Title
Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity

Keywords: computer-based, young EFL learners, triadic interaction

Author
Timothy Brockley
Master of Arts in TESOL at Anaheim University
December 22, 2012




A thesis submitted in partial fulfillment of the requirements for
the Degree of Master of Science in TESOL at Anaheim University

Abstract
There are scores of young EFL learners who struggle with English all across the globe. One approach to resolving this problem is to engage these learners in triadic interaction. As defined in this thesis, triadic interaction is the interaction between teacher, learners and audio-visual, computer-based activities presented on a screen. An attempt is made to document, analyze and interpret this form of interaction in a Korean young learner EFL context using a competitive game lesson format. Further, the learners themselves were consulted, employing a questionnaire, in order to elicit their opinions regarding triadic interaction and competitive games. While the results are mixed regarding actual observed triadic interaction, the learners in this study expressed positive views in terms of engaging in computer screen competitive game lessons. Further research models are suggested and concluding remarks on the complexity of the research model are offered.

Title
English in Kindom of Saudi Arabia

Keywords: no keyword

Author
Thomas Robin Parry
MA TESOL (with Linguistics)
University of Sunderland




A thesis submitted in partial fulfillment of the requirements for
the Degree of Master of Science in TESOL at Anaheim University

Abstract
“The study is essentially an investigation into the phenomenon of Anglicisation in Saudi Arabia and how the occurrence is perceived by the students studying at university level in the Kingdom. The research will also determine if geographic origin influences the students’ attitude towards Anglicisation and challenge the perception that ‘The [urban] Saudi people have modern attitudes and behaviour patterns relating to consumption and lifestyle [while] the Bedouin [does not]. (Al-Ghofaili, Ibrahim F., Unknown Date: 32). The investigation will focus on the consequences of Linguistic Capital and Linguistic Imperialism and if the students consider English ‘a high-status, world-wide language which is used by groups who possess economic, social, cultural and political power and status in local and global society’ (Talbot et al, 2003: 274).

Title
Exploring the use of First language in ‘English Focus’ EFL Classrooms: Focus on Jimma Teachers’ College

Keywords: No Keyword.

Author
Jemal Abdulkadir Kelilo




A thesis Submitted to the College of
Social Sciences and Law, TEFL MA program
JIMMA UNIVERSITY
In partial fulfillment of the Requirements for the Degree of
MASTER OF ARTS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

Abstract
There has been an age old debate on whether to use the students‟ first language in a foreign language classroom or not among teachers and educators (Brown, 2000). L1 opponents argue against its use because they believe that it reduces learners‟ L2 exposure while those in favor of it claim that judicious use of L1 facilitates L2 learning. The researches carried out so far validated the judicious use of L1 to be facilitative. Inspired by this, the present study set out to examine „English Focus‟ students‟ and their EFL teachers‟ use of Oromo language in the EFL classrooms of Jimma Teachers college. To this end, a mixed research method involving quantitative and qualitative methods of data collection was employed. The study was conducted on 78 representative students drawn from 1st, 2nd and 3rd year „English Focus‟ total student population and six EFL teachers of Jimma Teachers college. In order to investigate the use of Oromo language (L1) in EFL classrooms, distinct questionnaires addressing students and their EFL teachers were developed and employed as a major tool to assess issues like L1 presence, preferred amount, purposes for which it is used, the attitudes of students and teachers toward L1 use and others. Furthermore, open-ended interview to the teachers and classroom observations were used as supplementary data collecting tools.

The results revealed that Oromo language was used in college „English Focus‟ EFL classrooms for various functions and the attitudes of the students and teachers about using Oromo were also generally positive. In spite of few functions for which students felt the use of L1 was inappropriate, teachers and students were in most cases in agreement about when L1 should be used or when a teacher should use L1. It was also confirmed that the students‟ preferred amount of L1 varied from year of study to year of study. First year students claimed 5.5-7.5 minutes or 11-15% out of L2 class time while Second years‟ claim was 3-5 minutes or 6-10%. The least amount (less than 2.5 minutes or <5% out of L2 class time) was claimed by Third year students. What‟s more, statistically significant difference was found between the attitudes of first year and third year students. Their L1 need went on dropping as their L2 experience increased with the stay at the college. Similarly, male and female students in the categories were also found to have statistically significant differences in their attitudes toward EFL classroom L1 use. L1 use in L2 classroom does mean a lot to female students than male students. Overall findings do indicate possible support for the use of L1 in the L2 classroom.

Title
A Comparative Study of the Impact of Oral Conferencing and Consciousness-raising Instruction on Iranian EFL Learners’ Writing Performance

Keywords: No Keyword.

Author
Mostafa Mirzaii

Iran University of Science and Technology
Department of Foreign Languages
Master’s Thesis
A Comparative Study of the Impact of Oral Conferencing and
Consciousness-raising Instruction on Iranian EFL Learners’
Writing Performance

Thesis Advisor:
Dr. Parviz Maftoon
Thesis Reader:
Dr. Shahin Vaezi

Abstract
The present study was an attempt to investigate the effect of written corrective feedback provided through oral conferencing with that of instruction in writing given through consciousness-raising tasks on the writing performance of 61 Iranian intermediate-level EFL learners studying at Kish Institute of Science and Technology. To this end, the participants under study were assigned to two experimental groups: the oral conferencing group and the consciousness-raising group. Prior to the treatment, to ensure homogeneity among the study participants, both groups took a proficiency test, i.e., the Preliminary English Test. In the course of the study, the participants in the oral conferencing group were required to write one-paragraph expository compositions on five topics. Subsequently, they received feedback on their compositions through oral conferencing. The participants in the consciousness-raising group, on the other hand, were taught writing through consciousness-raising tasks, accompanied by the strategy of input enhancement. To compare the writing performances of the two groups, a pretest prior to the treatment and a posttest after the treatment were administered, both in the form of in-class one-paragraph expository compositions of about 150 words within a time limit of 20 minutes. While both groups made statistically significant improvements, in terms of writing, data analysis indicated the superiority of oral conferencing in comparison with consciousness-raising regarding the participants’ writing performance on the posttest.

Title
A CONVERSATION ANALYSIS APPROACH TO INTERACTION WITHIN AN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASS INFORMATION GAP TASK

Keywords: No Keyword.

Author
GEORGE EDWIN SKUSE

A dissertation submitted to the College of Arts and Law
of the University of Birmingham in part fulfilment of the requirements
for the degree of Master of Arts
Teaching English as a Foreign or Second Language (TEFL/TESL)
This dissertation consists of approximately 11900 words
Supervisor: Guozhi Cai

Abstract
This research applies conversation analysis (CA) to interaction within an English as a Foreign Language (EFL) class information gap task. The research aims to investigate, firstly, how repair sequences and other side sequences and their subsequent discourse within the task do or do not present opportunity for learning; secondly, how members of the classroom orient to specific roles and identities within the talk-in-interaction to facilitate learning and promote the classroom as a place for learning. Finally, the research investigates the dynamic and complex nature of language classroom discourse. The results show that repair and other side sequences and their subsequent discourse within the task generally provide opportunity for negotiation for meaning and modified input, which by extension, provides opportunity for language learning; that expert/novice, teacher/student identity dichotomies are oriented to throughout the task to aid in the learning process; that the collaborative nature of classroom discourse provides much opportunity for learning, and that turns within the discourse may function simultaneously on a number of levels and facilitate both the forming and renewing of the language classroom context. The research also shows that CA can add to our understanding of the social nature of second language acquisition (SLA)..

Title
Analysing the English communication needs and difficulties of Journalism undergraduates in Hong Kong

Keywords: No Keyword.

Author
LEUNG Hoi Ching Dawning

Dissertation submitted in partial fulfilment of the requirement
for the degree of Master of Arts in English for Specific Purposes

Department of English
City University of Hong Kong
May 2010

Abstract
This research investigates the English communication needs and difficulties of Journalism undergraduates in Hong Kong. Journalism students learn how to conduct interviews and write news stories in English on their degree courses, which shows their communication needs in English; however, extensive literature found no previous research studying the language needs of Journalism undergraduates.
The subjects of this research were 62 Year Two and Year Three Journalism students majoring in Journalism and Communication in a local college. Student questionnaires and in-depth individual interviews with students and instructors of a news writing and reporting course were conducted. Findings indicate limited vocabulary and poor grammar are the largest problems in interviewing and news writing in English. A prioritized list of items was also produced.

Conclusions are that English news writing and reporting teachers should increase the content of the two problem areas, in particular, in their course and syllabus design. More interview practice and practical news writing training should be provided. Journalism students should read English newspapers more often for acquiring commonly used vocabulary and news sense, and for getting themselves familiarized with English news writing style.

Title
A small-scale exploration of introducing a pragmatic-focused pedagogical model for some adult Japanese learners of English as a common language

Keywords: No Keyword.

Author
Yaeko HORI SHIBATA
University of Chichester
Applied Language Studies

Abstract
The need to conduct research in specific local contexts in constructing an apt pedagogical
model(s) with relevant theoretical rationale in current intercultural communication has
been called for. In response to the need, this qualitative action research introduces a
pedagogical model tailored for specific adult Japanese learners of English as a lingua
franca (ELF) and examines its effects.
The profiling/multiple-instrument data gathering approach was chosen.
The results have demonstrated that, although the research was a small-scale exploration
involving a single lesson and focusing on four learners, the introduced pedagogical model
has a potential in fostering the learners necessary mutual ground for intercultural
communication as ELF speakers, and in helping them realize the need to develop their
pragmatic ability in one variety of English.
Furthermore, interpreting various interactions embedded in the model in theoretical
framework has shown that the interactions could function as a language/culture
socialization process for all who are involved in the research (both learners and
teachers).

Title
An Action Research-Based Report Addressing Lexical Item Listing in the Sixth Grade Korean EFL Curriculum

Keywords: Thematic Listing, Action Research, Korean Elementary EFL,Textbook/Curriculum Analysis, Collaborative Material Construction

Author
Joseph P. Vitta
Queens University Belfast

Joseph P. Vitta (MA in TESOL) has been an EFL/ESL instructor since
2004. He has worked in Tokyo, New York City and Seoul in positions
ranging from that of a public school teacher to a university instructor. He is
currently pursuing an Ed.D. from Queens University Belfast. His interests
include testing and assessment, CALL, the lexical approach and student-
centered learning. Mr. Vitta may be contacted at vittajp@gmail.com and
encourages interested parties to message him.

This thesis submitted to
The Graduate School of TESOL Sookmyung Women s University in partial fulfillment of the requirements for the degree of master.
Thesis Advisor: Dr. Stephen P. van Vlack

Abstract
This paper is a report which follows an action research paradigmatic approach where I address an issue with lexical item presentation that I perceived in the Korean elementary EFL context having been a native- English speaking teacher or NEST from August 2007 to August 2011. There are three stages to this report. In the first stage, I use a textbook analysis process to examine how words and phrases are listed and identify lexical listing problems within the curriculum and its textbook. After identifying these shortcomings, I design a treatment to address the issue, using the collaborative methods prescribed by action research (Nunan & Bailey, 2002). This treatment design occurs over stages two and three and sees supplementary vocabulary lists created and refined. In undertaking this project, I hope to make a contribution to improving how vocabulary is listed within the Korean elementary school curriculum.
During each of the three stages, results and data are presented, reported and analyzed. The first stage, a qualitative textbook analysis found that semantic listing is mostly employed by the 6th grade curriculum (77.8%) while no thematic listing was observed. Furthermore, it has been discovered that there is only a one function to one form relationship when it comes to speech acts (Austin, 1962), and that the overall presentation was not extensive enough. During stages 2 and 3, focus group research occurred where I worked with other teachers to create thematic lists which relevant theoretical perspectives argue is better at promoting long-term productive retention (Tinkham, 1997; Waring, 1997). These new lists also include variation in terms of presenting different phrases performing the same commutative speech act to promote better communicability (Riggenbach, 1999) and were extensive in terms of presentation of the appropriate amount of lexical items to support basic communicability (Nation, 1997).

Title
THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE EFL CLASSROOM AS A TOOL TO PROMOTE L2 (ENGLISH) AMONG NON-NATIVE PRE-SERVICE ENGLISH TEACHERS

Keywords: No Keywords

Author
Jermaine S. McDougald
The University of Jaén, 2009
Under the Supervision of Phillip Ball

Tutor PHILLIP BALL
A THESIS
Submitted to the University of Jaén
In partial fulfillment of the requirements For
Masters TEFL Funiber

Abstract
With the rapidly increasing popularity of the internet in recent years, the diversity of learning programs continue to shift and change according to the demands of society. Nevertheless, since the development of communicative skills, language learning requires social interaction between the teacher and the students and among the students themselves, the use of computers has for a long time been regarded only as a support tool with regard to certain skill areas. (Brandal, 2005).

The purpose of this research project was to define how Information, Communication and Technology (ICT) could be a complement to conventional teaching of New Technology for English Teaching – course to promote L2 among non-native Pre-service English teachers. English and ICT have become essential literacy skills for a vast amount of non-native English speakers to ensure full participation in the information society, (Jung, 2006) which is directly related to the wide spread of English and ever growing technological advancements today.

This study was based on 24 Colombian Pre-service teachers at El Bosque University, a private university in Bogota, Colombia. Where the aim was to shed light on (a) students technology ownership, usage patterns, and levels of ICT skills; (b) the relationships among learner demographic characteristics (e.g., gender, age) and ICT use and writing skills; e their concepts of computers, the Internet, English and learning English; and (d) socio-cultural contextual information as to their learning ICT and English. The qualitative results from the questionnaire, which contained both open-ended and closed-ended questions, revealed that ICT is definitely a complement to conventional teaching, especially when developing reading, writing and listening skills in English. It was also determined by this study that the students perceived that speaking was the only skill that was not enhanced as a result of ICT.
Finally, as a result of the findings some implications in terms of future studies in order to better understand how to adequately implement and integrate ICT into the English foreign language classroom will be discussed. So that local curriculum guidelines and pedagogy can be updated accordingly in future endeavors.

Title
Teaching English to Young Learners in Taiwan: Issues Relating to Teaching, Teacher Education, Teaching Materials and Teacher Perspectives

Keywords
EFL textbook evaluation (Taiwan); EFL lesson evaluation (Taiwan); teacher cognition and English language education (Taiwan); teaching English to young learners (Taiwan); the teaching of English in primary schools (Taiwan)

Author
WANG, WEI-PEI
University of Waikato

A thesis submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy in Applied Linguistics at The University of Waikato

Abstract
Since 2005, it has been government policy in Taiwan to introduce English in Grade 3 of primary schooling (when learners are generally age 9). The overall aim of this research project was to investigate some of the problems associated with the implementation of this policy by combining research involving teacher cognition with research involving the criterion-referenced analysis of a sample of textbooks produced in Taiwan for young learners and a sample of lessons taught in Taiwanese primary schools.
A questionnaire-based survey of a sample of teachers of English in Taiwanese primary schools (166 respondents) was conducted, focusing on teacher background and training, views about national and local policies, approaches to course content, methodology and teaching resources, and perceptions of their own proficiency in English and of their own training needs. Only 46 (27%) of the respondents reported that they had a qualification specific to the teaching of English and 41 (25%) reported that they had neither a qualification in teaching English nor a general primary teaching qualification. Many expressed dissatisfaction with the implementation of policies relating to the teaching of English at national level (46/ 29%), local level (39/24%) and in their own school (28/17%). Although many reported that the availability of resources (125/ 75%) and/ or student interest (101/ 61%) played a role in determining what they taught, none reported that the national curriculum guidelines did so. Although official policy in Taiwan endorses the use of communicative language teaching , only 103 (62%) of respondents reported that their own approach was communicatively- oriented, with 18 (11%) observing that they preferred grammar-translation.
A more in-depth survey relating to teacher perception of pre- and in-service training was conducted using a questionnaire and semi-structured interview. Although all 10 participants in this survey are officially classified as being trained to teach English in Taiwanese primary schools, the type and extent of their training varied widely and all of them expressed dissatisfaction with that training, noting that they had no confidence in the trainers own competence in teaching English to young learners. All claimed that critical issues were either omitted altogether or dealt with in a superficial way.
One contextual factor that has a significant impact on teacher performance in Taiwan is the quality of the textbooks that are generally available. A sample of textbooks (3 different series) produced in Taiwan was analyzed and evaluated, the analysis revealing that the materials were often poorly organized, inappropriately selected and illustrated, contextually inappropriate.
Finally, from a sample of twenty videotaped English lessons taught to students in primary schools in Taiwan, six that were considered to be typical were transcribed, analyzed and evaluated in relation to criteria derived from a review of literature on teaching effectiveness. All of these lessons were found to be characterized by problems in a number of areas, including lesson focus, lesson staging, concept introduction, concept checking, and the setting up and conducting activities.
It is concluded that the implementation of official policy on the teaching of English in primary schools in Taiwan is fraught with problems, problems that are evident at every stage in the process, from teacher education, through materials design to lesson planning and delivery.