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«DISSERTATIONS AND THESES ON TECHNOLOGY AND L2 LEARNING (2000–2012) This list has been updated with an eye towards providing working links to actual ...»

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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,

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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, http://drc.ohiolink.edu/handle/2374.OX/14351 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)

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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, http://webh01.ua.ac.be/didascalia/doc-design.pdf 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).

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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, http://drc.ohiolink.edu/handle/2374.OX/4965 Bearden, R.J. (2003). Chatting in a foreign language: An interactional study of oral vs. computer-assisted

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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).



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