Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students who begin a UBC-Vancouver PhD program in September 2024 will be provided with a funding package of $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
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Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.
Career options.
Integrating research and practice, the graduate programs in Teaching English as a Second Language (TESL) offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics.
These statistics show data for the Doctor of Philosophy in Teaching English as a Second Language (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
2023 | 2022 | 2021 | 2020 | 2019 | |
---|---|---|---|---|---|
Applications | 41 | 43 | 43 | 55 | 41 |
Offers | 0 | 2 | 2 | 1 | 1 |
New Registrations | 0 | 2 | 2 | 1 | 1 |
Total Enrolment | 11 | 12 | 14 | 16 | 16 |
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Year | Citation |
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2023 | Dr. Afreen investigated Bangla heritage language teachers' transcultural identities in greater Vancouver. Teachers' investment in promoting Bangla as a mother tongue was informed by children's transcultural identities in Canada. This research advances knowledge about the identity of heritage language teachers in multicultural communities worldwide. |
2022 | The global COVID-19 pandemic has affected us all. Dr. Detwyler studied its early impacts on instructors of English as a second language in Canada. Their talk about emergency remote teaching reflected pandemic vulnerability among learners, precarious employment in the sector, and Canada's settler-colonial past as ongoing professional challenges. |
2022 | Dr. Abrar-ul-Hassan researched the role of instructors, who were working in public and private postsecondary institutions located in the Lower Mainland, British Columbia, as assessors in English for Academic Purposes (EAP) programs. His research contributes to the understanding of EAP assessment practices in a Canadian context. |
2022 | Dr. Moore developed new theory to explain the nature and causes of a phenomenon among Japanese-English bilinguals in which they distance themselves from their Japanese first language and culture. Terming the phenomenon first language dissociation, he identified a complex set of psychological and social factors that contribute to its emergence. |
2021 | Dr. Wong explored inquiry-based learning experiences of Grade 6 English Language Learners in a technology-enhanced classroom. Her results indicated that students were engaged in innovative learning tasks which encouraged them to move their competencies, such as effective internet use, and knowledge, such as grandparent stories, into the classroom. |
2021 | Dr. Gilman explored the impact of a family literacy program on women with immigrant and refugee backgrounds. This study concluded that a three-way model of family literacy has the potential for highly positive outcomes in both social and academic domains. |
2019 | Dr. Balyasnikova examined English language learning trajectories of older immigrants to Canada. Her research highlights the importance of creating tailored educational programs for this population. As part of her study, Dr. Balyasnikova developed curriculum that can be used in diverse instructional contexts. |
2019 | Dr. Surtees investigated English language learning, focussing on conversations between study abroad students and their peers. Her findings highlight factors that help and hinder abilities to build peer networks in English as well as the important role that previous international experience plays in facilitating interaction and relationship building. |
2019 | To understand and scaffold source-based writing practices of graduate students, Dr. Kowkabi offered a socio-pedagogical approach for analyzing the processes of source selection and source integration in student writing. Her study provides insights for institutional and educational action plans to support student interactions with source texts. |
2018 | Dr. Fazel explored how doctoral students at a Canadian university attempted to publish their research. He also interviewed journal editors to seek their perspectives on the challenges facing doctoral students in getting published. This research has important implications for doctoral education and supervision. |
Same specialization.
Specialization.
Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities
Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .
Find out how Vancouver enhances your graduate student experience—from the beautiful mountains and city landscapes, to the arts and culture scene, we have it all. Study-life balance at its best!
This blog is part of the TESOL Research Professional Council (RPC) Blog series .
Part of the work of the TESOL Research Professional Council (RPC) is to identify research trends in teaching English as an additional language. Published research is one area where these trends can be identified, with a review of recently published full-length articles and brief research reports in TESOL Quarterly pointing to topics, contexts, and locations that have been in focus over the past few years. Since the start of 2018, 157 full-length articles and brief research reports have been published in the regular issues of TESOL Quarterly or as online versions of record (i.e., early view). Each of these articles and reports was coded for this blog post, with similar codes gathered together to uncover common trends.
Common topics in TESOL Quarterly over the past 3 years have been related to the areas of
In particular, content and language integrated learning, or English-medium instruction, and translanguaging appear to be emerging trends. Representative findings related to those two topics include Kim et al.’s (2021) study that found scaffolding supports content and language learning, and Goodman and Tastanbek’s (2021) study that concluded teacher educators can benefit from specific instruction on translanguaging pedagogy.
In relation to educational contexts, most of the reviewed research in TESOL Quarterly since 2018 has taken place, respectively, in
A few examples include how flipped classrooms can result in higher scores, increased enjoyment, and greater engagement in a university context ( Lee & Wallace , 2018). In K–12 settings, Blair et al. (2018) identified English-medium instruction in an elementary school as having the potential to promote asset-based understandings of students.
Geographic Locations
There were about 30 countries represented in recently published articles and reports in TESOL Quarterly ; the top five locations included
A couple of examples representative of these locations include a study in the United States which found that nonverbal communication plays a role in conveying meaning in English as a lingua franca settings ( Matsumoto , 2018), and a study at a Japanese university which determined that video-based interactions may support the development of listening skills ( Saito & Akiyama , 2018).
As the field of TESOL looks toward the future, it is important to examine trends and identify where more research and scholarship needs to be done, what issues and groups remain underrepresented, and which priorities can inform future research endeavor. In upcoming blog posts, the RPC plans on looking at trends in other journals, such as TESOL Journal and various TESOL affiliate journals from around the world.
Blair, A., Haneda, M., & Nebus Bose, F. (2018). Reimagining English-medium instructional settings as sites of multilingual and multimodal meaning making. TESOL Quarterly, 52 (3), 516–539. https://doi.org/10.1002/tesq.449
Goodman, B., & Tastanbek, S. (2021). Making the shift from a codeswitching to a translanguaging lens in English language teacher education. TESOL Quarterly, 55 (1), 29–53. https://doi.org/10.1002/tesq.571
Kim, E. G., Park, S., & Baldwin, M. (2021). Toward successful implementation of introductory integrated content and language classes for EFL science and engineering students. TESOL Quarterly, 55 (1), 219–247. https://doi.org/10.1002/tesq.594
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52 (1), 62–84. https://doi.org/10.1002/tesq.372
Matsumoto, Y. (2018). “Because we are peers, we actually understand”: Third-party participant assistance in English as a lingua franca classroom interactions. TESOL Quarterly, 52 (4), 845–876. https://doi.org/10.1002/tesq.430
Saito, K., & Akiyama, Y. (2018). Effects of video-based interaction on the development of second language listening comprehension ability: A longitudinal study. TESOL Quarterly, 52 (1), 163–176. https://doi.org/10.1002/tesq.362
31 Mar 2021
About the author
Scott Douglas
Scott Roy Douglas, PhD, is an associate professor in the University of British Columbia’s Okanagan School of Education. His focus is on English as an additional language teaching and learning. Recent research projects have explored topics such as short-term study abroad, undergraduate English for academic purposes, and communicative competence in the workplace. He is also an active member of his local TESOL affiliate as the editor of the BC TEAL Journal .
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2019, Dirasat, Educational Sciences, Volume 46, No. 1
In the last two decades, Saudi universities began to present postgraduate programs in the field of teaching English methodology. Many MA and PhD studies were done in TEFL field that required analyzing or examining those studies to determine their trends in order to guide future studies towards the effectiveness of the scientific studies in developing English language in Saudi Arabia. This is a meta-analysis study for 82 M.A and PhD research trends in the field of TEFL in the areas of research topic, research methodology, research tools, research targets, research targeted educational stage. The findings of the study revealed that: Teaching methodology was the first topic that addressed by the target studies (53.7%), second topic was Evaluation (15.9%) and the third was using technology in teaching English language (14.6%). There was less repetition in the first topic titles than the second and third topics. The quasi-experimental studies (55%) are more than the descriptive studies (44%) in the total of target studies. Test was the most usable tool (46%) in the target researches. The second tool was questionnaire (26%). Secondary stage was most stage targeted by M.A. and PhD. studies (40%), the second stage was intermediate = 34%.The male students (40%) were the most targeted as population for MA and PhD studies. Then, female student's represented (20.5%), male teachers (19.5%), female teachers (9%) and content (11%). The study recommended to avoid the repeated topics in the future MA and PhD studies, and open more PhD programs in the field of teaching English language methodology.
Aieman A Al-Omari
Dr. Rais Samdani
International Journal of English Linguistics; Vol. 10, No. 1; 2020
Dr. Fahmeeda Akram , Amani D . Althomali , Daliyah H . Alzeer
The traditional face-to-face teaching, despite being constantly criticized by the methodologists and ever-emerging modern approaches, has never lost its scope in the (EFL) English as a Foreign Language context. Researchers and pedagogues, in order to get the both ends meet, have converged traditional face-to-face instructions and online activities into the concept of blended learning. By establishing on previous works and contexts, the present study aims at investigating Taif University's EFL teachers and learners' positive and negative perceptions and experiences towards the effectiveness of online (CLMS) Cambridge Learning Management System and on-site learning environments. The work utilized triangulation in the use of research methods, i.e., both qualitative and quantitative methods overlap each other: (i) structured interview of experienced EFL (4 male and 4 female) teachers of Taif University, with maximum open ended questions, exhibit qualitative dimensions of the study; (ii) an opinionnaire developed with closed ended questions by employing Likert's five point scale to collect the data from 100 male and 100 female EFL learners of Taif University, represents quantitative perspective of the work. The opinionnaire includes 22 items and has been developed to measure the four subscales; learners' beliefs and attitudes, promising strands that help develop learners' confidence and language coupled with the perils that impede their creativity and motivation to learn. The findings of the study indicate that the level of strengths of blended learning is higher than its limitations. Learners found themselves satisfied being more exposed to the target language through vivid images, videos, audios, reading texts, chatting and discussion forums and acknowledged that (BLE) blended learning environment enhanced their language proficiency.
Prof. Dr. Choudhary Z A H I D Javid
This study investigated Saudi English-major undergraduates and English teachers of Taif University to determine the factors that hinder effective ELT in Saudi universities and sought their suggestions to improve the situation. The data were collected from 134 participants: 103 English-major undergraduates and 31 English teachers from foreign languages department, Taif university who responded to a 5-point agree/disagree structured questionnaire. The study also intended to identify whether any significant differences existed between both the populations in this regard. Thirty-four items were grouped into two categories: 19 were included to identify the causes whereas the rest 15 items were meant to record the participants' suggestions to ensure effective ELT in Saudi Universities. Results of Independent Samples T-test reported a reasonable level of similarities in the responses of both sample groups towards the causes of ineffective ELT in the KSA and in their suggestions to improve the situation. Both groups saw eye to eye with each other and assigned high values to the following items: a) classroom should be more interactive, b) classrooms need to be equipped with modern teaching resources, c) students' English language proficiency is poor when they join Taif University, d) the students have to pass an English language proficiency test to qualify for the next academic year and e) the department should start remedial courses for the weaker students. Significant differences were reported in 12 out of the total 34 items. The researchers forwarded the recommendations based on the findings of the study to enhance ELT effectiveness at Saudi Universities.
Sahbi Hidri, PhD
The spread of the English language in this globalized world has led many countries to undertake their research in English where the lat- ter, being the lingua franca, has been perceived as the main medium to publish research. Today, the most important research discoveries are reported in English. This prevalent use of English, for instance, has ena- bled English Language Teaching (ELT) research to spread more and more, since it has been backed up and promoted by the UK and the USA. The stance of these countries toward ELT research has been very rewarding at different levels. To be part of this globalized world and in order to maintain a well-known research reputation, many countries have been struggling to find a niche by publishing and disseminating research in English. The Middle East and North Africa (MENA) region is a case in point. The MENA region comprises the following countries that share the same religion, culture and language, with all its different dia- lects: Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Qatar, Saudi Arabia, Palestine, Syria Arab Republic, Tunisia, United Arab Emirates and Yemen. The region is divided into two major parts, as it had long been decided by two great colonial ....
International Journal of English Language & Translation Studies
International Journal of English Language and Translation Studies
Writing a dissertation is a laborious task that requires adequate knowledge of the field as well as writing skill. This study tried to uncover the PhD candidates " main challenges in writing a dissertation. The participants of this study were 30 PhD EFL male and female candidates on the point of writing their dissertation. A semi-structured interview with series of open-ended questions was employed to gather the data. The study adopted mixed-methods design in which the data were collected through qualitative content analysis and then were subjected to statistical procedures through SPSS. Cohen " s Kappa (κ) was used to report intra and inter rater reliability which were found to be .89% and .88%, respectively. The data analysis indicated that all candidates encountered various problems such as linguistic challenges, lack of knowledge about SPSS, APA and copyright law, poor planning and time management, finding novel topics, personal problems that impede them from the due schedule, finding the related literature, finding the participants and getting institutes to participate, negotiation with thesis supervisor and advisor, loss of interest and difficulty in finding the required instrument. Moreover, based on the findings of the present study, it is recommended that more practical courses on research be embedded in the curricula and more attention be paid to the existing courses in order to overcome the encountered challenges as described by the PhD students. The results can be of help to the policy makers, curriculum developers, instructors and students.
Prof. Manal Mohammed Khodary
The current study investigated the usefulness of using audiobooks on developing listening comprehension among Saudi English as a Foreign Language (EFL) preparatory year students. It employed the quasi-experimental design which included two groups: an experimental group (n = 44) and a control group (n = 44). The participants were EFL preparatory year students at Arar Branch, Northern Border University, Kingdom of Saudi Arabia. Before conducting the treatment, the experimental group and the control group were pre-tested by using the pre Listening Comprehension Test (LCT) for equivalence of listening comprehension. By the end of the treatment, the experimental group and the control group were post-tested by using the post LCT. The t-test was used to calculate the differences between the mean scores of the pre and post LCT. The results showed that a statistically significant difference between the mean scores of the experimental group and the control group on the post LCT in favor of the experimental group. The results also revealed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post LCT in favor of the post LCT. Thus, it can be concluded that the audiobooks helped the experimental group develop listening comprehension as they exceeded the control group on the post LCT and they achieved a better result on the post LCT than the pre LCT.
Journal of Modern Research in English Language Studies
We have recently witnessed a growing awareness of methodological research issues in the field of applied linguistics, which led to what Plonsky (2017) has referred to as-methodological awareness‖ (p. 517). To make a positive contribution to this nascent movement, this study, drawing on synthetic techniques, sought to describe the cumulative and developmental status of research paradigms and substantive/topical issues in an EFL context. As such, we analyzed a sample of 663 unpublished applied linguistics MA theses which were distributed over a 30-year period. The cumulative results revealed the distribution of the studies in a good range of substantive issues with-researching language classroom issues‖ as the most frequent topic in the data set and-research methods or researching research methodology", "psycholinguistics", and "sociolinguistics" as the least frequent issues across a wide range of age groups, proficiency levels, and time span. As for the cumulative analysis of research approaches, the results revealed that about 72% of the included MA theses were quantitative; around 18% of the studies employed mixed methods research; and a smaller percentage of the studies (11%, n=72) used a qualitative research approach. Chronologically, a clear increasing pattern of research paradigms was notable across time. Implications for the research consumers (e.g., supervisors, journal reviewers, postgraduate students, and material developer) are discussed.
Megat Johari Megat Mohd Noor
Abstract The study in is a comprehensive investigation to identify the important writing tasks, major areas of difficulty in academic writing, the factors causing these difficulties and the corrective measures in the Saudi EFL academic context. It attempted to identify gender-based differences for the above-mentioned factors and the results of independent-samples t-test did not show major differences in the perceptions of both the groups partially accepting the null hypotheses. Several research studies were reviewed and a 40-item Likert-scale agree-disagree questionnaire was developed by the researcher. It was translated into Arabic and piloted before it was administered to 194 Saudi EFL learners (108 male & 86 female) studying at Taif University. Descriptive analyses and Independent-samples t-test were run using SPSS version 17. The findings reported that these particular Saudi EFL learners have serious problems in their academic writing due to their weaknesses in using appropriate lexical items, organisation of ideas and grammar. The other weaker areas include wrong use of prepositions, spellings, irregular verbs, articles, punctuation, suffixes and prefixes. It is recommended to implement a stricter admission policy, increase language courses, develop tailor-made activities, provide increased practice in academic writing, exploit modern teaching techniques and equip the classrooms with modern teaching aids to improve Saudi EFL learners’ academic writing. Keywords: Academic Writing, Perception, Syntactic Errors; Gender
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Mansoor S. Almalki
Hamad Alsowat
Muhammad U Farooq , Prof. Dr. Choudhary Z A H I D Javid
Othman Aljohani
Abdisalam Issa-Salwe
Amin Karimnia
Thuraya A Alabsi
Kris Anne Guillermo
Imam Khomeini International University
European Scientific Journal ESJ
Prof. Reima Al-Jarf
Mohsen Shahrokhi
Muhammad U Farooq
Abdullah Alhashmi
Thaer Tawalbeh
sciepub.com SciEP
Rania ZAINI
Dr. Asif Ahmad , Pir Suhail Sarhandi
Sino-US English Teaching 8(1), pp15-23
Dr Mahmoud M S Abdallah
Ibrahim Huwari
Arab World English Journal
Bachir BOUHANIA
Seyyed Hatam Tamimi Sa'd
Open Access Publishing Group
IOLC Conference
Helen Emery & Nick Moore (Eds.) (2014) Teaching, Learning & Researching Reading in EFL. (Dubai: TESOL Arabia)
Modern Journal of Studies in English Language Teaching and Literature
MARILU RAŇOSA MADRUNIO
Sabah Bakhsh
Thi Thuy Loan Nguyen
2nd Conference on New Trends in English Language Teaching and Testing Ardabil, August 28, 2017, At Ardabil, Iran
Majid Farahian , Farnaz Avarzamani
elt theses and dissertations.
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Aysan Şahintaş, Zeynep | Habits of Minds and Hearts in Neoliberal Academia: A Qualitative Inquiry into English Language Teacher Educators’ Professional and Political Roles and Professional Identity | Betil Eröz-Tuğa | 2023 | PhD |
Mısır, Hulya | Vlog as a Multimodal Translanguaging Space: Insights From A Turkish Social Media Influencer Corpus (SMIC) | Hale Işık Güler | 2023 | PhD |
Efeoğlu-Özcan, Esranur | The Corpus of Turkish Youth Language (COTY): The compilation and interactional dynamics of a spoken corpus | Hale Işık Güler | 2022 | PhD |
Karabacak, Galip | A Metapragmatic Account of Madilik, Madikoli and Gullüm in Turkish Queer Communication | Hale Işık Güler | 2022 | MA |
Eroğlu, Leyla | Exploring the Family Language Policy of the Kurdish Families | Betil Eröz-Tuğa | 2022 | MA |
Çiftçi, Emrullah Yasin | Neoliberal common sense and short-term study abroad: A critical qualitative inquiry into prospective English language teachers' discourses and experiences | A. Cendel Karaman | 2022 | PhD |
Kemaloğlu, Nazlınur | EFL instructors' emotions and emotional labor strategies during the Covid-19 pandemic in Turkey | Müge Gündüz | 2022 | MA |
Kahraman, Hasibe | Individual differences in the L1 and L2 processing of morphologically complex words | Bilal Kırkıcı | 2022 | PhD |
Dinç-Altun, Nilay | “I need you to send me the homework please”: An analysis of adult ESL learners’ requestive emails to faculty | Hale Işık Güler | 2021 | MA |
Aytaç-Demirçivi, Kadriye | Backchannels in spoken Turkish | Hale Işık Güler | 2021 | PhD |
Bekereci-Şahin, Melike | Professional Identity Development of EFL Teachers Working at Rural Schools in Turkey | Perihan Savaş | 2021 | PhD |
Çiçek Tümer, Cemre | Data driven learning and the use of interactive metadiscourse markers (transitions, frame markers and code-glosses) in argumentative paragraphs written by freshmen pre-service English language teachers | Çiler Hatipoğlu | 2021 | MA |
Demir, Nur Yağmur | An analysis of the speech act of complaint in English as a lingua franca (ELF): A discourse-pragmatic study of a corpus from TripAdvisor | Çiler Hatipoğlu | 2021 | MA |
Can, Hümeyra | An interactional perspective to in-house syllabus-based language test construction: A micro-analytic investigation into item proofreading interactions between teachers and testers | Çiler Hatipoğlu | 2020 | PhD |
Demir, Orhan | Investigations of the mind and brain: Assessing behavioral and neural priming in L2 morphology | Bilal Kırkıcı | 2020 | PhD |
Elmas, Tugay | Temporary novice English language instructors' (re)negotiation of imagined and practiced teacher identities: a case study in Turkey | A. Cendel Karaman | 2020 | MA |
Yılmaz, Fahri | An investigation of the psychometric properties of a language assessment literacy measure | Çiğdem Sağın Şimşek | 2020 | MA |
Ataman, Esra | The processing of ambiguous morphemes in Turkish | Bilal Kırkıcı | 2019 | MA |
Önal, Sena | A comparative study on the perceptions of instructors and students in the preparatory schools at a state and a private university regarding the integration of target culture into the teaching of the English language | Müge Gündüz | 2019 | MA |
Taşçı, Çağla | A multivariable examination of the relationships between EFL instructors' self-efficacy beliefs and motivation in higher education | Müge Gündüz | 2019 | PhD |
Çağlar, Ozan Can | The effects of cross-morphemic letter transpositions on morphological processing in Turkish: A psycholinguistic investigation | Bilal Kırkıcı | 2019 | MA |
Sancak, Didem | The use of transitions, frame markers and code glosses in Turkish EFL learners’ opinion paragraphs | Çiler Hatipoğlu | 2019 | MA |
Kaçar, Mustafa | The place of culture in the intercultural training of pre-service English language teachers: The Turkish case | Çiler Hatipoğlu | 2019 | MA |
Öztürk, Ceren Yağmur | Accent as an attitudinal object: Turkish prospective English language teachers' perceptions and evaluations of different varieties of English. METU Northern Cyprus Campus (Co-Advisor with Prof. Dr. Ali Cevat Taşıran) | Çiler Hatipoğlu | 2019 | MA |
Çelikkol Berk, Nurten | The second language processing of nominal compounds: A masked priming study | Bilal Kırkıcı | 2018 | MA |
Oğuz, Enis | Morphological processing in developing readers: A psycholinguistic study on Turkish primary school children | Bilal Kırkıcı | 2018 | MA |
Şahin, Sevgi | Analyses of the English language testing and evaluation course in English language teaching programs in Turkey: A language testing and assessment literacy study | Çiler Hatipoğlu | 2018 | PhD |
Akşit, Zeynep | Validating aspects of a reading test | Çiler Hatipoğlu | 2018 | PhD |
Altınbaş, Mehmet Emre | The Use of Multiplayer Online Computer Games in Developing EFL Skills | Perihan Savaş | 2018 | MA |
Karakuş, Esra. | Types of questions posed by EFL teacher candidates and their potential role in fostering communication in language classrooms | Perihan Savaş | 2018 | MA |
Can Daşkın, Nilüfer. | Past-reference as a form of spontaneous formative assessment in L2 classroom interaction: A conversation analytic perspective. | Çiler Hatipoğlu | 2017 | PhD |
Yapıcı, Burçin. | Measuring re-exposure and long-term effects of processing instruction on the acquisition of English negative adverbials of ınversion. | Çiler Hatipoğlu | 2017 | PhD |
Dörtkulak, Funda. | Compliments and compliment responses in Turkish and American English: A contrastive pragmatics study of a Facebook corpus | Hale Işık Güler | 2017 | PhD |
Taner, Gülden. | Investigating perceived competences of English language teachers in Turkey with regard to educational background and experience | Gölge Seferoğlu | 2017 | PhD |
Taşdemir, Hanife. | The perceptions of pre-service EFL teachers on their professional identity formation throughout practice teaching | Gölge Seferoğlu | 2016 | MA |
Tomak, Burak. | Self-regulation strategies that English language learners in a Turkish state university use to increase their proficiency and self-efficacy | Gölge Seferoğlu | 2016 | PhD |
Çınarbaş, Halil İbrahim. | The experiences of students with disabilities in an English language teacher education program: A case study on preservice teachers with visual impairments | A. Cendel Karaman | 2016 | MA |
Okur, Seda. | Representation of European identity in multiparty incoming and outgoing Erasmus students’ discourses | Hale Işık Güler | 2016 | MA |
Küçükoğlu, Ece Selva. | A corpus-based analysis of genre-specific discourse of research in the PhD theses and research articles in international relations | Hüsnü Enginarlar | 2016 | PhD |
Göktürk, Nazlınur. | “Every student didn’t learn English”: The acquisition of scope by L2 learners of English | Martina Gracanin Yüksek | 2016 | MA |
Aslan, Reyhan. | A narrative inquiry into the professional identity formation of second career EFL teachers | Betil Eröz Tuğa | 2016 | MA |
Bekereci, Melike. | EFL student teachers' professional identity construction in a dual diploma program | Deniz Şallı Çopur | 2016 | MA |
Kibar, Merve. | The views and reflections of Turkish graduate students on a pre-departure cross-cultural orientation module as a guide for their prospective social and academic experiences in the USA | Betil Eröz Tuğa | 2016 | MA |
Kurtoğlu, Pınar. | Expectations, experiences, and suggestions of newly-hired EFL instructors: A mixed-methods study at a foundation university in Turkey | Perihan Savaş | 2016 | MA |
Çakmak, Ebru. | The perceptions of EFL pre-service teachers about cooperative learning | Perihan Savaş | 2016 | MA |
Çiftçi, Emrullah Yasin. | Preparation for an international exchange program: A phenomenological analysis of prospective English language teachers' lived and imagined experiences | A. Cendel Karaman | 2016 | MA |
Albağlar, Necmettin Anıl. | An analysis of Turkish university level EFL learners’ pronunciation of the diphthongs and triphthongs in English | Deniz Zeyrek | 2015 | MA |
Taşer, Duygu. | Predictors of university EFL instructors’ self efficacy beliefs in Turkey | Hüsnü Enginarlar | 2015 | PhD |
Korkmazgil, Sibel. | An investigation into Turkish English language teachers’ perceived professional development needs, practices and challenges | Gölge Seferoğlu | 2015 | PhD |
Tekin, Mustafa | Effect of a culturalist versus an interculturalist approach in ELT on Turkish EFL teacher candidates' proteophilic competence | Gölge Seferoğlu | 2015 | PhD |
Kaffash Khosh, Ahmad. | Multilingual communication in educational settings: The case of international students at Middle East Technical University | Çiğdem Sağın Şimşek | 2015 | PhD |
Utku Yurdakul, Ayşegül. | The Impact of medium of instruction on students’ foreign language learning beliefs | Çiğdem Sağın Şimşek | 2015 | MA |
Öztürk, Gökhan. | Language teacher cognition, classroom practices and institutional context: A qualitative case study on three EFL teachers | Nurdan Gürbüz | 2015 | PhD |
Şafak, Duygu Fatma. | Morphological processing of inflected and derived words in L1 Turkish and L2 English | Bilal Kırkıcı | 2015 | MA |
Tezgiden Çakçak, Yasemin. | Preparing teacher candidates as passive technicians, reflective practitioners or transformative intellectuals? (Co-advisor: A. Cendel Karaman) | Hüsnü Enginarlar | 2015 | PhD |
Karataş, Pınar. (METU NCC) | Challenges, professional development, and professional identity: A case study on novice language teachers | A. Cendel Karaman | 2015 | MA (METU NCC) |
Tarhan, Hakan. | Social identity change among English language learners: A case study | A. Cendel Karaman | 2015 | MA |
Balban, Sena. | Reflections on teacher identity: A case study of novice language teachers | A. Cendel Karaman | 2015 | MA |
Eren Gezen, Emine. | Interfaces in second language english | Martina Gracanin Yüksek | 2015 | MA |
Demir, Müslüme. | An analysis of the needs and perceptions of English language teachers and students in an EAP course | Betil Eröz Tuğa | 2015 | MA |
Sözen, Neslihan. | An investigation of EFL teachers’ perceptions on motivational factors | Müge Gündüz | 2015 | MA |
Bal Gezegin, Betül. | Book Review Genre in Academic Writing: A Comparative Study of English and Turkish Across Ten Disciplines | Hale Işık Güler | 2015 | PhD |
Efeoğlu, Esranur. | The metaphorical (re)construction of Turkey in political discourse: A corpus-driven critical metaphor analysis | Hale Işık Güler | 2015 | MA |
Demir, Melike. | A case study on interactional co-construction of identities in an EFL classroom | Hale Işık Güler | 2015 | MA |
Özbakış, Özlem. | The dynamic nature of positional identities in an EFL classroom: A conversation analysis-led case study | Hale Işık Güler | 2015 | MA |
Baştürk Karatepe, Çağla. | Humor and impoliteness interaction in improvised TV discourse | Hale Işık Güler | 2015 | MA |
Ata Kıl, Elifcan. | Qualities of effective EFL teachers at higher education level: Student and teacher perspectives | Perihan Savaş | 2015 | MA |
Aktuğ, Besime. | Common pronunciation errors of seventh grade EFL learners: A case from Turkey | Perihan Savaş | 2015 | MA |
Gedik, Nur. | Authenticity via instructional technology in EFL classes at a private university in Turkey | Perihan Savaş | 2015 | MA |
Karakaya, Nuriye. | A qualitative case study of English language teachers’ views towards teacher research as a professional development tool | Perihan Savaş | 2015 | MA |
Tütüncü, Nurhan. | An exploratory case study of English language teachers with study abroad experiences: Intercultural communicative competence related perceptions and implications | Betil Eröz Tuğa | 2015 | MA |
Bağcı, Nazife Duygu. | Turkish university level EFL learners’ collocational knowledge at receptive and productive levels | Deniz Zeyrek | 2014 | MA |
Toraman, Mediha. | An investigation of directive speech acts in L2 learners’ e-mails | Deniz Zeyrek | 2014 | MA |
İşler, Zeynep Nur. | EFL learners’ use of path elements in motion event expressions: A study on Turkish university students | Deniz Zeyrek | 2014 | MA |
Gümüşok, Fatma. | Engaging pre-service EFL teachers in the evaluation process: Self-evaluation and peer evaluation as a reflective practice in the practicum | Deniz Şallı Çopur | 2014 | MA |
Songül, Behice Ceyda | English language teachers' perceptions about an online basic call training (Co-advisor: Işıl Günseli Kaçar) | Gölge Seferoğlu | 2014 | MA |
Terzi, Canan. | An analysis of the pragmatic competence of pre-service English language teachers: Appropriateness of forms of address | Gölge Seferoğlu | 2014 | PhD |
Gacan, Pınar. | The morphological processing of derived words in L1 Turkish and L2 English | Bilal Kırkıcı | 2014 | MA |
Özbay, Esra. (METU NCC) | Learning English in a community of practice: A case study | A. Cendel Karaman | 2014 | MA (METU NCC) |
Uluçay, Çiğdem. (METU NCC) | A rotten apple spoils the barrel: Cause markers employed by native speakers of Turkish when writing cause paragraphs in English and Turkish | Çiler Hatipoğlu | 2014 | MA (METU NCC) |
Skliar, Olga | Native and nonnative English-speaking teachers in Turkey: Teacher perceptions and student attitudes | Betil Eröz Tuğa | 2014 | PhD |
Aydan, Lütfiye Seda. | Student and teacher perceptions on benefits and challenges of using blogs in English in foreign language reading classes | Perihan Savaş | 2014 | MA |
Cirit, Nazlı Ceren. | Perceptions of ELT pre-service teachers toward alternative assessment via web 2.0 tools: A case study at a Turkish state university | Perihan Savaş | 2014 | MA |
Yaman, Mustafa. | Exploration of English as a foreign language students' perceptions about online authentic readings | Perihan Savaş | 2014 | MA |
Yılmaz, Maide. | English as a foreign language learners' perceptions of CALL and incidental vocabulary development via an online extensive reading program | Perihan Savaş | 2014 | MA |
Yurttaş, Abdullah. | EFL teachers' perceptions on the effectiveness of components of an EFL in-service training program | Perihan Savaş | 2014 | MA |
Erdoğan, Yasemin. | Discursive construction and linguistic representations of gender in political discourses: A critical discourse analysis of governmental public addresses in Turkey | Hale Işık Güler | 2014 | MA |
Aytaç, Kadriye. | A corpus-based comparative study of Anyway in English and Her/Neyse in Turkish | Hale Işık Güler | 2014 | MA |
Başaran, Banu Çiçek. | Webinars as instructional tools in English language teaching context | Perihan Savaş | 2014 | MA |
Çalışkanel, Gamze. | The relationship between working memory, English (L2) and academic achievement in 12-14 year-old Turkish students: The effect of age and gender | Gülay Cedden Edipoğlu | 2013 | MA |
Ölçü, Zeynep. | An investigation of career plans (career, professional and workplace intentions) and career choice satisfaction of senior year pre-service English teachers in Turkey | Gölge Seferoğlu | 2013 | PhD |
Horasan, Seçil. | Code-switching in EFL classrooms: A case study on discourse functions, switch types, initiation patterns, and perceptions | Gölge Seferoğlu | 2013 | MA |
Kaya, Seyithan. | The effect of English opinion essay writing instruction on Turkish essay writing: A case of university preparatory school students | Çiğdem Sağın Şimşek | 2013 | MA |
Kağıtçı, Burçin. | The relationship between students' preference for written feedback and improvement in writing: Is the preferred one the best one? | Çiler Hatipoğlu | 2013 | MA |
Kurumlu, Zehra. | Single exponent in L1 multiple exponents in L2: Consequences for L2 | Martina Gracanin Yüksek | 2013 | MA |
Çağlar, Elif. | A qualitative study of peer observation of teaching as a job-embedded professional development tool | Hale Işık Güler | 2013 | MA |
Vural, Seniye. | A mixed methods intervention study on the relationship between self-regulatory training and university students’ strategy use and academic achievement | Ayşegül Daloğlu | 2013 | PhD |
Canbolat, Nilay. | Investigating ELT instructors' perceived competencies: Challenges and suggestions | Ayşegül Daloğlu | 2013 | MA |
Akkuş, Mehmet. | Signals of understanding in multilingual communication: A cross-linguistic functional-pragmatic analysis of interjections | Çiğdem Sağın Şimşek | 2013 | MA |
Çokal, Derya. | The online and offline processing of this, that and it by native speakers of English and by Turkish non-native speakers of English (Co-advisor: Dr. Patrick Sturt) | Wolf König | 2012 | PhD |
Yılmaz, Elvan. | Gender representations in ELT coursebooks: A comparative study | Hüsnü Enginarlar | 2012 | MA |
Barut, Kenan. | An evaluation of academic writing materials at the tertiary level: A case study of three universities | Hüsnü Enginarlar | 2012 | PhD |
Leblebicioğlu, Ayşegül. | An Investigation of the relationship between working memory capacity and verbal and mathematical achievement | Gülay Cedden Edipoğlu | 2012 | MA |
Vanlı, Gökçe. | Student and instructor perceptions on feedback to student writing | Gölge Seferoğlu | 2012 | PhD |
Başer, Zeynep. | First year of English teaching in a rural context: A qualitative study at an elementary school in Turkey | A. Cendel Karaman | 2012 | MA |
Algı, Sedef. | Hedges and boosters in L1 and L2 argumentative paragraphs: Implications for teaching L2 academic writing | Çiler Hatipoğlu | 2012 | MA |
Çelebi, Hatice. | Extracting and analyzing impoliteness in corpora: A study based on British National Corpus and Turkish Spoken Corpus (Co-advisor: Prof. Dr. Şükriye Ruhi) | Hale Işık Güler | 2012 | PhD |
Rakıcıoğlu Söylemez, Anıl | An exploratory case study of pre-service EFL teachers' sense of efficacy beliefs and perceptions of mentoring practices during practice teaching | Betil Eröz Tuğa | 2012 | PhD |
Demir, Orhan. | The nature of acquisition and processing of island constraints by Turkish learners of English (Co-advisor: Martina Gracanin Yüksek) | Deniz Zeyrek | 2012 | MA |
Ataş, Ufuk. | Discourse functions of students' and teachers' code-switching in EFL Classrooms: A case study in a Turkish university | Çiğdem Sağın Şimşek | 2012 | MA |
Tomak, Burak. | Instructors' use of culture in foreign language classes at a state university in Turkey | A. Cendel Karaman | 2012 | MA |
Balıkçı, Gözde. | Taking a critical step on the way to critical reading: Investigation into critical reading discourse of freshman FLE students in an advanced reading and writing course | Ayşegül Daloğlu | 2012 | MA |
Iriskulova, Alena | The Investigation of the cultural presence in Spot on 8 ELT textbook published in Turkey: Teachers' and students' expectations versus real cultural load of the textbook | Hale Işık Güler | 2012 | MA |
Yılmaz, Beyza Nur. | Beliefs of members of an online community of practice on the effects of membership on teaching and professional development | Gölge Seferoğlu | 2012 | MA |
Öztürk, Gökhan. | Foreign language speaking anxiety and learner motivation: A case study at a Turkish state university | Nurdan Gürbüz | 2012 | MA |
Ülker, Eser Meltem. | A comparative analysis of thesis guidelines and master thesis abstracts written in English at universities in Turkey and in the USA | Çiğdem Sağın Şimşek | 2012 | MA |
Kızılcık Eren, Hale. | A constructivist approach to the integration of systematic reflection in EAP courses: An action research study | Ayşegül Daloğlu | 2012 | PhD |
Abdramanova, Saule | Processing of English idioms with body part components by native speakers of Turkish learning English with intermediate level of proficiency | Çiler Hatipoğlu | 2012 | PhD |
Başaran, Oya. | Evaluation of the writing component of an English language teaching program at a public university: A case study | Ayşegül Daloğlu | 2012 | PhD |
Özhan, Didem. | A comparative analysis on the use of but, however and although in the university students’ argumentative essays: A corpus-based study on Turkish learners of English and American native speakers | Deniz Zeyrek | 2012 | PhD |
Kılıçkaya, Ferit. | The impact of call instruction on English language teachers’ use of technology in language teaching | Gölge Seferoğlu | 2012 | PhD |
Karakaya, Duygu. | Non-native EFL teachers' foreign language listening and speaking anxiety and their perceived competencies in teaching these skills | Deniz Şallı Çopur | 2011 | MA |
Şahin, Sevgi. | American English, Turkish and interlanguage refusals: A cross-cultural communication and interlanguage pragmatics study | Çiler Hatipoğlu | 2011 | MA |
Ergün, Ekin. | An investigation into the relationship between emotional intelligence skills and foreign language anxiety of students at a private university | Gölge Seferoğlu | 2011 | MA |
Can, Hümeyra. | A cross-cultural study of the speech act of congratulation in British English and Turkish using a corpus approach | Çiler Hatipoğlu | 2011 | MA |
Burnaz, Yeşim Erden. | Perceptions of EFL learners towards portfolios as a method of alternative assessment: A case study at a Turkish state university | Perihan Savaş | 2011 | MA |
Akayoğlu, Sedat. | An analysis of text based CMC of advanced EFL learners in second life | Gölge Seferoğlu | 2011 | PhD |
Çetin, Lynn Marie Bethard. | An investigation into the implementation of alternative assessment in the young learner classroom | Nurdan Gürbüz | 2011 | PhD |
Coşkun, Abdullah. | Evaluation of the writing component of an English language teaching program at a public university: A case study | Hüsnü Enginarlar | 2011 | PhD |
Bayraktar, Hasan. | The role of lexical cohesion in L2 reading comprehension | Hüsnü Enginarlar | 2011 | PhD |
Toplu, Ayşe Betül. | Linguistic expression and conceptual representation of motion events in Turkish, English and French: An experimental study | Deniz Zeyrek | 2011 | PhD |
Can, Nilüfer. | A proverb learned is a proverb earned: Future English teachers' experiences of learning English proverbs in Anatolian Teacher Training High Schools in Turkey | Çiler Hatipoğlu | 2011 | MA |
Taşkın, Ayşe. | Perceptions on using L1 in language classrooms: A case study in a Turkish private university | Nurdan Gürbüz | 2011 | MA |
Muthanna, Abdulghani. | Exploring the beliefs of teacher educators, students, and administrators: A case study of the English language teacher education program in Yemen | A.Cendel Karaman | 2011 | MA |
Ekin, Ergün. | An investigation on the relationship between emotional intelligence skills and foreign language anxiety of students at a private university | Gölge Seferoğlu | 2011 | MA |
Polyarush, Viktoriya. | The influence of English on Ukrainian, with a focus on the language of youth | Joshua Bear | 2010 | MA |
Tunçok, Bezen. | A case study: students'attitudes towards computer assisted learning, computer assisted language learning and foreign language learning | Ayşegül Daloğlu | 2010 | MA |
Dokuzoğlu, Selcen. | L2 writing teachers' perceptions of mistakes in student writing and their preferences regarding feedback: The case of a Turkish private university | Hüsnü Enginarlar | 2010 | MA |
Saygı, Şükran | Reading motivation in L1 and L2 and their relationship with L2 reading achievement | Hüsnü Enginarlar | 2010 | MA |
Romaniuk, Olena. | Mother tongue talk in three languages | Jochen Rehbein | 2010 | MA |
Karakaş, Özlem. | A cross-cultural study on dissertation acknowledgments written in English by native speakers of Turkish and American English | Çiler Hatipoğlu | 2010 | MA |
Karakaya, Kadir. | An investigation of English language teachers' attitudes toward computer technology and their use of technology in language teaching | Gölge Seferoğlu | 2010 | MA |
Tümer, Tuğçe Çankaya. | Using literature to enhance language and cultural awareness | Nurdan Gürbüz | 2010 | MA |
Akıncılar, Vildan. | The effect of “please” strategy training through the self-regulated strategy development (SRSD) model on fifth grade EFL students’ descriptive writing: Strategy training on planning | Nurdan Gürbüz | 2010 | MA |
Antonova Ünlü, Elena. | The acquisition of the copula be in present simple tense in English by native speakers of Russian | Çiler Hatipoğlu | 2010 | MA |
Atay, Zeynep. | Second language acquisition of the English article system by Turkish learners: The role of semantic notions | Deniz Zeyrek | 2010 | MA |
Lozovska- Güneş, Anna | Differences and challenges involved in the assessment of speaking skill: The case of three universities in Ankara | Nurdan Gürbüz | 2010 | MA |
Ayan, Didem. | Promoting EFL pre-service teachers’ self-directed learning through electronic portfolios: A case study | Gölge Seferoğlu | 2010 | MA |
Gülcü, Meriç. | The place of the native culture in the English language classroom a case study of eng 101 classrooms at METU | Joshua Bear | 2010 | MA |
Özge, Duygu. | Mechanisms and strategies in the processing and acquisition of relative clauses in Turkish monolingual and Turkish-English bilingual children (Co-advisor: Assoc. Prof. Dr. Theo Marinis) | Deniz Zeyrek | 2010 | PhD |
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TEFL Research 2011 - Recents
*Need Chulalongkorn VPN log in to reach TEFL research Academic Year 2014
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2021 | Tshetrim Dorji | |
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2020 | Narongchai Rungwichitsin | |
2020 | Vychan Otdom Hon | STORYTELLING FOR CAMBODIAN UNDERGRADUATE STUDENTS’ EFL READING AND DIGITAL LITERACY |
2019 | Pathomroek Phueakphud |
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2019 | Runyarut Singkum |
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2019 | Uthumporn Kennedy |
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2018 | Ching-yueh Chang |
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2017 | Wasida Sawongta |
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2017 | Sudarman - |
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2017 | Hasakamon Duangmani |
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2017 | Hkawn San Nra |
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2017 | Phatchareporn Supphipat |
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2017 | Elsa Widya Hapsari |
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2016 | Sujinun Pimpiban | |
2016 | Chanmany Rattanavongsa |
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2016 | Stephen Moalung Sanglir | |
2016 | Thanyawit Wuthisawangwong | |
2016 | Warunya Somwong | |
2016 | Patthanah Songchat | |
2016 | Pariyakorn Kitvilairat |
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2016 | Poornima Kaur Singhnarang | |
2015 | Wipada Sutthiroj |
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2015 | Quanzhen Pan |
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2015 | Onwipa Durongtham |
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2015 | Nawaphon Euasapthawee |
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2015 | Muanfun Tangpinijkarn |
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2015 | David Allen Bakewell | |
2014 | Kriengkrai Sakulprasertsri | |
2014 | Jenjira Kiriratnitikul | |
2014 | Pichinart Kumpawan | |
2014 | Duangkamon Klungthong | |
2014 | Phutsacha Tippanet | |
2014 | Siriwit Apairach | |
2014 | Yanika Lunrasri | |
2013 | Sophia Arwae |
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2013 | Apaporn Rothong | |
2013 | Dolly Sethi |
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2013 | Duangta Mondi | |
2013 | Kamonporn Ongphet | |
2013 | Nasarin Yuangyim | |
2013 | Patuma Choeichaiyapoom | |
2013 | Pum Chea | |
2013 | Rutai Sumniengsanooh | |
2013 | Aonrumpa Mali |
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2013 | Witsanu Chaiyaphat | |
2012 | Kamonwan Sookmag |
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2012 | Li Yibo | |
2012 | Ratchada Phuchongcharoen |
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2012 | Piyapat Ruangroj | |
2011 | Burajt Phoodokmai | |
2011 | Kanpajee Rattanasaeng | |
2011 | Monticha Pongto |
TEFL Research 2006 - 2010
2010 | Chonticha Amkham | |
2010 | Pattaranee Vega | |
2010 | Pitaya Thipwajana | |
2010 | Pochanee Nuktong | |
2010 | Sira Bhumadhana | |
2009 | Denchai Prabjandee | |
2009 | Hathairat Jongsermtrakoon | |
2009 | Keerati Suppakul | |
2009 | Kimcheang Hong | |
2009 | Monthira Emanoch | |
2009 | Natthida Thong-Iam |
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2009 | Nutsareeya Sangpan | |
2009 | Parichat Saiyod | |
2009 | Pratchawan Kongkaew | |
2009 | Vorapon Mahakaew | |
2008 | Virulh Hutavadhana |
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2008 | Krittarat Krittawattanawong |
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2008 | Apantree Sripanngen | |
2007 | Duangkamol Phochanapan |
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2007 | Waree Lerdejdecha |
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2007 | Arnuphab Ueai-chimplee | |
2007 | Nantarat Kongkapet | |
2007 | Ratree Booranasanti | |
2007 | Suparuthai Sumonwiriya | |
2007 | Jarintip Worakitsawat |
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2006 | Rosukhon Swatevacharkul | |
2006 | Kornwika Wongpattanakit | |
2006 | Ploysongsang Panpothong | |
2006 | Pornpun Vimooktalop |
Teaching English As Foreign Language (TEFL)
Faculty of Education, Chulalongkorn University
IMAGES
VIDEO
COMMENTS
Audio-Lingual Method: Assess the effectiveness of drills and repetition in language teaching. Grammar-Translation Method: Compare traditional grammar-focused methods with communicative approaches. Lexical Approach: Explore teaching vocabulary as a key component of language proficiency.
Recent PhD Dissertations. Terekhov, Jessica (September 2022) -- "On Wit in Relation to Self-Division". Selinger, Liora (September 2022) -- "Romanticism, Childhood, and the Poetics of Explanation". Lockhart, Isabel (September 2022) -- "Storytelling and the Subsurface: Indigenous Fiction, Extraction, and the Energetic Present".
Abstract and Figures. This paper aimed at exploring the standing of TEFL research in Jordan in terms of topic area of PhD dissertations awarded by Amman Arab University for Graduate Studies (AAUGS ...
Investigating the Topic Area Focus of PhD TEFL Dissertations Mizher & Smadi Arab World English Journal www.awej.org ISSN: 2229-9327 222 Introduction Current status of English as an International Language (EIL), feasibility of the outcomes, the roles of culture and technology along with other factors underscore the pressing need for a ...
Ph.D. in Teaching English as a Foreign Language (TEFL) Program ... Motivation and Perception among Grade 11 Students of Ambo Preparatory School A Thesis Submitted to the Department of English Language and Literature in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in ... (PhD, associate professor), Jimma ...
Thesis for: PhD (Applied Linguistics) Advisor: Prof. Martin East and Dr. Constanza Tolosa (Faculties of Arts and Education, University of Auckland, NZ)
This paper aimed at exploring the standing of TEFL research in Jordan in terms of topic area of PhD dissertations awarded by Amman Arab University for Graduate . Skip to main content ... Investigating the Topic Area Focus of PhD TEFL Dissertations at AAUGS (2015). Arab World English Journal (AWEJ), Vol. 6, No. 1, p. 221-231, 2015 , Available at ...
students who graduated from TEFL (Teaching English as a Foreign Language) from 2014 (the first batch) to 2018. It is important to note that the university launched TEFL doctoral program in 2011 and 1 student graduated in 2014. 12 dissertations were available from the postgraduate library at Bahir Dar University, Ethiopia.
Teaching English in the Philippines: a diary study of a novice ESL teacher, Jeffrey Lee Svoboda. PDF. ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION, Melissa Van De Wege. Theses/Dissertations from 2012 PDF. Video games and interactive technology in the ESL classroom, Melody Anderson
This is a meta-analysis study for 82 M.A and PhD research trends in the field of TEFL in the areas of research topic, research methodology, research tools, research targets, research targeted ...
A Thesis Submitted to the Department of English language and literature: in Partial Fulfillment of the Requirements for Master of Arts in TEFL Advisors: Demis G/Tsadik (Assistant professor) Demelash Mengistu (Ph.D.) Department of English Language and Literature College of Social Sciences and Humanities Jimma University August, 2018 Jimma
MA in TEFL Teaching English as a Foreign Language (TEFL) ... A Thesis Submitted to the Department of English Language and Literature in Partial Fulfillment of the Requirements for Master of Arts in TEFL May 2017 . ii A Study on the Practice of Communicative Grammar Teaching Approach in English Classrooms: Focus on Two Secondary Schools at
Every year the British Council partners with UK universities to find ELT master's dissertations with potential for impact on policy and practice. The scheme, where universities submit one dissertation from their ELT master's programmes and then judge them along with a panel of British Council experts, is designed to recognise and celebrate the brightest minds in ELT at master's level.
Blankinship, Brittany (The University of Edinburgh, 2023-03-21) The overarching aim of this thesis is to explore the question of what role the knowledge and use of multiple languages plays in ageing. To answer this question two approaches were taken: first a natural history perspective ...
An oral presentation is an essential skill for successful academic and professional careers. Trainees' attitudes and self-efficacy beliefs about oral presentation play significant roles in their oral presentation development in a foreign language context. Accordingly, this study aimed to explore TEFL trainees' attitudes to and self-efficacy ...
Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition ...
Published research is one area where these trends can be identified, with a review of recently published full-length articles and brief research reports in TESOL Quarterly pointing to topics, contexts, and locations that have been in focus over the past few years. Since the start of 2018, 157 full-length articles and brief research reports have ...
In the last two decades, Saudi universities began to present postgraduate programs in the field of teaching English methodology. Many MA and PhD studies were done in TEFL field that required analyzing or examining those studies to determine their trends in order to guide future studies towards the effectiveness of the scientific studies in developing English language in Saudi Arabia.
ELT Theses and Dissertations. Author. Title. Supervisor. Year. Degree. Aysan Şahintaş, Zeynep. Habits of Minds and Hearts in Neoliberal Academia: A Qualitative Inquiry into English Language Teacher Educators' Professional and Political Roles and Professional Identity. Betil Eröz-Tuğa.
dissertation on the research culture of Addis Ababa University with particular reference to TEFL PhD students. He found that the recommendations made by doctoral students in their dissertations were not used to solve problems in the Ethiopian education system. Yenus (2018) also conducted a study on doctoral
CORE - Aggregating the world's open access research papers
In the case of TEFL 540 Selected Topics in Applied Linguistics, the course topic must relate to the general category. Comprehensive Examination. The comprehensive examination consists of a written examination followed by an oral examination. It is required only of students not writing theses, and may not be taken more than twice. Thesis
TEFL Thesis. TEFL Research 2011 - Recents. *Need Chulalongkorn VPN log in to reach TEFL research Academic Year 2014. Issue Year. Authors. Article Topic. 2021. Suphitchaya Chaiyaratana. THE EFFECTS OF DIALOGIC TEACHING IN CLIL SCIENCE SUBJECT ON ENGLISH ORAL COMMUNICATION ABILITY OF PRIMARY STUDENTS IN ENGLISH PROGRAM.