Recipients and Findings

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2013

Kimberly Woo (Russell N. Campbell Award Winner)

Oral Social Language in the English Language Proficiency Assessment of Young ELLs

Katie Bernstein

Learning English as an L2 in PreK: Socialization, Acquisition, and Identity

Nick Zhiwei Bi

Structural Equation Models of the Impact of Cognitive and Metacognitive Lexico-grammatical Strategic Processing on EFL Students’ Lexico-grammatical Test Performances Over Time: A Multitrait-multimethod Approach

Alannah Fitzgerald

Prising Open English for Academic Purposes

Jaehan Park

Korean University Professors’ Knowledge Base and Professional Development Needs for English-medium Instruction

Bedrettin Yazan

How Preservice ESOL Teacher-learners Construct their Teacher Identities: Case Studies from an MATESOL Program

2012

Patsy Vinogradov (Russell N. Campbell Award Winner)

Little Desks, Big Ideas: The Unlikely Meeting of Adult Educators in Kindergarten to Explore Early Literacy Instruction

Lixia Cheng

Effects of Pragmatic Task Features, English Proficiency, and Learning Setting on Chinese ESL/EFL Learners’ Spoken Performance of Requests

Tasha L. Darbes

Hard to Place: Multilingual Immigrant Youth in Community Colleges

Joyce Kling

Teacher Identity in English-Medium Instruction: Teacher Cognitions from a Danish Tertiary Education Context

Derya Kulavuz-Onal

English Language Teachers’ Learning to Teach with Technology through Participation in an Online Community of Practice: A Netnography of Webheads in Action

Hyojung Lim

Investigating the Cognitive Validity of a L2 Reading Test: An Eye-tracking Study

Briana Ronan

Making Meaning across Modes: English Language Learners and their Academic Writing within a Digital Space

Weiwei Yang

The Role of Cognitive Complexity of Independent Writing Tasks in L2 Writing Quality and in Accuracy, Complexity, and Fluency of Language Production in L2 Writing

2011

Ali Fuad Selvi

A Quest to Prepare English Language Teachers in Diverse Teaching Settings

Beth Clark-Gareca (Russell N. Campbell Award Winner)

Assessing English Language Learners’ Content Knowledge in the Mainstream Classroom

Kristen Lindahl

Exploring an Invisible Medium: Teacher Language Awareness among Preservice K12 Educators of English Language Learners

Larry Davis

Rater Expertise in a Second Language Speaking Assessment: The Influence of Training and Experience

Liang Guo

Product and Process in TOEFL iBT Independent and Integrated Writing Tasks:  A Validation Study

Sara Smith

The Nature of Multi-word Vocabulary among Children with English as a First or Additional Language and its Relationship with Reading Comprehension

2010

Aymen Elsheikh

A Case Study of Sudanese EFL Student Teachers’ Knowledge and Identity Construction

Ching-Ni Hsieh (Russell N. Campbell Award Winner)

Rater Effects in ITA Testing: ESL Teachers’ Versus American Undergraduates’ Judgments of Oral Proficiency, Accentedness, and Comprehensibility

Larisa Olesova

An Examination of Nonnative-English-speaking Students’ Perceptions about the Effectiveness of Embedded Audio Feedback Provided by a Nonnative or Native-English-speaking Instructors in Asynchronous Online Discussions

Soodeh Eghtesad

Cultural Implications of Assessment Procedures in English, French and Persian as a Foreign or Second Language Classes in the USA, France and Iran

Tomohisa Machida

Teaching English for the First Time: Anxiety Among Japanese Elementary School Teachers

Zhiling Wu

Washback Effects of the Reformed CET-4 on College English Teaching and Learning in China: Students’ Perspectives

2009

Erin McCloskey

Online Professional Development and Intercultural Competence: A Qualitative Study of Learning Processes and Outcomes

Zhuo Li

Adolescent English Language Learners’ Second Language Literacy Engagement in World of Warcraft (WoW)

Youn-Hee Kim

An Argument-based Validity Inquiry into Empirically-derived Descriptor-based Diagnostic (EDD) Assessment in ESL Academic Writing

Kristen di Gennaro

An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers: A Mixed Methods Approach

Cecilia Guanfang Zhao (Russell N. Campbell Award Winner)

The Role of Voice in High-stakes Second Language Writing Assessment

2008

Sang-Ki Lee

Salience, Frequency, and Aptitude in the Learning of Unaccusativity in a Second Language: An Input Enhancement Study

Yasuyo Tomita

The Role of Form-Focused Instruction: Learner Investment in L2 Communication

Polina Vinogradova (Russell N. Campbell Award Winner)

Digital Storytelling in ESL Instruction: Identity Negotiation through a Pedagogy of Multiliteracies

2007

Antonella Valeo (Russell N. Campbell Award Winner)

The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program

2006

Andrea Révész

Focus on Form in Task-based Language Teaching: Recasts, Task Complexity, and L2 Learning

Junko Hondo

Constructing Knowledge in SLA: The Role of Timing of Form-focused Intervention

2005

Kara McBride

Listening too Slowly? The Effect of Rate of Speech in Computer-delivered Training Sessions for Listening Comprehension in English as a Foreign Language

Lucie Moussu

Native and Nonnative English-speaking English as a Second Language Teachers: Student Attitudes, Teacher Self-perceptions, and Intensive English Program Administrator Beliefs and Practices

Sujung Park

The Influence of Pretask Instructions and Planning on Incidental Focus on Form

Semire Dikli

Automated Essay Scoring in an ESL Setting

2004

Fei-Yu Chuang

The Effectiveness of Computer-based Materials as a Means of Teaching the English Article System

Cheng-Yi Kelly Chang

The Relationships Between Individual Learning Styles and Learning Strategies When Using Electronic Materials for Practicing EFL Listening

Farahnaz Faez

Preparing Diverse Teachers for Diverse Students: Perceptions of Linguistic Identity, Experiences, and Teaching Responsibilities in a Canadian Teacher Education Program

Hyunok Ahn

Computer-mediated Communication and its Effects on Oral Proficiency Development

2003

Takaharu Saito (Russell N. Campbell Award Winner)

Exploring Nonnative English-speaking Teachers’ Experiences in Teaching English at a US University

2002

Steven Talmy (Russell N. Campbell Award Winner)

Lifers and FOBs, Rocks and Resistance: Generation 1.5, Identity, and the Cultural Productions of ESL in a High School

One comment

On Feb 24, 2012: jagan said:
IT, INDEED, IS A GREAT CONTRIBUTION FOR RESEARCHERS TO WORK EFFECTIVELY AND WITH A SENSE OF SERIOUSNESS.THE FINANCIAL SUPPORT HELPS THEM CONCENTRATE ON THE RESEARCH WORK WITHOUT COMPROMISING ON TIME AND QUALITY OF THE OUTCOME.

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