This study examines the effect of class discussion as a pre-writing activity on actual writing performance. The experiment was conducted with all the Level 3 and Level 4 students enrolled in the Intensive English Language Institute of North Texas State University in the Spring, 1986 semester. Cochrans C test was performed to test significant differences between groups at the beginning of this test. Multivariate analysis of variance tests were used to determine the treatment effect between and within groups, and a matched t-test was also utilized to analyze the difference within tests. Pearson product moment correlation coefficient was calculated to determine the relationship between the discussion activity score and the actual writing score. Analysis of covariance tests were used to determine which variance of discussion activities had greater effect on the actual writing score.

Because international students are an increasingly significant aspect in American colleges and universities and on the North Texas State University campus in particular, this study was undertaken to explore the intercultural clash which Thai students at North Texas State University experience. Twenty-two Thai students were interviewed in depth using the oral history method. Ten faculty and administrators who work with international students were interviewed concerning their observations of Thai students. The information gleaned from these thirty-two interviews and from an examination of the basic socio-cultural differences between Thailand and the United States resulted in the isolation of the following basic difficulties. 1. Thais do not have command of written and oral English. 2. Americans do not have an appreciation of foreigners and lack tolerance in everyday exchanges with them. 3. Thais avoid becoming involved in American society. 4. Thais are not efficiently prepared for the American classroom. 5. American instructors do not appear prepared to handle the problems of Thai students. The study also developed a number of suggested solutions: 1. Raise the consciousness of Americans concerning Thai students; 2. Provide more effective ways of improving oral and listening skills in the English proficiency of Thai students beginning with American-directed …

This study examines the main research hypothesis that there is significant interaction between the effects of computer use/non-use and level of computer training among community college educators in the state of Texas regarding attitudes toward the implementation of administrative and instructional computing. A statewide survey was conducted with deans of instruction and full-time faculty members who represented the three academic transfer departments of natural/physical sciences, social science, and humanities/fine arts. Fifty-five deans of instruction and three hundred fifty-six faculty members participated in the study. A factor analysis of data from the questionnaires revealed four factors which were identified and labeled: Factor One: Computer Applications: Advantages and Disadvantages; Factor Two: Administrative Computer Applications: Advantages and Disadvantages; Factor Three: Apprehensions About Educational Computing; Factor Four: Situational Factors Associated With Computer Applications in Education. A 4x3x2 (professional position x level of computer training x level of computer experience) multivariate analysis of variance of both main and interaction effects was then performed within and across these factors.