Doctoral Dissertation Research

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Completed Dissertations
  • Emma Everson (2021). Examining K-12 teachers' English learner legal knowledge and literacy: The impact of training, experience, and confidence. (Committee Member)
  • Faishal Zakaria (2021). Online community of practice: Informal Indonesian teacher educators' professional development on Facebook. (Chair)
  • Leslie A. Smith (2020). Second/Foreign language teachers' communities of practice in a summer camp: Investing in participation and gaining legitimacy and competency. (Committee Member)
  • ​Yuran Wang  (2020). Examining synchronous hybrid English learning for children in rural China: A hybrid ethnographic study. (Committee member). 

  • Shuya Xu (2019). An online community of self-directed language learners at the MIXXER: An exploratory sequential mixed methods design study (Committee Member)

  • Ai-Chu Elisha Ding (2018). Language teachers' reflection on technology integration through online text-based and video-based tasks (Co-Chair)

  • Crystal Howell (2018). "I sing the body electric": Female sojourner teachers' experiences of embodiment in face-to-face and online teaching (Committee Member)

  • Remzi Kizilboga (2018). Secondary teachers pedagogical practices in designing instruction in an urban "bring-your-own-device (BYOD) environment (Committee member)

  • Mika Moko (2018). A qualitative multi-case study of ESL teachers' (ESLTs') professional development and their use of Personal Learning Networks (PLNs). (Chair)

  • Mateus Yumarnamto (2016). Indonesian English language teacher’s professional growth and changing identities: An auto-ethnography and a narrative inquiry. (Chair)

  • Yi Chin Hsieh (2015). The nature of peer-to-peer interaction in internet-supported collaboration (Chair)

  • Jae Han Park (2014). Pedagogical knowledge of and needs for professional development and support for English-medium instruction of Korean university professors. (Chair)

  • Michelle C.S. Greene (2014). Curricular agents: Adolescent immigrant students in a third-space-imagined community in the public school. (Committee Member)

  • Carmen Macharaschwilli (2013).  The skype-buddy model in an online environment: Patterns and perceptions of language teachers in a professional development program. (Committee Member)

  • Emilija Zlatkovska (2012). Promoting social-constructivist pedagogy through using WebQuests in teaching EFL teachers in Macedonia: An exploratory study. (Chair)

  • Jeremy Ortloff (2011). Toward a grounded theory of trust: Collaboration, trust and cooperation between ESL and Content-Area teachers in a secondary school.  (Chair)

  • Stephen Smith (2011).  Qualitative perspectives of factors influencing community college students’ motivation to enroll in Chinese Foreign language programs. (Committee Member)

  • Pu Hong (2010). Foreign education, Chinese meanings: The opportunities and challenges for Western-trained Chinese English language teachers. (Chair)

  • Mun-Woo Lee (2010). Between two languages and two worlds: Identity of Korean early study-abroad undergraduates in the U.S. (Committee Member)

  • Ginger Sietman (2009). Content-based English instruction in China: An ethnographic exploration of content-based English teachers’ challenges, knowledge and mediated learning.  (Chair)

  • Peng, Jui-Ching (2009). Peer assessment of oral presentations in EFL contexts in Taiwan. (Committee Member)

  • Pei Chuan Cheng (2008). Peer-review impact: Integrating peer-reviews into a college writing class in Taiwan (Chair)

  • Hui-Chun Hsieh (2008). The role of student-academic centers to promote autonomous EFL learning amongst Taiwanese university students.  (Committee Member) 

  • Ming-Fang Hsieh (2006). My mom makes me to learn English: Power, system, instruction and quality of early childhood English language education in Taiwan. (Committee Member)