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Dissertations / Theses on the topic 'English Teaching as a foreign language'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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1

Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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2

Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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3

Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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4

Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.

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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depic

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5

Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.

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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classr

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6

Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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7

Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in

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8

Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

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9

Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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10

Vick, Eileen Sylvia Joy. "Shaping cultural realities : simulations in teaching English as a foreign language." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/20831/.

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Simulations have increasingly been used in education since the 1960s in various fields, such as politics, geography, psychology and sociology, with the aim of providing students with an opportunity to apply their theoretical knowledge to practical, often communicative contexts. They are also regarded as a useful vocational training tool for people working in jobs requiring an ability to communicate, such as diplomats, members of the medical professions, business people and administrators. The existence of umbrella organisations which aim to provide opportunities for a multi-disciplinary exchan

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11

Romero, Gloria. "Volunteer English Teaching Experiences in a Foreign Country: A Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23208.

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Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a

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12

Lee, Eun Jeong. "THE RELATIONSHIPS BETWEEN CORRECTIVE FEEDBACK, AFFECT, AND ORAL ENGLISH IMPROVEMENT." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1363710062.

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13

Yen, Alvin Charles. "The intelligences of creative English-as-a-foreign-language learning." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.

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This project provides a model for incorporating creativity in teaching English as a foreign language (EFL). It includes an instructional unit comprised of six lessons followed by accompanying assessments. Culture and language cannot be separated as students learn a foreign language.

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14

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

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

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15

Apelgren, Britt Marie. "Foreign language teachers' voices : personal theories and experiences of change in teaching English as a foreign language in Sweden." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323900.

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16

Lockhart, Domeño Edward Alvar. "English as a Foreign Language through Whole Brain Teaching in Primary School." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/401558.

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Aquesta tesi explora la utilització de la metodologia generalista denominada "Whole Brain Teaching" a l'àmbit de l'ensenyament de l'anglès com a llengua estrangera a l'educació primària. La tesi mira de demostrar que les diverses tècniques i elements d'aquesta metodologia poden afavorir el procés d'adquisició de la llengua estrangera pel que fa al domini general de la llengua (comprensió oral, comprensió escrita, expressió oral i expressió escrita) i d'adquisició del vocabulari així com la motivació de l'alumnat (factor clau en el procés d'adquisició de llengües estrangeres). Per verificar a

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17

Won, SunHwa. "Coaching as a teaching model in English as a foreign language classroom." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2167.

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The purpose of this project is to examine interactive methodologies which provide effective EFL instruction and curricula that foster listening, speaking, and reading through the teaching of writing, peer review, and oral presentation skills.

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18

Ayvazyan, Nune. "Communicative translation in foreign-language teaching and learning." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/462921.

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La traducció ha estat considerada com una eina comunicativa d'ensenyament i aprenentatge de llengües estrangeres des de finals dels anys seixanta, encara que es necessita més investigació empírica per provar la seva efectivitat. Aquesta investigació, que defineix la “comunicativitat” com participació activa a classe, analitza com els índexs de participació dels estudiants (quantificats com a interacció iniciada pel professor o iniciada per l'estudiant) canvien a classe quan es fan servir les activitats de traducció en comparació amb les classes només en anglès. L'experiment es va dur a terme a

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19

Yu, Hsien-Yu. "Computer-assisted English as a foreign language curriculum design." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.

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20

Zhang, Tianqi. "Teaching unit on pets for English language learners." Kansas State University, 2015. http://hdl.handle.net/2097/19701.

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Master of Arts<br>Modern Languages<br>Mary T. Copple<br>Due to the fact that some English as a foreign language students lack motivation to learn English, this report will discuss how to promote their motivation by structuring appropriate lesson plans; giving students authentic L2 input; designing meaningful and communicative activities; choosing the right type of question to create learning opportunities; and using the guided inductive instructional approach for grammar teaching. Also, it will discuss how to prepare to be a 21st century teacher. The second part of this report contains detaile

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21

Kusanagi, Yuka. "The roles and functions of teacher gesture in foreign language teaching." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/357117.

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Language Arts<br>Ed.D.<br>This study is a qualitative and descriptive investigation of teacher gestures in EFL education. The specific aim is to describe the types, roles, and functions of gestures that are produced by native English speaking teachers in English as foreign language (EFL) classrooms in Japan by examining naturally occurring interactions. In addition to teacher gesture, I included some nonverbal behaviors such as suprasegmental features, nodding, and gaze direction so as to understand classroom interaction and communication in EFL classrooms. In order to accomplish these aims I

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22

Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.

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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.

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23

Masube, Elizabeth Tobani. "The influence of teacher discourse moves on comprehensibility of language content by English first additional language (EFAL) learners." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/642.

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Thesis (M.ED.) --University of Limpopo, 2010<br>This study was intended to investigate how teacher discourse moves influence comprehensibility of language content by the English First Additional Language (EFAL) learner and promote active participation by the learner in classroom interaction. The research is a Case Study which was conducted at a primary school in the Greater Sekhukhune District in Limpopo Province The Qualitative research approach was applied in the Case Study since the research is concerned with experience as it is lived ‘or felt’ or ‘undergone’ by participants. the key concer

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24

Fujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.

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The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.

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25

Yates, Karen. "Teaching linguistic mimicry to improve second language pronunciation." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4164/.

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This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the lingui

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26

Aloysius, Mahan. "Problems of English teaching in Sri Lanka : how they affect teaching efficacy." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622477.

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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 stud

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27

Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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28

Macedo, Celia Maria Macedo de. "A functionally-based course for adult foreign language learners in Brazil." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/471713.

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This creative project consists of a course syllabus and materials based on the functional approach. It was designed for students of English at Universidade Federal do Para in Brazil.The first chapter is about the teaching-learning situation where the syllabus will be applied; the second chapter is the proposed syllabus; the third chapter consists of the teacher's manual; and the fourth chapter is the students' book.

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29

Powell, Deborah Sue. "Increasing cognitive functioning in science for English language learners." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/3024.

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30

Liu, Kuan-Ting. "Promoting metalinguistic awareness through peer response in writing in elementary English as a foreign language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2807.

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This project serves as a resource to help teachers understand and meet the educational needs of second-language learners by promoting their metalinguistic awareness through peer response in writing in elementary English as a foreign language.

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31

Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essa

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32

Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible wit

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33

Northcott, Joy. "Teaching English as a Foreign Language : Perceptions of an In-service Diploma Course." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518379.

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This thesis reports a study in the area of continuing professional development for teachers of English as a foreign language (TEFL). The research focuses on teachers' retrospective views of their in-service Diploma course, specifically their reasons for taking the course, their learning experience during the course and their perspectives on its impact. This appears to be an under-researched area, so, in an attempt to frame it, the literature is drawn from a number of different areas: teacher training impact studies within both EFL and mainstream teaching; writing in the area of teachers' caree

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34

Chen, Grace Show-ying. "Diagnostic testing and teaching of oral communication in English as a foreign language." Thesis, University of Sunderland, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260624.

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35

Saka, Ayse Rana. "The teaching and learning of English as a foreign language : a constructivist approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283237.

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36

Campbell, Nancy. "Literacy and the teaching of English as a foreign language : a skills approach." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278550.

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37

NOVELLINO, MARCIA OLIVE. "MOVING IMAGES: MULTIMODALITY IN THE TEACHING MATERIALS FOR ENGLISH AS A FOREIGN LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20588@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A multimodalidade é um campo de estudo que vem chamando a atenção da comunidade acadêmica e intelectual, cujas investigações visam compreender a relação entre os diversos modos de produção e interpretação do significado na sociedade atual. O tema é de grande interesse para o ensino de inglês como língua estrangeira, considerando o volume de materiais que apresentam múltiplos modos de comunicação. O presente estudo se propõe a investigar as imagens em movimento que acompanham uma série de livros e material didático e visa, assim, contribuir

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38

Szántó, Oscar. "Teaching English as a Foreign Language to Newly Arrived Students: Challenges and Opportunities." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30535.

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The purpose of this study was to find out what a sample selection of teachers in Malmö and Lund, Sweden, perceived to be the most common strengths and challenges of newly arrived students when learning English as a Foreign Language (EFL). The study was conducted as there have been very few studies so far in Sweden on this particular subject, as well as an influx of newly arrived students in the recent years. The two research questions ask what the most common strengths and challenges for newly arrived students are, as well as, how the participating teachers meet the perceived challenges. Four

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39

Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.

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40

Goulding, David. "The discursive construction of professional identity in teaching English as a foreign language." Thesis, University of Manchester, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529314.

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41

Shintani, Emi. "Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.

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These learning strategies have presented a theoretical framework for applying brain-based learning to EFL teaching. The model is based on the holistic principles of brain based learning rather than memorization of skills and knowledge as has been previously employed in EFL instruction.

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42

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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43

Sobyra, Angela Meredith. "Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89753/1/Angela_Sobyra_Thesis.pdf.

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This case study examined the use of global English language teaching coursebooks by five teachers to teach English language use to students in Thailand where English is a foreign language. Despite the complexities of English language use in Thailand, the coursebook and teachers emphasised sets of decontextualised linguistic structures to teach speaking and conversation. The students interpreted and applied the structures in different ways with varied awareness of the effects of their linguistic choices. Teachers were constrained by the coursebook, their understandings of culture, and knowledge

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Powell, Judith Ann. "Teaching reading to adults where English is their second language." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3346.

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This project sought to identify methods that will work best for Second Language (ESL) adults and identify ways in which ESL can be taught to help facilitate learning for the older adult over 40 years of age. This project identified some of the problems caused by the nature of the English language and the grammatical issues older ESL students face when attempting to learn to speak and read English.

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Lo, Wing-kum Louisa. "A study on the impact of the enhanced native-speaking English teacher (NET) scheme on its participating teachers (NETs) in their first year of teaching in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190513.

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Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfac

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47

Li, Yim-wah Janet, and 李艷樺. "An investigation into conversational negotiation and repair in the foreign language classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958163.

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48

Wong, Suk-fun. "Teachers' perceptions of communicative language teaching in Hong Kong secondary language classrooms : an investigation into the implementation of the syllabus for english (Forms I-V) /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883110.

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49

Takagaki, Bob. "The acquisition of the English system of pronominalization by adult second language learners." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25526.

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The study presented in this paper is a second language study of the acquisition of the English system of pronominalization by adult learners of English. It is a partial replication of Ingram and Shaw's (1981) first language acquisition study on the same topic. One hundred and eighty four subjects and twenty control subjects were administered a written task that involved making anaphoric assignments to pronouns in thirty five test sentences, representing seven different sentence construction types. Analysis of the data indicated that the two syntactic constraints of precedence and dominance p

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50

Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.

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This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first

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