Dissertations / Theses: 'English as a foreign language (EFL)'

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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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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 order to provide some important lessons and strategies for future mentor training in Jordan in light of considering recent advances in foreign language teaching methodologies when training student teachers in schools. The main subjects of the study were a sample of mentors, student teachers, teachers and a tutor in both Jordan as well as from a very limited sample in England. The study employed both quantitative and qualitative research methods so that the men to ring process of language teachers can be presented both analytically and descriptively. Questionnaires, open questions, observations and interviews were used to obtain the perceptions of the participants of the study. There was also documentary analysis of related literature and documents. From the analysis of the data, the results of investigating the role of mentors in Jordan as well as in England showed various patterns of attitudes, models, and performance. The findings of the study highlighted that EFL mentors in Jordan seem to hold negative attitudes towards their mentees and consequently they appear not to understand the complexity of their roles as mentors. The findings showed that such negative attitudes proved to be principal barrier to essential changes needed to improve the quality of mentoring in Jordanian schools. Moreover, the study described the practices of the mentors in Jordan as unapproachable and unsupportive. The study also described the teaching of the mentors as 'traditional' in the sense that they assert student teachers' stick to the lesson plan, advocating 'talk and chalk' approaches into teaching, and establishing discipline first and foremost. The findings also pointed out that EFL mentors in Jordan tend to perceive their mentees as not being knowledgeable enough, in general, in key language skills to cope with teaching in the classroom, and in the skill of speaking, in particular. Most importantly, the study revealed that EFL mentors in Jordan tend to adopt the apprenticeship model where student teachers merely copy their mentors. Although the study tried to uncover ways of 'how to mentor' EFL student teachers in Jordan later on it questioned the subject knowledge of the mentors and doubted 'what they can mentor'. On the other hand, the reference study in England reported that mentors seem to have positive attitudes towards the mentoring process where they are keen on developing the skills and competencies of their student teacher systematically. The study highlighted the mechanism of mentor training in England as integrating theoretical as well as practical aspects through workshops and modules. The results of the study indicated that the methodology of modem foreign language teaching in England is in the main commllnicative. Foreign language teachers (FL) emphasised using variolls techniques to clarify the rneaning of vocablliary items. In respect to key skills like reading and listening, the findings stressed the importance of comprehension. As to grammatical structures, the findings indicated that FL teachers encourage the pupils to learn how to use appropriate grammatical sentences in real life situations, or through interaction, and how to infer the rules of grammar from contexts and examples. In the light of the findings of this study, recommendations have been made for the improvement of the mentoring process in Jordan.

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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 possess and have pointed out the interactive nature of this knowledge. Some researchers have begun to unravel the finer elements of this knowledge and its interwoven nature but to a limited extent so far. This research was aimed at being instrumental in improving understanding and developing the conceptualization of ESOL teacher knowledge by not only providing information about the finer elements of the teachers' knowledge but also providing it within a new contextual perspective which is ESOL teacher knowledge in British private language schools. The main questions guiding this study focused on what constituted the knowledge bases of these teachers and the nature of their relational complexity. The study was carried out using an instrumental multiple-case study methodology in which interviews and classroom observations were the main methods of data collection. The analysis of the five cases produced a detailed taxonomy of the participating teachers' knowledge bases and revealed the relational complexity of the various types of knowledge. The findings have led to a better understanding of ESOL teacher knowledge where it has been revealed to be much richer and more complex than so far has been presented in the literature.

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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, understanding, accessing and translating information.

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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 role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.

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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 in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
PHD

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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. A t-test was used to determine whether or not there were any significant changes between Test 1 and Test 2, Test 2 and Test 3, and Test 1 and Test 3 of the mean ratings of all the components of the measuring instrument. Though it was hypothesised that the frequent implementation of a specialised EFL student evaluation of teacher performance questionnaire would show significant changes in the teachers' overall teaching performance, the statistical findings show that there are no discernible significant differences between all but three of the given Tests. This lack of variability is possibly due to the instructors' self-concepts about teaching EFL under conditions prevalent in private Greek language schools, and a lack of frequent interpretive 'lq dialogues concerning student feedback of their teaching effectiveness. Other possible factors related to the lack of significant finds, including, the time period when the ratings were administered and the feedback shared, and the possible lack of instrument sophistication in quantifying affective attitudes. Along with other suggested recommendations based on the results of this study, this researcher concludes that more research should be undertaken to establish relationships between teaching effectiveness and instructor attitudes about EFL instruction in Greece, about Greek students, and about teaching in general, not only to warrant significant changes in teaching performance, but also to ensure more effective teaching practices in the EFL classroom.

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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 relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.

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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. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.

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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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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 comprehension teaching approach through multiple choice written responses in the institutes. Therefore, the process of explicitly teaching listening is overlooked with a strong emphasis on the post hoc assessment of the products of listening. This study used a mixed methods approach to investigate the relationship between metacognitive strategy instruction and listening performance, metacognitive awareness and use of metacognitive strategies in listening. Three research questions were addressed in this study: - Is there a relationship between metacognitive strategy instruction (planning, monitoring and evaluation) and Iranian High Intermediate students¡¦ listening? „ - Is there a relationship between metacognitive strategy instruction and Iranian High Intermediate students¡¦ metacognitive awareness of listening? - Does metacognitive strategy instruction help Iranian High Intermediate students¡¦ use of metacognitive strategies during listening? A single group (N = 30) of High Intermediate level tertiary students in Iran were guided through a metacognitive strategy instruction over one semester (10 weeks). The first research question was measured through IELTS listening tests, which tracked any change of students’ listening performance. The second research question was analysed through results of a Metacognitive Awareness Listening Questionnaire (MALQ) to survey students’ awareness of metacognitive strategies in listening. Finally, the third research question was analysed through interviews, which explored students’ use of metacognitive strategies in listening. Results indicate that High Intermediate students developed listening performance, but there were no significant changes in metacognitive awareness in listening. Students reported in the interviews that they used multiple strategies (cognitive and metacognitive) to approach listening. Implications for English teaching in Iran and other contexts are discussed.

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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. This thesis reports on research which has investigated the role of metacognitive strategies in promoting learning EFL independently.

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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
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.
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. Forty native speakers of Korean, 37 native speakers of English, 22 beginning, 43 intermediate, and 46 advanced Korean EFL learners participated in this study. Data were collected using a written discourse completion test taken from Takahashi and Beebe (1987) and Beebe et al. (1990), which elicited refusals of requests, invitations, offers, and suggestions :from interlocutors of different status (i.e., higher, equal, and lower status). The data were also categorized according to the refusal taxonomy of Takahashi and Beebe (1987) and Beebe et al. (1990), and were analyzed in terms ofthe :frequency and content of the semantic formulas used by the subjects. The learners' refusals were compared to those of native speakers ofKorean and English in order to examine the extent of pragmatic transfer from Korean to English. Evidence of pragmatic transfer was found in the refusals of learners at all three proficiency levels. Further, pragmatic transfer increased as learners' proficiency increased, supporting Takahashi and Beebe (1987)'s positive correlation hypothesis. Beginning level learners' refusals, due to a lack of target language knowledge, tended to be short and abrupt, deviating from both native and target language speakers' refusals. Intermediate level learners were able to express Korean norms of politeness in their target language refusals to a greater degree than were beginning level learners. Advanced level learners' refusals, however, resembled those of native speakers ofKorean to the greatest degree. They had sufficient linguistic means to transfer the forms as well as the tentative, figurative, and philosophical tone of their native language to the target language. In addition, advanced learners were at times more verbose than native speakers of Korean or English since they elaborated and mitigated their refusals by using the preferred semantic formulas of both their native and target languages. The implications of the findings for teaching and learning pragmatics in the EFL classroom were provided.
2031-01-01

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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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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 field of teaching English as an additional language. An important point of departure for developing effective home-school dialogues is an informed understanding of what parents are already doing to support their children’s learning, as an awareness of this can help schools and governments provide parents with targeted input to assist and improve their efforts. However, to date, this remains under researched. Of the limited research that has been undertaken, very little has examined parental efforts to support their children’s learning at home in non-western settings, and research into parental support for children’s foreign language learning is virtually non-existent. In order to address this research gap, the study reported in this thesis examines parental support for young children’s foreign language learning in Saudi Arabia with respect to English T.V. viewing. Drawing upon Vygotsky’s concepts of mediation and the ZPD, it aims to examine the extent and the ways in which parents currently mediate their children’s viewing of English T.V. programmes in Saudi Arabia, the factors which impact on their mediation practices, and how this is seen to contribute to their children’s experience of English language learning. The study is comprised two stages. The first stage entails the distribution of a questionnaire to 500 parents of children aged 6-8, who are currently learning English in a number of private schools in Jeddah, in Saudi Arabia in order to gain a global overview of parental perspectives on mediation. This is followed by stage 2, which aims to examine the features and quality of parent-child mediational dialogues. This is achieved by collecting recordings of the dialogues of two parent-child dyads watching DVDs of English T.V. programmes over a four-week period as well as interviewing parents and their children on the experience. The results of the study show that parents believe in the importance and value of supporting their children’s learning (both in general and with regard to their EFL learning). Moreover, they show that they are actively engaged in trying to do so. However, they also highlight a number of ways in which their mediational practices could be improved so that these are less directive and more responsive to their children’s learning needs and growing ability to self-regulate. More broadly, they highlight the need to engage with the complexity of parental mediation as an activity system in discussions of the quality of mediational practice. That is, to understand that parental efforts to mediate need to be considered alongside task, sociocultural setting and, most importantly, the child’s engagement with parental efforts. A number of implications are drawn from the results of the study. Chief among these is that research into parental mediation should look at the inter-relationship between the different elements of the parental mediational system identified and that this provides richer in-depth understandings of parental efforts to support their children than are currently available from those who seek to understand this merely as parental scaffolding. In addition, it is argued that the picture this in-depth analysis revealed provides valuable information which can be used to inform the need for home-school partnerships and the support parents need to make sure they engage in these effectively in settings such as Saudi Arabia where there is currently little appreciation of the importance of parental involvement and the concept of home school partnerships remains in its infancy. In line with the emphasis on the complex multidimensional understanding of mediation as activity as illustrated by the results of the study, it is argued that efforts to promote parental involvement should primarily focus on how parents can help promote quality learning experiences for their children.

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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 selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation.
Department of English

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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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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 addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.

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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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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 analysed quantitatively using SPSS descriptive statistics and Factor Analysis while the thematic analysis was used as qualitative method. The findings revealed that all participants experienced language anxiety in class. Their sources of anxiety mostly were from the students themselves. Diary writing activity—one of the research instruments—had a very positive effect as it enabled students to deal with their anxiety and improved the situation.

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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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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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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 what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.

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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 motivation, comprehending, discourse analysis, text cohesion and so on. Attention is then focused on the reader and the environment in which he operates. In addition the reading lesson comes under scrutiny and procedures, as well as material selection and teaching systems are discussed. Finally the writer attempts to make suggestions to his colleagues in the EFL field based on his own experience and convictions.

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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 Kitao (1979, 1988) and Iwata, Ogawa, Wen, Sakamoto, Takarada, Horio, Muto, and Mogi (2001) among others, the findings included the cultural elements categorized by various criteria, defining topics and types of reading texts and illustrations, classifying the student activities regarding culture, the descriptions of societies represented, the unnatural use of the English language that are edited for grammatical correctness, and the lack of elements that are usually present in the natural course of conversations or in the authentic passages. This study of the reading passages and pre- and post-reading activities was guided by several theories and studies: First, the authentic use of a language reflects the writerâ s culture (Brown, 1987; Byrnes, 1990; Gilmore, 2004; Honeyfield, 1977; Kramsch, 1993; Lamie, 1998; McKay, 1982; Shrum & Glisan, 2005; Swaffar, 1985), and the culture is reflected in the vocabulary (Sapir, 1949). Second, the readersâ own cultural knowledge (C1) should be activated in understanding the culture of others (C2), comparing and contrasting C1 and C2 so that the differences and similarities will be more evident (Byrnes, 1990; Kolb, 1984; Kramsch, 1993; National Standards in Foreign Language Education Project [NSFLEP], 2005). The results show 1) that the reading passages were edited mostly by deleting and altering portions of the originals, and thus the culture was not present as in the original passages, and 2) pre-reading and post-reading activities/questions were literal and not designed to foster cultural understanding.
Ed. D.

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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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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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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.
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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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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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
Ed.D.
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 peer review session was preceded by training in peer review, including modeling and whole-class editing, as well as suggestions for each particular mode the learners participated in. After each session, students completed questionnaires in order to assess their evaluations of the activities, both as reviewers and comment receivers. The questionnaire data were then analyzed using a variety of statistical methods--including Rasch analysis descriptive statistics, and parametric and non-parametric measures--first to validate the questionnaire instrument, and second to ascertain the degree to which each peer review modes was viewed favorably or unfavorably received by the participants. Additionally, the participants' written drafts and peer comments were quantitatively and qualitatively analyzed in order to answer several research questions that focused on: the number and type of peer suggestions the learners made in each mode, the number and type of suggestions that were incorporated into later drafts by the authors, the degree to which suggestions and revisions were affected by learner proficiency, and the accuracy of the peer suggestions. For the research questions concerned with learner evaluations of the peer review modes, findings were mixed. The participants responded favorably to reading others' drafts and receiving comments, but they were less comfortable reviewing and making suggestions for their peers. Computer-assisted peer review was the most positively received overall, particularly from those in the High Proficiency Group. Person measures for Low Proficiency learners, on the other hand, were generally higher for on-draft peer review, while those for Intermediate Proficiency participants tended not to indicate strong endorsement for any particular mode. In order to answer the next set of research questions, the participants' drafts and peer suggestions were analyzed. Most of the learners' suggestions, particularly for those in the Low Proficiency Group, tended to be local in nature, concerning such areas as word choice, grammar, and mechanics; fewer suggestions were made at the sentence- or whole-text-level. In terms of incorporation of suggestion by authors into later drafts, oral peer review led to the highest rate of suggested revisions while review using an evaluation sheet of guided questions resulted in the lowest rate. Learner proficiency did not have a significant bearing on suggestions or revisions, except in the case of the High Proficiency Group, whose members made significantly more suggestions during computer-assisted peer review than during the other modes. Finally, over 73% of peer suggestions were determined to be accurate across all four modes. These findings indicate that peer review can work on even the most limited of scales with learners of even modest language proficiency. No single mode of peer review succeeded in all areas, and instructors are encouraged to blend different modes if possible. However, if a single mode is preferred or required, computer-assisted review is strong choice.
Temple University--Theses

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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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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
Ed.D.
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 stage of the research involved three pilot studies that led to the revision of the Big Five Factor Marker questionnaire and the creation of a new instrument for measuring foreign language classroom speaking confidence that included both cognitive and social factors as theorized in mainstream social anxiety research. The second stage of the research involved the collection and analysis of data from 1,081 participants studying English in 12 universities throughout Japan. Data were analyzed using a triangulation of Rasch analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in order to verify the construct validity of the eleven hypothesized constructs. Following validation of the measurement model, the latent variables were placed into a structural regression model, which was tested by using half of the data set as a calibration sample and confirmed by using the second half of the data set as a validation sample. The results of the study indicated the following: (a) four of the five hypothesized Big Five personality traits were valid for the Japanese sample; (b) Foreign Language Classroom Speaking Confidence comprised three measurement variables, Foreign Language Classroom Speaking Anxiety, Perceived Foreign Language Speaking Self-Competence, and Desire to Speak English; (c) Emotional Stability and Imagination directly influenced Foreign Language Classroom Speaking Confidence, and; (d) Current English Classroom Perception and Perceived Social Value of Speaking English directly influenced Foreign Language Classroom Speaking Confidence. The findings thus demonstrated a link between personality, positive classroom atmosphere, and foreign language classroom speaking confidence. The implications of the findings included the possibility that foreign language anxiety is not situation-specific as theorized, and that improved social relations within the foreign language classroom might help reduce speaking anxiety.
Temple University--Theses

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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.
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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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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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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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 status in media. Since both British English and American English are used in Swedish schools, different attitudes can be perceived among pupils and teachers towards these two varieties. The aim of this paper is to determine if Swedish pupils are using British or American English or if they mix these two varieties. Attitudes and prejudice amongst pupils and their teachers towards these two varieties are looked into as well as whether the pupils speak the variety of English they claim they speak. The question of why the pupils speak the variety they do is also investigated. The results show that most pupils mix British and American English and that American English features predominate in the mix. According to this investigation, teachers and pupils find British English to be a bit “snobbish” while American English can sound a bit “cocky” to them. This investigation concludes that the two major influences on the pupils are their teachers and different kind of media.

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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 research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation.

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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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39

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 reflects the attempt to construct my own critical voice by building both on the data and on the theoretical voices on the topic. Hence, Part One contextualizes the research within its subject area and considers the main ideas (on culture, foreign language education, and classroom research) providing the theoretical basis for the investigation. Chapter I considers the context, topic, scope and relevance of the research and provides an outline of the organization of the entire thesis. Chapter 2 examines the various definitions and uses of the word 'culture' in circulation in language teaching literature over time against the background of the development of the concept in the social sciences. Chapter 3 gives careful consideration to the principles of ethnography guiding this investigation. In Part Two the ethnographic voice takes the lead to narrate and interpret the documentary, interview, and observational material. Chapter 4 considers the research design as related to the context and purposes of the investigation. The analysis of the data developed through chapters 5-8 relates the views of culture - and cultural content - expressed by teachers and pupils, as well as those identified in the textbooks and other school documents, to the content which emerges out of classroom activities. The thesis concludes with an assessment of the contribution it may be able to make to the examination and understanding of foreign language classroom realities.

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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 English, as well as their opinions on how literature should be used and is used in the English classroom. The results show that teachers see literature as a strong pedagogical tool that they use to help their students develop social and cultural understanding, as well as a tool for learning and studying the language itself. The problems encountered are the students’ negative attitude towards literature and their lack of motivation as well as planning and conducting literature-based teaching within a restricted time frame. All the teachers that took part in the study wished that they could use literature in a more extensive way and saw it as a great source for teaching a foreign language.

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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.
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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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 Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.

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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 while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.

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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 highly motivated are more engaged in the learning process. This study is an attempt to explore factors which affect EFL teachers’ motivation in Belarusian educational institutions. Accordingly, the study was guided by three research questions which aimed to: 1) identify factors affecting EFL teachers’ motivation; 2) investigate dependence of teaching experience on EFL teachers’ motivation; 3) find measures to promote EFL teachers’ motivation. The research involved seventy EFL teachers working in educational institutions in Belarus. Quantitative and qualitative data were collected through questionnaires and interviews. According to the results, the researcher presents some suggestions to arouse EFL teachers’ motivation and improve the efficiency of English teaching in Belarusian educational institutions. It is hoped that this study stimulates further research on EFL teachers’ motivation.

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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.
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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Dissertations / Theses on the topic 'English as a foreign language (EFL)'

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