Doctoral Dissertation Research
Completed Dissertations
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Leslie A. Smith (2020). Second language communities of practice: Investing in participation and gaining legitimacy and competency. (Committee Member)
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Yuran Wang (2020). Examining synchronous hybrid English learning for children in rural China: A hybrid ethnographic study. (Committee member).
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Shuya Xu (2019). An online community of self-directed language learners at the MIXXER: An exploratory sequential mixed methods design study (Committee Member)
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Ai-Chu Elisha Ding (2018). Language teachers' reflection on technology integration through online text-based and video-based tasks (Co-Chair)
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Crystal Howell (2018). "I sing the body electric": Female sojourner teachers' experiences of embodiment in face-to-face and online teaching (Committee Member)
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Remzi Kizilboga (2018). Secondary teachers pedagogical practices in designing instruction in an urban "bring-your-own-device (BYOD) environment (Committee member)
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Mika Moko (2018). A qualitative multi-case study of ESL teachers' (ESLTs') professional development and their use of Personal Learning Networks (PLNs). (Chair)
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Mateus Yumarnamto (2016). Indonesian English language teacher’s professional growth and changing identities: An auto-ethnography and a narrative inquiry. (Chair)
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Yi Chin Hsieh (2015). The nature of peer-to-peer interaction in internet-supported collaboration (Chair)
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Jae Han Park (2014). Pedagogical knowledge of and needs for professional development and support for English-medium instruction of Korean university professors. (Chair)
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Michelle C.S. Greene (2014). Curricular agents: Adolescent immigrant students in a third-space-imagined community in the public school. (Committee Member)
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Carmen Macharaschwilli (2013). The skype-buddy model in an online environment: Patterns and perceptions of language teachers in a professional development program. (Committee Member)
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Emilija Zlatkovska (2012). Promoting social-constructivist pedagogy through using WebQuests in teaching EFL teachers in Macedonia: An exploratory study. (Chair)
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Jeremy Ortloff (2011). Toward a grounded theory of trust: Collaboration, trust and cooperation between ESL and Content-Area teachers in a secondary school. (Chair)
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Stephen Smith (2011). Qualitative perspectives of factors influencing community college students’ motivation to enroll in Chinese Foreign language programs. (Committee Member)
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Pu Hong (2010). Foreign education, Chinese meanings: The opportunities and challenges for Western-trained Chinese English language teachers. (Chair)
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Mun-Woo Lee (2010). Between two languages and two worlds: Identity of Korean early study-abroad undergraduates in the U.S. (Committee Member)
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Ginger Sietman (2009). Content-based English instruction in China: An ethnographic exploration of content-based English teachers’ challenges, knowledge and mediated learning. (Chair)
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Peng, Jui-Ching (2009). Peer assessment of oral presentations in EFL contexts in Taiwan. (Committee Member)
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Pei Chuan Cheng (2008). Peer-review impact: Integrating peer-reviews into a college writing class in Taiwan (Chair)
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Hui-Chun Hsieh (2008). The role of student-academic centers to promote autonomous EFL learning amongst Taiwanese university students. (Committee Member)
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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)