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Dissertations / Theses on the topic 'English language (Secondary)'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Li, Fung-yee. "Implementing student self-assessment in a secondary four writing class of a local secondary school." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1988400X.

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2

Wong, Shiu-yu Winnie. "Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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3

Runnalls, Cristina. "The secondary mathematics experiences of English language learners." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6266.

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In recent decades, the landscape of the U.S. classroom has been drastically changing. Schools at every level are enrolling increasingly higher numbers of culturally and linguistically diverse learners, many in the process of learning English. These students, frequently called English language learners (ELLs), present new and unique challenges to educators. Many of these challenges concern language and the many ways it affects the educational experience. One concern of great interest involves better understanding the ways language and academic content interact. Language is a pivotal component of the learning experience, and likely to affect students’ perceptions of the classroom environment and themselves, as well as interactions with teachers and peers. This concern remains critical to consider in secondary mathematics, where language demands are high, but teachers may not be trained to attend to both language and content in the mainstream classroom. The present research used data from the High School Longitudinal Study of 2009 to investigate the secondary mathematics experiences of ELL and non-ELL students in two studies conducted at distinct levels: student and teacher. At the student-level, hierarchical linear modeling was used to compare the effects of several student variables on both access to and achievement in mathematics, as well as how these effects differed between ELL and non-ELL students. Findings indicated that both mathematics self-efficacy and interest in early coursework were positively related to access to and achievement in mathematics, and these relationships were significantly stronger for ELL students. Conversely, positive perceptions of the learning environment and classroom engagement were often related to gains in outcomes for non-ELL students, but decreases for ELL students. This study highlighted several key factors of the secondary mathematics experience that behaved differently for ELL and non-ELL students. Implications of these findings are further discussed in Chapter 2. At the teacher-level, hierarchical linear modeling was used to compare the effects of teacher experience, classroom practices, and perceptions of departmental support on the access to and achievement in mathematics of their students, and how these effects differed between ELL and non-ELL students. Findings indicated that more conceptually-oriented teaching practices were beneficial to both students, with greater gains long-term for both ELL and non-ELL students. Procedurally-oriented teaching was beneficial to ELL students in nearly all cases, but detrimental to non-ELL students’ mathematics outcomes. The effects of perceptions of departmental support varied, with mixed effects for some (e.g. principal support) and detrimental effects for others (e.g. sense of responsibility). Implications of these findings are further discussed in Chapter 3. Finally, Chapter 4 discusses overarching themes across studies at both levels, summarizing the results with regards to student variables, teacher variables, and student-teacher-school relationships. Implications for administrators, teachers, and teacher educators are discussed.

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4

Noh, Bokyung. "English secondary prediction : the interface between focus and argument structure /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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5

Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.

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6

Tai, Yaming. "The curricular planning process of English teachers in Taiwanese secondary schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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7

Davies, Robert Mark. "Saskatchwan's secondary English curriculum, a postcolonial analysis of English Language Arts B30." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35830.pdf.

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8

Lin, Angel. "Teaching in two tongues : language alternation of bilingual teachers in English language lessons in Hong Kong secondary schools /." [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12923126.

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9

Hui, Lai-yin Connie. "An investigation of the errors made by Hong Kong secondary students in their written work." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3169178X.

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10

Kwan, Chung-hin. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongue Cantonese transfer." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939326.

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11

Chu, Karson. "Written English errors a case study of one secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31679808.

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12

Yamaoka, Ryoko. "Changes in English language education in Japan /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.

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13

Wille, Jessica R. "Measuring the academic achievement and English language proficiency of students at the secondary level." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006willej.pdf.

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14

Roundy, Katherine M. "Strategies for promoting academics for English language learners in secondary classrooms." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/2007Roundy_K%20MITthesis.pdf.

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15

Hlebnikovs, Pjotrs. "Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.

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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.

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16

Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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<p>The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.</p><p>The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.</p><p>In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.</p>

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17

Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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18

Cheng, Mo-yin Catherina. "Testing and re-testing in Hong Kong F.5 and F.6 English secondary classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554372.

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19

Lau, Tak-lai Michael. "An analysis of ICT usage among the English teachers in a Hong Kong secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25148230.

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20

Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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21

McManus, Ceara Grey. "Teachers' perspectives on language arts in junior secondary English classrooms." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41263157.

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22

Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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23

Ali, Mohammad. "Teachers’ and students’ perspectives on English language assessment in the secondary English Language Teaching (ELT) curriculum in Bangladesh." Thesis, University of Canterbury. Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6210.

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This qualitative study aims to address the current understanding of English language assessment of both the teachers and students in the secondary schools in Bangladesh. The study conducted semi-structured interviews with six English teachers and focus group interviews with two groups of students in two different secondary schools and these interview responses were compared to probe the related understandings and experiences of both the teachers and the students. These findings reveal that the present English assessment system in the secondary level in Bangladesh does not reflect a balanced development of all the language skills of the learners and there are inconsistencies between the stated objectives of teaching English and the actual teaching methods in the language teaching in the secondary schools in Bangladesh. Though summative assessment is still dominating, the practice of formative assessment is slowly developing. The study indicates that there has been a gradual shift in the assessment process and the teachers were trying to use individual assessment strategies to motivate the students’ learning. Both the teachers and the students in the study emphasised that current assessment is mainly based on reading and writing. However, for overall development of language skills, the secondary English language curriculum may need to be redesigned so that all the four skills are able to be included in the assessment system. Better opportunities for training to develop teachers’ effectiveness and their knowledge of learners should be considered also.

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24

To, Yuen-ling Queeny. "Attitudes of secondary one students to using self-access logs as tools for self-access language learning in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31642226.

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25

Williamson, David Bryn. "A rationale for a writing programme for form 4 students in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38627127.

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26

Chow, Po-ki. "Tense and aspect in interlanguage error analysis in the English of Cantonese-speaking secondary school students /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36856228.

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27

Gheralis-Roussos, Eleni. "The motivation of English language teachers in Greek secondary schools." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11245/.

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This thesis addresses a largely uncharted area within language motivation research, which is the motivation of teachers of English as a foreign language (EFL). A qualitative research approach was employed to identify and document different motivational influences affecting EFL teacher motivation. The method of analysis employed in our dataset, which consisted of a series of in-depth qualitative interviews with Greek state EFL and non-EFL teachers, followed the principles of grounded theory. Most of the findings coincided with insights from other teacher motivation studies; namely that the intrinsic aspect of teaching was the most satisfying, and thus the most motivating, of all motivational factors, while the extrinsic aspect both within and outside the school context was one of the main contributors to teacher demotivation. However, the findings have also highlighted an area that had not been paid much attention to in the literature, the temporal dimension of teacher motivation, which plays an important role in the development and motivation of the teacher due to the fact that teaching as a profession is a lifelong engagement. The study has offered several insights into EFL teacher motivation and the results are hoped to facilitate the alleviation of the problem of teacher demotivation and dissatisfaction. The thesis concludes with implications for future work in this novel area of research.

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28

Nair, Susan. "Implementing the English language syllabus (secondary level) : the Singapore experience." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5464.

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[From the introduction]: This study attempts to illuminate the processes of planned change. More specifically, it examines the difficulties of implementing a revised English language syllabus in the context of Singapore's educational, cultural, socio-economic and political frameworks. It considers, too, those who plan change, the assumptions and models which inform their work, and the impact of their actions. A broad view, then, is taken of syllabus implementation as part of a larger pattern of systems, individuals and events which needs to be understood before a formal implementation programme begins (Kennedy, 1988). It is recognised that a knowledge of the successes and pitfalls of previous change efforts should inform the work of syllabus writers and implementors. So, this is a historical study, a diachronic comparison of two implementation exercises, separated by a decade.

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29

Van, Steenbergen Suzanne Michele. "Beyond words making academic language real for secondary English learners /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457299.

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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed November 6, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 168-171).

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30

Bigley, Terrance Michael. "Elementary Instructional Best Practices for English as Secondary Language Teachers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3387.

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A trending national concern is the increasing number of English language learners (ELL) who are being reclassified as long-term English language learners (LTELL) instead of progressing to the general education classroom. This trend is a local problem for the study elementary schools. Guided by sociocultural learning theory that outlined ESL best instructional practices, the purpose of this case study was to examine the instructional practices of elementary ESL teachers. Ten ESL teachers from each grade level from 1st to 5th grades were interviewed and observed. Analysis and organization of the data through its transcription and coding led to the emergence of 5 themes: sociocultural best practices, sociocultural deficiencies, other practices, district ESL program, and teacher needs. Findings included that the district ESL program was not executed with fidelity, there was a need for teacher think-alouds during instruction, and teachers were not consistently implementing decoding strategies with ESL students. A white paper was developed to share the findings with district leaders regarding maintaining fidelity of the ESL program by training teachers, providing necessary resources and other factors related to student success. Increasing the learning and language acquisition of the ESL students within the district may produce an overall positive social impact on society by increasing students' ability to contribute in their communities.

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31

Price, Cecelia Joyce. "Multimodal Design for Secondary English Language Arts: A Portraiture Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.

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Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities. Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.

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32

Cheng, Lap C. L. "Secondary students' incidental English language learning through a computer game." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685433.

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Learning English is not easy and it may be very frustrating to many second language learners. The dissertation investigates incidental English language learning among Hong Kong senior secondary ESL students while playing a commercial-off-the-shelve (COTS) English simulation computer game, namely, Football Manager 2013 (FM 2013). The subjects in this study were forty students studying at a secondary school. Students were examined on what and how new knowledge of English such as vocabulary, phrases and expressions, and technical terms they could gain while playing Football Manager 2013. Four research questions were addressed. A multi-method approach was adopted to collect extensive data. A pre-game test, a post-game test and a questionnaire survey were used as the main methods for quantitative data collection. Observation during the gaming sessions by the researcher and a focus group interview were adopted to collect qualitative data. Drawing upon the research, the important findings were threefold. Firstly, the students generally show a promising attitude towards learning English through the use of Football Manager 2013, either in their daily lives or in English lessons. Secondly, it demonstrates that the students increase their English items by 27.2% as a result of gameplay interaction with Football Manager 2013. Thirdly, the students employ a wide range of English learning strategies to discover and retain the meaning of new English items in the multimodal environment of Football Manager 2013. Simultaneously, the researcher posits that commercial-off-the-shelve English simulation computer games are important media today that might be able to provide context-rich, cognitively engaging virtual environments for incidental English language learning.

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33

Wong, Yuk-kuen Suzanne. "Exploring secondary school students' reactions to the experiential dimension of English language learning." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184173.

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Chavali, Nalini. "Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school /." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424400.

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Tong, Siu-yin Annie. "Task-based learning in English language in Hong Kong secondary schools /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31491066.

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Paskewitz, Paul Francis-xavier. "A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.

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37

Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.

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Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.

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38

Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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39

Brauer, Lydia Katherine. "Contemporary constructions of English texts a departmental case study of secondary English domains /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1151259726.

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Walker, Diana. "Determining the Differences between English Language Learners Who Exit Services and English Language Learners Who Become Long-Term ELLs| A Discriminant Analysis." Thesis, University of Nevada, Reno, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707992.

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<p> The purpose of this study was to find study differences between ELLs who exit ELLs services and ELLs who do not exit based on regularly collected demographic and standardized achievement data. The variables included: ACCESS scores for reading, writing, speaking, and listening, state CRT scores for reading and math, MAP benchmark scores for reading and math, initial English proficiency, IEP status, number of years in the US education system, and the following risk factors, attendance, suspension, transiency, and retention. The study was based on data related to ELLs in third, fifth, and ninth grade from one urban school district in the west during the 2013-14 school year. There were 1096 third grade cases, 591 fifth grade cases, and 261 ninth grade cases. </p><p> Six discriminant analyses were calculated to find the variables with the highest predictive power. One discriminant function was produced for each analysis at each grade level. The variables that had the highest predictive power in the third grade discriminant function were the ACCESS scale scores for reading, writing, and listening. The variables that had the highest predictive power in the fifth grade discriminant function were the ACCESS reading and writing scale scores. The variables that had the highest predictive power in the ninth grade discriminant function were the ACCESS comprehension composite score and the writing scale score. </p><p> In addition the graduation rates for seniors during the 2013-2014 school year who had been ELL at one time was different depending on when they exited ELL. Students who exited in third grade had an 82% graduation rate. Students who exited in fifth grade had a 72% pass rate, and students who exited in ninth grade had a 59% pass rate. </p><p> The findings in this study indicate English as a second language development and literacy development for ELLs who enter the US school system in kindergarten are inseparable.</p>

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Chow, Oi-man Betsy. "A study of the effectiveness of code-marking in enhancing grammatical accuracy in secondary ESL writing in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161811.

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42

Ho, Wing. "An evaluation of the effects of the new use of English Examination syllabus on the teaching and learning of English in some form six and seven classes." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B3862655X.

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43

Li, Po-lung. "The effectiveness of an English language enrichment programme implemented in the junior forms of a Chinese-medium secondary school in Hong Kong a case study /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B44139640.

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Chan, Wai-fun. "Value orientations in senior secondary English language education in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304166.

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Chan, Wai-fun, and 陳蕙芬. "Value orientations in senior secondary English language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960686.

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46

Wright, Heather Lynn. "Supporting Rural Adolescent Voices in the Secondary English Language Arts Classroom." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104465.

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The purpose of this qualitative study was to employ a sociocultural, anti-deficit, and dialogic rural theoretical framework to examine the ways teachers seek to support the lived experiences of rural adolescent students in the secondary English language arts classroom as students make meaning with the content of the curriculum. This study worked with the social constructs of rurality (Azano, 2011; Azano and Biddle, 2019; Corbett, 2007; Gruenewald, 2008), critical literacy (Freire, 1990, 2018; Gee, 1990), and learning-centered pedagogy (Fecho et al., 2021) to develop insights into ways that teachers navigate opportunities and challenges in contemporary rural schools. The study focused on secondary English language arts teachers teaching in rural school districts. The participant selection criteria included being employed fulltime as an English language arts teacher at a secondary rural high school, having taught for at least three years, and identifying as teaching from a learning-centered pedagogical stance. All three participants taught at rural North Carolina high schools. The method used was adapted from the three-phase interview approach (Seidman, 1990), with an intake interview, a midpoint interview, and a final interview. The midpoint interview was adapted to consist of three separate post-classroom observation interviews. The post-classroom observation interviews were preceded each round by a co-planning lesson and a classroom observation. There were three stages of data generation, spanning from February 2021 to May 2021. To learn about participants' experiences supporting rural student voices, triangulation (Guba and Lincoln, 1981) was used through multiple data sources: teacher interviews, collaborative lesson planning, classroom observations, post-observation conferences, field notes, memos, and email correspondences. Thematic analysis (Maxwell, 2013) was used to analyze and code the data. From the data analysis, three understandings were generated about the ways in which rural English language arts teachers support students in the classroom. Participants were (1) supporting student voice through instructional design, (2) attending to biases and seeking to dialogue within the classroom, and (3) utilizing lived experiences and literacies. The implications of the study include that rural students can face stereotypes due to the deficit mindset of rurality (Azano et al., 2021a, 2021b, Azano and Biddle, 2019; Theobald and Wood, 2010) and that the utilization of bringing their lived experiences into the classroom can serve as a means to help them make meaning with the content of the classroom. The English language arts classroom can be a space for students to be supported through the use of a learning-centered stance that seeks to collapse traditional hierarchies in the classroom (Fecho et al., 2021).<br>Doctor of Philosophy<br>The purpose of this study was to use a sociocultural, anti-deficit, and dialogic rural theoretical framework to examine ways teachers can draw on the lived experiences of rural adolescent students in secondary English language arts classrooms as students make meaning with curriculum content. This study worked with the social constructs of rurality (Azano, 2011; Azano and Biddle, 2019; Corbett, 2007; Gruenewald, 2008), critical literacy (Freire, 1990, 2018; Gee, 1990), and learning-centered pedagogy (Fecho et al., 2021) to develop insights into ways that teachers navigate opportunities and challenges in contemporary rural schools. Participant criteria included being employed fulltime as an English language arts teacher at a rural secondary school, having taught for at least three years, and The study's three participants were rural North Carolina secondary English language arts teachers. Utilizing an adapted three-phase interview process, the study had three stages for each participant: (1) an intake interview, (2) three rounds per participant of co-planning, classroom observations, and post-observation conferences, and (3) a final interview. Thematic analysis (Maxwell, 2013) was used to analyze and code the data. Understandings were that participants, in their success and challenges of supporting rural student voices (1) supported student voice through instructional design, (2) attended to biases and seeking to dialogue within the classroom, and (3) utilized the lived experiences and literacies.

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Sirotkin, Sage Echo. "Secondary English Language Arts Teachers' Experiences Using Social Media for Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7078.

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Social media has provided innovative ways for teachers to engage students in the learning process but has created a challenge for teachers to incorporate these applications in a manner that is both meaningful to the learning objectives and acceptable to their administration. While social media in education has been the focus of many studies, research on the implementation of social media within English language arts (ELA) classrooms is limited, leaving ELA teachers and school administrators without a full scope of the educational potential or best practices when using social media for instruction. Accordingly, this study explored the experiences of secondary ELA teachers using social media as an instructional tool. Using a basic qualitative design, this investigation was framed by the concepts of connectivism and convergence culture. The study employed in-depth interviews of 9 teachers chosen through a purposeful sampling of ELA teachers within the United States. Data analysis began with a priori coding of the interview transcripts based on the conceptual framework, followed by a secondary analysis through in vivo coding. The results indicated that social media networks provided teachers with an engaging and relevant approach to connect their content and instruction to students' lives. Results also revealed that while the teachers faced challenges similar to those noted in previous research, these challenges were viewed as opportunities to teach digital literacy within the ELA content rather than as a deterrent. The results of this study may allow teachers to use social media networks as educational tools in alignment with instructional practices to improve student performance.

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Rigas, Niki Elefteria. "An evaluation of English language lessons in Greek state secondary schools." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22584.

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This study is a classroom-based evaluation of the teaching of English as a foreign language in Greek state lower secondary schools. It investigates the apparent dissatisfaction that exists with regard to the quality of English language teaching in public schools. It focuses on 'macro' aspects of the social context, that is, the contextual variables that shape and affect the teaching process, and examines the 'micro' features of classroom interaction in order to capture an inside view of how teaching takes place, how the participants construct their classroom reality and how they react to it. The study has a comparative dimension in that data from German secondary schools is matched against the data obtained from the Greek context, to allow for an exploration of similarities and differences and to facilitate the evaluation process. Three kinds of data were collected and analysed: a) non-participant observation and audio-recording of 11 lessons, b) field notes, supplementary documentation on the ELT curriculum and teaching materials and c) 95 interviews of pupils and teachers whose lessons were observed. The lesson features that were analysed include: classroom climate and management strategies, role relationships, classroom activities, interaction patterns, the focus of verbal interaction, the use of the target language, teachers' questioning practices and pupil participation. The data analysis was chiefly qualitative. The research findings indicate that in the Greek state schools, the socio-emotional atmosphere, aspects of classroom management and role relationships work against the teaching-learning process. Also, the structure and contents of the lesson plans as well as the degree of exploitation of the target language appear to be inflexible and uninspiring. Moreover, it was found that the participants' attitudes towards the English lessons and their own evaluation of ELT in state secondary schools is generally negative.

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Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a Hong Kong Secondary school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777691.

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Andrews, Stephen James. "The metalinguistic awareness of Hong Kong secondary school teachers of English." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310483.

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