Those who are not on the published grade list for a course may not receive a grade or credit for that course. Students are advised to utilize Self-Service Banner SSB , accessible through the TUportal , to confirm billing and registration status, particularly when adding a course, dropping a class, or otherwise revising their roster. All students are responsible for ensuring that their registration is accurate. No grade below a "C-" can be used to fulfill any graduate requirement. These ongoing examinations and research projects require registration every term until their completion.
Only the number of required s. The "R" grade is not—and cannot be used as—a substitute for an "I" grade. The "I" grade is appropriate for a one-term didactic course that will be completed within a year or assigned the contracted default grade. A student who receives more than two grades below "B-" or more than one grade of "F" is dismissed for failure to maintain satisfactory grades. A doctoral student must take at least 2 s.
An instructor may assign an Incomplete "I" to a student who does not complete all coursework. The "I" may be changed to a letter grade if the student completes the coursework within one calendar year. The student must file a contract with the faculty member of record stating what outstanding work remains to be completed. All work must be completed, graded, and the change of grade filed with the Office of the University Registrar within one calendar year of the assignment of the Incomplete. Effective Fall , the President instituted a policy change regarding Incompletes see Policy As part of the Incomplete contract, the faculty member must assign a default grade that will apply if work is not completed per the contract or within one year of the assignment of the Incomplete grade.
A student who receives a Permanent Incomplete and wishes to receive credit for that course is required to re-register, pay tuition, and retake that course to receive a grade. A student may repeat an Independent Study or other course for additional credit if the course content varies each term as designated in the Graduate Bulletin.
A student may, with the permission of the advisor and graduate program director, retake a course once in order to improve the grade. The higher grade is used to calculate the graduate GPA. The s. Permission is granted only if the graduate student is required to complete more advanced work than that required of undergraduates, and the Request to Take an Undergraduate Course for Graduate Credit Form specifies the nature and extent of the additional work e.
To receive graduate credit, the student must pay graduate tuition and fees. A prerequisite is preparatory work that must be completed prior to undertaking specified coursework in the degree program. Credits earned completing prerequisites do not count toward the total number of s. Grades earned in prerequisite courses, if graduate level, are included in the graduate GPA and, irrespective of level, in the determination of standards of scholarship. A matriculated student may be allowed credit for up to 9 s. Advanced Standing Credit defined as credit for coursework taken prior to matriculation and outside of Temple University.
Refer to Graduate School Policy Graduate coursework taken at an accredited institution prior to matriculation and graded "B" or higher as part of a master's degree program may be accepted for Advanced Standing Credit toward a doctoral degree. For doctoral programs that do not require the student to complete a master's degree at Temple University , the number of Advanced Standing Credits that may be accepted by a doctoral program cannot exceed the number of graduate s.
Individual programs may have more restrictive limits on the number of graduate s. Transfer Credit defined as credit for coursework taken following matriculation and outside of Temple University. The coursework must be graduate level, taken at an accredited institution, and graded "B" or higher.
A student may audit a course with the written permission of the instructor at the time of registration. The student must register for the course and pay the regular per-credit fee. The registration for any course may not be changed from audit to credit or vice versa after the second week of classes during the Fall or Spring term or after the first three days of classes during the Summer sessions. Although no restrictions are placed on the number of times a student is able to withdraw, withdrawal from a course or courses may impact academic progress, time to degree, and financial aid.
Generally, courses taken within the past five years are considered current. To remain in Academic Good Standing, a graduate student must maintain continuous enrollment i. A graduate student who is not continuously enrolled for two consecutive terms — whether as a result of not returning from an approved Leave of Absence term or because a Leave of Absence was never requested — is considered inactive, must apply for readmission, and must be accepted to the graduate program in order to continue.
Readmitted graduate students do not retain their original Bulletin year and must follow the most current requirements for the graduate degree program. To be designated full-time, a graduate student including all recipients of Graduate School Fellowships must be enrolled for 9 or more s. To be designated full-time, a graduate student who holds an Assistantship that requires at least 20 hours of service per week must be enrolled in 6 s.
To be designated full-time, a graduate student who has completed required coursework for the degree must be enrolled in at least 1 s. OR any other terminal or culminating experience or project required beyond coursework to complete the degree, including Music Master Performance , Master's or MFA Project , and Master's Thesis No limit is set on the number of terms a student may be classified as full-time, although the expected time-to-degree is an important consideration.
Contact the Graduate School about full-time status concerns only when exceptional circumstances warrant.
While on a Leave of Absence , a student retains admitted student status and remains eligible for the following privileges:. A student granted a Leave of Absence is not considered a registered student. A Leave of Absence does not extend the time limit for completing a graduate degree. A student may not be granted more than four terms of leave except for a serious condition. The time limit begins with the term of matriculation and ends with the term in which the degree is earned.
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See the program descriptions in the Graduate Bulletin. An extension of time may be requested by master's and doctoral candidates. A student may take the master's comprehensive examination, in whole or in part, no more than twice. English language learning in Mexico: A case study of implementing problem based learning into a technology enhanced writing curriculum. Hamilton Cobb, F. Hartmann, C.
Jay, C. Impact of mathematics computer-assisted instruction on English language learner achievement. Doctoral Dissertation, University of Arkansas. Kieliszek, M. Vocabulary through affixes and word families: A computer-assisted language learning program for adult ELL students.
Li, M. Small group interactions in wiki-based collaborative writing in the EAP context. Doctoral Dissertation, University of South Florida. Luft, S. Dialogic learning and collaboration through video chat in two first-grade classrooms. Doctoral Dissertation, Fordham University. Mehring, J. An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom.
ProQuest Dissertations and Theses Open. Niu, D. Doctoral Dissertation, University of South Dakota. Norafkan, M. Learnability of cultural models through authentic materials: Focus on metaphorical competence and conceptual fluency. Rimrott, A. Computer-assisted vocabulary learning: Multimedia annotations, word concreteness, and individualized instruction. Shea, A. Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese.
Exploring engagement in foreign language instructional design and practice. Doctoral Dissertation, Washington State University. Welch, M. Wu, H. The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan. Wu, Y. Utilizing corpus resources accompanied by other consultation resources in enhancing collocation accuracy and collocation richness in L2 writing. Al Mukhallafi, T. Computer assisted language learning for learning English in Saudi Arabia. Doctoral Dissertation, University of Technology, Sydney.
Australasian Digital These Program. Alameen, G. The effectiveness of linking instruction on NNS speech perception and production. Open Access Theses and Dissertations. Ariffin, S. The contribution of mLearning to the study of local culture in the Malaysian university context. Bale, R. Spoken corpus-based resources for undergraduate initial interpreter training and lexical knowledge acquisition: Empirical case studies.
Doctoral Dissertation, University of Surrey. Beard, M. Caruso, G. Chang, A. ELL student engagement in computer-assisted language learning tasks. Chen, T. Christopherson, L. Doe, R. Lost in the middle kingdom: Teaching new languages using serious games and language learning methodologies. Dzekoe, R.
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Facilitating revision in the English as a second language ESL composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students. Franciosi, S. Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education.
Doctoral Dissertation, Griffith University. Ge, Z. Mispronunciation detection for language learning and speech recognition adaptation. Doctoral Dissertation, Purdue University. Halvorsen, A. Facebook usage in Thailand: The plurilingual competencies of Thai high school students and teachers. Hsieh, H. Practices and strategies of self-initiated language learning in an online social network discussion forum: A descriptive case study. Human, P. Innovative use of educational technology in the second language classroom: Design principles for teaching and learning.
Kim, S. Analyses of receptive and productive Korean EFL vocabulary: Computer-based vocabulary learning program. Lee, S. Lavolette, E. Effects of feedback timing and type on learning ESL grammar rules. Doctoral Dissertation, Michigan State University. Marissa, D. Doctoral Dissertation, University of Maryland. Mendelson, A. Write to speak revisited: An ecological investigation of transfer between chatting and speaking in foreign languages. Doctoral Dissertation, University of California, Berkeley. Parker, J. Doctoral Dissertation, Tennessee State University.
Sanchez, K. Adult learning in a computer-based ESL acquisition program. Sawatdeenarunat, S. Takeda, M. Doctoral Dissertation, Western Carolina University. Tour, E. Doctoral Dissertation, Monash University. Tsai, C. Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginner.
Doctoral Dissertation, The University of Iowa. Wang, D. The impact of the use of an electronic dictionary on verbal reasoning on adult native Chinese international students in the United States. Wang, J. The effect of implicit vs. Doctoral Dissertation, University of Pittsburgh.
Wang, L. The effects of single and dual coded multimedia instructional methods on Chinese character learning. Yan, J. A computer-based approach for identifying student conceptual change. Yang, L. A web-based approach to learning expressions of gratitude in Chinese as a foreign language.
Yin, Z. Chinese calligraphist: A sketch based learning tool for learning written Chinese. Albaddi, M. Bauler, C. Examining online forum discussions as practices of digital literacy in college-level ESL writing. Baseri, S. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.
Doctoral Dissertation, University of Southern California. Begay, W. Mobile apps and indigenous language learning: New developments in the field of indigenous language revitalization. Master's Thesis, The University of Arizona. Belamaric Wilsey, B. Ecological view of the learner-context interface for online language learning: A phenomenological case study of informal learners of macedonian.
Bradley, L. Language learning and technology. Student activities in web-based environments. Doctoral Dissertation, University of Gothenburg. An investigation of language teachers' explorations of the use of corpus tools in the English for academic purposes EAP class. Doctoral Dissertation, Georgia State University. Effect of recent L1 exposure on Spanish attrition : An eye-tracking study. Chametzky, B. Offsetting the affective filter: A classic grounded theory study of post-secondary online foreign language learners. Chatpunnarangsee, K.
Incorporating corpus technology to facilitate learning of English collocations in a Thai university EFL writing course. Doctoral Dissertation, Indiana University.
Che Wan Ibrahim, C. Perceived affordances and learning strategies of Malaysian university students in web 2. Doctoral Dissertation, Latrobe University. The impact of the use of synchronous and asynchronous wiki technology on Chinese language reading and writing skills of high school students in south Texas. Chen, S. Genre features of personal statements by Chinese English-as-an-additional-language writers: A corpus-driven study. Master's Thesis, University of Victoria Canada. Christensen, M. Online activities for learning Japanese as a foreign language. A phenomenological study of teaching endangered languages online: Perspectives from nahua and mayan educators.
Dewing, S. Preparing teachers to work with English learners: Exploring the potential for transformative learning in an online English as a second language for educators course. Doctoral Dissertation, University of Colorado. Dohl, C. Foreign language student anxiety and expected testing method: Face-to-face versus computer mediated testing. Doctoral Dissertation, University of Nevada, Reno. Fay, R. To what extent does smart board technology increase motivation and participation during writing lessons for a student with autism? Master's Thesis, Caldwell College. Feng, Y.
Flesvig Bruland, N. Examining the relationship between interaction and linguistic outcomes: Is the online learning environment a viable alternative to traditional classroom instruction for beginning language learners? Giupponi, L. Gleason, J. Technology and tasks for bridging the language-content gap: Teacher-researcher collaboration in a third-year spanish writing course. Hoki, C.
Doctoral Dissertation, Texas Woman's University. Hashimoto, K. Exploring the relationship between L2 blogging, learner autonomy, and L2 proficiency levels: A case study of post-secondary Japanese L2 learners. Jacob, L. Using virtual worlds to identify multidimensional student engagement in high school foreign language learning classrooms. Doctoral Dissertation, Duquesne University.
Johnson, C. Kenney, S. The impact of using assistive technology on writing productivity of young writers with autism. Doctoral Dissertation, George Mason University. Klimanova, L. Second language identity building through participation in internet-mediated environments: a critical perspective. Kulavuz-Onal, D. English language teachers' learning to teach with technology through participation in an online community of practice: A netnography of webheads in action. Le Baron-Earle, F. Social media and language learning: enhancing intercultural communicative competence.
Doctoral Dissertation, University of Limerick. Lebron-Lozada, S. Learning conversational English with student-generated podcasts. Doctoral Dissertation, Nova Southeastern University. Lenihan, A. The interaction of language policy, minority languages and new media: a study of the facebook translations application.
Liu, J. Liu, X. Doctoral Dissertation, University of Exeter. Lo, Y. What is the participant learning experience like using YouTube to study a foreign language?
Lu, H. Enriching critical thinking and language learning with educational digital libraries. Martin, V. Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of French as a foreign language. Miyagi H. Online asynchronous discussions in a blended English writing course in a Japanese university. Mizukawa, J. The crisis of language in contemporary japan: Reading, writing, and new technology.
Doctoral Dissertation, Columbia University. Mohamed Razali, A. Malaysian teachers' conceptions and uses of digital technology in English writing instruction: A multiple case study. Morales Sousa, J. Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level. Moroz, A. App assisted language learning: How students perceive Japanese smartphone apps. Nakata, T. Olesova, L.
An examination of the effectiveness of embedded audio feedback for English as a foreign language students in asynchronous online discussions. Oqilat, A. Pares-Toral, M. The effect of the use of the 3-D multi-user virtual environment Second Life on student motivation and language proficiency in courses of Spanish as a foreign language. Ranalli, J. The VVT project: A web-based platform for strategy instruction and research into self-regulated learning of L2 vocabulary.
Riordan, E. The discourse of a community of student teachers: a corpus-based analysis of online and face-to-face modes. Samuels, J.
Pedagogy and related criteria: The selection of software for computer assisted language learning. Shi, L. The effects of a custom-designed animation program on learning Chinese characters. Smith, S. The development of interactive technology for conveying symbols, signs and meaning for beginning learners of Arabic.
Doctoral Dissertation, Brigham Young University.
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Suvorov, R. Interacting with visuals in L2 listening tests: An eye-tracking study. Tecedor C. Umstead, L. The relationship between computer-assisted language learning and student achievement on language tests. Doctoral Dissertation, Wilmington University Delaware. Vithanage, R. Collaborative writing and individual writing: Improving writing in an L2 class.
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Webber, D. Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation. Williams, Z. Woloshen, S. Podcasting to enhance pronunciation in second language learning. Yang, W. A cross case analysis of computer use among ELL university instructors in Taiwan.
Doctoral Dissertation, University of Wisconsin-Madison. Ziegler, N. Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis. Arispe, K. Doctoral dissertation, University of California, Davis. AAT Brinckwirth, A. Implementation and outcomes of an online English-Portuguese tandem language exchange program delivered jointly across a U.
Doctoral dissertation, Virginia Commonwealth University. Cheng, H. Doctoral dissertation, Indiana State University. Cho, Y. Exploring second language L2 learners' language learning experience in social networking environments. Doctoral dissertation. Hinkelman, D. Blending technologies in foreign language programs. Doctoral thesis, The University of Melbourne. Kang, M. East asian students' negotiation of silence in a university intensive english reading class: An examination of cross-cultural transition within a project-oriented CALL approach.
Doctoral dissertation, Iowa State University. Jones, J. Immersion within call. Master's thesis. Kurtz, L. Learning from twenty-first century second language learners: A case study in smartphone use of language learners. Master's thesis, Iowa State University. Lin, C. Language learning through social networks: Perceptions and reality.
Longberg, P. Doctoral dissertation, The University of Utah. McMurry, B. Evaluation in computer-assisted language learning. Doctoral dissertation, Brigham Young University. Mroz, A. Nature of L2 negotiation and co-construction of meaning in a problem-based virtual learning environment: A mixed methods study. Doctoral dissertation, The University of Iowa.
Park, H. Four English language learners' experiences and strategy use in learning environments of multiliteracies. Doctoral dissertation, University of South Florida. Prihatin, P. The computer integration into the EFL instruction in Indonesia: An analysis of two university instructors in integrating computer technology into EFL instruction to encourage students' language learning engagement. Doctoral dissertation, Loyola University. Reynolds, A. Intersections of contexts and concepts in learning to teach: A qualitative case study of the appropriation of the communicative language teaching approach by pre-service teachers of Spanish in the United States.
Doctoral dissertation, The Ohio State University. Romero, I. Sandler, J. Learning and teaching the grammatical usage of vocabulary items in english as a second language. Doctoral dissertation, The University of Pennsylvania. Shutler, R. A study of student and teacher perceptions of criterion, an online writing program. Ottawa, CA: Carleton University. Singman, C. The effectiveness of social media activities on Taiwanese undergraduates' EFL grammar achievement. Lawrence, KA: University of Kansas. Sukasem, N. Digital literacy practice: Blogs and authorship in developing multilingual TESOL professionals in a graduate program in the united states.
Doctoral dissertation, Indiana University of Pennsylvania. Tourtellotte, S. The use of media in the acquisition of English as a second language. Warren, R. The effect of adaptive confidence strategies in computer-assisted instruction on learning and learner confidence.
Doctoral dissertation, The Florida State University. Al Ghafli, M. The effect of mediated glosses on vocabulary retention and reading comprehension with English language learners in Saudi Arabia. Doctoral dissertation, University of Kansas. Alshamari, A. The development of L2 writing in a computerized process-centred learning project. Doctoral thesis, The University of Queensland. Altiner, C. Integrating a computer-based flashcard program into academic vocabulary learning. Ashton-Hay, S. Interactive peer-based learning in a comparative case study: What do students gain?
Doctoral thesis, Queensland University of Technology. Cai, S. The impact of an online learning community project on university Chinese as a foreign language students' motivation. Cardenas-Claros, M. A preliminary framework of help options in computer-based second language listening. Chen, Y. The influence of integrating technology in language learning courses. Doctoral thesis, University of Kansas.
Dalton, M. Social networking and second language acquisition: Exploiting Skype TM chat for the purpose of investigating interaction in L2 English learning. Dang, N. Master's thesis, Minnesota State University. Gardner, J. Using web 2. Doctoral dissertation, Saint Mary's College of California.
Greenleaf, J. Implementing computer-assisted language learning in the teaching of second language listening skills. Hepburn, A. Technologically-meditated collaborative learning activities for the university level intermediate Spanish classroom. An instructional design for an integrated English language curriculum with 3D virtual world affordances. Doctoral dissertation, The University of Wisconsin — Madison.
Kregar, S. Relative effectiveness of corrective feedback types in computer-assisted language learning. Mthethwa, M. Perceptions and attitude towards the potential use of computer-assisted language learning CALL in Swaziland: A case study. Oda, K. Doctoral dissertation, University of Minnesota. Sachs, R. Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese.
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