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Dissertations / Theses on the topic 'English courses'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Schug, Daniel. "English courses across disciplines : a question of motivation." Thesis, Paris 8, 2019. http://www.theses.fr/2019PA080057.

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Cette thèse présente une étude comparative sur la motivation des étudiants dans des cours d’anglais général et des cours d’anglais de spécialité (ASP). Depuis leur conception, les cours d’ASP sont considérés plus motivants que les cours de langue général grâce au fait qu’ils soient, dans l’idéal, adapté aux intérêts et aux besoins des apprenants. À présent, par contre, très peu de recherche existe pour confirmer cette notion. La présente étude vise donc à examiner cette question à travers une analyse compréhensive de la motivation des étudiants en cours de langue à l’Université de Paris 8 (France) et l’Università Ca’ Foscari Venezia (Italie). Ce projet est ancré dans deux thèmes principaux dans les recherches sur la motivation pour apprendre une langue étrangère : l’importance du contexte d’apprentissage et les objectifs que peut avoir un apprenant pour la langue. De ce fait, Le L2 Motivational Self System et la Théorie des systèmes dynamiques complexes ont été choisis pour guider l’analyse des résultats. Ces deux théories permettent un examen minutieux de différents éléments présents dans la salle de classe ainsi que du concept de soi de l’apprenant. À travers les questionnaires, les entretiens et les observations en classe, cette étude a pu établir une image détaillée des facteurs susceptibles d’influencer la motivation et l’engagement des apprenants dans les cours d’anglais général et les cours de langue de spécialité afin de faciliter les comparaisons. Finalement, plusieurs similarités ont été identifiées dans la motivation des étudiants dans les deux types de cours ; un grand nombre de participants a exprimé, par exemple, une préférence pour les cours qui commençaient tard dans la journée et pour les leçons organisées autour des activités orales. Cependant, de diverses différences ont également été repérées entre les deux groupes ; les étudiants dans les cours d’ASP avec un niveau de langue très bas, par exemple, ont exprimé un niveau de motivation beaucoup plus bas par rapport aux étudiants dans les cours d’anglais général du même niveau. Ces résultats sont discutés davantage avec leurs implications pour l’enseignement et la recherche
This thesis presents a comparative analysis of student motivation in courses of General English and courses of English for Specific Purposes (ESP). For as long as they have existed, ESP courses have been thought to be inherently more motivating than general language courses given that they, ideally, cater directly to students’ needs and interests. To date, however, very little research exists to support this belief. This study therefore seeks to shed light on this question through a comprehensive analysis of motivation in university students at the Université de Paris 8 (France) and the Università Ca’ Foscari Venezia (Italy). This report is organized around two major themes in motivation research: the importance of classroom setting and the role of the learner’s goals for the language. As such, the L2 Motivational Self System, along with the Complex Dynamic Systems Theory, have been chosen as the principal frameworks guiding this report. These theories allow for a thorough examination of a learner’s self concepts as well as all the factors present in their learning environment. Through the use of questionnaires, interviews and classroom observation sessions, this study has obtained a detailed image of factors influencing learner motivation and engagement in General English and ESP courses, allowing for a comparison of the two groups. Ultimately, it was found that learner motivation was quite similar between the two course setups; students in both groups appreciated certain activities with comparable regularity and they complained about certain elements in the same way. Nevertheless, pronounced differences were also spotted; at lower levels of language proficiency, for example, students in ESP courses reported markedly weaker levels of motivation than their General English counterparts. These findings are discussed in detail along with their implications for further research and classroom practice
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2

Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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3

Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

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4

Stevenson, Angela. "Bridging the Gap: Transition from Collegiate IEP Writing Courses to First-Year Writing Courses." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591777977234548.

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5

Ahmad, Tajuddin Azza Jauhar. "A Malaysian professional communication skills in English framework for English for occupational purposes courses." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28747/.

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Malaysian employers have considerable reservations when it comes to graduates’ employability skills, particularly their flawed English language competence. Given the challenges faced by higher education institutions in Malaysia to match employers’ requirements, there is a need to initiate holistic and comprehensive research on the curriculum practices of current English for Occupational Purposes (EOP) courses. This study sought to better comprehend employers’ perspectives, expectations and practices in dealing with the English language demands of the workplace environment. The requirements demanded by Malaysian employers will determine the key definition of professional communication skills for successful workplace functions. The aim of this study was twofold. Firstly, it intended to define Professional Communication Skills (PCS) by looking at the needs and requirements of Malaysian stakeholders, namely employers, the government and academia. This component explores the requirements, suggestions as well as common practices in relation to English language communication carried out at the workplace in the public and private sectors in Malaysia as voiced by the stakeholders. These valuable facts will help to fulfil the fundamental objective of this study, which is to determine the key definition of professional communication skills identified by Malaysian stakeholders for successful workplace functions. A clearly defined Professional Communication Skills Framework in English is aimed for at the end of this study. Secondly, it also aims to produce an informed, impartial and highly valid PCS framework for English by having the stakeholders thoroughly involved in creating meaning and amending the components within the framework during the validation stage of the study. Additionally, in order to make sure that the framework is not only valid but also achievable, a few experts in the field of teaching English in higher education have looked through the framework thoroughly. This qualitative study sits within the interpretivist paradigm, where data were primarily drawn from in-depth interviews with 24 respondents in the following subgroups: 1) human resource managers from key multi-national industries (10 respondents); 2) government executives who recruit entry-level employees for public sector (4 respondents) and; 3) EOP instructors and HE liaison officers for industrial training (10 respondents). The data were subjected to rigorous deductive and iterative analysis in which soft systems methodology (SSM) was applied. To assure the rigour, integrity and legitimacy of the research process and its worth, trustworthiness criteria were applied all the way through the study. Key findings of the study centre on the complexities of graduates’ English language workplace literacies, where it was discovered that the balance of breadth and depth of communicative competence should be embedded throughout the system of education, as early as in pre-primary education. Contrary to expectations, the findings illustrate that graduates’ personal attributes were rated more important than communicating fluently in the English language. Stakeholders compellingly proposed that these attributes should be stressed during the teaching and learning process in HE institutions and observable measures should be designed to assess the graduates’ personal attributes that are desired by stakeholders. The findings also stress the dire need to put emphasis on fluency over accuracy in the HE curriculum. This study has yielded findings that make an original contribution to both the theory and practice of English language literacies since it adds to the broader view of workplace literacies by unveiling the requirements for English language used in a professional setting situated in a Malaysian context. This study has provided conclusive evidence by documenting Malaysian stakeholders’ requirements regarding the workplace literacies of graduates, scrutinising the findings and developing a practical PCS framework for English, using a Communication Competence Model (Morealle, Spitzberg and Barge, 2007) as its point of departure. These outcomes are especially beneficial for informing policy makers’ agendas in producing competent graduates for the future local and global workforce.
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6

Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.

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7

Erwin, Martha L. (Martha Lea). "English Methods Courses in Texas Preparation for the Essential Elements." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500661/.

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This study analyzes the congruence between the objectives of secondary-level English methods courses in Texas universities and the objectives of the state-mandated high school curriculum (the essential elements) in language arts. A questionnaire was used to obtain information from 26 English methods instructors at 22 universities in Texas. The data obtained from these questionnaires reveal that these instructors strongly emphasize preparing prospective English teachers to teach the essential elements of composition. Other significant findings include: (1) the lack of emphasis in the English methods course on strategies for teaching the essential elements of language, when those elements are unrelated to composition, and (2) the lack of uniformity which characterizes the organization of the English methods course at major Texas universities.
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Kwok, Yeung Kwai-ming Hily. "A study of the adaptation of authentic materials for civil service English courses." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553872.

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9

Hannon-Odom, Roxanne Denise. "Perceptions and practices in developmental English courses at a community college." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000111.

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10

Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.

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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II. In this evaluation study, the adapted version of Bellon and Handler&rsquo
s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
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11

Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.

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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.
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Yel, Arzu. "Evaluation Of The Effectiveness Of English Courses In Sivas Anatolian High Schools." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610896/index.pdf.

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This study evaluates the English language courses for 9, 10, 11, and 12th grades in Anatolian high schools in Sivas. The participants of the study were 200 students who were enrolled in the courses and 20 teachers who taught them. The quantitative data were obtained through different course evaluation questionnaires for students and teachers. The eclectic evaluation model employed in this study was structured by adapting the evaluation models suggested by Bellon and Handler (1982) and Brown (1989). The results of the study show that the courses were not much effective in reaching the goals and objectives of the program, the course content and materials were uninteresting for the students and materials were inadequate in providing opportunities for communicative and student-centered activities, the teaching and learning processes lacked variety, and the assessment procedures were not parallel with the objectives of the courses and approaches of the curriculum. Some of the important recommendations of the study were that teachers need to be informed about the curriculum (i.e. goals and objectives, approaches), course content and materials need to be revised and supplementary materials for teaching of all language areas (four skills, grammar, and vocabulary) should be provided, variety needs to be added to the teaching activities, and the four skills (listening, speaking, reading, and writing) need to be assessed properly.
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13

Skogs, Julie. "Language and interaction in online asynchronous communication in university level English courses." Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34757.

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Interaction involves people communicating and reacting to each other. This process is key to the study of discourse, but it is not easy to study systematically how interaction takes place in a specific communicative event, or how it is typically performed over a series of repeated communicative events. However, with a written record of the interaction, it becomes possible to study the process in some detail. This thesis investigates interaction through asynchronous written discussion forums in a computer-mediated learning environment. In particular, this study investigates pragmatic aspects of the communicative event which the asynchronous online discussions comprise. The first case study examines response patterns to messages by looking at the content of initial messages and responses, in order to determine the extent to which characteristics of the messages themselves or other situational factors affect the interaction. The second study examines in what ways participants use a range of discourse devices, including formulaic politeness, humour and supportive feedback as community building strategies in the interaction. The third study investigates the role of the subject line of messages in the interaction, for example by examining how participants choose different types of subject lines for different types of messages. The fourth study examines to what extent features serving a deictic function are drawn on in the interaction and then compares the findings to both oral conversation and formal academic discourse. The overall findings show a complex communicative situation shaped by the medium itself, type of activity, the academic discipline and topic of discussion and by the social and cultural aspects of tertiary education in an online learning environment. In addition, the findings may also provide evidence of learning.
The four case studies presented in Language and interaction in online asynchronous communication in university level English courses investigate written discussion forum interaction in a computer-mediated learning environment. These studies deal with different, yet related, aspects of discussion forum communication. Aspects included are the labeling and response patterns of messages, community-building strategies among participants and features of informal conversation and formal academic writing in the messages. Building on discourse analysis combined with content analysis and corpus method, the work systematically examines the linguistic patterns of communication in the discussion forums. The findings show that there are multiple factors at work simultaneously that affect the linguistic choices by the discourse participants. The constraints and opportunities of the communication are not only connected to the fact that it is computer-mediated, but also to the fact that it is written and in a particular academic environment. Knowledge of the choices available and of what factors potentially affect them is useful for anybody involved in research on net-based teaching and learning.
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14

Chou, Mu-hsuan. "The evaluation of English listening courses at Taiwanese universities : an exploratory study." Thesis, University of York, 2008. http://etheses.whiterose.ac.uk/9934/.

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Kwok, Yeung Kwai-ming Hily, and 郭楊桂明. "A study of the adaptation of authentic materials for civil service English courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956464.

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Young, Tim-tsan Alan, and 楊添燦. "The factors affecting enrolment in adult education junior English courses: implications for administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B43893508.

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17

Fernandez, Aja K. "The impact of elective courses on English learner achievement| A qualitative case study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3664429.

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ELs are a marginalized population in American schools. They are denied a just, equal, and inclusive education. Those whose primary language is other than English are segregated from the other students in school and prevented from enrolling in courses that would allow them to meet prerequisites for college applications.

This qualitative case study examining the impact of elective courses on ELs' achievement demonstrated that these students were capable of the same achievement as, if not better than, their English-proficient peers. They demonstrated fewer behavior incidents, achieved increased test scores, and maintained grade point averages higher than those of other ELs. Their teachers and administrators viewed them favorably and supported their enrollment in elective courses.

This small sample of ELs has demonstrated that they are capable of academic achievement and supports the call to permit their enrollment in elective courses. Schools are obligated to provide them with college and career readiness opportunities, and electives would facilitate this preparation.

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Young, Tim-tsan Alan. "The factors affecting enrolment in adult education junior English courses : implications for administration /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834204.

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Forstall, James Carroll Hines Edward R. Laymon Ronald L. "Student performance on two selected assessment tests and performance in basic English courses." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525561.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 23, 2005. Dissertation Committee: Edward R. Hines, Ronald L. Laymon (co-chairs), Ronald S. Halinski, J.H. McGrath, William E. Piland. Includes bibliographical references (leaves 89-92) and abstract. Also available in print.
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20

Neptune, Isabelle. "MA-students’ lecture comprehension of EMI courses at a Swedish university." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126526.

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The present quantitative study investigates MA-students’ comprehension of lectures in the first language (L1) and in English at a large university in Sweden. Forty-five students responded to a self-assessment questionnaire survey regarding their comprehension of lectures in the L1 and lectures in English. The scores from these were compared to each other to see if English lectures are more difficult to comprehend than lectures in the L1 and if so, to what extent. The findings show that, although not substantial, most students find almost all aspects regarding English lectures to be more difficult than L1 lectures. This is in line with what other studies investigating the effects of English Medium Instruction in higher education have found. The most prominent issues were with unfamiliar vocabulary and expressions as well as unclear pronunciation of content. The results suggest that there is a need to improve students’ and lecturers’ English proficiency as well as the effectiveness of lectures in higher education, regardless of the language of instruction.
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21

Robinson, Francine N. "The provision of Business English Language courses for students in Israeli higher education institutions : an investigation of the needs of the providers, the students and the business community regarding Business English courses." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/4504.

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This study investigates business English courses in Israeli institutions of higher education regarding the needs of the three stakeholders involved in these courses: the teachers (representing the institutions), the students and the business community. Initially, the importance of English in Israel is explored, specifically within the Israeli business community, in order to establish the necessity for studying English in Israeli institutions of higher education. Subsequently, the accountability, responsibility and responsiveness of higher education to its students and the community at large in the provision of relevant courses are examined. This study has both a theoretical and a practical aim. Theoretically, it examines existing concepts of English language teaching suited to present academic and future professional needs of Israeli business administration students; practically, it suggests future directions for the design of business English courses. The main objective of the study is to investigate whether Israeli institutions of higher education are accountable to the Israeli business community and their students regarding the teaching of business English courses. This study includes data, both qualitative (interviews) and quantitative (questionnaires), from the three stakeholders involved in academic business English courses. Critical action research is the methodological tradition employed as this research is a reflective inquiry with the possibility of instituting conscious changes in course design. Results illustrate that, although English is taught in every academic institution, and English for Specific Purposes courses are offered in most institutions, business English courses fail to provide the necessary tools, such as needs analysis and evaluation, for the success of these courses. Many of these courses also fail to provide for the future professional and career needs of students. Moreover, although these courses are geared to students’ present academic needs, students seem to express dissatisfaction with the courses. Findings also show evidence of a lack of communication between the stakeholders involved in business English courses. Hopefully, as a result of this study, Israeli academic institutions will include more stakeholder suggestions in the planning of business English courses, administrators will offer teacher training, and students will be made more aware of academic and professional demands.
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22

Haraldsson, Kim. "The Poetic Classroom : Teaching Poetry in English Language Courses in Swedish Upper Secondary Schools." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15732.

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This study aims at shedding some light on teachers’ attitudes and views on poetry as a part of English language studies. More specifically, it intends to explore whether there is support for the generally preconceived idea that poetry’s role in today’s language studies has diminished. This essay presents previous research regarding the development of poetry teaching in classrooms and the importance of reading poetry. Thereafter it includes a smaller qualitative survey, which was sent out to teachers in Swedish upper secondary schools, on their views concerning poetry and its incorporation in their courses, as well as reasons behind their choices. Although the study did not receive enough answers to warrant general conclusions on how teachers in Halland view poetry, the results do show tendencies toward a view of poetry as being strenuous to work with due to students’ resistance and negative attitudes. Moreover, that poetry is one area of English language studies that the majority of teachers view as less important. Furthermore, the results reveal that a teacher’s personal interest in poetry, or lack of interest, affects the amount of time and focus placed on poetry in the classrooms.
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Henshall, Amanda Louise. "Talking books : teachers on teaching texts by women on A Level English literature courses." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288979.

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Wagoner, Lori D. "Biblical literacy in the public schools bringing the Bible back into English literature courses /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/501000210/viewonline.

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Greene, Richard Anthony. "Promoting Success in Developmental English: Student Life Skills Courses A Mixed-Methods Case Study." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/589.

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The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program were most and least valued by students. In order to understand how the SLS program impacted students in the developmental English program at FSCJ-Kent Campus, I conducted a mixed methods case study using FSCJ–Kent Campus as the research site. The case study included a quantitative stage, during which I examined archival data from fall 2008 to summer 2010 to determine the impact of the SLS program on student success and retention, and a qualitative stage, during which I conducted a survey and two focus groups to get an understanding of participants’ perspectives. The evidence that the SLS program affected the success and retention rates of students in the developmental English classes at FSCJ-Kent Campus was not conclusive. However, students reported that the program was extremely beneficial to them and provided insight into why they thought the program contributed to their success. The study was significant because I was able to get a deeper understanding of students’ perspectives and provide a framework for understanding those perspectives. I concluded that the SLS program was a mechanism to transition and integrate students into the institution. This study may affect the way leaders in educational institutions approach developmental English, the SLS program, and all other developmental programs.
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Olsson, Birgitta. "Teaching Materials within Program Specific Courses Promoting Integration with English at Upper Secondary School." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12235.

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Stodberg, Deborah R. "DO STUDENTS WHO TAKE ESL COURSES HAVE HIGHER TEST SCORES IN ENGLISH 101? A COMPARATIVE STUDY." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1142301358.

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Swan, Bonita B. "Opinions of technical college students toward required writing courses in associate degree programs on the Northeast Wisconsin Technical College campus." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999swanb.pdf.

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Horner, Chris. "Talkin' proper : the challenges facing students from non-traditional pathways on Initial Teacher Training courses." Thesis, n.p, 2001. http://oro.open.ac.uk/18839.

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Melville, Marion R. "The relationship between parent involvement and student achievement in general and advanced level English courses." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0009/MQ52610.pdf.

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Lin, Li-Chiao. "Exploring online discussion as a way to improve Taiwanese student's engagement in English composition courses." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534691.

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Alaboudi, Rashed Saad. "THE UTILITY OF SECOND LANGUAGE BLOGGING: STUDENT PERCEPTIONS FROM ENGLISH WRITING COURSES IN SAUDI ARABIA." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1363.

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Technology is advancing in continuous and swift steps, producing many tools that can be utilized in language teaching and learning practice.This study aims to examine the perceptions of 16 male English writing students in a Saudi university towards the utility of using blogging in their writing classes. The instrument of this study includes a survey of 19 Likert-scale questions, three open-ended questions, and five demographic questions. Six major areas of interest are explored in view of participants' perceptions of blog-based writing classes, including usefulness, benefits, advantages and disadvantages and whether or not they would choose a blog-based writing class in the future. The results reveal that the utility of blogging is perceived positively by the majority of participants in this study and is associated with an increased motivation and involvement in the learning process. Blog-based English writing classes are found useful for improving learners' critical thinking skills, vocabulary knowledge, writing style, sentence structure, grammatical competence, audience awareness, punctuation, organizational structure, and creativity of ideas. Among all these benefits, the highest mean is observed in relation to the benefits of blogging for participants' growth as critical readers of other students' writings. Overall, the results of the present study add further support to the postulations of Collaborative Learning Theory (Dillenbourg,1999) and the Expectancy Theory (Groom, 1964), according to which collaboration in learning facilitates the process of reaching the expected learning outcomes. Based on the results of the present study, the use of blogging as a teaching tool seems to facilitate both the collaborative nature of learning and the level of learner expectancy.This observation is supported by the high percentage (56%) of participants who agreed that by writing blogs they have learned to write for different audiences. The findings of this study also draw attention to the fact that some negative observations were made about the quality and effectiveness of peer work and peer feedback.This is one area that needs to be considered in future research in order to find effective ways of incorporating peer collaboration in the development and assessment of students' writing skills in English blog-based classes.
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Sizemore, Mary L. "Personalized Online Learning Labs and Face-to-Face Teaching in First-Year College English Courses." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984240/.

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The purpose of this two-phase, explanatory mixed methods study was to understand the benefits of teaching grammar from three different learning methods: face-to-face, online personalized learning lab and a blended learning method. The study obtained quantitative results from a pre and post-tests, a general survey and writing assignment rubrics from three English 1301 classes and then follow-up interviews with focus groups from each class to explore those results in more depth. In the first phase, quantitative research questions addressed the relationship of grammar teaching methods and grammar acquisition with students at a two-year technical and academic college. In the second phase, used focus groups to perform qualitative interviews to better explore the quantitative results.
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Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.
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Fraser, Susan Margaret. "‘Different courses, different outcomes?’ : a comparative study of communicative competence in English language learners following ‘academic’ and ‘international understanding’ courses at high schools in Japan." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/294/.

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In Japan, where the traditional focus of English teaching has been on knowledge of a foreign language as a system, increasing emphasis is now being placed on the ability to communicate internationally. Achieving competence in a foreign language may be the result of many factors including teaching methodology, instructional materials and personal motivation. This thesis examines how much communicative ability depends on classroom input, and how important other factors are in achieving success in written and spoken English. Two different English courses currently offered in Japanese high schools – ‘International Understanding’ and general/academic – are examined, and their effect on communicative competence, language knowledge, motivation and attitudes to teaching and learning English are analysed. Two groups of learners were traced throughout their 1st-year at senior high school, and their learning experiences are situated within the educational, and specifically English language learning, context of Japan, where the influence of societal pressures and public examinations conflicts with the need to learn English as a means of global communication. After locating the research within the literature on communicative language teaching (CLT) and EFL policy and practice in Japan, a working definition of communicative competence is proposed against which to evaluate the communicative ability of the learners. A mixed-method approach was taken to gather data on the teaching and learning process on the two courses, employing questionnaires, interviews, classroom observation and tests of written and spoken communicative competence and overall proficiency in English. The findings demonstrate that those learners following the International Understanding course have generally increased their communicative competence as measured by essay and oral interview tests, and have improved their scores in an English proficiency test recognised in Japan as a marker of academic achievement, to a statistically greater degree over those learners following a traditional EFL course. Significant differences were also confirmed in motivation. Although further research into similar specialist English courses is needed, this study provides one case in which the two opposing goals of ELT in Japan of communicative competence and academic achievement successfully converge. The implications of the study are that with relatively small changes in teaching methods, yet substantial changes in teacher attitudes, the problem of communicative ability in Japan might be addressed.
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Lutkewitte, Claire E. "Multimodality is-- : a survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560841.

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This dissertation identifies if and how graduate teaching assistants and instructors working in the field of rhetoric and composition teach multimodal assignments in first-year composition (FYC) courses. The research questions for this study were as follows: 1) In what ways do graduate teaching assistants and faculty teach multimodal assignments in FYC courses? 2) Are graduate teaching assistants, adjuncts, and contract faculty equally as likely as assistant, associate, and full professors to teach multimodal assignments in FYC courses? 3) What kinds of training do graduate teaching assistants and faculty receive to prepare them to teach multimodal assignments in FYC courses? 4) Do graduate teaching assistants and faculty feel the kinds of training they receive adequately prepare them to teach multimodal assignments in FYC courses? If not, what needs to change? These research questions were investigated using a combination of online survey research methods and follow-up interviews. This study provides a broad and current analysis, as well as a reflective picture, of the teaching of multimodal assignments in FYC courses. As a result of quickly evolving technologies, instructors have potentially more opportunities to teach multimodal assignments. However, in some cases, writing program policies and curriculum limit or make it difficult for graduate teaching assistants and instructors to assign multimodal assignments in FYC courses. Thus, this study investigated the ways current graduate teaching assistants and/or instructors teach multimodal assignments despite difficulties and limitations. It also investigated whether or not graduate teaching assistants and instructors receive any training or help in shaping their multimodal pedagogy and whether or not they feel this training or help was adequate. The findings indicate instructors are more willing than their departments to implement multimodal composition pedagogy. The findings also show that instructors teach multimodal assignments in their classrooms in various ways, including the use of different technologies and resources. Evidence suggests that despite their desire for more help from their departments, instructors teach themselves how to use such technologies and resources to implement their multimodal composition pedagogy. The study concludes that how multimodal composition pedagogy is implemented in a writing classroom is more likely an individual instructor’s decision rather than a department’s decision.
Department of English
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Bosley, Deborah S. Neuleib Janice. "A national study of the uses of collaborative writing in business communication courses among members of the ABC." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004080.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Janice Neuleib (chair), Maurice Scharton, Ron Fortune, Gail Hawisher, Laura E. Berk. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.
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Attia, M. H. "A critical analysis of ESP courses at Kuwait technical-vocational institutes with special reference to Kuwait Business Institute." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370141.

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Case, Emerson D. "An ethnographic study of international students' transition from an intensive English program to mainstream university courses." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177983.

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The ethnographic study reported in this dissertation examines the articulation process of six informants, three undergraduate and three graduate students, as they made the transition from an intensive English program into mainstream university courses at a medium-sized Midwestern university.The research attempted to determine what needs students had as they made this transition, looking at several factors, including variables in the background of informants, differences in the experiences between undergraduate and graduate students, variables in the environment encountered, actions on the part of informants that helped or hindered in making the transition, actions on the part of instructors that helped or hindered in making the transition, and finally, areas in which the intensive English program could make improvements.The primary means of data gathering for this study was through informant interviews, all of which were tape-recorded, with pertinent sections later being transcribed. The questions asked during these interviews ranged from relatively closed-ended questions from prepared interview schedules to more open-ended, individualized questions based on previous responses. Interviews were first conducted while informants were still studying at the Intensive English Program. Subsequent interviews were held at three to four week intervals during the semester in which informants first began their mainstream university courses.
Department of English
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Barlow, Amy. "The Design of Specifications for the Development of Broadcast English Materials in Academic Listening/Speaking Courses." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2270.

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ESL students in academic listening/speaking courses often listen to long audio recordings similar to a lecture or other academic passages. When listening to these passages, students can lose their interest which impedes their learning of new strategies for understanding academic language. Students in the Level Four Listening/Speaking classes at Brigham Young University's English Language Center (ELC), under the previous curriculum, would experience this challenge. All of the passages were available only in audio and were long in duration. The students would lose interest and improve little in their listening skills. Under the new curriculum at the ELC, students in Academic Levels A and B practice listening using both audio and video. When only audio recordings are used, the students are observed to lose interest and they do not practice the strategies. In order to build student interest, broadcast news video clips can be used. These clips offer a multi-sensory experience for the students and they can vary in length. Also, these clips expose the students to language and content that they will experience in university settings, thus providing them with an authentic experience. In order to create cohesive and coherent materials using video clips, specifications for these materials needed to be designed and developed. The designed specifications discuss ten steps for developers to follow in order to create these materials. As a part of these specifications, two sample sections were created. Because of the context, the specifications focus on the use of broadcast news clips; however, they can easily be adapted for use in other contexts as well. The developed sample sections were piloted in order to assess the usefulness of the specifications. Feedback was received from my Project Chair, the listening/speaking coordinator, the students who participated in the pilot, and the other teacher who participated in the pilot. Using the feedback revisions were made to the specifications and the sample sections.
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Keefe, Karin. "The impact of English for Academic Purposes (EAP) programs on international students' success in university courses." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58527.

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In this global economy, non-native English-speaking (NNES) international students are choosing to study at English-medium universities in increasing numbers. In response, many universities have instituted intensive English for Academic Purposes (EAP) programs to support students who need to increase language proficiency. These may be pre-sessional “pathway” programs or EAP courses that run concurrently with disciplinary courses. The purpose of this qualitative multiple case study, which includes eight cases, was to gain insight into the experiences of NNES students who took an EAP program before they enrolled in disciplinary courses. I aimed to identify the impact of the program and how it prepared students for disciplinary courses by investigating the needs of students as they moved through the first term of university study. Results of the study illustrate that students’ responses to the EAP program were overwhelmingly positive; all eight students reported improvements in one or more skill areas and increased confidence as they embarked on university classes. However, several participants expressed disappointment about the lack of opportunity to meet students from other cultures in order to broaden their experience and practice their spoken English more, especially outside of class time. Some also expressed anxiety due to a lack of academic vocabulary that they would need to function in their disciplinary courses. The participating students reported challenges in their first term of university, including difficulty understanding lectures and classmates, meeting new friends, especially English-speaking domestic students, adjusting to the expectations of a new educational system and learning to manage different, more complex tasks. Implications are discussed for policy, practice and future research.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Ameer, Sundus. "ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/21053/.

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In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and Lancashire county using semi-structured interviews with eight participants of Pakistani and Indian origin who were studying ESOL for citizenship courses, and questionnaires from seventy-four learners who had already gained nationality. Thirty-two questionnaires were also distributed among ESOL for citizenship teachers to investigate the effects on classroom pedagogy. A thematic analysis was then conducted on the data. The findings showed that the course does not ensure social integration of immigrants as it depends on various social factors: language use, length of stay in the UK, type of neighbourhood, extended family in the UK, and decisions made by the family. The course does not help in changing the identity of the immigrants as the participants still wanted to identify themselves with their native country and only considered British nationality as a status. The political purpose this provision is serving has negatively affected ESOL teachers and their classroom pedagogy. The limitations of this study are that it was unable to observe the migrants getting involved in the community as well as to conduct interviews with the teachers. Future studies with learners of other nationalities can be conducted using ethnographically informed methods. This study refuted the claims made by the UK government related to immigrants’ social integration thus the need is to separate this provision from immigration and to provide support to teachers and learners.
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Gordon, Phillipa, and n/a. "Years 11 and 12 English curriculum in the A.C.T 1984." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.

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In 1976, following the recommendations of the Campbell Report, school-based course development and assessment replaced the New South Wales Higher School Certificate courses and public examinations. Under the auspices of the A.C.T. Schools Authority, the A.C.T. Accrediting Agency took control of administering the new system. Nine years after the system was introduced, the benefits of the new system were very clear in the area of English curriculum at Years 11 and 12 level. To a considerable degree, the hopes of the Campbell Report have been fulfilled in terms of providing students with greater freedom of choice and flexibility in the selection of options in an English course composed of a number of term or term equivalent units. Assessment instruments have become much more wide-ranging. Teacher/student relationships have become less authoritarian. Teaching strategies and learning approaches have generally made students more active participants in the learning process. The field study drew heavily on English course documents in the senior secondary colleges, presenting an overview of the workings of the English curriculum. Because courses are being continually reaccredited, it was necessary to set the curriculum overview at a particular time, in 1984. As the A.C.T. is a small education system in Australian terms, it was possible to gain some concept of the whole picture, although 428 term units is not an inconsiderable number. The field study, because of its significant data base, poses more questions than it answers. It does, to a degree, present "what is", or rather "what was" in the 1984 English curriculum at Years 11 and 12 level in A.C.T. colleges. And it points directions for further research.
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Winterkvist, Frida. "Inclusivity in the English Classroom : A Study in Inclusivity, Focusing on Heteronormativity and Sexuality, in the English Courses 5-7 in Upper Secondary Schools." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35189.

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This student thesis project centers around two subjects, heteronormativity and LGBTQIA+ representation, and examines whether or not they are prominent in today’s schools in a smaller selected municipality in Sweden, if schools strive for inclusivity, and what is done to prevent any potential suffering for the LGBTQIA+ youth. Firstly, this student thesis project presents the theory, more specifically queer theory, that will be used as the basis for results analysis. Secondly, the background is presented with relevant previous research in similar areas where LGBTQIA+ themes or issues and heteronormativity are key elements. Thirdly, this student thesis project presents the questionnaire that eight upper secondary school teachers in English have responded to and what they have responded, followed by the results that consist of an analysis using the previous research. Lastly, this student thesis project concludes that many areas affect how and when LGBTQIA+ issues or questions are represented. One area is responsibility as responsibility appears to be put on teachers, Skolverket, and the students themselves for change to happen. Teachers must dare to include LGBTQIA+ issues or questions, and teachers urge Skolverket to assist in including LGBTQIA+ related topics in the steering documents. The students have a responsibility to take LGBTQIA+ issues or questions seriously as they are presented to them in class and allow themselves to ask questions to gain more knowledge in the area. There is room for improvement in terms of inclusivity as heteronormativity still influences the schools in the selected municipality, making LGBTQIA+-questions secondary and separate rather than a natural part of education.
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Kim, Yoon Jung. "Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683.

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Soper, Harriet Clementine. "A count of days : the life course in Old English poetry." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277493.

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This thesis investigates the representation of the human life course in Old English poetry. It attends to constructions of the lifespan as a durational unit, as well as the ‘stages’ or discrete age-related experiences which together form patterns for life development, shared across a diverse range of texts. Throughout this study, the importance of close-reading is emphasised; the bulk of the analysis is concerned with issues of style, lexis and narrative. By these means, it becomes possible to perceive how concepts of the human life course shade into other networks of meaning: these include ideas of ensoulment and embodiment, life experiences of non-human entities, wider narrative patterns which impact representations of life progression, mechanisms and hierarchies of social role and communal existence, and systems of memory collection and the nurturing of ‘wisdom’. The introductory chapter addresses various possible modes of ‘life course’ structuring, in both Anglo-Saxon writings and modern scholarly traditions. Latin and Old English vocabularies of ageing are summarised and an overview is given of previous scholarship attendant on the Anglo-Saxon material. The following three chapters of the thesis then assess representations of different parts of the life course in different groups of texts. The second chapter is concerned with depictions of early life in the Exeter Book Riddles; it contends that these texts have been unduly passed over in discussions of ageing in Old English, seemingly due to their (mostly) non-human subjects. The third chapter addresses the treatment of early and late adulthood in the verse holy lives Andreas, Guthlac A, Juliana and Judith: it is in this chapter that concepts of the life course most clearly intersect with issues of social organisation. The fourth chapter is concerned with the characterisation of old age in Beowulf and Cynewulf’s epilogue to Elene, alongside other texts; the concept of ‘wisdom’ acquired through experience is closely scrutinised, and the verbal and poetic elements of good judgment are elucidated. This thesis concludes that Old English poetry presents human ageing in a manner which encompasses a diverse range of experiences and interrelates with a multitude of wider conceptual frameworks. As such, the texts do not subscribe neatly to an ‘ages of man’ idea. Nonetheless, attention paid to the patterns of human ageing which do emerge from the poems can facilitate more sensitive and productive readings of the texts themselves. The thesis closes with some examples of passages which may be newly interpreted and appreciated in the light of how the life course is conceived across the Old English poetic corpus.
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Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.

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Leung, Li Yuen-yee Peggy. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626615.

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Leung, Li Yuen-yee Peggy, and 梁李婉儀. "An evaluation of the standard report writing component of two English courses at the Hong Kong Polytechnic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626615.

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Johnson, Christopher P. "Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1094.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.
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