2016 Thesis
Scaffolding during the initial reading of picture books in Japanese elementary school EFL classrooms: a qualitative study investigating how teachers and learners co-construct meaning during whole class picture book reading
The current study investigated how an Assistant Language Teacher (ALT) and two Home Room Teachers (HRTs) co-constructed meaning with beginner 6-8 year old learners during whole-class picture book reading sections of EFL lessons in a Japanese elementary school. The study was qualitative, involving analysis of transcripts made from video and audio recordings, which were cross-referenced with the researcher’s reflective log.
Investigating Four EFL Teachers’ Decisions on the Use of CLT-Oriented Textbooks
Teaching (CLT) in Albanian primary and secondary state schools, Albanian teachers, among others, are officially required to use communication-based textbooks in their classes. Authorities in a growing number of countries that are seeking to improve and westernise their educational systems are also using communication-based textbooks as agents of change. Behind these actions, there is the commonly held belief that textbooks can be used to support teacher learning as they provide a
visible framework teachers can follow.
Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance and behavior in a speaking exam
Described as one of the best predictors of L2 achievement Foreign Language Anxiety (FLA) is a complex affective factor that has been well documented in EFL literature, yet the methods employed to investigate the phenomena have been largely constrained to surveys and traditional qualitative methods, such as diaries and interviews leaving gaps in our understanding of how it manifests itself in the student’s nonverbal behavior in real time. In addition to investigating FLA in relation to performance, this study is the first to analyze nonverbal behavior in an Asian context by adapting methods first introduced by Gregersen (2005). Though findings show a negative relationship using Spearman’s correlation ( = -.8, p<0.05, N=8) in comparing the FLA to speaking exam scores, this study was unable to demonstrate results consistent with Gregersen’s (2005) findings. The implications of this study draw attention to the role pedagogy in design and delivery of speaking exams.
