Thesis
Perceptions of School Leadership in the United Arab Emirates (UAE)
There are increasing pressures in schools in the United Arab Emirates (UAE) to enact change, and the academic literature has shown that transformational leadership is positively associated with school leaders’ effectiveness at implementing reforms. The purpose of this study was to determine the degree to which school principals in the UAE practice transformational leadership to bring about change and innovation within this Middle Eastern educational context, as well as to investigate teachers’ and principals’ overall acceptance of this type of leadership in this country.
An Investigation of the Impact of Bilingualism on the Identity of a Sample of Bilingual English Teachers
Bilingualism and its impact on the identity of such speakers has been widely discussed in the academic field, yet there is little attention paid to the relationship between bilinguals’ self-perception and their identity as bilingual/non-native English teachers. In our multilingual world, ever greater numbers of bilingual teachers of English can be seen in the Teaching English to Speakers of Other Languages (TESOL) profession.
Non Standardized language Tests, Faulty evaluations and it’s impact on Pakistani educational setup
The examination mechanism in Pakistan has many loopholes, the local benchmarking is entirely not existing, many Pakistani examiners are not trained in the application of rating tests accordingly the scale descriptors, due to this students do not get vivid feedback about their test performances. Therefore, this study is designed to facilitate and initiate the interest of the English language teachers in Pakistan to understand the importance of sound assessment and validation mechanisms, and their exposure…
Effects of Collaborative Blogging on Communicative Skills in Writing of Thai EFL University Students
This study explored the effects of collaborative blogging on communicative skills in writing of Thai EFL students. It also investigated the student’s attitudes as a result of collaborative blogging. The participants were 12 fourth-year university students from the northeastern part of Thailand, studying English as their major field of study. They had not written blogs before, and were relatively new to the concept of blogging.
Teachers’ and students’ attitudes toward formative assessment and feedback in teaching English for specific purposes ESP
Assessment and feedback are central to learning and teaching and are essential components for any further development when they are approached appropriately. Traditionally, assessing students’ progress in any subject and providing feedback as a reflection of that progress is normally varied. The current study mainly focuses on how formative assessment, as the most useful type of assessment, can be seen as an effective contributor to the learning and teaching process especially when it is followed by real formative feedback.
Discovery of future-selves as TESOL professionals: Exploring the Identity Formation of Nonnative Preservice Teachers
The present study explored the process through which nonnative TESOL students construct their professional identities and discover their future professional-selves. In particular, this study found nonnative tutors (NNSTs) to have a significant influence upon the social circumstances of nonnative students (NNSSs).
Career Goals and L2 Motivation:An Investigation of Chinese College English Major’s L2 Motivational Drives
This dissertation focuses on Chinese college English majors’ language learning motives from a Career Goals perspective. To realise this, the most prominent motives which have been found to influence Chinese college students in their English language learning endeavours are assessed and compared in relation to the Career Goals motive. In addition, the effect that different year groups attribute to the prominence of this motive is also considered.
INVESTIGATING THE F-MOVE IN TEACHER TALK: A SOUTH KOREAN STUDY ON TEACHERS’ BELIEFS AND CLASSROOM PRACTICES
Investigation into the relationship between what teachers say, intend, and do can help improve overall teacher effectiveness. Reviews of teacher belief systems and classroom discourse helped base this study on the relationship between beliefs and class practices.
A MICRO-EVALUATION OF FIVE TASKS FOR EXTENSIVE READING
It has become increasingly common for practitioners of extensive reading (ER)to incorporate the use of language learning tasks into their lessons. The links between tasks for ER and the principles of task-based language teaching (TBLT), however, have not been fully explored.
Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity
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.
