Thesis
Teacher cognition and academic vocabulary: to what extent do teachers’ beliefs match their practices?
Over the last 30 years, a growing number of studies have concentrated on the correlation between second language teachers’ beliefs and their pedagogical practices.
An exploration of intercultural competence among Japanese: towards a more balanced understanding of emic and etic perspectives
In an increasingly globalised world, the development of intercultural competence (IC) among Japanese English as a foreign language (EFL) students has gained great importance. However, an adherence to native speaker norms, essentialist views of culture, and an inability of the English education system in Japan to promote the use of English as a tool for intercultural communication pose major challenges to the development of IC in Japan.
Exploring language in Chinese college students’ English public speaking contests from a genre perspective and its implications for English Language Teaching
Second language vocabulary acquisition is one of the most difficult and daunting tasks a language learner has to face. The last 30 years has seen an emergence in the importance of language learning strategies in language learning in general and, by extension, vocabulary acquisition. This dissertation assesses which vocabulary learning strategies learners use and how helpful they believe them to be among three different contexts in Japan.
Frequency of use, perceived usefulness and factors affecting second language vocabulary strategies: A study of Japanese learners
Second language vocabulary acquisition is one of the most difficult and daunting tasks a language learner has to face. The last 30 years has seen an emergence in the importance of language learning strategies in language learning in general and, by extension, vocabulary acquisition. This dissertation assesses which vocabulary learning strategies learners use and how helpful they believe them to be among three different contexts in Japan.
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.
Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis
This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.
Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study
This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.
Caught in the crossfire: Working in South Korea as an English Teacher
Despite having the highest rates of suicide in the OECD and huge disparities in income, the recent recognition of South Korea as an advanced industrial country has been widely heralded as cementing proof of the success of globalization policies in the wake of Korea’s division and destruction during the Korean War. Rising with South Korea’s economic success has been a strong push to make English a major part of South Korea’s educational curriculum. Exams testing for English proficiency are now required in order to apply for work or study at South Korean governmental agencies, companies, universities, and selective secondary schools.
