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Dissertations / Theses on the topic 'EFL (English as Foreign Language)'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.

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2

Al-Jamal, Dina. "The role of mentors in English as a foreign language in Jordan." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368309.

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As initial training of EFL teachers in Jordan becomes increasingly school-based, developing a model for the effective mentor is fast becoming a pivotal one in teacher education. The study explored the way in which the training programme is viewed by the mentors in terms of attitudes and pedagogical instruction practised during training with respect to lesson planning, lesson presentation and using teaching methods effectively. The study, also, conducted limited fieldwork in England where it investigated the mentoring process, the training of mentors and the teaching of foreign languages in ord

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3

Kepol, Napisah. "Investigating English as a foreign language (EFL) teacher knowledge bases." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552755.

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This thesis presents the results of an investigation into the nature of the knowledge bases of five experienced exemplary teachers of English as a Foreign Language (EFL) in four private language schools in Britain. The purpose of this qualitative descriptive study was to explore and understand the practical everyday classroom knowledge of these teachers through an analysis of the various types of knowledge that they drew upon when teaching. Researchers investigating English for speakers of other languages (ESOL) teacher knowledge have revealed different types of knowledge that ESOL teachers po

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4

Johnston, Nicole R. "Understanding the information literacy experiences of EFL (English as a Foreign Language) students." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71386/3/Nicole_Johnston_Thesis.pdf.

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This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, underst

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5

Malallah, Seham. "A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning." Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.

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This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the rol

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6

Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology i

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7

Burke, C. C. "Teacher effectiveness in the EFL (English as a foreign language) classroom." Thesis, Swansea University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636181.

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This research act was primarily concerned with investigating the extent to which teaching effectiveness was believed to be affected when EFL (English as a Foreign Language) teachers in Greece were provided with feedback information concerning prior student assessments of their teaching performance. An experimental group of 11 volunteer instructors was selected from Athens/Piraeus area. Each instructor was evaluated (tested) three times during an eight month course period. An originally designed Student Opinion Survey of EFL Teachers was the rating instrument used by the participating students.

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8

Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close

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9

Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findi

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10

Cowie, Neil James. "The emotional lives of experienced EFL (English as a foreign language) teachers." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400919.

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11

Bozorgian, Hossein. "Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54724/1/Hossein_Bozorgian_Thesis.pdf.

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Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehens

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12

Danuwong, Chayada. "The role of metacognitive strategies in promoting learning English as a foreign language independently." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/59.

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One of the challenges facing universities in Thailand is that of equipping graduates with the capacity for independent analytical thinking and learning which will enable them to operate in a global context while also contributing constructively to the changing needs of the local scene. The ability to think analytically and to learn independently calls for learners to be purposeful, strategic, and persistent in learning as well as to have more adaptive cognitive processes and the willingness to take charge of their learning. This is the role of metacognition in learning autonomy across domains.

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13

Kwon, Jihyun. "Pragmatic transfer and proficiency in refusals of Korean EFL learners." Thesis, Boston University, 2003. https://hdl.handle.net/2144/34587.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study investigated the occurrence of pragmatic transfer in the refusals of Korean EFL learners at three proficiency levels due to the cross-cultural differences in refusal patterns in Korean and English.

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14

Do, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.

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15

Alsowayegh, Najat. "An exploration of parental mediation of English language T.V. programmes in Saudi Arabia with young children learning English as a foreign language." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19182.

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It is widely recognised that parents play an important role in children’s emotional and intellectual development, including their success at school. Recently, there has been a growing awareness of the potential of parents to support and enhance children’s English foreign language learning, especially since English learning resources are easily accessible through electronic media. In appreciation of this, there has been an increased interest in recent years in finding ways to harness parental potential through the creation of home-school partnerships in many parts of the world, including in the

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16

Min, Chan K. "The effects of assignments in EFL/EFL compositions." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720135.

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In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selec

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17

Ito, Genji. "Teaching EFL reading in Japanese High Schools : an exploratory study." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390756.

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18

Sugirin, (Sugirin), and sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers." Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In ad

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19

Jamshidnejad, Alireza. "Exploring Oral Communication Strategies in an English as a Foreign Language (EFL) Context." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523629.

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20

Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.

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This current research study is an exploratory study which has the aim to investigate language anxiety experienced by students majoring in English for International Communication (EIC) at the college in a university in the southern part of Thailand. This study adopted an interpretive methodology that used a sequential mixed methods approach for data collection. There were 42 students participating in the quantitative study whilst 6 students in qualitative study. The data, both quantitative and qualitative, were collected through questionnaire, diary and semi-structured interview. Data were anal

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21

Schneider, Sue. "The impact of assessment on an English as a Foreign Language academic reading programme." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340780.

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22

Papadopoulou, Charis-Olga. "Teachers' conceptualisation and practice of planning in the Greek EFL context." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312711.

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23

Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

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This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore wha

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24

Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.

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Chapter 1 introduces the aims and objectives of the study. It is followed by an analysis of the present situation at the Hanoi Foreign Language Teachers College and the problems encountered by teachers and administrators in ensuring the maximum efficiency of the EFL programme. The Report continues by asking a number of pertinent questions about the methodology and techniques used in the teaching of reading. This, in turn, is linked with theoretical considerations which the writer examines at some length taking into account numerous issues about language processing, cognition, expectation and m

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Oguro, Yasue. "Presentation of culture in English as a foreign language reading textbooks in Japan." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26778.

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In the midst of debate over the treatment of culture in foreign language education and the increased exposure to culture in the global economy, the knowledge of other cultures is more significant than ever. In order to improve teaching culture, materials have been examined and revised. The purpose of this exploratory study is to describe how culture is addressed in the fourteen high school EFL reading textbooks in Japan, that were approved by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) at the time of this study. In previous studies on EFL textbooks in Japan by Ki

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26

Lin, Grace Hui Chin. "A case study of seven Taiwanese English as a foreign language freshman non-English majors' perceptions about learning five communication strategies." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1287.

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27

Mwaka, Lusala Lona. "Schematic priming and the teaching of EFL reading in Zaire." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10020195/.

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28

Zhang, Weimin. "In search of English as a foreign language (EFL) teachers' knowledge of vocabulary instruction." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-05232008-215235/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. John Murphy, committee chair; Diane Belcher, Gayle Nelson, Sara Weigle, committee members. Electronic text (288 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 249-273).

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29

Yazdani, Gharehaghaj Hooshang. "The effects of reader, text, and task-related variables on EFL reading comprehension and reading strategy choice." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313062.

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30

Neff, Peter Edward. "Peer Review Use in the EFL Writing Classroom." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329896.

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CITE/Language Arts<br>Ed.D.<br>This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four writing classes engaged in four modes of peer review modes: face-to-face, handwritten (both on-draft and using an evaluation sheet), and computer-assisted. The learners in the study represented a range of proficiencies, from lower-intermediate to advanced, so the assigned writing passages were limited to single paragraphs rather than full-length essays, which has typically been the case in prior research in this area. Each p

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Zonglin, Chang. "Schemata, metaphor and literary readings : a case study of Chinese EFL learners reading poems." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391430.

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32

Apple, Matthew Thomas. "The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127286.

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CITE/Language Arts<br>Ed.D.<br>This research examined the relationships between the Big Five human personality traits, favorable social conditions, and foreign language classroom speaking confidence. Four research questions were investigated concerning the validity of the Big Five for a Japanese university sample, the composition of Foreign Language Classroom Speaking Confidence, the degree to which the Big Five influenced Foreign Language Classroom Speaking Confidence, and the degree to which perceptions of classroom climate affect Foreign Language Classroom Speaking Confidence. The first sta

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33

Jeong, Tae-Young. "Assessing and interpreting students' English oral proficiency using d-VOCI in an EFL context." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1045462461.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).

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34

Östlund, Fredrik. "British vs American English : Pronunciation in the EFL Classroom." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31.

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<p>Today English is a world language; it is spoken by millions both as first and second language almost all over the world. The varieties best known to Swedish pupils are the varieties British and American English. Another variety of English, which is spoken by both native and non-native speakers, is a mixture of British English and American English called Mid-Atlantic English. As long as the English language has been a part of the Swedish curriculum, the leading variety taught has been British English, but lately American English has influenced Swedish teenagers because of its prominent statu

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Al-Nasser, Saad Abdullah Suliman. "The teaching of English as a foreign language in private elementary schools in Riyadh City, Saudi Arabia : a diagnostic study." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297494.

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Al-Abbas, Suleiman Awad Musa. "The use of Arabic as a mother tongue in teaching English as a foreign language in the schools of Jordan." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264925.

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Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.

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This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three

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Robinson, Mark. "Imaginative challenge and discourse strategies in task-based language learning." Thesis, University of Leeds, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342287.

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Peacock, Matthew. "The motivation of adult EFL learners with authentic materials and artificial materials." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307861.

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Barros, Abbud Silvia Maria de. "The issue of culture in EFL lessons in Brazil : an ethnographic investigation." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020249/.

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This thesis is an ethnographic enquiry into the question of culture in the content of EFL lessons. It focuses on day-to-day classroom practice in a Brazilian school for a critical examination of a truism in the language teaching profession: that culture is an integral part of the content of language lessons. Inspired by Bakhtin's (1981,1986) 'dialogism', this thesis conceptualizes syllabus content as multivoiced discourse which is shaped by teachers and learners as they "assimilate, rework, and re-accentuate" words of others (cf. Bakhtin 1986: 89) in the classroom. Its two-part structure refle

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Aeginitou, Violetta. "#Begin your sentences with a capital letter' : facework and politeness in the Greek EFL classroom." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260191.

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Ståhlberg, Sophie. "Using Literature in the Upper Secondary EFL Classroom." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935.

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The Swedish upper-secondary level curriculum defines the English language as a necessary skill that the students need to be able to take part of the world around them, to participate in different social and cultural contexts and to learn about the world and broaden their horizons. In the curriculum, it is also stated that English literature is to be illustrate the different aspects of the English language. Literature is, in fact, introduced as a vital tool for the teachers of English. The purpose of this essay is to explore English teachers’ reasons and goals for using literature when teaching

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Opp-Beckman, Leslie. "Characteristics of successful e-partnering in an online distance education course for English as a foreign language (EFL) educators /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6276.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. "This study incorporated data from a 14-week pilot ODE course that the American English Institute (AEI) in the Linguistics Department at the University of Oregon (UO) offered fall 2006. Participants included 49 EFL educators living in 15 different developing countries in the Muslim world"--P. 6. Includes vita and abstract. Includes bibliographical references (leaves 154-175). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Sklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.

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<p>In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazi

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Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures whil

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Alomari, Linda Fatima. "Oral Participation in English as a Foreign Language (EFL) in the Swedish 7-9 Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33524.

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Petushenka, Iryna <1989&gt. "Investigation of English as a Foreign Language (EFL) Teachers' Motivation in Educational Institutions in Belarus." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9691.

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Motivation is one of the most popular topics on language teaching and learning; however, most of the studies have a focus on students’ motivation. Compared with studies on learner motivation, the number of teacher motivation studies is quite limited. The motivation of EFL (English as a Foreign Language) teachers in developing countries such as Belarus has received little attention in the applied linguistics field despite the fact that some studies have demonstrated just how important the teachers’ influence is on their students’ motivation. It is experienced that students whose teachers are hi

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48

Gimenez, Telma Nunes. "Learners becoming teachers : an exploratory study of beliefs held by prospective and practising EFL teachers in Brazil." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239060.

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Nakamura, Taichi. "The use of vocabulary learning strategies : the case of Japanese EFL learners in two different learning environments." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313065.

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Noble, Priscilla Garrido. "Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Philo Hutcheson, committee chair; Gertrude Tinker-Sachs, Joyce E Many, Douglas Davis, committee members. Electronic text (325 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 292-309).

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