunteer teaching English as a Foreign Language at Gansu Industry Polytechnic College in Tianshui, Gansu, PRC from 2012-2014. The study examines both communicative and noncommunicative (more traditional) classroom activities in order to attempt to determine which types of language learning activities are most effective in a Chinese college classroom taught by a foreign teacher. Based upon the current literature on this topic, the teacher attempted to use a combination approach, to determine if combining both communicative and non-communicative activities was more successful than adopting a strict communicative or non-communicative teaching methodology. The study presents data taken from the teacher’s teaching log of observations related to student participation for different kinds of activities, and makes conclusions about how different activities may be more or less successful in a Chinese college classroom. While the conclusions drawn show need for further research, the results of this study provide support for the idea that using a combination approach to teaching English in the Chinese context is effective for increasing foreign language learning.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Sliffe, Chelsea Elaine
- Description:
- This study seeks to fill a gap at the intersection of the fields of ESL, composition studies, and mentorship; particularly embedded mentorship in ESL writing classrooms. As increasing numbers of non-native and non-traditional students enter higher education in the U.S. the need for instructional approaches that provide multiple avenues of support must be explored. This study examines students’ and mentors’ perceptions of a model of writing instruction emphasizing the distribution of expertise in order to provide insight into a pedagogical approach that may better meet the needs of ESL academic writers. Findings are based on both quantitative data from student surveys and qualitative data from student and mentor interviews, mentor reflective journals, and researcher field notes. Participants in the study were drawn from a class of international ESL students and embedded mentors in a beginning academic writing class at a state university. The implications of this study in regards to ESL pragmatism and ideology, the role of ESL experience, transfer of learning, and distributed cognition are discussed. In addition, re-conceptualizations of the role of instructors are explored.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Tan, Huiyuan
- Description:
- This project focuses on the teaching of culture, and the benefits of improving communication ability that arises from using cultural products and task-based approach in grammar-based English classes. This project is comprised of cultural products that relate to the five dimensions of culture---products, practices, perspectives, communities and persons, and suggested tasks and activities that teachers can use in English classes for students to develop communication skills and increase their cultural knowledge. The cultural products in this project include: literature, the broadcast media, newspapers, advertising, song and music, film, and information and communications technology (ICT). A review of literature related to the issues of teaching grammar and culture shows that in China, lack of resources and teachers’ attitudes about teaching culture in ESL class are some of the obstacles. This project provides a systematic structure which includes procedures for using the cultural activities, suggested evaluation criteria, and reference materials available to English teachers so that they can integrate culture into classes and support students in improving speaking ability. Moreover, this project can help teachers to create their own curriculum or lesson plans according to different needs in their classrooms. This preparation offers more choices for teachers in the areas of lesson planning and activity selection. More importantly, each step of the learning process permits summarizing formative assessment strategies to assess students’ learning outcomes.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Matteucci, Alexandra
- Description:
- The number of Second-Language and Multilingual writing and resource centers on North American college campuses continues to increase; however there is very little research that focuses on the writing and literacy practices multilingual learners employ in heterogeneous learning spaces. This study utilized one-on-one interviews to identify the wide variety of literacy practices international students who frequent the ESL Resource Center at California State University, Chico, engage in across discourse communities. Findings suggest although students engage in a wide variety of critical literacy practices outside of the Center, they tend to privilege conventional monolingual approaches to writing and tutoring while participating in the ESL Resource Center. Implications suggests second-language writing and resource centers adopt a translingual approach to writing and tutoring which acknowledges the different literacy practices students participate in across different linguistic, cultural, and academic discourses.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Wang, Bin
- Description:
- With the recent development of teaching Chinese as a foreign language in the United States, Chinese language instructors and researchers are working hard to have better teaching quality in order to improve students’ language proficiency. Based on the recent research, this thesis examined two important issues that are important for Chinese language instructors in their daily teaching. One is the learner diversity, which focuses on the cross-linguistic influence, heritage and non-heritage language learners, and diverse learning styles in this thesis, which can impact Chinese language instructors on adapting strategies and methodology. The foreign language standards, on the other hand, can prepare Chinese language instructors on the content of instruction. More specifically, the foreign language standards can guide Chinese language instructors on setting goals, adapting authentic materials, adding cultural elements in the instruction, and teaching beyond the subject and classroom. The application of these findings will benefit Chinese language teachers in meeting their diverse students’ needs in the classroom. Also, the research will help guide Chinese language instructors’ professional training through better understanding the foreign language standards and how they align with stronger classroom practice.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Ettinger, Joseph
- Description:
- There exists an enormous demand for English language instruction in the PRC, and tertiary-level academic writing instruction is one facet that is often underserved. This study undertook to explore this need. First, at one university in the PRC the researcher engaged in observations of EFL writing classrooms, witnessing the affordances and constraints therein. Second, at two universities the researcher engaged in one-on-one tutoring with tertiary-level ELLs for their English academic writing skills. Such tutoring had the objective of gauging its reception in this EFL environment as well as measuring any potential improvements in students’ writing. This study found that EFL writing classrooms, while providing many positive affordances for students, contain limitations which effectively deny ELLs sufficient input and feedback on their individual EFL writing. Additionally, this study found that one-on-one tutoring, in addressing this paucity, is both well received by students and can result in measureable improvements to their EFL academic writing. This study concludes with the recommendation that an EFL writing center be established at a select PRC university in order to broaden the possibilities of tutoring university students in the EFL writing skills and test for its potentially wider application.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures