21 open access dissertations and theses found for:
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The effects of bilingualism on inhibitory control and divergent thinking: Investigating the roles of proficiency and frequency of use
by Altamimi, Abdulaziz, M.A. California State University, Long Beach. 2016: 107 pages; 10137429.
Differential effects of corrective feedback on L2 acquisition
by Vartanian, Martha Michiko, M.A. California State University, Long Beach. 2011: 69 pages; 1493192.
The Expression of Identifiability and Accessibility in Adult German Language Learners
by Petrulio, Kyle A., M.A. California State University, Long Beach. 2018: 167 pages; 10751994.
Learning without awareness revisited (again): Lightening cognitive load and implicit learning
by Reese, Jessica Louree, M.A. California State University, Long Beach. 2013: 70 pages; 1522595.
Effects of low pass filtered input on adult non-lexical intonation in second language acquisition
by Harvey, T. Neal, M.A. California State University, Long Beach. 2016: 90 pages; 10241066.
Exploring Japanese graduate students' perceptions of English and Japanese academic writing: A case study
by Sasagawa, Emiko, M.A. California State University, Long Beach. 2011: 123 pages; 1504532.
Perspective processing in language comprehension: Embodied efffects depend on the pronoun
by Kemp, Lisa Suzanne, M.S. California State University, Long Beach. 2013: 101 pages; 1527327.
The acquisition of relative clauses in Tagalog: A comprehension study
by Guevara, Jed Sam Pizarro, M.A. California State University, Long Beach. 2014: 138 pages; 1527947.
The role of poetic discourse structure in conceptual metaphor accessibility
by Denhovska, Nadiia, M.A. California State University, Long Beach. 2010: 105 pages; 1486634.
Backward transfer: The influence of English as a second language on syntactic and semantic aspects of Arabic as a first language
by Alfaifi, Essa, M.A. California State University, Long Beach. 2015: 112 pages; 1571849.
Effects of bilingualism on working memory ability
by Baker, Christine M., M.A. California State University, Long Beach. 2013: 68 pages; 1522557.
The effect of adult peer teaching in an English-as-a-second-language classroom
by Madhar, Iman, M.A. California State University, Long Beach. 2013: 82 pages; 1527567.
Creating cohesion in the process of second language writing
by Izumi, Yurika, M.A. California State University, Long Beach. 2011: 138 pages; 1504482.
Accessing the semantics of Japanese numeral classifiers
by Ngo, Nancy T., M.A. California State University, Long Beach. 2015: 78 pages; 1586876.
How does explicit grammar instruction affect students' writing?
by Johnson, Tammy L., M.A. California State University, Long Beach. 2011: 96 pages; 1499170.
The Influence of Speech Shadowing on English Word-initial Consonants Produced by Speakers of English as a Foreign Language
by Huang, Yu-Chun, M.A. California State University, Long Beach. 2018: 125 pages; 10785321.
An interventional study: Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests
by McGuthrie, Monica Elena Leal, M.A. California State University, Long Beach. 2015: 137 pages; 1596984.
Effects of teaching words in semantic groups in an online setting
by AlMaiman, Moudi, M.S. California State University, Long Beach. 2013: 86 pages; 1527299.
French for Spanish speakers: A contrastive study of English monolingual, bilingual, and plurilingual adult learners of French
by Martinez Abadia, Jose Miguel, M.A. California State University, Long Beach. 2014: 122 pages; 1527728.
An experimental study of corrective feedback on synchronous oral computer-mediated communication
by Monteiro, Katia R., M.S. California State University, Long Beach. 2012: 94 pages; 1522248.
Vocabulary assessment with varying levels of context: A replication study
by Hall, Brenna Lorraine, M.A. California State University, Long Beach. 2012: 86 pages; 1522226.