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IOE - Faculty of Education and Society
22 March 2019
UCL Institute of Education (IOE) alumnus Chi Lai Heskey Tsang (MA Applied Linguistics) has won the 2018 Caroline Clapham IELTS Master's Award for his dissertation.
The award is given to an English Language dissertation that “makes the most significant contribution to the field of language testing”.
His dissertation, entitled ‘Examining Washback on Learning from a Sociocultural Perspective: The Case of a Graded Approach to English Language Testing in Hong Kong’, was supervised by Dr Talia Isaacs (UCL Centre for Applied Linguistics). The dissertation was also commended for the 2018 ELT Masters Dissertation Award for its potential impact on English language teaching.
Heskey presented his dissertation and received a winner’s cheque at the Language Testing Research Colloquium (LTRC) in Atlanta, United States.
Dr Isaacs said: “This is an outstanding, carefully constructed, ambitiously conducted dissertation that approaches washback on learning from a sociocultural perspective.
“This is the first empirical study, to my knowledge, that examines washback effects in Hong Kong’s HKDSE-English, a high-stakes test that helps determine test-takers’ career prospects and educational futures. The dissertation moves beyond existing small-scale washback studies to examine intrinsic and extrinsic dimensions by combining qualitative elements with advanced statistical modelling.
“The study argues for the adoption of a fairer, more scientific way to inform test-takers’ decision-making that takes into account their individual differences and seeks to empower test takers’ voices. Congratulations to Chi Lai Heskey Tsang”.
Photo credit: Dr Gad Lim
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Karabacak, Galip | A Metapragmatic Account of Madilik, Madikoli and Gullüm in Turkish Queer Communication | Hale Işık Güler | 2022 | MA |
Eroğlu, Leyla | Exploring the Family Language Policy of the Kurdish Families | Betil Eröz-Tuğa | 2022 | MA |
Çiftçi, Emrullah Yasin | Neoliberal common sense and short-term study abroad: A critical qualitative inquiry into prospective English language teachers' discourses and experiences | A. Cendel Karaman | 2022 | PhD |
Kemaloğlu, Nazlınur | EFL instructors' emotions and emotional labor strategies during the Covid-19 pandemic in Turkey | Müge Gündüz | 2022 | MA |
Kahraman, Hasibe | Individual differences in the L1 and L2 processing of morphologically complex words | Bilal Kırkıcı | 2022 | PhD |
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Aytaç-Demirçivi, Kadriye | Backchannels in spoken Turkish | Hale Işık Güler | 2021 | PhD |
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Can, Hümeyra | An interactional perspective to in-house syllabus-based language test construction: A micro-analytic investigation into item proofreading interactions between teachers and testers | Çiler Hatipoğlu | 2020 | PhD |
Demir, Orhan | Investigations of the mind and brain: Assessing behavioral and neural priming in L2 morphology | Bilal Kırkıcı | 2020 | PhD |
Elmas, Tugay | Temporary novice English language instructors' (re)negotiation of imagined and practiced teacher identities: a case study in Turkey | A. Cendel Karaman | 2020 | MA |
Yılmaz, Fahri | An investigation of the psychometric properties of a language assessment literacy measure | Çiğdem Sağın Şimşek | 2020 | MA |
Ataman, Esra | The processing of ambiguous morphemes in Turkish | Bilal Kırkıcı | 2019 | MA |
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Çağlar, Ozan Can | The effects of cross-morphemic letter transpositions on morphological processing in Turkish: A psycholinguistic investigation | Bilal Kırkıcı | 2019 | MA |
Sancak, Didem | The use of transitions, frame markers and code glosses in Turkish EFL learners’ opinion paragraphs | Çiler Hatipoğlu | 2019 | MA |
Kaçar, Mustafa | The place of culture in the intercultural training of pre-service English language teachers: The Turkish case | Çiler Hatipoğlu | 2019 | MA |
Öztürk, Ceren Yağmur | Accent as an attitudinal object: Turkish prospective English language teachers' perceptions and evaluations of different varieties of English. METU Northern Cyprus Campus (Co-Advisor with Prof. Dr. Ali Cevat Taşıran) | Çiler Hatipoğlu | 2019 | MA |
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Oğuz, Enis | Morphological processing in developing readers: A psycholinguistic study on Turkish primary school children | Bilal Kırkıcı | 2018 | MA |
Şahin, Sevgi | Analyses of the English language testing and evaluation course in English language teaching programs in Turkey: A language testing and assessment literacy study | Çiler Hatipoğlu | 2018 | PhD |
Akşit, Zeynep | Validating aspects of a reading test | Çiler Hatipoğlu | 2018 | PhD |
Altınbaş, Mehmet Emre | The Use of Multiplayer Online Computer Games in Developing EFL Skills | Perihan Savaş | 2018 | MA |
Karakuş, Esra. | Types of questions posed by EFL teacher candidates and their potential role in fostering communication in language classrooms | Perihan Savaş | 2018 | MA |
Can Daşkın, Nilüfer. | Past-reference as a form of spontaneous formative assessment in L2 classroom interaction: A conversation analytic perspective. | Çiler Hatipoğlu | 2017 | PhD |
Yapıcı, Burçin. | Measuring re-exposure and long-term effects of processing instruction on the acquisition of English negative adverbials of ınversion. | Çiler Hatipoğlu | 2017 | PhD |
Dörtkulak, Funda. | Compliments and compliment responses in Turkish and American English: A contrastive pragmatics study of a Facebook corpus | Hale Işık Güler | 2017 | PhD |
Taner, Gülden. | Investigating perceived competences of English language teachers in Turkey with regard to educational background and experience | Gölge Seferoğlu | 2017 | PhD |
Taşdemir, Hanife. | The perceptions of pre-service EFL teachers on their professional identity formation throughout practice teaching | Gölge Seferoğlu | 2016 | MA |
Tomak, Burak. | Self-regulation strategies that English language learners in a Turkish state university use to increase their proficiency and self-efficacy | Gölge Seferoğlu | 2016 | PhD |
Çınarbaş, Halil İbrahim. | The experiences of students with disabilities in an English language teacher education program: A case study on preservice teachers with visual impairments | A. Cendel Karaman | 2016 | MA |
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Aslan, Reyhan. | A narrative inquiry into the professional identity formation of second career EFL teachers | Betil Eröz Tuğa | 2016 | MA |
Bekereci, Melike. | EFL student teachers' professional identity construction in a dual diploma program | Deniz Şallı Çopur | 2016 | MA |
Kibar, Merve. | The views and reflections of Turkish graduate students on a pre-departure cross-cultural orientation module as a guide for their prospective social and academic experiences in the USA | Betil Eröz Tuğa | 2016 | MA |
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Çakmak, Ebru. | The perceptions of EFL pre-service teachers about cooperative learning | Perihan Savaş | 2016 | MA |
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Taşer, Duygu. | Predictors of university EFL instructors’ self efficacy beliefs in Turkey | Hüsnü Enginarlar | 2015 | PhD |
Korkmazgil, Sibel. | An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges | Gölge Seferoğlu | 2015 | PhD |
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Öztürk, Gökhan. | Language teacher cognition, classroom practices and institutional context: A qualitative case study on three EFL teachers | Nurdan Gürbüz | 2015 | PhD |
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Karataş, Pınar. (METU NCC) | Challenges, professional development, and professional identity: A case study on novice language teachers | A. Cendel Karaman | 2015 | MA (METU NCC) |
Tarhan, Hakan. | Social identity change among English language learners: A case study | A. Cendel Karaman | 2015 | MA |
Balban, Sena. | Reflections on teacher identity: A case study of novice language teachers | A. Cendel Karaman | 2015 | MA |
Eren Gezen, Emine. | Interfaces in second language english | Martina Gracanin Yüksek | 2015 | MA |
Demir, Müslüme. | An analysis of the needs and perceptions of English language teachers and students in an EAP course | Betil Eröz Tuğa | 2015 | MA |
Sözen, Neslihan. | An investigation of EFL teachers’ perceptions on motivational factors | Müge Gündüz | 2015 | MA |
Bal Gezegin, Betül. | Book Review Genre in Academic Writing: A Comparative Study of English and Turkish Across Ten Disciplines | Hale Işık Güler | 2015 | PhD |
Efeoğlu, Esranur. | The metaphorical (re)construction of Turkey in political discourse: A corpus-driven critical metaphor analysis | Hale Işık Güler | 2015 | MA |
Demir, Melike. | A case study on interactional co-construction of identities in an EFL classroom | Hale Işık Güler | 2015 | MA |
Özbakış, Özlem. | The dynamic nature of positional identities in an EFL classroom: A conversation analysis-led case study | Hale Işık Güler | 2015 | MA |
Baştürk Karatepe, Çağla. | Humor and impoliteness interaction in improvised TV discourse | Hale Işık Güler | 2015 | MA |
Ata Kıl, Elifcan. | Qualities of effective EFL teachers at higher education level: Student and teacher perspectives | Perihan Savaş | 2015 | MA |
Aktuğ, Besime. | Common pronunciation errors of seventh grade EFL learners: A case from Turkey | Perihan Savaş | 2015 | MA |
Gedik, Nur. | Authenticity via instructional technology in EFL classes at a private university in Turkey | Perihan Savaş | 2015 | MA |
Karakaya, Nuriye. | A qualitative case study of English language teachers’ views towards teacher research as a professional development tool | Perihan Savaş | 2015 | MA |
Tütüncü, Nurhan. | An exploratory case study of English language teachers with study abroad experiences: Intercultural communicative competence related perceptions and implications | Betil Eröz Tuğa | 2015 | MA |
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Toraman, Mediha. | An investigation of directive speech acts in L2 learners’ e-mails | Deniz Zeyrek | 2014 | MA |
İşler, Zeynep Nur. | EFL learners’ use of path elements in motion event expressions: A study on Turkish university students | Deniz Zeyrek | 2014 | MA |
Gümüşok, Fatma. | Engaging pre-service EFL teachers in the evaluation process: Self-evaluation and peer evaluation as a reflective practice in the practicum | Deniz Şallı Çopur | 2014 | MA |
Songül, Behice Ceyda | English language teachers' perceptions about an online basic call training (Co-advisor: Işıl Günseli Kaçar) | Gölge Seferoğlu | 2014 | MA |
Terzi, Canan. | An analysis of the pragmatic competence of pre-service English language teachers: Appropriateness of forms of address | Gölge Seferoğlu | 2014 | PhD |
Gacan, Pınar. | The morphological processing of derived words in L1 Turkish and L2 English | Bilal Kırkıcı | 2014 | MA |
Özbay, Esra. (METU NCC) | Learning English in a community of practice: A case study | A. Cendel Karaman | 2014 | MA (METU NCC) |
Uluçay, Çiğdem. (METU NCC) | A rotten apple spoils the barrel: Cause markers employed by native speakers of Turkish when writing cause paragraphs in English and Turkish | Çiler Hatipoğlu | 2014 | MA (METU NCC) |
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Yaman, Mustafa. | Exploration of English as a foreign language students' perceptions about online authentic readings | Perihan Savaş | 2014 | MA |
Yılmaz, Maide. | English as a foreign language learners' perceptions of CALL and incidental vocabulary development via an online extensive reading program | Perihan Savaş | 2014 | MA |
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Erdoğan, Yasemin. | Discursive construction and linguistic representations of gender in political discourses: A critical discourse analysis of governmental public addresses in Turkey | Hale Işık Güler | 2014 | MA |
Aytaç, Kadriye. | A corpus-based comparative study of Anyway in English and Her/Neyse in Turkish | Hale Işık Güler | 2014 | MA |
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Ölçü, Zeynep. | An investigation of career plans (career, professional and workplace intentions) and career choice satisfaction of senior year pre-service English teachers in Turkey | Gölge Seferoğlu | 2013 | PhD |
Horasan, Seçil. | Code-switching in EFL classrooms: A case study on discourse functions, switch types, initiation patterns, and perceptions | Gölge Seferoğlu | 2013 | MA |
Kaya, Seyithan. | The effect of English opinion essay writing instruction on Turkish essay writing: A case of university preparatory school students | Çiğdem Sağın Şimşek | 2013 | MA |
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Canbolat, Nilay. | Investigating ELT instructors' perceived competencies: Challenges and suggestions | Ayşegül Daloğlu | 2013 | MA |
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Yılmaz, Elvan. | Gender representations in ELT coursebooks: A comparative study | Hüsnü Enginarlar | 2012 | MA |
Barut, Kenan. | An evaluation of academic writing materials at the tertiary level: A case study of three universities | Hüsnü Enginarlar | 2012 | PhD |
Leblebicioğlu, Ayşegül. | An Investigation of the relationship between working memory capacity and verbal and mathematical achievement | Gülay Cedden Edipoğlu | 2012 | MA |
Vanlı, Gökçe. | Student and instructor perceptions on feedback to student writing | Gölge Seferoğlu | 2012 | PhD |
Başer, Zeynep. | First year of English teaching in a rural context: A qualitative study at an elementary school in Turkey | A. Cendel Karaman | 2012 | MA |
Algı, Sedef. | Hedges and boosters in L1 and L2 argumentative paragraphs: Implications for teaching L2 academic writing | Çiler Hatipoğlu | 2012 | MA |
Çelebi, Hatice. | Extracting and analyzing impoliteness in corpora: A study based on British National Corpus and Turkish Spoken Corpus (Co-advisor: Prof. Dr. Şükriye Ruhi) | Hale Işık Güler | 2012 | PhD |
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Demir, Orhan. | The nature of acquisition and processing of island constraints by Turkish learners of English (Co-advisor: Martina Gracanin Yüksek) | Deniz Zeyrek | 2012 | MA |
Ataş, Ufuk. | Discourse functions of students' and teachers' code-switching in EFL Classrooms: A case study in a Turkish university | Çiğdem Sağın Şimşek | 2012 | MA |
Tomak, Burak. | Instructors' use of culture in foreign language classes at a state university in Turkey | A. Cendel Karaman | 2012 | MA |
Balıkçı, Gözde. | Taking a critical step on the way to critical reading: Investigation into critical reading discourse of freshman FLE students in an advanced reading and writing course | Ayşegül Daloğlu | 2012 | MA |
Iriskulova, Alena | The Investigation of the cultural presence in Spot on 8 ELT textbook published in Turkey: Teachers' and students' expectations versus real cultural load of the textbook | Hale Işık Güler | 2012 | MA |
Yılmaz, Beyza Nur. | Beliefs of members of an online community of practice on the effects of membership on teaching and professional development | Gölge Seferoğlu | 2012 | MA |
Öztürk, Gökhan. | Foreign language speaking anxiety and learner motivation: A case study at a Turkish state university | Nurdan Gürbüz | 2012 | MA |
Ülker, Eser Meltem. | A comparative analysis of thesis guidelines and master thesis abstracts written in English at universities in Turkey and in the USA | Çiğdem Sağın Şimşek | 2012 | MA |
Kızılcık Eren, Hale. | A constructivist approach to the integration of systematic reflection in EAP courses: An action research study | Ayşegül Daloğlu | 2012 | PhD |
Abdramanova, Saule | Processing of English idioms with body part components by native speakers of Turkish learning English with intermediate level of proficiency | Çiler Hatipoğlu | 2012 | PhD |
Başaran, Oya. | Evaluation of the writing component of an English language teaching program at a public university: A case study | Ayşegül Daloğlu | 2012 | PhD |
Özhan, Didem. | A comparative analysis on the use of but, however and although in the university students’ argumentative essays: A corpus-based study on Turkish learners of English and American native speakers | Deniz Zeyrek | 2012 | PhD |
Kılıçkaya, Ferit. | The impact of call instruction on English language teachers’ use of technology in language teaching | Gölge Seferoğlu | 2012 | PhD |
Karakaya, Duygu. | Non-native EFL teachers' foreign language listening and speaking anxiety and their perceived competencies in teaching these skills | Deniz Şallı Çopur | 2011 | MA |
Şahin, Sevgi. | American English, Turkish and interlanguage refusals: A cross-cultural communication and interlanguage pragmatics study | Çiler Hatipoğlu | 2011 | MA |
Ergün, Ekin. | An investigation into the relationship between emotional intelligence skills and foreign language anxiety of students at a private university | Gölge Seferoğlu | 2011 | MA |
Can, Hümeyra. | A cross-cultural study of the speech act of congratulation in British English and Turkish using a corpus approach | Çiler Hatipoğlu | 2011 | MA |
Burnaz, Yeşim Erden. | Perceptions of EFL learners towards portfolios as a method of alternative assessment: A case study at a Turkish state university | Perihan Savaş | 2011 | MA |
Akayoğlu, Sedat. | An analysis of text based CMC of advanced EFL learners in second life | Gölge Seferoğlu | 2011 | PhD |
Çetin, Lynn Marie Bethard. | An investigation into the implementation of alternative assessment in the young learner classroom | Nurdan Gürbüz | 2011 | PhD |
Coşkun, Abdullah. | Evaluation of the writing component of an English language teaching program at a public university: A case study | Hüsnü Enginarlar | 2011 | PhD |
Bayraktar, Hasan. | The role of lexical cohesion in L2 reading comprehension | Hüsnü Enginarlar | 2011 | PhD |
Toplu, Ayşe Betül. | Linguistic expression and conceptual representation of motion events in Turkish, English and French: An experimental study | Deniz Zeyrek | 2011 | PhD |
Can, Nilüfer. | A proverb learned is a proverb earned: Future English teachers' experiences of learning English proverbs in Anatolian Teacher Training High Schools in Turkey | Çiler Hatipoğlu | 2011 | MA |
Taşkın, Ayşe. | Perceptions on using L1 in language classrooms: A case study in a Turkish private university | Nurdan Gürbüz | 2011 | MA |
Muthanna, Abdulghani. | Exploring the beliefs of teacher educators, students, and administrators: A case study of the English language teacher education program in Yemen | A.Cendel Karaman | 2011 | MA |
Ekin, Ergün. | An investigation on the relationship between emotional intelligence skills and foreign language anxiety of students at a private university | Gölge Seferoğlu | 2011 | MA |
Polyarush, Viktoriya. | The influence of English on Ukrainian, with a focus on the language of youth | Joshua Bear | 2010 | MA |
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Dokuzoğlu, Selcen. | L2 writing teachers' perceptions of mistakes in student writing and their preferences regarding feedback: The case of a Turkish private university | Hüsnü Enginarlar | 2010 | MA |
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Romaniuk, Olena. | Mother tongue talk in three languages | Jochen Rehbein | 2010 | MA |
Karakaş, Özlem. | A cross-cultural study on dissertation acknowledgments written in English by native speakers of Turkish and American English | Çiler Hatipoğlu | 2010 | MA |
Karakaya, Kadir. | An investigation of English language teachers' attitudes toward computer technology and their use of technology in language teaching | Gölge Seferoğlu | 2010 | MA |
Tümer, Tuğçe Çankaya. | Using literature to enhance language and cultural awareness | Nurdan Gürbüz | 2010 | MA |
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© Middle East Technical University, Faculty of Education, Department of Foreign Language Education, Üniversiteler Mahallesi, Dumlupınar Bulvarı No:1, 06800 Çankaya/Ankara
Activity : Examination types › External reviewing
Period | Mar 2021 → Apr 2021 |
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Examination held at | |
Degree of Recognition | National |
https://www.teachingenglish.org.uk/publications/elt-masters-dissertations/elt-masters-dissertations-winners/2020-2021-winners
The TESOL programme can be studied full-time or part-time. To graduate with a Master's degree, you will need to study a number of compulsory and option courses and complete a dissertation.
Masters degrees at the University of Edinburgh comprise 180 credits. The first 120 credits make up a Postgraduate Diploma and assuming an average mark of 50% or more is achieved, students can progress to the final 60 credits of the programme which is known as the dissertation component. Successful completion of the 180 credits leads to the award of MSc .
Our courses are informed by research and current developments in theory and practice surrounding language teaching and learning and are led by insights from our own research and publications.
Teaching mainly consists of lectures, which include interactive input sessions, followed by workshops, consisting of smaller discussion groups, where you will benefit from being the centre of the activity and receiving individual attention.
Please note that courses and course content may change each year.
Should you wish to study part-time, please contact the Programme Director to discuss structure and courses.
Course descriptions (2024-25)
This course gave me an opportunity to think critically and engage with concepts that were valuable to other courses. [The course organiser's] detailed responses to final course assessment was very helpful; I will be able to employ the recommendations to improve performance in future assessments. Sources of Knowledge: Understanding and analysing research literature - nominated for Outstanding Course in the EUSA Teaching Awards 2021
You will need to read extensively in preparation for lectures and workshops as well as course assignments, requiring you to demonstrate an ability to critically evaluate concepts and literature, and apply theory to practice. Other forms of assessment include presentations, lesson plans and reflective diaries.
On satisfactory completion of programme courses, you will produce an independently researched 12,000-word dissertation. You may choose any TESOL-related topic that is of interest to you and of relevance to your teaching context.
E xamples of previous dissertation topics include:
You will be well-supported in the dissertation process. Each student is assigned to a staff member who supervises their study. Dissertation supervision occurs in groups and one-to-one tutorials. One of the benefits of our large department is the wide range of staff skills to draw upon, so supervisors are more likely to be specialists in your area of research.
We also offer five programme tutorial lectures in the Spring semester to help students navigate through each step of the dissertation, as well as a year-long Dissertation Support Strand lecture series, focusing on Research Design.
Each year the programme team submits one outstanding dissertation to the British Council for the ELT Masters Dissertation Award. Previous students who have entered the national competition include one winner (Thomas Jameson) and three finalists (Natalia Blackman, James Scholl, Richard Wilson).
Masters programmes can be demanding and new cultural and learning contexts may also challenge students who come from a variety of cultural and educational backgrounds. To address students’ academic and social needs, we have a number of systems in place.
In your first weeks, you will be allocated a Student Advisor, who will help to guide you should academic or pastoral questions or challenges arise.
Weekly or bi-weekly programme tutorial sessions take place to support you academically and help with a variety of programme issues.
We offer additional lectures and workshops related to specific learning needs such as critical reading, understanding assessment, intercultural communication, and other topics.
Our staff are very involved in the professional development of our students and are regularly nominated by students for EUSA (Edinburgh University Students’ Association) awards.
Being a member of our academic community provides you with the opportunity to take part in visits to schools in Scotland where you can access real classrooms and gain insights into teaching and learning in a new educational environment.
Research activity in Language Education and TESOL is taking a new and exciting turn. The old ETAL seminar series is currently being revised to take these changes into account - watch this space for updates.
Students are also encouraged to join university groups and associations, like the Edinburgh University Language Education Society, as well as international academic communities, such as the International Association of Teachers of English as a Foreign Language (IATEFL) and the British Association for Applied Linguistics (BAAL).
Edinburgh University Language and Education Society
International Association of Teachers of English as a Foreign Language
British Association for Applied Linguistics
Home > College, Department, or Program > CALE > English > TESL Theses
Theses/dissertations from 2020 2020.
Teaching in hagwons in South Korea: a novice English teacher’s autoethnography , Brittany Courser
“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education , Natalie Marie Giles
Stylistic imitation as an English-teaching technique : pre-service teachers’ responses to training and practice , Min Yi Liang
Telling stories and contextualizing lived experiences in the Cuban heritage language and culture: an autoethnography about transculturation , Tatiana Senechal
“This is the oppressor’s language, yet I need it to talk to you”: a critical examination of translanguaging in Russian speakers at the university level , Nora Vralsted
Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level , Ghader Alahmadi
Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher , Eiman Alamri
The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher , Ibrahim Alamri
Strategic Contemplation as One Saudi Mother’s Way Of Reflecting on Her Children’s Learning Only English in the United States: An Autoethnography and Multiple Case Study of Multilingual Writers at the College Level , Razan Alansari
“If you wanted me to speak your language then you should have stayed in your country”: a critical ethnography of linguistic identity and resiliency in the life of an Afghan refugee , Logan M. Amstadter
Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach , Carol Lee Anderson
Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity , Patrick Cornwall
One size does not fit all: exploring online-language-learning challenges and benefits for advanced English Language Learners , Renee Kenney
Understanding the potential effects of trauma on refugees’ language learning processes , Charis E. Ketcham
Let's enjoy teaching life: an autoethnography of a novice ESL teacher's two years of teaching English in a private girls' secondary school in Japan , Danielle Nozaka
Developing an ESP curriculum on tourism and agribusiness for a rural school in Nicaragua: a retrospective diary , Stan Pichinevskiy
A Literacy Narrative of a Female Saudi English Teacher and A Qualitative Case Study: 12 Multilingual Writers Identify Challenges and Benefits of Daily Writing in a College Composition Class , Ghassoon Rezzig
Proposed: Technical Communicators Collaborating with Educators to Develop a Better EFL Curriculum for Ecuadorian Universities , Daniel Jack Williamson
BELL HOOKS’ “ENACTMENT OF NON-DOMINATION” IN THE “PRACTICE OF SPEAKING IN A LOVING AND CARING MANNER”: AN AUTOETHNOGRAPHY OF A SAUDI “WIDOW’S SON” , Braik Aldoshan
WHEN SPIRITUALITY AND PEDAGOGY COLLIDE: ACKNOWLEDGING RELIGIOUS BELIEFS AND VALUES IN THE ESL CLASSROOM , Carli T. Cumpston
HERITAGE LANGUAGE MAINTENANCE: A MEXICAN AMERICAN MOTHER’S SUCCESS WITH RAISING BILINGUAL CHILDREN , Maria E. Estrada-Loehne
TEACHING THE BIOGRAPHY OF PEARL S. BUCK: DEVELOPING COLLABORATIVE READING STRATEGIES FOR MULTILINGUAL WRITERS , Nichole S. La Torre
An Autoethnography of a Novice ESL Teacher: Plato’s Cave and English Language Teaching in Japan , Kevin Lemberger
INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS , Aiko Nagabuchi
A TRIPLE CASE STUDY OF TWO SAUDI AND ONE ITALIAN LANGUAGE LEARNERS' SELF-PERCEPTIONS OF TARGET LANGUAGE (TL) SPEAKING PROFICIENCY , Jena M. Robinson
"I am from Epifania and Tomas": an autoethnography and bi-literacy narrative of a Mexican American orchard workers' daughter , Brenda Lorena Aguilar
Technology use in young English language learners: a survey of Saudi parents studying in the United States , Hamza Aljunaidalsayed
Bilingualism of Arab children in the U.S.: a survey of parents and teachers , Omnia Alofii
College-level ELLs in two English composition courses: the transition from ESL to the mainstream , Andrew J. Copley
Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis , Sony Nicole De Paula
Multilingual writers' unintentional plagiarism: action research in college composition , Jacqueline D. Gullon
Games for vocabulary enrichment: teaching multilingual writers at the college level , Jennifer Hawkins
Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives , Amber D. Pullen
Saltine box full of dreams: one Mexican immigrant woman's journey to academic success , Adriana C. Sanchez
Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers , Kelly G. Hansen
Implementing a modified intercultural competency curriculum in an integrated English 101 classroom , Kathryn C. Hedberg
"Don't wake me, my desk is far too comfortable": an autoethnography of a novice ESL teacher's first year of teaching in Japan , Delaney Holland
ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors , Michael E. Johnson
Using Media to Teach Grammar in Context and UNESCO Values: A Case Study of Two English Teachers and Students from Saudi Arabia , Sultan Albalawi
A Double Case Study of Latino College Presidents: What Younger Generations Can Learn From Them , Sara Aymerich Leiva
WRITTEN CORRECTIVE FEEDBACK IN THE L2 WRITING CLASSROOM , Daniel Ducken
Academic Reading and Writing at the College Level: Action Research in a Classroom of a homogeneous Group of Male Students from Saudi Arabia , Margaret Mount
Reflections on Teaching and Host Mothering Chinese Secondary Students: A Novice ESL Teacher’s Diary Study and Autoethnography , Diane Thames
Peer editing in composition for multilingual writers at the college level , Benjamin J. Bertrand
Educating Ana: a retrospective diary study of pre-literate refugee students , Renee Black
Social pressure to speak English and the effect of English language learning for ESL composition students in higher education , Trevor Duston
Poetry in translation to teach ESL composition at the college level , Peter M. Lacey
Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition , Pui Hong Leung
Learning how to learn: teaching preliterate and nonliterate learners of English , Jennifer L. Semb
Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States , Nicholas Stephens
Teaching English in the Philippines: a diary study of a novice ESL teacher , Jeffrey Lee Svoboda
ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION , Melissa Van De Wege
Video games and interactive technology in the ESL classroom , Melody Anderson
English as a second language learners and spelling performance in university multilingual writers , Nada Yousef Asiri
The communal diary, "... " (Naljeogi), transformative education, and writing through migrations: a Korean novice ESL teacher's diary and autoethnography , S. (Sangho) Lee
The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL , Bergen Lorraine McCurdy
The development and analysis of the Global Citizen Award as a component of Asia University America Program at Eastern Washington University , Matthew Ged Miner
The benefits of art analysis in English 101: multilingual and American writers respond to artwork of their choice , Jennifer M. Ochs
A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self" , Christopher Ryan
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The Master's Dissertation Awards promote achievements of students on UK Master's programmes for work with the best potential for impact on ELT. Find out which dissertations won or received special commendations this year.
All dissertations are available to read in pdf format below.
Mellidy Campbell-Lochrie , University of St Andrews A socio-political and cultural driven analysis of the representations of protected characteristics in UK-produced ELT textbooks, through the lens of the Equality Act (2010)
Jack Duncan , Canterbury Christ Church University Motivation and out-of-class language learning
Phuoc Ha Thien Nguyen , Nottingham Trent University Investigating the content validity of the IELTS listening test through the use of lexical bundles
Mathilde Smith , University of Strathclyde Exploring and mitigating foreign language anxiety amongst adult migrants (refugees, asylum seekers and forced migrants) in an ESOL/EFL class in Scotland
Arthur Brown Jr , University of Bath Exploring Turkish EFL teachers’ lesson planning strategies for building ELF awareness
Kate Armstrong , University of Birmingham An Investigation into the types and functions of teacher gestures during the opening phase of ESL Lessons
Beatrice Segura Harvey , University of Brighton Teacher competencies post Covid-19: What constitutes an effective online teacher?
Novemelia Purba , University of Bristol An exploratory study of students’ second language willingness to communicate (L2 WTC) in a summer programme: Teachers’ and students’ perceptions
Monika Rozmiarek , Coventry University Elementary ESOL materials for Polish parents of nursery children
Thuy Dieu Nguyen , University of East Anglia Exploring the perceptions of EFL student teachers on their learning experience during the teaching practicum: A comparative study
Kittipong Phormphithak , University of Glasgow Foreign language classroom anxiety among Thai postgraduate students in UK universities
Thi Hai Yen Phan , University of Huddersfield Student satisfaction with English Medium Instruction courses in Vietnam
Duncan Ogilvie , University of Leeds Variation in the communicative orientation of English for Academic Purposes lessons in synchronous online and face-to-face classrooms
Samira Niazi , University of Liverpool Teachers' views, challenges, and strategies toward pupils’ bilingualism and translanguaging
Louise Sandiford , Manchester Metropolitan University Challenging labels within TESOL - Seeing our students differently
Ahmed Othman El Mekkawi , NILE (University of Chichester) An investigation into the design and piloting of an online self-access course focusing on English language materials evaluation and adaptation for in-service English language teachers at Al-Azhar University in Egypt
Matthew Gunton , University of Nottingham Going against the grain: An autoethnography of a one-teacher private English language teaching institution in Taiwan
Chiho Takeda , University of Reading A comparison of Aptis trained raters and Japanese teachers’ holistic scores and judgments of Japanese students’ Aptis writing performance
Felicity Bell , University of Stirling Interpretative phenomenological analysis of learners’ responses to Emergency Remote Teaching during Covid-19 confinement
Pasha Blanda , University College London Application of the construct of coherence to diagnostic Ttesting in English Medium Instruction in higher education
Nguyen Thi Hong Ha , University of Warwick An exploratory study on reflective practice of L2 teacher-learners' experiences in an MA TESOL program
Mitchell Culhane , York St John University ‘In Japanese I can’t be my true self, in English I can be free’: L2 identity construction and English-language learning motivation of the transnational queer communities in 新宿二丁目 (Shinjuku Ni-chōme),Tokyo, Japan
Tuong Thanh Ho , University of York Cultures representation in the reading and CLIL sections of four Vietnamese ELT textbooks
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Unpacking the history of middle chinese *ɣu- in the yue dialects in guangdong: a dialect geographical analysis , perception and production of singular they in british english , cross-dialect variation in dinka tonal morphology , morphophonological interactions in shilluk: an investigation into the tone system and suffixation patterns in the gar dialect , vowel duration in the standard english of scotland , linguicide or linguistic suicide: a case study of indigenous minority languages in france , combining translation into the second language and second language learning : an integrated computational approach , post-critical period age of arrival and its relationship to ultimate attainment in a second language , hci for development: does sense of agency affect the adoption of a mobile health insurance service in tanzania , language policy and planning in xinjiang uygur autonomous region of china , comparable structural priming from comprehension and production: evidence against error-based learning of syntactic structure , developing educational games for teaching children with special educational needs , variation in the speech of university students from edinburgh: the cases of /x/ and // , a diachronic constructional investigation into the adverse avertive schema in chinese , onset consonants and the perceptions of tone and voicing in thai , simulating the interaction between mindreading and language in development and evolution , in task-oriented dyadic dialogue, how do non-native speakers of english align with each other in terms of lexical choices , native english speakers' music ability and their perception and production of l2 mandarin tones , a study of cmc language switching in china , the cognitive processes involved with hitting a fastball and why the baseball axiom "keeping your eye on the ball" is an exercise in futility .
8 straightforward steps to craft an a-grade dissertation.
By: Derek Jansen (MBA) Expert Reviewed By: Dr Eunice Rautenbach | June 2020
Writing a dissertation or thesis is not a simple task. It takes time, energy and a lot of will power to get you across the finish line. It’s not easy – but it doesn’t necessarily need to be a painful process. If you understand the big-picture process of how to write a dissertation or thesis, your research journey will be a lot smoother.
In this post, I’m going to outline the big-picture process of how to write a high-quality dissertation or thesis, without losing your mind along the way. If you’re just starting your research, this post is perfect for you. Alternatively, if you’ve already submitted your proposal, this article which covers how to structure a dissertation might be more helpful.
This probably sounds like a no-brainer, but all too often, students come to us for help with their research and the underlying issue is that they don’t fully understand what a dissertation (or thesis) actually is.
So, what is a dissertation?
At its simplest, a dissertation or thesis is a formal piece of research , reflecting the standard research process . But what is the standard research process, you ask? The research process involves 4 key steps:
In short, the research process is simply about asking and answering questions in a systematic fashion . This probably sounds pretty obvious, but people often think they’ve done “research”, when in fact what they have done is:
If you want to see the perfect example of this in action, look out for the next Facebook post where someone claims they’ve done “research”… All too often, people consider reading a few blog posts to constitute research. Its no surprise then that what they end up with is an opinion piece, not research. Okay, okay – I’ll climb off my soapbox now.
The key takeaway here is that a dissertation (or thesis) is a formal piece of research, reflecting the research process. It’s not an opinion piece , nor a place to push your agenda or try to convince someone of your position. Writing a good dissertation involves asking a question and taking a systematic, rigorous approach to answering it.
If you understand this and are comfortable leaving your opinions or preconceived ideas at the door, you’re already off to a good start!
As we saw, the first step of the research process is to ask a specific, well-articulated question. In other words, you need to find a research topic that asks a specific question or set of questions (these are called research questions ). Sounds easy enough, right? All you’ve got to do is identify a question or two and you’ve got a winning research topic. Well, not quite…
A good dissertation or thesis topic has a few important attributes. Specifically, a solid research topic should be:
Let’s take a closer look at these:
Attribute #1: Clear
Your research topic needs to be crystal clear about what you’re planning to research, what you want to know, and within what context. There shouldn’t be any ambiguity or vagueness about what you’ll research.
Here’s an example of a clearly articulated research topic:
An analysis of consumer-based factors influencing organisational trust in British low-cost online equity brokerage firms.
As you can see in the example, its crystal clear what will be analysed (factors impacting organisational trust), amongst who (consumers) and in what context (British low-cost equity brokerage firms, based online).
Attribute #2: Unique
Your research should be asking a question(s) that hasn’t been asked before, or that hasn’t been asked in a specific context (for example, in a specific country or industry).
For example, sticking organisational trust topic above, it’s quite likely that organisational trust factors in the UK have been investigated before, but the context (online low-cost equity brokerages) could make this research unique. Therefore, the context makes this research original.
One caveat when using context as the basis for originality – you need to have a good reason to suspect that your findings in this context might be different from the existing research – otherwise, there’s no reason to warrant researching it.
Attribute #3: Important
Simply asking a unique or original question is not enough – the question needs to create value. In other words, successfully answering your research questions should provide some value to the field of research or the industry. You can’t research something just to satisfy your curiosity. It needs to make some form of contribution either to research or industry.
For example, researching the factors influencing consumer trust would create value by enabling businesses to tailor their operations and marketing to leverage factors that promote trust. In other words, it would have a clear benefit to industry.
So, how do you go about finding a unique and valuable research topic? We explain that in detail in this video post – How To Find A Research Topic . Yeah, we’ve got you covered 😊
Once you’ve pinned down a high-quality research topic, the next step is to convince your university to let you research it. No matter how awesome you think your topic is, it still needs to get the rubber stamp before you can move forward with your research. The research proposal is the tool you’ll use for this job.
So, what’s in a research proposal?
The main “job” of a research proposal is to convince your university, advisor or committee that your research topic is worthy of approval. But convince them of what? Well, this varies from university to university, but generally, they want to see that:
At the proposal stage, it’s (generally) not expected that you’ve extensively reviewed the existing literature , but you will need to show that you’ve done enough reading to identify a clear gap for original (unique) research. Similarly, they generally don’t expect that you have a rock-solid research methodology mapped out, but you should have an idea of whether you’ll be undertaking qualitative or quantitative analysis , and how you’ll collect your data (we’ll discuss this in more detail later).
Long story short – don’t stress about having every detail of your research meticulously thought out at the proposal stage – this will develop as you progress through your research. However, you do need to show that you’ve “done your homework” and that your research is worthy of approval .
So, how do you go about crafting a high-quality, convincing proposal? We cover that in detail in this video post – How To Write A Top-Class Research Proposal . We’ve also got a video walkthrough of two proposal examples here .
Once your proposal’s been approved, its time to get writing your actual dissertation or thesis! The good news is that if you put the time into crafting a high-quality proposal, you’ve already got a head start on your first three chapters – introduction, literature review and methodology – as you can use your proposal as the basis for these.
Handy sidenote – our free dissertation & thesis template is a great way to speed up your dissertation writing journey.
What’s the introduction chapter all about?
The purpose of the introduction chapter is to set the scene for your research (dare I say, to introduce it…) so that the reader understands what you’ll be researching and why it’s important. In other words, it covers the same ground as the research proposal in that it justifies your research topic.
What goes into the introduction chapter?
This can vary slightly between universities and degrees, but generally, the introduction chapter will include the following:
As you can see, this all about explaining the “what” and the “why” of your research (as opposed to the “how”). So, your introduction chapter is basically the salesman of your study, “selling” your research to the first-time reader and (hopefully) getting them interested to read more.
How do I write the introduction chapter, you ask? We cover that in detail in this post .
As I mentioned earlier, you’ll need to do some initial review of the literature in Steps 2 and 3 to find your research gap and craft a convincing research proposal – but that’s just scratching the surface. Once you reach the literature review stage of your dissertation or thesis, you need to dig a lot deeper into the existing research and write up a comprehensive literature review chapter.
What’s the literature review all about?
There are two main stages in the literature review process:
The first stage is for you to deep dive into the existing literature (journal articles, textbook chapters, industry reports, etc) to gain an in-depth understanding of the current state of research regarding your topic. While you don’t need to read every single article, you do need to ensure that you cover all literature that is related to your core research questions, and create a comprehensive catalogue of that literature , which you’ll use in the next step.
Reading and digesting all the relevant literature is a time consuming and intellectually demanding process. Many students underestimate just how much work goes into this step, so make sure that you allocate a good amount of time for this when planning out your research. Thankfully, there are ways to fast track the process – be sure to check out this article covering how to read journal articles quickly .
Once you’ve worked through the literature and digested it all, you’ll need to write up your literature review chapter. Many students make the mistake of thinking that the literature review chapter is simply a summary of what other researchers have said. While this is partly true, a literature review is much more than just a summary. To pull off a good literature review chapter, you’ll need to achieve at least 3 things:
As you can see, a good literature review is more than just a summary of the published research. It’s the foundation on which your own research is built, so it deserves a lot of love and attention. Take the time to craft a comprehensive literature review with a suitable structure .
But, how do I actually write the literature review chapter, you ask? We cover that in detail in this video post .
Once you’ve completed your literature review and have a sound understanding of the existing research, its time to develop your own research (finally!). You’ll design this research specifically so that you can find the answers to your unique research question.
There are two steps here – designing your research strategy and executing on it:
The first step is to design your research strategy and craft a methodology chapter . I won’t get into the technicalities of the methodology chapter here, but in simple terms, this chapter is about explaining the “how” of your research. If you recall, the introduction and literature review chapters discussed the “what” and the “why”, so it makes sense that the next point to cover is the “how” –that’s what the methodology chapter is all about.
In this section, you’ll need to make firm decisions about your research design. This includes things like:
If these words have got your head spinning, don’t worry! We’ll explain these in plain language in other posts. It’s not essential that you understand the intricacies of research design (yet!). The key takeaway here is that you’ll need to make decisions about how you’ll design your own research, and you’ll need to describe (and justify) your decisions in your methodology chapter.
Once you’ve worked out your research design, you’ll put it into action and start collecting your data. This might mean undertaking interviews, hosting an online survey or any other data collection method. Data collection can take quite a bit of time (especially if you host in-person interviews), so be sure to factor sufficient time into your project plan for this. Oftentimes, things don’t go 100% to plan (for example, you don’t get as many survey responses as you hoped for), so bake a little extra time into your budget here.
Once you’ve collected your data, you’ll need to do some data preparation before you can sink your teeth into the analysis. For example:
Once you’ve completed your data prep, you’ll undertake your analysis, using the techniques that you described in your methodology. Depending on what you find in your analysis, you might also do some additional forms of analysis that you hadn’t planned for. For example, you might see something in the data that raises new questions or that requires clarification with further analysis.
The type(s) of analysis that you’ll use depend entirely on the nature of your research and your research questions. For example:
Again, if these words have got your head spinning, don’t worry! We’ll explain these concepts and techniques in other posts. The key takeaway is simply that there’s no “one size fits all” for research design and methodology – it all depends on your topic, your research questions and your data. So, don’t be surprised if your study colleagues take a completely different approach to yours.
Once you’ve completed your analysis, it’s time to present your findings (finally!). In a dissertation or thesis, you’ll typically present your findings in two chapters – the results chapter and the discussion chapter .
What’s the difference between the results chapter and the discussion chapter?
While these two chapters are similar, the results chapter generally just presents the processed data neatly and clearly without interpretation, while the discussion chapter explains the story the data are telling – in other words, it provides your interpretation of the results.
For example, if you were researching the factors that influence consumer trust, you might have used a quantitative approach to identify the relationship between potential factors (e.g. perceived integrity and competence of the organisation) and consumer trust. In this case:
Depending on the university and degree, these two chapters (results and discussion) are sometimes merged into one , so be sure to check with your institution what their preference is. Regardless of the chapter structure, this section is about presenting the findings of your research in a clear, easy to understand fashion.
Importantly, your discussion here needs to link back to your research questions (which you outlined in the introduction or literature review chapter). In other words, it needs to answer the key questions you asked (or at least attempt to answer them).
For example, if we look at the sample research topic:
In this case, the discussion section would clearly outline which factors seem to have a noteworthy influence on organisational trust. By doing so, they are answering the overarching question and fulfilling the purpose of the research .
For more information about the results chapter , check out this post for qualitative studies and this post for quantitative studies .
Last but not least, you’ll need to wrap up your research with the conclusion chapter . In this chapter, you’ll bring your research full circle by highlighting the key findings of your study and explaining what the implications of these findings are.
What exactly are key findings? The key findings are those findings which directly relate to your original research questions and overall research objectives (which you discussed in your introduction chapter). The implications, on the other hand, explain what your findings mean for industry, or for research in your area.
Sticking with the consumer trust topic example, the conclusion might look something like this:
Key findings
This study set out to identify which factors influence consumer-based trust in British low-cost online equity brokerage firms. The results suggest that the following factors have a large impact on consumer trust:
While the following factors have a very limited impact on consumer trust:
Notably, within the 25-30 age groups, Factors E had a noticeably larger impact, which may be explained by…
Implications
The findings having noteworthy implications for British low-cost online equity brokers. Specifically:
The large impact of Factors X and Y implies that brokers need to consider….
The limited impact of Factor E implies that brokers need to…
As you can see, the conclusion chapter is basically explaining the “what” (what your study found) and the “so what?” (what the findings mean for the industry or research). This brings the study full circle and closes off the document.
You’re still with me? Impressive! I know that this post was a long one, but hopefully you’ve learnt a thing or two about how to write a dissertation or thesis, and are now better equipped to start your own research.
To recap, the 8 steps to writing a quality dissertation (or thesis) are as follows:
Once you’ve wrapped up the core chapters, all that’s typically left is the abstract , reference list and appendices. As always, be sure to check with your university if they have any additional requirements in terms of structure or content.
This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...
thankfull >>>this is very useful
Thank you, it was really helpful
unquestionably, this amazing simplified way of teaching. Really , I couldn’t find in the literature words that fully explicit my great thanks to you. However, I could only say thanks a-lot.
Great to hear that – thanks for the feedback. Good luck writing your dissertation/thesis.
This is the most comprehensive explanation of how to write a dissertation. Many thanks for sharing it free of charge.
Very rich presentation. Thank you
Thanks Derek Jansen|GRADCOACH, I find it very useful guide to arrange my activities and proceed to research!
Thank you so much for such a marvelous teaching .I am so convinced that am going to write a comprehensive and a distinct masters dissertation
It is an amazing comprehensive explanation
This was straightforward. Thank you!
I can say that your explanations are simple and enlightening – understanding what you have done here is easy for me. Could you write more about the different types of research methods specific to the three methodologies: quan, qual and MM. I look forward to interacting with this website more in the future.
Thanks for the feedback and suggestions 🙂
Hello, your write ups is quite educative. However, l have challenges in going about my research questions which is below; *Building the enablers of organisational growth through effective governance and purposeful leadership.*
Very educating.
Just listening to the name of the dissertation makes the student nervous. As writing a top-quality dissertation is a difficult task as it is a lengthy topic, requires a lot of research and understanding and is usually around 10,000 to 15000 words. Sometimes due to studies, unbalanced workload or lack of research and writing skill students look for dissertation submission from professional writers.
Thank you 💕😊 very much. I was confused but your comprehensive explanation has cleared my doubts of ever presenting a good thesis. Thank you.
thank you so much, that was so useful
Hi. Where is the excel spread sheet ark?
could you please help me look at your thesis paper to enable me to do the portion that has to do with the specification
my topic is “the impact of domestic revenue mobilization.
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This set of tests is based on Saito (2013) and developed for Yaoyao Ruan's master's dissertation project: How does having a good ear and memory matter for successful second language phonological learning and teaching? An experimental study.
Teachers can use this set of tests to train or test EFL/ESL learners' abilities to preceive and produce the English tense vowel [i] and lax vowel [ɪ]. If used in research, it is recommended that the tests are performed in the order of spontaneous production, controlled production, and perception in order to prevent test takers from excessively focusing on form.
The instructions are in Chinese as Yaoyao's participants were native Mandarin learners of English.
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The Master's Dissertation Awards promote achievements of students on UK master's programmes for work with the best potential for impact on ELT. Find out which dissertations have won or received special commendations for this year and in previous years.
2022 - 2023 winners. The Master's Dissertation Awards promote achievements of students on UK Master's programmes for work with the best potential for impact on ELT. Find out which dissertations won or received special commendations this year.
British Council Master's Dissertation Award with best potential for impact on ELT Introduction For eleven years the British Council has partnered with UK universities to find ELT master's dissertations with potential for impact on policy and practice. The scheme, where universities submit one dissertation from their ELT master's programmes and then judge them along with a panel of British ...
The Master's Dissertation Awards promote achievements of students on UK Master's programmes for work with the best potential for impact on ELT. Find out which dissertations have won or received special commendations for this year and in previous years.
Here's some reading for the weekend, this year's ELT Masters dissertations 'honours board' https://www.teachingenglish.org.uk/article/2020-2021-winners...
For the last 11 years the British Council has partnered with UK universities to find ELT Masters dissertations with potential for impact on policy and practice. The scheme, where universities submit one dissertation from their ELT Masters programmes which has already been marked at distinction level and then judge them along with a panel of British Council experts, is designed to recognise and ...
The British Council recognizes the best English language teaching (ELT) master's dissertations through an annual award competition. This year's entrants examined topics such as online listening, vocabulary acquisition, writing for preschoolers, and ELT in various international contexts. The winner was Tom Jameson from Edinburgh University for his dissertation on attitudes towards English as a ...
The Master's Dissertation Awards is awarded every year by British Council in partnership with UK universities to promote achievements of students on UK Master's programmes for work with the best potential for impact on ELT. We are proud to deliver a comprehensive MA with such high calibre students and staff.
The Department of English Language and Applied Linguistics is pleased to announce that Jon Nilsen, one of our distance MA students, reached the finals for this year's British Council Awards for the best ELT Masters Dissertation. This is an international competition which attracts nominees from all the leading UK Universities.
The dissertation was also commended for the 2018 ELT Masters Dissertation Award for its potential impact on English language teaching.
ELT Theses and Dissertations. Author. Title. Supervisor. Year. Degree. Aysan Şahintaş, Zeynep. Habits of Minds and Hearts in Neoliberal Academia: A Qualitative Inquiry into English Language Teacher Educators' Professional and Political Roles and Professional Identity. Betil Eröz-Tuğa.
My role as a reviewer involved rating and providing feedback on four dissertations submitted for this award.
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Each year the programme team submits one outstanding dissertation to the British Council for the ELT Masters Dissertation Award. Previous students who have entered the national competition include one winner (Thomas Jameson) and three finalists (Natalia Blackman, James Scholl, Richard Wilson).
An Autoethnography of a Novice ESL Teacher: Plato's Cave and English Language Teaching in Japan, Kevin Lemberger
Of all the requirements of a Master's program in English, the thesis is the most daunting. Georgetown University's English department states, "theses [should] reflect original research, analysis, and writing of considerable depth and complexity appropriate to Master's level work." Your Master's thesis in English is an argumentative literary analysis on a topic of your choice, and that argument ...
The Master's Dissertation Awards promote achievements of students on UK master's programmes for work with the best potential for impact on ELT. Find out which dissertations have won or received special commendations for this year and in previous years.
2022-2023 Awards All dissertations are available to read in pdf format below. Winning Dissertation Mellidy Campbell-Lochrie, University of St Andrews A socio-political and cultural driven analysis of the representations of protected characteristics in UK-produced ELT textbooks, through the lens of the Equality Act (2010) Special Commendations Jack Duncan, Canterbury Christ Church University ...
A list of links to essays by former TEFL/TESL MA students in the Department of English Language and Linguistics at the University of Birmingham.
This collection contains a selection of recent Masters theses from the department of Linguistics and English Language. Please note that only the Title and Abstract will be available for dissertations from the current academic year. All other content from previous years is available on an Open Access basis.
Learn how to write a top-notch dissertation or thesis with Grad Coach's straightforward 8-step guide (including examples and videos).
This set of tests is based on Saito (2013) and developed for Yaoyao Ruan's master's dissertation project: How does having a good ear and memory matter for successful second language phonological learning and teaching? An experimental study.