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Jung chang wild swans essay

teaching english thesis ma

Sanyok85
31.08.2018

Content:

  • teaching english thesis ma
  • Thesis (M.A in TESOL)
  • Recommended pages
  • Educating Saudi Women through Communicative Language Teaching: A Bi- literacy Narrative and An Autoethnography of a Saudi English Teacher, Eiman. List of MA in TEFL Theses. İlkim Merve Yıldız, “Tertiary level efl teachers' perceptions and practices of ICC”; Pınar Kocabaş Gedik, “Novice native. If the subject chosen is English (i.e., a subject area in the MA in ELT The thesis may be written on any topic relevant to the teaching of English (i.e., ELT.

    teaching english thesis ma

    Written appeals to the Module Leader for changing the consultant will be considered. The supervisor may also come from outside ELTE e.

    The supervisor will provide guidance in writing the MA thesis. They will offer the following support: Back to top. The thesis may be written on any topic relevant to the teaching of English i. The thesis should demonstrate a systematic approach to analysis, either theoretical or empirical, which reflects a deeper understanding of the language teaching and learning process.

    Below is a list of suggested thesis topics contributed by potential supervisors. The list is not comprehensive. This list should not be treated as a list of titles as the title and the specific focus of the thesis should be the outcome of negotiation between the supervisor and supervisee.

    Frank Prescott Promoting autonomy in the language classroom. Teaching writing in the 21st century. Pedagogical stylistics as textual awareness-raising for students of English Zerkowitz Judit Landscapes in texts: Attention thesis writers! The selected the thesis topic must be reviewed and approved by the supervisor and subsequently by the Module Leader.

    For a review of the selected thesis topic, the thesis writer should write a one-page statement of intent synopsis of the thesis. The statement of intent should contain. An optional framework for the statement of intent can be downloaded from here. The language of the thesis is English. For specific deadlines of the current term, please check the Noticeboard. This document is downloadable from here: The length refers to the body of the thesis, i.

    Citation and referencing should conform to the APA guidelines. The samples in these links can be used for the outside and inside cover of the thesis. The thesis should be an independent piece of research.

    The aim of conducting research and writing a research paper is to find and present the solution to a problem related to a particular field of enquiry, English language teaching in our case. The quality of the research should be supported by the use of an appropriate analytical framework and argumentation. Overall, the thesis should demonstrate an enhanced awareness of within the field.

    There are two main types of research papers: Empirical research aims to explore an issue, generate or test hypotheses, through gathering and analysing primary data i. The focus of empirical research can be on behaviour e. Empirical research has two main types: Quantitative studies usually take an outsider's perspective and involve a sufficient number of participants or samples so that the findings might provide generalisations about the behaviour of the population or product investigated.

    Below are a few examples for questions that can be researched through empirical research in the field of ELT: What kinds of mistakes do elementary learners make when learning the simple present? How do teachers see the role of reading skills in the English classroom?

    How can content-based instruction improve the effectiveness of communication in a foreign language? An empirical research project applies various research tools, preferably a combination of the following: Questionnaires Interviews Observation Diaries, journals Tests Discourse analysis Spoken interaction analysis Verbal reports Analysis of methods, experiments Thematic and content analysis. Theoretical research usually intends to add new angles to or improve already existing theories or conceptual frameworks of particular issues.

    It may also present completely new theories or solutions for particular problems. It therefore works with already existing theories, data and research results and uses these secondary data to synthesise the literature and offer an original solution of the problem. Research should involve, for example, establishing new logical connections between various phenomena, in defining a problematic or ambiguous issue, in re interpreting educational or social issues in their historical context.

    Below are a few examples of questions that can be researched through theoretical research in the field of ELT: How do existing constructs contribute to identifying the elements of test-taking skills? How does short-term memory influence language learning in young and mature learners? What element is missing from the models of communicative competence established so far? The main aim of a theoretical thesis is to show various treatments of the particular problem and to provide a new or more complex understanding of the issue.

    The paper starts with the comparison of what different authors have said about the same topic, that is, a survey of the relevant literature arranged into some logical framework created by the writer.

    The overview should be critical, and should be followed by an argumentative proposal of the writer's own opinion and solution of the problem. The author does not use a database gathered for this research, but relies on already existing materials, and uses data creatively to illustrate certain points. Preliminary pages: A short summary detailing the purpose, the relevance, the approach and the results of the paper - words.

    The introduction should: The purpose of the review is to develop the background, that is, to discuss the relevant literature in order to give the reader knowledge of the field specifically relating to the research question , which the writer is researching. Ultimately, this part of the thesis should inform the reader of the theoretical and experiential basis of the research.

    The review of literature must: The literature review can be organized around concepts or the chronology of earlier research but in any case must be focused to suit the purposes of the research. It should be a very thorough and well-structured overview, presented on the basis of an original organising principle. That is, the writer has to make a unique presentation of the existing literature on the topic. This means, for instance, that a mere summary of what different authors have said about the same topic does not constitute a proper review of the literature.

    Earlier research results should be evaluated and related to the purpose of the current research. A good overview is relevant, looks at all the aspects of the given topic, uses a minimum of 15 serious reliable and relevant academic sources, and presents the topic in a new light.

    As regards materials downloaded from the Internet, only sources that have an author and publication data will normally be accepted. The use of other documents, without an author or publication data, for example, has to be justified. Research design and method: The Introduction and the Review of the literature are typically followed by a section in which the writer describes in detail how the analysis was conducted, that is, the technical aspects of the study.

    There is room for variation depending on the qualitative or quantitative nature of the thesis. This chapter should include consideration of the following: Research Question s What questions arise based on the lit. The approach of the research qualitative or quantitative Reference to earlier research to justify the approach and methods. Description of the methods of data collection: Setting a description of the context, e. Participants or set of materials texts analysed rationale for selection, variables, Procedures What happened, how long did the processes last?

    Instruments questionnaires, interviews, observation protocol, diaries, document analysis, framework for discourse analysis, retrospection, etc. In the justification, reference must be made to literature on research methodology.

    A good method section describes the procedures in such a detailed way that anyone wishing to replicate the study would be able to do so. All the data collection materials e. If a data collection instrument is not in English it has to be translated into English and included in the appendix. Following research conventions and common sense, if the mother tongue of the researcher and the participant s is the same, interviews and questionnaires are conducted in the mother tongue even if the research is to be written up in English in order to cut down on possible distortions caused by the use of a foreign language.

    Results and discussion: The Results section will normally contain the data collected summarised if appropriate and the results of the analysis, which will detail and justify the conclusion. However, the degree of reflectivity varies from program to program and depends on such organizational factors as the length of the course, the frequency of the classes provided, the ratio between teacher learners and teacher educators and so on. The findings appear to support the research hypothesis.

    In other words, the teacher learners reflect on what they learn to ensure a more conscious and creative transfer of the course content to their own classrooms. Due to the nature of my thesis topic, which refers to motivation, I have conducted a classroom study using a qualitative methodology. In addition, my study involved some elements of experimental research; in a way, it can be considered a pre-experimental study.

    I had three conferences during the four-week writing course that I conducted with my students, one of which I have tape-recorded. As the participants in my study were year-old children of the fifth and sixth grades of school, I conducted the conferences in the Armenian language for the students to be able to express their feelings and ideas freely. During each conference, I had a discussion with the students related to their written work.

    Besides this, I used two questionnaires, one in the beginning and one in the end of the course as another source of collecting information on the same phenomena. The results of the data interpretation showed that most of the students were highly motivated to learn English from the very beginning of the study and as most of them stated during the interviews and in their questionnaires, they became even more motivated in the end of the study. The study had some limitations such as the limited number of the participants and the short time allocated to it.

    However, the study revealed very useful information, which can serve as a basis for longitudinal studies on teacher-student conferencing, as a collaborative teaching methodology in Armenian EFL settings. Teachers are mostly interested in a particular kind of motivation — student motivation to learn.

    If any teacher is asked to identify the most powerful influence on learning, motivation would be the most widely-used term. Many of us believe that learning occurs when we want to learn. However, the concept of motivation has passed through a number of different interpretations and the term is used in different ways, by different people. It also indicates that teacher and student motivation changes overtime and thereby necessitating a well-informed focus on what the dominant type of motivation that triggers students to learn English in the Armenian setting.

    The proposed research was conducted using qualitative research methods. The needed data were collected through questionnaires, constructed for both teachers and students, and by means of semi-structured interviews with teachers and students that were meant to serve as my research instruments. I constructed two different questionnaires: The level of difficulty of questions was different.

    Teacher and student questionnaires and interviews were piloted among friends and colleagues who are English teachers in different secondary schools. Students, engaged in the study, were not only students of 9 th and 10 th grades but also students of different grades, even undergraduate students.

    Thus, it was necessary for me to target about thirty students and fifteen teachers for conducting in-depth semi-structured interviews using of survey questionnaires. This study investigates the effect of first language transfer on second language acquisition.

    Specifically, it examines the influence of Armenian L1 on learners of English as a foreign language. Armenian learners from Yerevan and Gyumri, of different age groups and educational background took part in my research study. The instrument used for data collection was a questionnaire in the English language.

    The total number of analyzed questionnaires was 30; two of the questionnaires were not returned. The results of the study reflect how first language affects second language acquisition both negatively and positively, and how many other factors such as age, motivation, risk taking, negative attitude and learner strategies might also play an important role in this process. This study sets out to investigate if the roles of teachers and learners in the English teaching classrooms of Armenia are affected by the tendency to shift from traditional teaching methods and teacher-centered classrooms to the communicative language teaching CLT , to learner-centeredness and learner autonomy.

    The study aims to discover to what extent the Armenian society is open to the changes in a foreign language teaching methodology by observing a number of English teaching classrooms and interviewing teachers and learners in different schools not only in the capital of Armenia, but also in Gyumri. The subjects were seventeen second-year students who were exposed to the learning techniques as recommended by the literature on communicative language teaching.

    The findings of the study indicate that a change in language teaching methodology, and consequently in the roles of teachers and learners is not observable in the Armenian society.

    However, the implementation of innovations attracts the attention both of teachers and learners. In spite of certain inconsistencies in the attitudes and beliefs of the subjects to the learning processes, the learners demonstrated tremendous interest in the roles that they obtained as a result of the implementation of certain techniques characteristic of CLT.

    The study has been conducted at AUA and the data has been collected mainly by means of questionnaires distributed to the CTEFL graduate students of the two academic years: The data for the study has also included the professional portfolios submitted by the students.

    The recommendations and suggestions are also provided for the successful implementation of professional portfolios in Armenian EFL settings.

    This study of Armenian university students in an extracurricular debate club explores how opportunities are created for learners to engage in the target language and culture. It views language learning as contextualized and socially constituted, taking place through participation in communicative events, and adopts a context-based definition of the target culture, as understood and constructed by the participants themselves. Much of the research work on language, culture and identity has been conducted in ESL settings such as the USA , Canada , or the UK in which language learning is part of a process of immigration or acculturation or in post-colonial settings in which English has a particular set of social and political connotations.

    I am interested in exploring the issues of language, identity, and culture in Armenia , a former Soviet republic in its second decade of transition to democracy and a free-market economy, characterized by a significant Diaspora presence, as well as current processes of European and international integration. The project is a longitudinal case study, incorporating observations throughout the course of one ten -week term, a survey of the participants at one session, and small-group interviews conducted after the end of the term.

    The study finds learners developing their own understanding of the target culture, which promotes their investment in the activity through the opportunities they perceive it as providing. Learner engagement becomes possible through the dramatic characteristics of the activity and the collaborative environment that is co-constructed around it.

    This study was intended to explore and answer the following question: It also intends to investigate whether the effectiveness of task completion, i.

    The data was collected through conducting various task types like information gap, reasoning gap, problem solving activities, as well as questionnaires, interviews with the students and teachers, and the field notes taken by the investigator. All these tasks were carried out in groups, pairs, individually or in whole class discussions.

    The experiment lasted for three weeks seven classes. The participants of the study were students of two same level classes, and the teachers. The researcher divided students into pairs or groups and switched the turns every lesson. The students filled out the closed-ended task questionnaires at the end of each lesson in order to find out the relevance and appropriateness of the tasks.

    The findings of the study might help Armenian teachers to provide the learners with a variety of learning tasks and instructions that would give an opportunity to involve learner in a communicative, creative and cognitive way of learning. Teaching how to develop oral presentation skills based on integrating other English language skills into communicative classes and interactions in the final grade of secondary school in Armenia is the main purpose of this study.

    The study also describes the benefits and limitations of teaching the course. The participants of the study were 10 English teachers from different schools, and 20 tenth-grade students from different classes at the same school. A teacher questionnaire and teacher and student interview questions served as instruments for the study, and they were analyzed using a descriptive method.

    While analyzing the questionnaire results, it was found that all ten teachers accepted the importance of having a course on oral presentation skills in high schools, and identified the course as intended for use in pre-academic classes designed to be covered in one term in the final grade at school. The results of the teacher and student interviews showed the positive attitude of teachers and students towards having teachers trained for teaching the course.

    It also revealed the benefits and limitations of the study. The purpose of this action research study was to investigate to what extent group-work cooperative learning affects learner perception of autonomy. The action research study was carried out with a single group of students at an ordinary school which can be considered representative of an average English language class in an Armenian village.

    In total, 32 students participated in the study. Both of the instruments were translated into Armenian. Questionnaire data were analyzed by the McNemar chi-square test that is used primarily in before-after studies to test for an experimental effect. According to the results of this test, no significant difference was found after the treatment between the pre- and post- study questionnaire responses related to learner perception of autonomy.

    Portfolio assessment appears to be a way in which students may participate in their own learning and assessment. Therefore, negotiated portfolio assessment may foster autonomy in the class as a result of which students can take responsibility for what and how they have to learn.

    The study aims to investigate the influence of negotiated portfolio assessment on student motivation in the context of a local university in Armenia. Moreover, it explores the ways in which the students appeared to undergo motivation enhancement. The study also examines cases where the students experienced no motivation enhancement. The research was carried out with two groups of students at Yerevan State Brusov Linguistic University. The students of one group compiled a portfolio, which they constructed after negotiating contents; the other group of students compiled a portfolio without negotiating its contents.

    Results show that the students who actively participated in the negotiation process were more motivated than the students who did not.

    Different elicitation techniques were combined to obtain data: According to the SLTAS, out of seventeen students, 4 were chosen as the participants of the study where 2 of them were found more tolerant of ambiguity MTA and another 2 were found less tolerant of ambiguity LTA. Further, after the students completed the tasks, their positive and negative emotions and reactions to ambiguous learning situations were reflected in and confirmed by one-to-one, semi-structured interviews.

    This study sets out to investigate if learners are aware of using learning strategies to enhance vocabulary learning, and if strategy training is effective for improving vocabulary learning in the Armenian EFL environment.

    The study also aimed to discover what types of learning strategies learners use when learning new vocabulary. The research was carried out at the European Regional Academy of the Caucasus within a five-week period. The subjects were thirty-two second-year and third-year students. The language level of the subjects was upper-intermediate. Immediate post tests, a final test and a questionnaire were used for data collection. The first stage of the research was the development and operation of the strategy training courses in the classroom.

    Four strategies were introduced to the students: Findings of this study indicate that strategy teaching had some impact on students, and strategies can be effective for individual learners. Results show that the strategy of analyzing word parts was quite effective for the Armenian learners. The questionnaire results show that to a strong degree the students are familiar with learning strategies.

    The students admit that using learning strategies helps them to improve their vocabulary. They also think that using word parts, semantic mapping and word associations, and guessing from the context are effective and most useful strategies.

    Acknowledging the benefits of using language learning strategies, the majority of students wanted to continue using learning strategies to enhance their vocabulary learning. This paper describes the analysis of entrance and 56 exit essays i. There were 50 essays with high scores and 50 essays with low scores from an entrance exam and 28 essays with high scores and 28 essays with low scores from an exit exam. The research focuses on a comparison of the applicants who scored high 50 entrance and 28 exit essays with those who scored low 50 entrance and 28 exit essays and an analysis of their essays in terms of the amount and type of hedges used.

    The research hypothesizes that the students with the higher scores might use a greater number and variety of hedging devices than the students with lower scores. The results indicate that this is not the case. The students with lower essay scores tended to use more hedges on both the entrance and exit essays than those with higher essay scores. The participants age ranged from 16 to 46 and up, of different educational background.

    Both male and female took part in the study. The instruments used for data collection were questionnaire in English and in Armenian, and interviews. The total number of analyzed questionnaires was The interviewees who participated in the interviews were 6: The results of the study reflected that there was no significant difference between the polite responses of native English speakers and native Armenian speakers.

    The chi square results showed as well that gender and educational level did not play a role on the polite responses of the respondents. For this purpose, it was necessary to explore the implementation of the pedagogical functions of the ELP, to verify the usefulness of the ELP as perceived by teachers and learners and to find out about organizational constraints and issues related to the implementation of the ELP.

    To gather relevant information, a survey was conducted through a combination of teacher and learner questionnaires and semi-structured interviews with teachers, one of the school principals, the teacher trainer, and the ELP program coordinator. In addition, some of the ELPs developed by the pupils were examined.

    As the results of the study indicate, the teachers and the learners in general had a positive attitude towards the ELP. The ELP appeared to function as an efficient instrument for assessing and documenting language proficiency and as a valuable tool for improving language learning and developing learner autonomy.

    The ELP was found to be fulfilling most of its basic pedagogical functions. These issues are discussed in detail and possible solutions are provided. It was also found that successful implementation of the ELP requires substantial teacher and learner training and continued commitment on the part of teachers and school principals. The radical change in the distribution of power and authority in the traditional language classroom is the result of the changes in the curriculum towards a more learner-centered kind of learning.

    In the new classroom, which is designed to promote learner autonomy, language teachers are able and willing to share instructional responsibilities with their learners, and learners are expected to assume greater responsibility for and take charge of their own learning. The purpose of this study was to investigate the curricula for English language instruction at five universities in Armenia and find out whether and to what extent they focus on promoting learner autonomy, and what the curriculum features are that teachers support or resist.

    The subjects of this triangulated investigation were 50 English language instructors 10 from each university and twenty students 4 from each university from five universities in Armenia. The data was collected through 5-point Likert-scale questionnaires, teacher semi-structured interviews, and student focus group interviews.

    The analysis of the quantitative data was done by means of SPSS. The qualitative data was analyzed through transcription and discussed according to certain themes. The findings of the study revealed that participating instructors are neutral towards the promotion of learner autonomy in their curriculum. Moreover, the findings highlighted that the universities need preparatory programs for learners to become motivated and in-service training for instructors to become up-to-date in teaching.

    The study also reports pedagogical implications of the study and suggestions for further studies in the field.

    This study was designed to investigate whether learner motivation differs when EFL learners carry out a certain language learning task, i.

    The participants were two English language teachers and a total of 31 seventh grade students with pre-intermediate level of English proficiency at Quantum College , which is a private secondary school in Armenia. Eight texts of the same difficulty level were chosen for translation from English into Armenian.

    The experiment lasted for four weeks students met twice a week. The participants were divided into two groups and these groups, switching turns, completed eight tasks individually or in pairs.

    Three data collection instruments were used to collect data for the study. The data collected through the field notes and interviews were analyzed qualitatively, and the data collected through the questionnaires were analyzed quantitatively using t -test analysis. The analyses indicated that both individual and pair work contributed to student motivation in English language learning, and that the difference of student motivation for both modes of task completion was not significant.

    This study investigates the problems that Armenian scholars and researchers face when they try to publish in international journals. The researchers of the three branches of the National Academy of Sciences participated in the study: The participants of the study were researchers with a doctor of science degree or candidates for a doctoral degree.

    Questionnaires and interviews were used as instruments for data collection. The number of analyzed questionnaires was The number of interviewed participants was 6 2 researchers from each department. The results of the study show that the main difficulties facing Armenian scholars are language proficiency and lack of material resources i.

    In spite of the increasing number of publications in English, the majority of publications are still in Russian, which shows the on-going link between Russian and Armenian scientific communities. However, it is mainly the older generation of scholars who consider publishing in Russian important. No young scholar mentioned Russian as an important language to publish in.

    The results of the study also show that senior researchers in Armenia are not at an advantage in comparison with junior researchers when they attempt to publish in international journals.

    The database consists of a questionnaire and of 6 hours of videotaped interaction between the teacher and 21 students. The videotaped data revealed that grammatical errors were the error types most frequently treated by the teacher in this study, and they were also the ones that the students felt needed the most correction. It was also found that recast was the most widely used feedback type in this study. In Soviet times language teaching in Armenia was dominated by a teacher-centered, book-centered and grammar-translation method.

    This is not to underestimate the professional qualities of the teachers working in the educational system, since most of them were really knowledgeable in their profession and cared about their students, but the application of innovative approaches was not rewarded at that time.

    Nevertheless, it should be admitted that there were a lot of positive aspects in the traditional educational system, and many of the approaches applied then are still applicable.

    However, today the educational system in Armenia is starting to change and more contemporary methods are starting to prevail in teaching. This means that the learners have unique individualities and their own preferences toward learning.

    And these factors may be crucial in ensuring success in language learning. Learning styles and language learning strategies are key factors that influence the process of language learning. Learning styles make the language learners unique; whereas language learning strategies help learners to become aware of the way they use their language learning aptitude.

    A number of studies, for example Harshbarger et al. This research is a statistical survey that aims to identify whether there is one learning style that is shared by most Armenian university students studying English. The paper also seeks to investigate the relationship between learning styles and learning strategies, i. The research was conducted in five major educational institutions of Armenia so that the results could be generalized to the Armenian student population. Although, approximately 70 students participated in the study, only 60 were eventually considered in the data analysis.

    The rest were discarded for a number of reasons, later discussed in Chapter 4. The results of the study revealed that three out of the eleven learning styles identified by Oxford, namely global, closure-oriented, and extroverted were shared by the majority of Armenian university learners.

    The study also showed that each learning style had a particular pattern of strategy use, in which one or two strategy groups were more actively used than the others by the representatives of that style. The study also demonstrated that overall learning strategy use of Armenian university learners is medium level, i.

    Armenian learners were not very active users of learning strategies. Nevertheless, no low strategy users were observed either. This means that although Armenian learners are aware of learning strategies, they use them moderately. The validity of the identification of typical learning style was established by means of the Chi-square statistical test, since the variables were measured on a nominal scale.

    The validity of the relationship of the learning styles and strategies was established by means of a one-way Analysis of Variance ANOVA statistical test, as the variables were measured on both nominal and ordinal scales.

    The study demonstrated that there was a statistically significant and meaningful relationship between learning styles and strategies. However, since this research is the first in its kind conducted in Armenia, it can serve only as a starting point for possible directions in future research. Consequently, further research is needed to make more conclusive claims. Shoghik Sargsyan primarily dealt with the analysis of the SAS questionnaire, as well as the discussion of the identified learning styles typical of Armenian university learners Part 1 of the research findings.

    Hranush Ginosyan was primarily responsible for the analysis of the SILL questionnaire as well as for investigating the relationship between learning styles and language learning strategies Part 2 of the research findings. The responsibility for the review of the literature, formulation of the research questions and the hypotheses, the data collection, the discussion of the limitations of the study, potential threats to the internal and external validity of the study and the conclusion with suggestions for further research was shared equally by both of the authors.

    The research is carried out with one group using a pre-post test experiment format. During the experiment, the eleven participants read five reading passages taken from TOEFL preparation course manuals and were required to reflect on the strategies they used to answer the questions on the reading passages in their learning logs. The participants were administered a pre-test before the experiment began and a post-test at the end of the treatment period.

    The mean scores for both tests are compared using a paired t-test. The results show that there is no statistically significant difference between the mean scores. The researcher discovered that the participants made no significant progress in reading comprehension.

    The aim of the study is to find the place of translation in the Armenian EFL classroom and to determine whether translation can serve as a language learning tool in the Armenian foreign language classroom.

    The paper presents an experimental research project conducted in two Armenian EFL classrooms. The study was carried out with intermediate level students, where the experimental group received treatment using translation for grammar and vocabulary explanation and practice, whereas the control group did not get any treatment based on translation.

    All the lessons and test scores for both groups were qualitatively and quantitatively analyzed to find the method and the group which produced higher language learning achievement. Higher progress was recorded in the experimental group where translation was used as a means for grammar and vocabulary explanation and practice.

    According to the qualitative and quantitative analyses of the study, translation can serve as an effective language learning tool in the foreign language classroom in Armenia. Questionnaires and interviews were used to collect data from the IEP faculty and students about their attitudes towards grammar instruction.

    Both quantitative and qualitative research methods were used to analyze and interpret the data. To address these concerns, some recommendations are provided. It is hoped that the results of this study may serve to improve the Intensive English Program at the American University of Armenia.

    The research was carried out to investigate whether the assessment of speaking at secondary school level could be more effective and less subjective if guidelines and criteria were provided for teachers to assess their students.

    The data was collected through observations, along with recording of the lessons, which served as a basis for constructing the rating scale for assessing speaking.

    The next stage of the research was the development of the rating scale and its use in classrooms. The last stage of the study was the interview, which aimed at getting feedback from the two teachers who used the rating scale in their classrooms. The purpose of the observations and the recording of the lessons was to establish daily oral tasks and the aspects of language to be included in the rating scale.

    The purpose of the interview was to get feedback from the two teachers who used the scale in their classrooms. The steps taken during the research helped ascertain that the use of a rating scale with guidelines and explanations for each score and category is effective and advantageous in several ways: The students were not interviewed; however, the teachers reported that they liked both the assessment process and the fact that they knew the basis upon which they were assessed.

    This study is designed to investigate the effects of testing methods on testing L2 listening comprehension. The study sets out to investigate the impact of audio versus video testing methods on the performance of Armenian students.

    The investigation is conducted at the European University in Yerevan, Armenia. The quantitative method of data analysis is used for analyzing the data gained from 30 Armenian students with an intermediate level of L2 proficiency aged between 16 to 17 years. The data gained from the listening comprehension test are analyzed on the basis of both a paired t-test and an independent t-test. The results gained from the questionnaires reveal that the majority of the students consider video testing more motivating and interesting compared to that of audio testing.

    In this regard, the study supports the idea that visual stimuli may be helpful in interpreting the provided message through adding motivation and raising interest towards the provided oral input. However, the concept of a learning opportunity and the circumstances of their utilization have undergone relatively little exploration. The analysis of the data collected by the teacher-researcher during her classes and subsequent reflections on the issue reveal what situations are perceived by her as learning opportunities and what techniques she uses to maximize them.

    In addition, the paper reflects on how, for the purposes of ongoing research, she developed an economical procedure for data collection and discovered how the range of learning opportunities and types of on-the-spot instruction can be continuously widened, including the conversion of unfavorable classroom situations into learning opportunities.

    Acknowledging the approach suggested by van Lier , p. The research involved video recording of the course lessons during which students made presentations or had group discussions, and each student was asked to complete a questionnaire after both tasks.

    The researcher was the English language instructor of the subjects involved in this study. The findings revealed that there is a strong relationship between the speaking tasks implemented in this study and learner motivation. The participants involved in this study were 20 English teachers and 60 English language students at the high school level from different schools throughout Armenia. Two questionnaires — a student questionnaire and a teacher questionnaire — served as instruments for the study, and they were analyzed using a descriptive method.

    A major finding of this study is that though all teachers use assessment during their teaching process, many teachers are unaware of the concept of assessment. From the responses of the participants, it became clear that Armenian teachers and students are not aware of the different possible purposes of assessment.

    Each teacher and each student who provided an answer reported just one purpose of assessment: From the responses of both teachers and students, it also became clear that some Armenian teachers use low grades and assessment procedures as a means for punishment. Data analysis showed that the majority of teachers, who were not fully aware of the concept of assessment, had not been trained in assessment. Moreover, those teachers who had training in language assessment responded more fully and with greater understanding of assessment and assessment procedures.

    In the recent shift in educational theory from transmission of knowledge towards transformation of knowledge, and to integration of knowledge with existing personal constructs and meanings, assessment has taken on new affective goals in which the personal growth of the learner is becoming increasingly important.

    In this context, the role of evaluation is to inform learners about their learning achievements, so that they can make informed plans for future study. Forty-eight students and nine teachers participated in the study. Students were provided with a scoring rubric checklist and after doing an oral presentation for their class, they completed a survey on their use and perceptions of the rubrics.

    Students also used the rubrics to self-assess and peer evaluate their presentation. Nine teachers completed a questionnaire and four of them participated in the interviews. The purpose of this research was to investigate the role of interaction through negotiation of meaning in an EFL classroom and to identify the most effective types of class organization as well as task types to promote effective communication. The research was conducted in a natural classroom setting.

    The study revealed that learners agreed on the advantages of being involved in information gap and imagination gap. Information gap, opinion gap, and imagination gap activities were best realized through group work and pair work, while reasoning gap was more productive in a discussion. Accepting the usefulness of pair work and discussions in the language classroom, the majority of learners agreed that pair work and discussion activities were appropriate for promoting communication in the classroom.

    This study sets out to investigate if gender plays a role in teacher-learner interaction through dialogue journal writing DJW in the Armenian environment. The research was carried out at the European Regional Academy of the Caucasus within an eight-week period. The subjects were twenty-four first-year students 6 females and 18 males. The language level of the subjects was elementary. Questioning L2 exclusivity and its effects on learners and teachers in a Lower Secondary school Finally, two students focused on questions surrounding classroom language, including the native-nonnative debate and the use of the L1 in classroom.

    References Angles: French perspectives on the Anglophone world. Teaching and researching: Puren, C. Share this: Twitter Facebook LinkedIn. Like this: Like Loading Hello Ton, Nice to see you here, and thanks for your kind comment. Masters in Teaching English: Coloriage magique: Sustainability and open practices in teacher education: EuroCALL — on teaching languages with technology. Adopting open practices in schools: Leave a Reply Cancel reply Enter your comment here Fill in your details below or click an icon to log in: Email required Address never made public.

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    Thesis (M.A in TESOL)

    introduction classes made it possible for teachers to teach English as it This master thesis represent the ending of my teaching degree in Intergrert master i. A good topic for a master's thesis in English teaching should meet the following requirements: 1. It should resolve the major problem of applied linguistics. 2. This dissertation illustrates about Bangladeshi secondary school teachers' perception in selecting English classroom materials. It reveals a brief history of.

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    cherkas

    introduction classes made it possible for teachers to teach English as it This master thesis represent the ending of my teaching degree in Intergrert master i.

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