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dc.contributor.advisorFitzgerald, Gail E.eng
dc.contributor.authorZha, Shenghua, 1976-eng
dc.date.issued2006eng
dc.date.submitted2006 Summereng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file viewed on (May 2, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph.D.) University of Missouri-Columbia 2006.eng
dc.description.abstractThe purpose of this quasi-experimental study is to investigate the effectiveness of online strategy-based instruction facilitated through case-based peer discussion. This study also seeks to find out whether ITAs' backgrounds would affect their changes of self-reported and observed usage of language use strategies. Results of this study reveal that online strategy-based instruction facilitated through case-based peer interaction is at least as effective as face-to-face strategy-based instruction facilitated through case-based peer interaction in learning and using language use strategies. Analyses of relationship between ITAs' demographics and changes of their self-reported and observed usage of language use strategies show that ITAs' study experience in U.S. colleges had significant influence on their changes of observed usage of active listening strategies. Themes extracted from the online interviews suggest that strategy-based instruction in this informal online peer-supported case-based learning environment help ITAs to acquire language use strategies and develop abilities to solve teaching problems.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb58486914eng
dc.identifier.oclc123913928eng
dc.identifier.urihttps://doi.org/10.32469/10355/4480eng
dc.identifier.urihttps://hdl.handle.net/10355/4480
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.subject.lcshSecond language acquisitioneng
dc.subject.lcshEducational technologyeng
dc.subject.lcshTeachers' assistantseng
dc.subject.lcshGraduate teaching assistantseng
dc.titleThe effects of a technology-supported training system on second language use strategies for international teaching assistantseng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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