Dissertations / Theses: 'EFL contexts'

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Longcope, Peter. "Differences between the EFL and the ESL Language Learning Contexts." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/11827.

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Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

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This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.

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Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.

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This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.

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Ainy, Salma. "Use of literature in developing learner's speaking skills in Bangladeshi EFL contexts." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/14033/.

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This dissertation arises from an attempt to answer the question whether it is possible to teach conversational skills through literature; and, if 'yes', how any benefit can be made accessible to both privileged and non-privileged sections of society. The stimulus for the present study derives from the view that, in order to develop the capacity of students in the EFL language class, the teaching of language should be taught using literary pieces and should move away from a teacher-centred approach towards a student-centred one. Having used an activity-based and process-oriented integrated approach as a framework, the present study illustrates the impact of the proposed way of literature teaching in an EFL context, specifically in the context of Bangladesh. It is designed to encourage students to experience literary texts directly as a part of a process of meaning creation that develops their thought processes, imaginative faculties and interpretative skills and ultimately has a strong impact on their speaking ability. Such a systematic approach to literature teaching in developing learner's speaking skills, therefore, is likely to enable teachers to have a more student-centred classroom. The present study also utilises the devised teaching activities based on prediction initiating personal growth, in an actual teaching/learning context in a selected research environment and explores students' responses to the proposed approach. The study groups involved in the research consist of two comparable groups: an experimental group (EO) and a control group (CG). The EG was exposed to the proposed teaching approach, whereas the CG followed the usual traditional teaching methods. The data for the study were gathered through interviews, questionnaires, observation sheets and field notes. Qualitative and quantitative investigation techniques were applied to the data and they were compared and contrasted for both the groups. The analyses of the data revealed significant differences between the groups in the nature of the students' responses to the teaching approaches. It was observed that there was a considerable relationship between the teaching methodologies employed in both classes, and levels of motivation, involvement and appreciation of the literary text under study and finally in the development in oral expression. The findings suggested that application of the teaching approach proposed by the study notably changed the classroom dynamics in a positive way.

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Benham, Biook. "A stylistic study of cohesive features in English prose fiction with some pedagogical implications for non-native contexts." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/6049/.

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Chakir, Mohamed. "The Integration of Mobile Phones in EFL Contexts| Using Messenger Applications to Learn English Vocabulary." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807796.

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This study was conducted to investigate the effectiveness of mobile phones as learning tools in English as a Foreign Language (EFL) contexts. It also aimed at exploring learners’ and teachers’ attitudes towards the integration of mobile assisted language learning (MALL) tools such as mobile phones in English language teaching and learning. To this end, a mixed method research design was implemented. 60 Moroccan high school students took part in the study. They were divided into two groups, experimental (N = 30) and control (N = 30). The two groups underwent the two treatments that lasted for two weeks. During the first week, the first experimental group was sent two vocabulary items three times a day every day for a period of seven days via WhatsApp messenger while the control group was given a printed list of the 14 items at the start of the week. In the second week, the two groups switched places and the experiment was repeated with another 14 words.

At the outset of the study, a pretest was used to measure participants’ vocabulary knowledge with regards to target items. Two immediate posttests were used during the period of the experiment which learners took at the end of each week to measure vocabulary learning. A delayed test was administered four weeks following the end of the experiment to see vocabulary retention. The results of both the pre and delayed tests were not significant as they did not show any difference between the groups. However, the immediate posttests’ scores showed a significant difference between the two groups. The experimental groups’ scores in the two weeks were higher than their counterparts in the control groups., The results of the surveys showed that EFL teachers and learners hold positive attitudes toward the use of MALL in an EFL context such as Morocco.

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Korompot, Chairil Anwar. "Teacher-student power relationships in language classrooms : a comparative case study in ESL and EFL contexts." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09armk84.pdf.

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Errata pasted on back end-papers. Bibliography: leaves 255-260. Aspects of teacher-student power relationship (TSPR) were studied in an Australian ESL (English as a second language) study centre and an Indonesian EFL (English as a foreign language) counterpart to investigate the relevance of the power sharing concept in different contexts of second language learning. The study employed non-experimental methodology in collecting data using interviews, questionnaires and classroom observation. The findings contribute insight into the contextual factors worthy of consideration in applying modern approaches to ELT in different settings of teaching and learning, and support the establishment of student autonomy as the central goal in learning and communicative competence in L2 pedagogy.

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Alnefaie, Mashael. "TITLE: INTERNATIONAL STUDENTS IN THE U.S.: BELIEFS ABOUT ESL/EFL CONTEXTS AND THE EFFECT ON FLUENCY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1655.

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The purpose of this study was to investigate international learners’ beliefs about the development of their oral fluency in English and how their social relationships with native speakers and educational experiences in Study Abroad programs contributed to their verbal production. While several studies discuss the advantages of Study Abroad programs and the development of reading and writing fluency, only a few have explored oral fluency in ESL/EFL classrooms. This research was designed to examine international students’ beliefs about how their learning experiences in the U.S. affected their speaking ability. The aim was to understand how interactions with native speakers promoted comprehensible input and allowed ESL/EFL learners to produce comprehensible output. Bakhtin’s dialogism and the situated learning theory of Lave and Wenger are complementary frameworks, discussed, which show the importance of participation within communities. Data were collected using qualitative methods, including semi-structured interviews and classroom observations. Findings revealed that the use of technology in formal and informal settings developed ESL and EFL students’ oral skills. Furthermore, ESL learners’ social interaction with native speakers promoted cultural competence that lead to their accurate usage of the target language.

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Keng, Chai Chi. "Implementation of and resistance to communicative EFL teachingin Taiwan an exploration of three related secondary EFLteaching contexts." Thesis, University of York, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507548.

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Vallbona, González Anna. "L2 Competence of Young Language Learners in Science and Arts CLIL and EFL Instruction Contexts. A Longitudinal Study." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/133347.

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La implementació de programes AICLE ha generat un gran entusiasme entre les escoles de primària de Catalunya. Malgrat aquest entusiasme, molt poca recerca s'ha portat a terme en el nostre context per demostrar l’eficiència de l’AICLE en la millora de la competència lingüística dels aprenents. L’objectiu d’aquest estudi longitudinal de dos anys és omplir parcialment aquest buit i determinar els efectes de l’enfocament AICLE en les habilitats d’escoltar, llegir i escriure dels alumnes de primària que han cursat una part de les ciències naturals i de la plàstica en anglès. Els resultats en llengua anglesa dels alumnes de cinquè de primària (grup control) s’han comparat amb els resultats dels estudiants de 5è curs exposats al mateix nombre d'hores d'anglès, però, en aquest cas, combinant les hores d’anglès amb l’AICLE per determinar l’assoliment en diferents moments ( T0,T1 , T2 , T3 ) i el progrés en diferents períodes de temps (T0-T1 , T1-T2 , T2-T3 i T0-T3). L'anàlisi dels resultats s’ha portat a terme utilitzant models de regressió logística longitudinals. L'efecte del nombre d'hores d'exposició a l’anglès de l’alumnat prèvies a l’inici del projecte, s’ha tingut en compte per a l'anàlisi així com la proficiència inicial en anglès de l’alumnat participant. S’han portat a terme dos tipus de comparacions a fi i a efecte de proporcionar una visió general dels resultats : la primera comparació fa referència als resultats assolits pel grups control i pels grups d'AICLE. La segona comparació fa referència al progrés de cadascun dels grups. La tercera comparació, finalment, mostra els resultats dels estudiants que van fer ciències en anglès en comparació amb els resultats dels alumnes que van fer plàstica en llengua anglesa. Els resultats de les interaccions entre el grup i el nivell de competència de l’alumnat en totes les comparacions ha estat també motiu d’estudi. Per tal d'ampliar l'abast de l'estudi i la interpretació dels resultats, s’han portat a terme sessions d'observació de classes AICLE i de llengua anglesa , i s’ha entrevistat el professorat. La comparació intragrup demostra que, mantenint el nombre d'hores d'instrucció constant, tots els grups progressen significativament durant l'estudi. Els resultats de les comparacions intergrupals també tendeixen a confirmar un efecte positiu de l ’AICLE sobre els resultats. Els resultats al T1 mostren poques diferències entre els grups; aquestes diferències s’han atribuit principalment al poc nombre d’hores d’exposició a la llengua de les sessions d’AICLE. Els resultats del T3 mostren una millora general significativa en l’habilitat d'escoltar del l’alumnat que va fer ciències en anglès; els estudiants que van fer plàstica en llengua anglesa van millorar significativament en diversos aspectes de l’habilitat d’escriure. La comparació dels resultats dels alumnes que van fer ciències amb els que van fer plàstica en anglès indiquen millors resultats pels alumnes de plàstica en moltes de les àrees analitzades. En conclusió, es pot afirmar que CLIL va tenir un efecte positiu en el desenvolupament de la llengua dels aprenents implicats en l’estudi. No obstant això , la variabilitat en els resultats obtinguts en les comparacions intragrup ens indiquen que l'eficiència dels programes AICLE aplicats a joves estudiants de primària no és només una qüestió de la quantitat d’hores d’exposició, sinó també una qüestió del tipus d'input (és a dir , només anglès instrumental o bé la combinació anglès instrumental i AICLE). Diversos aspectes metodològics de la implementació dels programes AICLE analitzats poden haver influït els resultats finals. Més hores d'exposició AICLE, una metodologia adequada i la continuïtat dels programes ens haurien de conduir a un resultat prometedor.
Despite the general enthusiasm that the emergence of CLIL programmes has generated in primary schools in Catalonia, very little finely-grained research has so far been undertaken in our school context to demonstrate CLIL’s efficiency in improving learners’ overall language proficiency. This longitudinal two-year study attempts to partly fill this gap by determining the extent to which CLIL may affect the listening, reading and writing skills of young primary learners exposed to Natural Sciences and Arts & Crafts taught in English. The results obtained by 5th graders exposed only to EFL classes (Control Group) were compared to those obtained by 5th graders exposed to the same number of hours of English (EFL and CLIL hours combined) in order to determine the students’ achievement and progress in the target language at different times (T1, T2, T3) and time periods (T0-T1, T1-T2, T2-T3) over two school years. The analysis of the results obtained in the listening, reading and writing tests was carried out using longitudinal logistic regression models. The effect of the previous number of hours of exposure to English, prior to these two school years, was taken into consideration for data analysis. Intergroup and intragroup comparisons were carried out in order to provide an overview of the results: the first comparison was concerned with the achievement results obtained by the Control and CLIL groups after the same number of hours of instruction at four different times. The second comparison presented the results in progress obtained by each of the groups after different time periods: T0-T1, T1-T2, T2-T3 and T0-T3. The third comparison, finally, was concerned with the achievement results obtained by CLIL Science students compared to CLIL Arts and Crafts students. The results of the interactions between group and proficiency level were also studied for all the comparisons. In addition to quantitative data, in order to widen the scope of the study and the interpretation of the results, CLIL class observation sessions were held, and the relevant teachers were interviewed. The results of the intragroup comparison suggested that, keeping the number of hours of instruction the same, both Control and CLIL groups progressed significantly throughout the study. This seemed to confirm the effectiveness of CLIL programmes in primary schools. However, the findings of the intergroup comparisons tended to confirm that the exposure to CLIL had an impact on the results obtained. Results for T1 suggested very little differences between EFL and CLIL groups, and these differences were mainly attributed to very limited CLIL time instruction. Results at T3 showed an overall significant improvement in the areas of Listening for CLIL Science students, and in some aspects of Writing for Arts & Crafts learners, when comparing CLIL and non-CLIL groups, keeping the amount of English instruction constant. The comparison CLIL Science vs. CLIL Arts & Crafts indicated better achievement results for the Arts & Crafts students in many of the areas tested. In conclusion, it can be stated that CLIL had a positive effect on the development of the interlanguage of young learners as they progressed throughout the study. Nevertheless, the variability in the achievement results obtained through intragroup comparisons may indicate that the effectiveness of CLIL programmes applied to young learners in the school context is not only a matter of the quantity of input but also a matter of the type of input (i.e. CLIL or EFL+CLIL). The results may have also been influenced by several methodological aspects involved in the implementation of the CLIL approach in the schools. In the light of the results obtained, more hours of CLIL exposure, adequate methodology and sufficient emphasis on continuity should lead to a promising outcome.

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Abugharsa, Aisha Fathi. "The usefulness of explicit grammar teaching : an investigation of syntactic satiation effects and acceptability judgements in Libyan EFL contexts." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20775/.

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This study explores the possibility that techniques based on ‘syntactic priming’, a tendency to produce utterances with structures individuals have recently been exposed to, and ‘syntactic satiation’, which leads individuals to judge previously unacceptable utterances as acceptable, can be used to evaluate second language teaching methods. This is based on the assumption that the more robust an individual’s linguistic intuitions, the less susceptible they are to priming or satiation effects. An experimental methodology was developed and used to compare the effectiveness of the explicit (‘Grammar Translation’) method currently used to teach English in Libyan universities with an implicit (‘Direct’) method. Both methods present only positive evidence, i.e. what are assumed to be grammatical forms, and do not present what are assumed to be ungrammatical forms. The study assumed a ‘Principles and Parameters’ approach on which second language learning involves setting or resetting parameters to those relevant to the language being acquired. It focused on the ‘verb raising parameter’, which has different settings in Arabic and English, and on yes-no questions and adverb placement, whose structures are partly determined by the setting of this parameter. One group of participants was taught using the explicit method and one using the implicit method. After teaching, each group was exposed to activities designed to induce priming and satiation. For yes-no questions, the results showed robust intuitions for both groups. For adverb placement, they showed susceptibility to priming and satiation effects for the group taught using the implicit method. The findings are limited in what they suggest about the two teaching methods but they showed that both methods were effective in teaching these forms. They confirm that priming and satiation effects can arise in a second language and suggest that activities designed to induce these effects could provide a way of evaluating particular teaching methods.

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Nonkukhetkhong, Kittiporn. "Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.

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Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.

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Wilhelmson, Mika. "Representations of culture in EIL : Cultural representation in Swedish EFL textbooks." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21120.

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The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.

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Kolesova, Valeriia. "Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.

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This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was further targeted with an instructional unit informed by the items of the test. Two weeks after the instructional unit was delivered, the participants were asked to complete a follow-up questionnaire. The questionnaire results provided insight into the participants’ perceptions of usefulness of the instructional unit. The learners found explicit instruction on ESL sociopragmatics useful for their language learning experience as well as day-to-day interactions in English. Particularly, they claimed to feel more confident communicating in English after receiving explicit instruction on ESL sociopragmatics. They were able to use information from the lesson in situations such as talking to their language instructors, communicating with university personnel, and participating in service encounter interactions. Therefore, the test proved to have potential for developing instructional materials in an academic context. Based on the findings of the study, suggestions on incorporating sociopragmatic competence into the institution’s EAP curriculum were made.

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Haslam, Naomi Ofeina. "The Relationship of Three L2 Learning Factors with Pronunciation Proficiency: Language Aptitude, Strategy Use, and Learning Context." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3544.pdf.

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Haslam, Naomi Ofeina. "The Effect of Language Aptitude and Strategy Use on ESL and EFL Learners' Pronunciation Proficiency." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/8850.

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The purpose of this study was to determine whether language aptitude and the use of language strategies predict pronunciation gains in second language (L2) acquisition. A second goal was to determine whether these factors differed depending on whether learning occurred in an English as a second language (ESL) or English as a foreign language (EFL) learning context. Eighty-six ESL students in the United States and one hundred EFL students in China were asked to take the Pimsleur language aptitude test. The top 15 or 16 and lowest 15 or 16 scorers on this test from each group were asked to complete a test of pronunciation proficiency and a pronunciation strategies inventory at the beginning and end of a 10-week speaking class in which they were enrolled. The pre and post pronunciation tests were rated and pronunciation proficiency gains in global foreign accent, fluency, comprehensibility and accuracy were compared to both Pimsleur test scores and use of pronunciation strategies before and after training. Results indicated that general language aptitude did not predict pronunciation gains regardless of type of setting (ESL or EFL), but that auditory aptitude may be linked to pronunciation proficiency. Analyses revealed that specific pronunciation strategies were strong predictors of pronunciation gain for comprehensibility and accuracy gains. The findings for this study suggest that pronunciation strategies seem to play a bigger role in pronunciation improvement than language aptitude and are effective in both ESL and EFL settings.

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Petersén, Tuva. "The relationships between foreignlanguage anxiety, motivation, andachievement in an EFL context." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40396.

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This study investigates the relationships between foreign language anxiety (FLA), motivation and achievement in EFL-learners in secondary and tertiary education. Research previous to 2009 generally reaches the conclusion that learners with more motivation have less FLA and higher achievement, and learners with more FLA have lower motivation and achievement. The present study synthesises eight studies from late 2009 to 2020, and it was found that although six studies are generally in accordance with the earlier research, they disagreed with one another concerning what motivational and FLA subscales were most related. Some differences in the conclusions of the studies are theorised to be due to the different motivational constructs the studies focused on. All studies also failed to show a cause-and-effect relationship between any of the variables or agree on the extent to which they were related. This suggested the advantage of looking at the variables as part of a dynamic system, in which all the variables affect one another, and the relationships are constantly changing. Further research was suggested in the area of FLA to identify its factors and which learners suffer from it.

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Ghazalah, Hasan. "Literary stylistics : pedagogical perspectives in an EFL context." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/11916/.

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This thesis in concerned with literary stylistics and the interpretation of literary texts in an EFL context. It has the ultimate pedagogical objective of helping non-native students of English to become sensative to stylistic features and functions and later to perform stylistic analysis and stylistic interpretation of texts. For its significance in stylistics, and as the concentration is on literary composition, the element of 'literariness' is investigated first. This results from the interaction of the stylistic patterning of language and the stylistic functions created at different levels. To show where stylistics stands among literary studies, and to set the scene for the whole thesis, four main approaches to literary texts, i.e. traditional literary criticism, practical criticism, the New Criticism, and formalism, are drawn against it. It is argued that stylistics is the more appropriate approach to the interpretation and appreciation of literary texts especially for non-native students/readers. Within this discipline, there are three major trends: literary stylistics, linguistic stylistics, and Stanley Fish's affective stylistics. The first one is considered superior to the other two for the comprehensiveness of its analytical methodology of short texts in particular, and for its undertaking of interpretation as the ultimate objective of analysis. To substantiate that in practical terms, and at the same time to demonstrate to readers and students how stylistic analysis can be performed, a model of literary stylistic analysis is suggested. It is based on the consideration of the stylistically significant features of the structure of the layout (including clause and sentence structure, paragraphing and cohesion) and of lexis. It is the stylistic effects and functions produced by these features rather than the description of them which is more important. Mere description of language and style is not important in itself; instead, the primary task is to provide a descriptive account of our intuitions concerning the effects and functions produced on us by the text. This supplies a secure basis for interpreation of texts and for teaching interpretation. Two twentieth century short stories The sisters, by James Joyce, and Enough, by Samuel Beckett are analysed separately to demonstrate how this model works and to show readers and students the way(s) of applying and performing it. Joyce and Beckett are well-known writers both here and abroad; their writings are included in university curricula. A stylistic study of two of their texts can be of help to the understanding of some aspects of their style. On the other hand, these two texts stand in contrast to one another in regard to their language organisation and mode of narrative discourse. Where the latter is deviant, the former is quite conventional. This is argued to be useful to the pedagogy of teaching stylistics. Literary stylistics is described as the most convenient approach for non-native students of English literary composition. It is available to them, student-oriented and, therefore, initially more advantageous than an 'intentionalist approach', a 'historical/social and biographical approach', or 'culture-specific approaches'. An articulation is provided of the aims and intentions of teaching literary stylistics to foreign students. The final and most important argument is for student-centred classroom pedagogical procedures. These include forms of linguistically systematic 'rewriting' which are used as a means to two ends: to sensitise students to language; and to demonstrate stylistic features and functions. Once they have achieved these objectives, they are deemed to have exhausted their usefulness. Fuller literary and contextual analysis can, then, be performed.

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Abdul, Rehman Adil. "The teachers' perspective : what they want and get from supervisory practices in a Saudi EFL context." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/26483.

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The aim of this study was to investigate teachers’ perspectives on how they want to be supervised with a view to critiquing existing practices in light of teacher experience, viewpoint and professional aspirations. Documents used in the supervisory cycle in the setting of the study were analyzed to develop a broader understanding regarding the issues that comprise the supervisory activities and the supervisory criteria as documented by the educational organization that was the setting of this study. In addition, a total of eleven preparatory year EFL teachers in a university in Saudi Arabia were interviewed. The study used qualitative methods, with the data subjected to rigorous analysis that employed an analytical approach informed by the principles of grounded theory. The ideas gathered from the qualitative analysis of the interview data - complemented by the insights developed from document analysis - led to the emergence of two themes under which teachers’ expectations and ideas were grouped: 1) the professional aspect and 2) the social aspect. Under the professional aspect, teachers discussed their ideas regarding activities and concepts directly related to teaching practice and professional activities of teachers. The second theme, the social aspect, covers concepts which are related to the way the organization deals with teachers. Analysis of teachers’ interview data showed that there was some level of commonality between the ideas and expectations of teachers regarding some of the general points related to how they want to be supervised. However, there was considerable disparity in their priorities and their expectations regarding the overall approach of the supervisory system, to the extent that at times the expectations and priorities of some teachers were incompatible with and mutually exclusive of the expectations of the other teachers. This led to the conclusion that a multi-streamed supervisory system would provide for the needs of teachers with different expectations, priorities and needs. Such a system would have different streams with different activities for beginning and veteran teachers, with one or two more streams in between for teachers who do not fit in either stream. A multi-streamed system could allow the teachers the opportunity to articulate their needs and expectations and it does not impose a ‘one-size-fits-all’ system on all the teachers. Furthermore, it was recommended that supervisors should draw on the literature on professional life cycles and consider variables related to the workplace (regulations, management style, social expectations etc.) and to teachers’ personal lives (family, cumulative life experiences, individual disposition etc.) so that they can make informed decisions when assigning teachers to different streams within a multi-streamed supervisory system.

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Peng, Jui-ching Fion. "Peer assessment of oral presentation in an EFL context." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380148.

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Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009.
Title from PDF t.p. (viewed on Jul 14, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4650. Adviser: Larry Mikulecky.

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Kane, Mohamadou Bachir. "The Teaching of Reading in the Senegalese EFL Context." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2113.

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This study focuses on English instruction in Senegal, where English is taught as a foreign language (EFL) in middle schools and high schools. It investigates the reading comprehension strategies and tools used by Senegalese EFL instructors to meet national English education standards. It also compares them to best practices for teaching EFL reading comprehension. 54 Senegalese teachers completed a survey asking questions about their reading classes, their approaches to teaching reading comprehension, and their teacher training and professional development. The findings revealed that the surveyed teachers had strong educational backgrounds and were aware of basic reading comprehension concepts and strategies. However, some of the reading strategies widely recognized as most beneficial for EFL instruction are not widely used or widely known in Senegal because teachers are not well trained with them. Observations are made about the overall patterns of teacher strengths and weaknesses, and recommendations are given to the Senegalese government, teachers, and education officials about reading comprehension in EFL instruction. The study contributes to existing literature by shedding light on some of the aspects that make L1 reading different from L2 reading, reviewing the problems facing Senegalese EFL education, and depicting the prevailing instructional environment in this context. It also traces important educational changes that have impacted the country, from budget pressures to the recruitment of contract teachers and large classes.

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Azuma, Masumi. "Metaphorical competence in an EFL context : the mental lexicon and metaphorical competence of Japanese EFL students." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11894/.

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This thesis on metaphor and metaphor study covers theoretical and practical issues in the past and the present both in the occidental and oriental worlds. Metaphor in rhetoric, cognitive and applied linguistics is described briefly, mostly as a theoretical issue. It states that metaphor was treated as part of rhetoric in the past, however, recently it has developed more broadly into a facet of human cognition. As a practical issue, professional studies assessing metaphorical competence are highlighted, which inform the measurement of metaphorical competence of Japanese learners of English (Japanese EFL students, hereafter). The author developed her original measurement instruments (tests and evaluations of metaphorical competence) to assess the receptive and productive metaphorical abilities of Japanese EFL students. The tests aims to measure Japanese EFL students' metaphorical competence and discover the answers to what factors affect their comprehension and use of English metaphorical expressions and what kinds of metaphorical expressions are salient or opaque for them. This study showed that the Japanese EFL students' receptive ability was better than their productive ability. It further indicated that the size of their mental lexicons, the elasticity of their linguistic ability, the degree of semantic expansion, and their cognitive flexibility (e.g. analogical reasoning, mapping and networking) were important factors affecting their ability to handle metaphorical expressions. Another important discovery was that L1 transfer might play an ambivalent role. As for the salience and opacity of metaphorical expressions, the degree of clarity of expressions was an important element. For example, the expressions with images easy to visualise were the easiest for the Japanese EFL students to understand and use metaphorically. The highly conventional idioms involving metaphorical meanings were problematic for them to understand and especially to use.

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Thomas, Chloé. "Glosläxor eller ord i kontext? : En studie i hur mellanstadieelever lär sig nya ord i engelska." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31625.

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Out of the debate in Swedish media about homework, the idea for this study was born. The idea was to investigate the popular belief of many foreign language teachers which suggest that homework glossing is a necessity in the English classroom for pupils vocabulary acquisition, while other assumes this method doesn’t lead to knowledge that last. Therefore, the purpose for this study was to examine how learners of English as a foreign language (EFL) manage to learn new words when they received glossing as homework and when they studied the words in a context during class. Furthermore, out of the argument that homework stress pupils and lowers their interest and motivation for the subject, a secondary purpose was to find out pupils’ opinions about learning new words through glossing as English homework. The study was focused on two teaching methods for vocabulary acquisition: the traditional teaching method designed to teach vocabulary by giving glossing as homework, and teaching new words during class with a focus on teaching the new words in context. Through the survey of these two different methods for vocabulary learning and an empirical study with two primary school classes in which these two methods were put on test, contrary to the expectation that learning words through homework glossing wouldn’t lead to vocabulary knowledge that last, the results of the empirical study showed that the group which received glossing as homework, did better on both test than the group which studied the word in context. Similarly, the data results showed the average pupil had a positive attitude to vocabulary homework as for the most part they felt it benefited them to study this method because of the effects of learning.

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Mc, Carthy Christopher. "Interactional Corrective Feedback and Context in the Swedish EFL Classroom." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8032.

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This paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.

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Ciftci, Hatime. "Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5927.

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Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of participants’ contributions (e.g. turn-taking and turn length, verbosity or dominance, etc.); suggestion-response episodes; and successful and problematic aspects in office hour interactions. The study utilized the theoretical framework of relational work. Thirty-eight office hour interactions constituted the primary data source. The participants included 3 international instructors and their 34 Turkish EFL students. Post-interaction questionnaires and classroom observations served as secondary data sources in the study. The data analysis demonstrated that office hour interactions have various purposes and topics mostly related to the course content offered by the instructors, their expertise, and their experiences. Additionally, both parties co-constructed the discourse segments of equal and unequal contribution in which they achieved interactional and transactional goals using distinctive linguistic and discourse strategies. The co-constructed suggestion-response episodes included both instructor-initiated suggestions and students’ self-suggestory acts. The use of modals and semi-modals, imperatives, and interrogatives played a key role in instructor-initiated suggestions, whereas the students mostly relied on interrogatives. However, each party made their choices relying on the interactional goals they wished to accomplish through the use of suggestion forms. Finally, both the international instructors and their Turkish EFL students attended to different types of relational work that contributed to the successful and problematic aspects of office hour interactions, and that were mostly connected to suggestions.

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Yeh, Chun-Chun. "Research writing in an EFL context : a case study in Taiwan." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31012.

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This thesis is a qualitative case study of a research writing project at undergraduate level in a Taiwanese university. The general purpose of this thesis is to study the whole process of research writing at undergraduate level, while the more specific focus of the study is to investigate the students' learning experiences in the project and the teacher-student interaction in the learning process, such as in writing conferences and the revision stage. The study involved one American instructor and seven Chinese students majoring in English. It traced a research writing project, carried out as part of the writing curriculum, from start to finish. The project was examined from both the instructor's and the students' perspectives. Data for the study come from interviews, student writing drafts, and teacher-student conference transcripts. The findings indicate that the research writing project was perceived by both the students and the instructor as an integrated part of the composition curriculum. Investigations of writing conferences show that organization, documentation, and the mechanics of student papers were some of the focuses of the conferences. A detailed analysis of two students' multiple drafts suggests that writing conferences had a strong impact on the students' revision of their papers. Also emerging from this study is the cultural confrontation between the American instructor and the Chinese students. The impact of this on the acquisition of research writing is explored. It is found that both the instructor and the students attributed certain writing problems to the influence of culture. A preliminary model of the research writing process is proposed based on the findings of the study. It shows the interaction between the research writing project and variables such as the teacher, the textbook, external factors, academic culture and students' indigenous culture. Practical implications and directions for further research are also discussed.

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Papadopoulou, Charis-Olga. "Teachers' conceptualisation and practice of planning in the Greek EFL context." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312711.

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Fan, Yen-Chi. "Implementing collaborative strategic reading (CSR) in an EFL context in Taiwan." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7555.

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The purposes of this study are to investigate the impact of Collaborative Strategic Reading (CSR) on Taiwanese university students’ reading comprehension, explore the process of how they collaborate for text comprehension, and examine their perspectives of the CSR intervention. The participants were 110 students from two intact classes who had low-intermediate to intermediate level of English. This study adopted a mixed-method design and multiple types of data were collected including a standardised reading measure pre-test and post-test, the participants’ responses to a questionnaire survey, field notes, transcription data of group discussions during CSR, and group interviews. The statistical results did not confirm CSR to be more effective than the traditional teacher-led reading approach which focuses on vocabulary and grammar teaching in improving the students’ reading comprehension scores. However, the findings indicated that CSR had a positive effect on the Taiwanese university learners’ reading comprehension particularly in relation to the comprehension questions on getting the main idea and finding the supporting details. A detailed analysis of qualitative data suggested that the learners with relatively homogenous English ability provided collaborative scaffolding for text comprehension through co-construction, elaboration, appeal for assistance, corrective feedback and prompts. The findings also illustrated that limited vocabulary was the key to comprehension obstacles for the EFL university learners. Although they demonstrated some degree of interactively strategic reading behaviours, dictionary consultation and translation were the most frequently used strategies to deal with the text impediments. On the whole, the participants had a positive attitude towards CSR. They acknowledged the beneficial impact of CSR on their English learning and the feasibility of CSR in the university setting. However, problems and dilemmas were also identified. Some pedagogical implications for English instruction at university level in Taiwan are provided and suggestions for future research to further validate the impact and effectiveness of CSR are proposed at the end of this study.

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Cutrone, Pino. "Towards the learning of listener responses in the Japanese EFL context." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553112.

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This research project was divided into two phases of examination of Japanese EFL learners' listening behaviour: (1) a cross-sectional analysis and (2) a longitudinal analysis. In the first part, listenership (consisting of backchannel feedback) and its effect on intercultural communication were investigated in 30 dyadic conversations in English between Japanese and American participants. The findings of this aspect of the study demonstrate several differences in how members of each culture used backchannels in terms of frequency, variability, placement and function. This study found evidence supporting the hypothesis that backchannel conventions which are not shared between cultures contribute to negative perceptions and stereotyping. The second part of this study examined the effect of explicit and implicit instruction on Japanese EFL learners' listening behaviour over the course of 16 weeks. The 30 university student participants were divided into three groups and given tests at three points in time: at the beginning, at the eight-week mark, and at the 16-week mark of this study. Each of these tests involved participating in an intercultural conversation, completing a questionnaire and being interviewed. In one group, the explanations of rules were given explicitly by a teacher; in the second, implicit instruction evolved mainly from peer group discussions and conversational practice with native English speakers. The third group was a control. The findings demonstrate that both explicit and implicit methods had a positive effect as both experimental groups displayed noticeable improvements in many areas of listening behaviour. The findings also show that the Explicit group generally outperformed the Implicit group, and the improvements achieved by the Explicit group also appeared to be more sustainable over time. These findings provide support for the explicit teaching of listening behaviour in the Japanese EFL context. Further implications related to research methodology, theory and practical applications were also explored.

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Chien, Shih-Chieh. "The use of writing strategies in an EFL context in Taiwan." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611166.

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Aleraini, Nadiah. "Investigating focus constructions in an EFL context : a usage-based approach." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126818/.

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By adopting a Construction Grammar framework and following a usage-based approach to SLA, the present study investigated Saudi advanced L2 users’ knowledge of focus constructions in English (namely it-cleft, wh-cleft, reverse wh-cleft and preposing). Little is known about the acquisition of these constructions in an EFL contexts, as these focus constructions are not very much used in oral and written forms in English (Biber et.al, 1999). One of the objectives of this study was to find out whether Saudi L2 users are aware of the appropriate contextual use of English focus constructions related to object focus in English. Another objective of this study, was to explore the extent to which L2 users of English with L1 Arabic are similar in their knowledge and on-line processing of English focus constructions to native speakers. Further, the study aimed to find some evidence as to when learners, over the course of their interlanguage development, come closer to native-like knowledge of English focus constructions and diverge from L1 norms. Therefore, the study included three proficiency levels (native English speakers, advanced and intermediate L2 users of English with Arabic as their L1). The present study was conducted in Saudi Arabia with 99 participants. The study utilised an off-line task (which measured knowledge in terms of acceptability ratings) and an online experiment (which measured processing costs in terms of reaction times) to collect data. All in all, the results obtained in this study supported the general predictions of usagebased approaches to SLA and shed light on the role of cognitive processes in the acquisition of the target constructions. The data gathered also provide interesting findings on how both learners and native speakers process focus constructions at the syntax-discourse level.

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Magnat, Emilie. "Le TBI comme instument du développement de la conscience phonémique à l'école : une approche ergonomique." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00997215.

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L'objectif de cette thèse est d'étudier l'effet d'un entraînement explicite de la conscience phonémique (CP) en anglais L2 et les apports potentiels du tableau blanc interactif (TBI) comme instrument permettant de réaliser cet entraînement avec des apprenants de CE1. A partir des travaux de pédagogues tels que Borel-Maisonny et Caleb Gattegno, nous avons conçu des aides multimodales qui sont à la fois visuelles, sonores et kinesthésiques. Les couleurs de l'approche Gattegno ont été reprises pour créer des cartes de couleur auxquelles nous avons joint une représentation sonore du phonème. La carte sonore est également manipulable sur le TBI. En ce sens, la manipulation sur TBI pourrait aider la manipulation mentale des éléments. Les représentations des phonèmes constituent des représentations externes multimodales intégrées (REMI). Ces REMI ont été intégrées à un dispositif d'apprentissage permettant de valider les hypothèses de recherche. Il s'agissait non seulement d'évaluer l'efficacité de tâches explicites de conscience phonémique dans le cadre de l'apprentissage de l'anglais, mais également d'évaluer l'efficacité de l'utilisation du TBI pour réaliser les tâches de conscience phonémique. Ces hypothèses de recherche ont été testées à l'aide de trois groupes d'apprenants : deux groupes expérimentaux et un groupe contrôle. Un groupe a effectué des tâches explicites de conscience phonémique avec les REMI sur TBI (groupe ConsPhonoTBI), un groupe a effectué ces mêmes tâches de manière classique, c'est-à-dire mentalement sans aide multimodale (groupe ConsPhono), tandis que le groupe contrôle a fait des activités de vocabulaire anglais. La comparaison du groupe contrôle avec le groupe ConsPhono permet de déterminer l'effet d'un entraînement explicite de la conscience phonémique, tandis que la comparaison du groupe ConsPhono avec le groupe ConsPhonoTBI permet de déterminer l'effet des aides multimodales et de leur utilisation sur TBI dans le cadre de cet entraînement explicite. Cette recherche a pour objet une intervention dans le domaine du travail puisque les enseignants et les apprenants sont considérés comme étant en situation de travail. Cette recherche s'inscrit alors dans le cadre de l'ergonomie cognitive. En l'occurrence, la quasi-expérimentation a été menée en 2011-2012 auprès d'apprenants issus de classes de CE1 situées dans l'Isère. Dans la méthodologie de recherche mixte adoptée, les données qualitatives et quantitatives ont été triangulées et permettent d'obtenir des résultats ayant une validité interne. L'étude indique que le travail explicite de la conscience phonémique a un effet sur le niveau atteint dans ce domaine et que l'utilisation des REMI sur TBI permet d'atteindre un meilleur niveau dans le même laps de temps. Par ailleurs, cette étude indique que l'utilisation du TBI pour mener cet entraînement explicite permet à des enseignants non-spécialistes en langue de se décentrer pour réguler l'activité, de proposer une prononciation correcte aux élèves, renforçant ainsi le sentiment d'auto-efficacité au sens de Bandura (2003). En outre, le TBI favorise les échanges entre les apprenants au niveau du groupe classe et permet une découverte collective des phonèmes anglais.

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Poon, Yee-wah Lynda, and 潘綺華. "The effect of context cue instruction on intermediate EFL students' ability to infer word meaning from context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958229.

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Yi, Jyi-yeon. "Construction of a rating scale for writing assessment in an EFL context." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25348.

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Lee, Kyoung Rang. "Strategy awareness-raising for success: reading strategy instruction in the efl context." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6859.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Tang, Ting 1982. "Investigating NNS English teachers' self-assessed language proficiency in an EFL context." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99610.

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The vast majority of secondary school English teachers in China are non-native English speakers (NNS). These teachers might not have adequate language proficiency to promote a communicative language environment for students. This has raised an ongoing discussion concerning the growing need to foster NNS teachers' communicative language proficiency, which has been identified as one of the most important qualifications for successful ESL/EFL (English as a Second Language/English as a Foreign Language) teachers (Murdoch, 1994; Kamhi-Stein & Lee, 1999; Nunan, 2003). In this study, 53 secondary NNS teachers from Chinese secondary schools were asked to self-assess their English proficiency as well as to specify the minimum level of proficiency that they felt was needed to teach English effectively at the secondary school level in seven skill domains (listening comprehension, speaking ability, reading comprehension, writing ability, pronunciation, vocabulary and grammar). Paired sample t tests revealed that statistically significant differences were identified in six of the seven skill domains. Teachers perceived substantial gaps between their English proficiency and the minimum level needed to teach effectively. Teachers' perceptions about the relationship between their language proficiency and their teaching expertise were also explored through face-to-face interviews. The findings provide valuable information and have implications for language teachers in EFL contexts as well as for teacher educators.

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Al-Bulushi, Ali Hussein Ali. "Task-Based Computer-Mediated Communication and Negotiated Interaction in an EFL Context." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504868.

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Al-Bulushi, Yasmin Shannan. "Awareness raising of language learner's writing strategies in an Omani EFL Context." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509819.

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Farrokhi, Farahman. "A context-based study of varieties of corrective feedback in EFL classrooms." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399677.

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Sahakyan, Taguhi. "The motivation of EFL teachers at Armenian universities : teacher selves in context." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19713/.

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Although teacher motivation has been researched through the lens of numerous theories (e.g. self-determination, expectancy-value), its various conceptualisations do not seem sufficient to provide an in-depth understanding of how individuals’ motivation to teach evolves during their career and how it is socially constructed in day to day contexts of work. To address this issue, I employ the possible selves theory (Markus & Nurius, 1986) and the ‘person-in-context’ approach (Ushioda, 2009) to draw together the psychological (self) and the social components of motivation (context) in a study of six Armenian university teachers of English. Data were collected in three phases over a period of six months using semi-structured interviews, journal writing and unstructured classroom observations followed by post-observation interviews. Despite their different ages, diverse teaching experiences and varied socio-cultural backgrounds, the data suggest certain commonalities in the participants’ ongoing motivation to teach. They do not possess distinct ideal, ought-to and feared selves but, instead, they appear to have developed a ‘feasible self’ which is a unity comprising the components of all those selves interwoven and complementary to each other which can be realistic and attainable in their context. The feasible self emerges from representations within the teachers’ social environment and experiences and is influenced by and co-constructed with significant others. The findings of the study suggest that there is a need to develop specific strategies which will help teachers build and attain their context-specific feasible selves.

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Prapinwong, Malinee. "Constructvist language learning through WebQuests in the EFL context an exploratory study /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331410.

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Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture and Language Education, 2008.
Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4219. Adviser: Larry Mikulecky.

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Kim, Seong-Shin. "Exploring the self-reported knowledge and value of implementation of content and language objectives of high school content-area teachers." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/357.

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Wang, Jinghui. "Exploring the link between metacognitive beliefs and learning autonomy in an EFL context." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519867.

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Jamshidnejad, Alireza. "Exploring Oral Communication Strategies in an English as a Foreign Language (EFL) Context." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523629.

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Al-Adawi, Hamed Ahmed Hamid. "A naturalistic context-based study on feedback of Omani EFL undergraduate student writing." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578682.

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The debate on giving feedback on EFUESL students' writing and its effect on their writing continues to concern researchers. This study aimed to investigate teacher written feedback within an Omani context. The research addresses four questions: (1) What language problems do Omani undergraduate students in a particular college have in writing in English? (2) What kind of teacher written feedback do they receive on their writing? (3) What is the impact of this feedback within the time frame of the research? and (4) What were the views of the teacher and students on feedback, and how did these views differ from their practice in giving and receiving feedback? The research is based on four data sets. The first data set is a collection of all the written work produced by a class in an Omani college over one semester and the feedback they received on this work. This relates to the first three research questions. The second data set is field notes from observation of the writing classes. This serves as supplementary data for the first three research questions. The third data set is transcripts of interviews with the class teacher and the fourth is transcripts of interviews with three individual students and two group interviews with twelve students. This relates mainly to the fourth research question and serves as supplementary data for the first three research questions. The results show that the students made errors in all aspects of text, however, the teacher's feedback focussed on lexicogrammar and mechanics. The study also reveals that although the impact of the teacher's written feedback on the students' texts appeared to be insignificant it was very difficult to have clear evidence of the effect of feedback within the time frame of the study. The data also indicates that the impact of feedback could have been influenced by factors such as the kind and quality of the feedback and the way students respond to it. The data of this study also reveals that there is a gap between what actually happens regarding teacher written feedback practice and the views of the teacher and students on the practices. Several pedagogical implications for improving current feedback practices are discussed.

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Tian, Lili. "Teacher Codeswitching in a communicative EFL context : Measuring the effects on vocabulary learning." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517033.

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48

Kelliny, Irene Marthe. "Needs analysis and language awareness in an EFL/ESP context : a case study." Thesis, University of London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262277.

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49

Yang, He. "Investigating L2 pragmatic competence and its relationship to motivation in an EFL context." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239399.

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Mårtensson, Ramirez Vanessa, and Viktor Wenell. "The Effectiveness of Digital COTS Games for Vocabulary Acquisition in EFL Education Context." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36360.

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Dissertations / Theses on the topic 'EFL contexts'

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