東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Engaging Non-native English Speakers...

Foley, Lauren.

Linked to FindBook

Google Book

Amazon

博客來

Engaging Non-native English Speakers in Higher Education: Perspectives from Alumni.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Engaging Non-native English Speakers in Higher Education: Perspectives from Alumni./
Author:	Foley, Lauren.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	121 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28093526
ISBN:	9798664783988

Engaging Non-native English Speakers in Higher Education: Perspectives from Alumni.
Foley, Lauren.

Engaging Non-native English Speakers in Higher Education: Perspectives from Alumni. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 121 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--Regis College, 2020.

This item must not be sold to any third party vendors.

Current practice in the instruction of non-native English-speaking students in higher education does not always incorporate opportunities for authentic learning experiences (The Condition of Education, 2018). The purpose of this phenomenological study was to examine academic and co-curricular opportunities for engagement provided by institutions of higher education to engage non-native English speakers. A phenomenological research study was conducted to determine what experiences for engagement assisted non-native English-speaking students in persisting toward graduation, according to alumni. The data were used to identify opportunities for engagement and best practices in instruction to better support non-native English-speaking students for the purpose of helping them graduate.

ISBN: 9798664783988Subjects--Topical Terms:

641065
Higher education.

Engaging Non-native English Speakers in Higher Education: Perspectives from Alumni.
LDR:01765nmm a2200301 4500 001 2277216
005 20210517123447.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798664783988
035 $a (MiAaPQ)AAI28093526
035 $a AAI28093526
040 $a MiAaPQ $c MiAaPQ
100 1 $a Foley, Lauren. $3 3555530
245 1 0 $a Engaging Non-native English Speakers in Higher Education: Perspectives from Alumni.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 121 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Bent, Lauren G.
502 $a Thesis (Ed.D.)--Regis College, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Current practice in the instruction of non-native English-speaking students in higher education does not always incorporate opportunities for authentic learning experiences (The Condition of Education, 2018). The purpose of this phenomenological study was to examine academic and co-curricular opportunities for engagement provided by institutions of higher education to engage non-native English speakers. A phenomenological research study was conducted to determine what experiences for engagement assisted non-native English-speaking students in persisting toward graduation, according to alumni. The data were used to identify opportunities for engagement and best practices in instruction to better support non-native English-speaking students for the purpose of helping them graduate.
590 $a School code: 1887.
650 4 $a Higher education. $3 641065
650 4 $a English as a second language--ESL. $3 3423990
690 $a 0441
690 $a 0745
710 2 $a Regis College. $b Education. $3 3353903
773 0 $t Dissertations Abstracts International $g 82-03A.
790 $a 1887
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28093526