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152.
Critical Thinking in Intensive Language Programs for International Students in U.S. Universities
by Wegrzecka-Kowalewski, Eva, Ph.D.  University of Pittsburgh. 2018: 180 pages; 13819975.
153.
Testing Processability Theory in L2 Spanish: Can readiness or markedness predict development?
by Bonilla, Carrie L., Ph.D.  University of Pittsburgh. 2012: 290 pages; 3529608.
154.
An examination of Spanish language achievement, use, and attitudes in a dual immersion setting
by Ceron, Paul M., Ed.D.  California State University, Long Beach. 2016: 230 pages; 10252062.
157.
A Preliminary Investigation of Racial Bias in Early Writing Curriculum-Based Measures
by Kondisko, Joseph E., Ed.D.  Wilkes University. 2017: 171 pages; 10268010.
160.
Meeting the Linguistic Needs of English Learners through the Teaching and Learning Cycle
by McManus-White, Annita, Ed.D.  Concordia University Irvine. 2019: 122 pages; 13887080.
161.
164.
Deaf Peer Tutors and Deaf Tutees as Pairs in a College Writing Center
by Kenney, Patricia C., Ed.D.  University of Rochester. 2018: 223 pages; 13833160.
165.
Portraits of Multilinguals on Social Network Sites: Identity Negotiation and Language Use
by Lemus, Linda Rafaela, Ph.D.  The University of Arizona. 2018: 288 pages; 10931985.
166.
"Going for the Gold": Successful Former English Language Learners' Experiences and Understandings of Schooling
by Baker, Lottie Louise, Ed.D.  The George Washington University. 2013: 337 pages; 3592853.
168.
Similarity in L2 phonology
by Barrios, Shannon L., Ph.D.  University of Maryland, College Park. 2013: 163 pages; 3600018.
170.
Technology use in California community college ESL classrooms
by Maclean, Heather, Ed.D.  Pepperdine University. 2016: 237 pages; 10244713.
171.
Factors affecting the holistic listening of Japanese learners of English
by Aotani, Masayasu, Ed.D.  Temple University. 2011: 524 pages; 3457854.
172.
An interlanguage analysis of differential object marking in L2 Spanish
by Killam, Jason, Ph.D.  Indiana University. 2011: 317 pages; 3488206.
173.
Positioning and identity in the academic literacy experiences of elementary English Language Learners
by Hickey, Pamela J., Ph.D.  University of Maryland, College Park. 2011: 364 pages; 3461530.
174.
How L2 legal writers use strategies for scholarly writing: A mixed methods study
by Bain Butler, Donna, Ph.D.  University of Maryland, College Park. 2010: 356 pages; 3426989.
175.
Examining the Generality of Self-Explanation
by Wylie, Ruth, Ph.D.  Carnegie Mellon University. 2011: 122 pages; 3515570.
178.
English Learners Along the U.S.-Mexico Border: A Multiplicity of Crossroads
by Guajardo, Diana, Ph.D.  The University of Texas at San Antonio. 2018: 180 pages; 10814575.
179.
Use of subordination in English second language texts
by Nesbitt Perez, Susan L., Ph.D.  State University of New York at Albany. 2013: 279 pages; 3588149.
180.
Teachers' experiences with English language learners in the K-5 classroom
by McGraw, Anita Williams, Ed.D.  The University of Mississippi. 2011: 143 pages; 3479021.
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