Дисертації з теми "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.
Повний текст джерелаLi, 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.
Повний текст джерелаAlmohawis, 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.
Повний текст джерелаAiny, 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/.
Повний текст джерелаBenham, 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/.
Повний текст джерелаChakir, 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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаAlnefaie, 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.
Повний текст джерелаKeng, 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.
Повний текст джерелаVallbona, 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.
Повний текст джерелаDespite 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.
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/.
Повний текст джерелаNonkukhetkhong, 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.
Повний текст джерелаAlali, 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.
Повний текст джерелаWilhelmson, 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.
Повний текст джерелаKolesova, 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.
Повний текст джерелаHaslam, 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.
Повний текст джерелаHaslam, 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.
Повний текст джерелаPetersén, 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.
Повний текст джерелаGhazalah, Hasan. "Literary stylistics : pedagogical perspectives in an EFL context." Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/11916/.
Повний текст джерелаAbdul, 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.
Повний текст джерелаPeng, 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.
Повний текст джерелаTitle from PDF t.p. (viewed on Jul 14, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4650. Adviser: Larry Mikulecky.
Kane, Mohamadou Bachir. "The Teaching of Reading in the Senegalese EFL Context." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2113.
Повний текст джерелаAzuma, 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/.
Повний текст джерелаThomas, 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.
Повний текст джерелаMc, 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.
Повний текст джерелаThis 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.
Ciftci, Hatime. "Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5927.
Повний текст джерелаYeh, Chun-Chun. "Research writing in an EFL context : a case study in Taiwan." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31012.
Повний текст джерелаPapadopoulou, 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.
Повний текст джерелаFan, Yen-Chi. "Implementing collaborative strategic reading (CSR) in an EFL context in Taiwan." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7555.
Повний текст джерелаCutrone, 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.
Повний текст джерелаChien, 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.
Повний текст джерелаAleraini, Nadiah. "Investigating focus constructions in an EFL context : a usage-based approach." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126818/.
Повний текст джерелаMagnat, 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.
Повний текст джерелаPoon, 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.
Повний текст джерелаYi, 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.
Повний текст джерелаLee, 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.
Повний текст джерелаThesis 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.
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.
Повний текст джерелаAl-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.
Повний текст джерелаAl-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.
Повний текст джерелаFarrokhi, 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.
Повний текст джерелаSahakyan, Taguhi. "The motivation of EFL teachers at Armenian universities : teacher selves in context." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19713/.
Повний текст джерелаPrapinwong, 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.
Повний текст джерелаTitle from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4219. Adviser: Larry Mikulecky.
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.
Повний текст джерелаWang, 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.
Повний текст джерелаJamshidnejad, 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.
Повний текст джерелаAl-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.
Повний текст джерелаTian, 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.
Повний текст джерелаKelliny, 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.
Повний текст джерелаYang, 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.
Повний текст джерелаMårtensson, 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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