Over three decade’s worth of research into the effects of captioned video on second language learning suggests that it may improve L2 listening comprehension (Vanderplank, 2010). However, there are several limitations to the experimental designs of some early studies in this field (Vanderplank, 2013), thus there is a need for more robust research to be conducted. Mitterer and McQueen (2009) designed an innovative experiment to investigate the effects of captioned video on L2 speech perception. The aim of this research is to build upon their work, primarily by investigating whether repeated exposure to captioned video, delivered by several speakers from a broadly similar variety of English, could (a) lead to improved speech segmentation when listening to speakers that the learner has never heard before, and (b) improved L2 listening comprehension. For example, whether watching a number of documentaries with subtitles could lead to enhanced listening comprehension when watching subsequent subtitles-free documentaries delivered by different presenters. The main contribution of this study is that it is the first to specifically investigate the ability of participants to segment the speech of (a) previously encountered utterances; (b) different utterances by the same speaker; and (c) different utterances by different speakers of a similar accent. A pre-test / intervention / post-test experimental design was performed multiple times on international university students in the UK. Participants who watched captioned video during the treatment phase, consistently outperformed control groups, which suggests that L2 learners of English can improve their L2 listening skills (and more specifically, their L2 speech segmentation ability) by simply watching same-language subtitled TV programmes on a regular basis.

The primary objective of this research is to investigate whether Chinese instructors who work in the UK experience different emotions in comparison with British instructors when facing students’ disruptive behaviour. With the increase of the globalization, lager numbers of teachers are teaching abroad (Weber, 2007). Working as international teachers, this group of teachers’ built-in beliefs and cultural values may be challenged by the new cultural context in which they work (Hofstede, 1986; Volet & Ang, 1998). Moreover, according to appraisal theory, when judging an antecedent to an emotion, a person’s cultural beliefs and goals are drawn on (Lazarus, 1991; Frijda, 1986); as such, it can be assumed that, compared with local teachers, international teachers may experience different or more intense emotions due to their different beliefs and goals when they both confront the same students’ behaviours (Sutton & Wheatley 2003). In order to examine this assumption, three phases of studies (a questionnaire survey with video scenarios, a diary study and interviews) were designed. The questionnaire survey with video scenarios of classroom misbehavior contained 47 Chinese and 52 British instructors/teachers as participants and discovered that teachers from China experienced a significantly higher level of anxiety and shame than British teachers. Interestingly, there is a trend showing that British instructors perceived students’ misbehaviours were more troublesome than Chinese instructors, however, when they watched the video clips their emotional reactions to those behaviours in the classroom are less intensive than that of Chinese instructors in general. Finally, according to results from interview study, the depth of tolerance, accountability and teacher’s self-efficacy could be factors that result in these differences discovered between British and Chinese instructors.

Over recent decades, the Kingdom of Saudi Arabia (KSA), in view of the growing importance of English as a lingua franca within the globalised knowledge economy (Kirkpatrick and Barnawi, 2017), has invested heavily in EFL provision and reforms within the KSA educational settings to enable Saudi citizens to participate effectively in the global workplace and society (Mitchell and Alfurai, 2016). However, despite this investment on the part of the government, literature suggests that the reforms have not been as successful as envisioned, with a possible constraint being the attitudes of the Saudi EFL learners towards learning English (Alrabai, 2016). Against this backdrop, this study sought to examine the attitudes of Saudi EFL learners within a tertiary setting at a leading university in the KSA, with a view to understanding the role of student attitudes in the effectiveness of EFL learning. A phenomenological approach was adopted to inquire into the Saudi EFL learners’ attitudes towards learning English, and data was collected over the course of an academic year through interviews, diaries and narratives from 30 students at a Saudi university. Some of the prominent findings in this study include support for the earlier research suggesting the instrumental nature of Arab EFL language learner motivation and the identification of a number of factors of influence ranging from family obligations and/or pressure, financial implications as well as higher education achievements and travel/study abroad upon EFL learning in the KSA context. The resulting insights are expected to assist policymakers, educational managers, teachers and students in understanding the centrality of language learner attitudes to effective EFL learning and to respectively serve as a point of reference for future policies, pedagogical decision-making, classroom practices and student learning processes in the KSA tertiary context.

The government of Oman continues to invest heavily in Western management methods and experts. While there is increased interest in exploring ways to maximize and align such Western importations in the developing state of Oman, there is a lack of research on how Omanis actually perceive and negotiate Western philosophies. Scant attention has been given both to the imported nature and the impact of Western methods in education. This study employs a mixed methods research strategy, comprising an online questionnaire and semi-structured interviews to examine the specific ways people at different levels of the Omani education system understand and appropriate Western methods. The study proceeds progressively through three levels of penetrating analysis: a quantitative-qualitative analysis of the questionnaire (n= 168) that identifies the perceptions of end users; a content analysis of the interview data (n= 17) that identifies the perspectives of an elite group of top officials, decision makers and senior managers in higher education institutions; and an additional Foucauldian discourse analysis of the same interview data designed to identify the specific narratives and rhetorical strategies adopted by the interviewees as they reflect and are influenced by their level of power and positions. The study reveals that end users of the system use a variety of arguments and narratives: identity defensiveness, scepticism, pro-Western pragmatism, the adoption of a middle position, or topic avoidance. However, the elite interviewees approach the practice with narratives of defence, disapproval, compliance or tension, which are influenced by their level of authority within the higher education landscape. This wide disparity of views reflects the continued division in Muslim-Arab thought towards the West and the continued dilemma of how to reconcile the demand for modernisation whilst preserving traditional Islamic culture. The study findings contribute to the general field of international education and the specific issue of the extension of Western management methods in Omani education. Finally, the study adds to the understanding of Omani society as part of the broader Arab Middle East.

This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teacher engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.

The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote reflection on contemporary issues, and help learners develop skills for dialogue. Notwithstanding the importance of English in Japan’s high schools, there has been little or no research on JTEs’ role in citizenship education, and an opportunity exists to contribute to knowledge in the field. The study discussed in this thesis explored JTEs’ role in citizenship teaching through the perceptions of JTEs who were purposively selected for their interest in this area. A questionnaire survey gathered views of 46 JTEs on citizenship and the possibility of incorporating citizenship education into English classes. Semi-structured interviews with 14 JTEs focused on ways they say they teach for citizenship and issues they say they confront in doing so. The study suggests participants tend towards a cosmopolitan view of citizenship, seeing the need for a strong Japanese identity combined with a sense of global citizenship. They believe JTEs can promote a cosmopolitan outlook by nurturing respect for human rights and cultural diversity and raising global awareness, and tend to emphasize the knowledge and values dimensions of citizenship rather than skills. The study highlights aspects of the local teaching environment that participants perceive as affecting their ability to pursue citizenship-related aims. It suggests JTEs’ role in citizenship education may be constrained by the extent to which schools prioritize entrance exam preparation and associated grammar-translation pedagogies.

Feedback is frequently cited as an important practice in promoting student learning, yet reviews of research around written marking have concluded that the quality of existing evidence is insufficient to provide definitive answers as to what approaches are impactful. Even less is known about feedback during oral interactions, especially in authentic secondary science classrooms. This qualitative study examines oral feedback from both teachers’ and students’ perspectives, alongside an analysis of classroom practice. The study involved ten science teachers within two schools and 84 students interviewed from their classes. Comparative analysis resulted in the identification of teachers’ conceptualisations compared to their classroom practice and a theoretically derived definition of feedback. Analysis of classroom practice was grounded in students’ perceptions of what teachers said that helped them learn. This study makes an original contribution to knowledge regarding characteristics of oral feedback perceived by teachers and students to benefit learning in science. Following the analysis of 38 hours of lessons, three main types of oral interaction were found to constitute oral feedback: discrepancy and success criteria interactions, and open questions. Science teachers infrequently used these and were observed to utilise them in differing ways. This study has generated a theoretical ideal typical feedback framework, highlighting practical implications allied to teachers’ differing practices, developed from Torrance and Pryor’s (2001) model of assessment. The two ideal typical approaches to feedback are, the divergent approach, grounded in constructivist assumptions with students empowered to operate as dynamic co-agents; and the convergent approach, grounded in behaviourist assumptions with students acting as passive recipients. The study will be beneficial to teachers in reflecting on which aspects of their oral feedback practices are most likely to benefit learners in their classrooms, and policy makers and those involved in supporting educators to develop practices and nurture behaviours that promote student learning.

This body of research aimed to explore the prevalence and correlates of problematic smartphone use (PSU) among Chinese and UK university students. The studies presented in the thesis tested a hypothesised model of relationships between PSU and factors including academic anxiety, procrastination, self-regulation and life satisfaction. A cross-cultural comparison of PSU among Chinese and British undergraduates was also undertaken. The studies presented used self-reported questionnaire data and semi-structured interview data to address a series of research questions about the prevalence and correlates of PSU. Data were gathered from 475 undergraduates studying in a Chinese university, and 303 British undergraduates. Path analysis and framework analysis were used to analyse the data. A good model fit was found for the Chinese, but not the UK sample, in which PSU predicted academic procrastination and academic anxiety; and self-regulation predicted PSU, academic anxiety, academic procrastination and life satisfaction. Chinese undergraduates reported significantly higher levels of PSU than British students, with a medium to large effect size. In both China and the UK, females scored significantly higher for PSU than males. In both samples similar explanations were given for PSU. However, only the Chinese students cited difficulties in adapting to a freer college life after the sharp transition from a strictly managed high school life as an explanation. This thesis aims to enhance our understanding of the PSU, mental health and well-being of college students, and to explore some of the possible mechanisms underpinning it. This research indicates the importance of considering cultural factors and educational/contextual backgrounds when conducting studies on problematic smartphone use.

This thesis examines the ‘over-achievement’1 of UK Bangladeshi-heritage pupils in the National Curriculum Standard Assessment Tests (SATS) at Key Stage (KS) 2 (year 6; ages 10- 11) in schools in an inner-city borough. The research involved four schools in one of the poorest urban areas of the country.2 The initial attraction for choosing these schools was due to my experience working as a teacher in one and noticing that it consistently attained results above the national average in KS2 SATS while nationally pupils of Bangladeshi-heritage attained below the average. This over-achievement had been noted by Ofsted and generated media attention.3 The aims of this research were to identify and investigate the factors underlying this relative over-achievement of primary-school pupils from a Bangladeshi ethnic background and heritage. My experience as a teacher provided me with insight into the value that education held within Bangladeshi-heritage communities. It was unsurprising, therefore, to find this overachievement. I approached the phenomenon from a different perspective: why weren’t Bangladeshi-heritage communities in other areas doing as well, given their sub-cultural emphasis on education – an asset of their ethnic capital. Using qualitative methodology – thematic analysis – I interviewed pupils, parents and many other significant actors involved in the education of primary pupils in the four over-achieving schools. I had no preconceived thesis. My theoretical conclusions emerged from the data. While gender, ethnicity and social class all influence educational outcomes, it was the schools’ inclusive ethos that seemed to exert the greatest positive influence. 1 ‘Overachievement’ refers to the above the national average results in Key Stage 2 Standard Assessment Tests received by Bangladeshi-heritage pupils in the four schools studied (see Appendix 1 for the Key Stage 2 SAT results). 2 Yet the borough values education. In 2010-11, the guaranteed funding per pupil was £6,792 compared to the national average which was at least £2,500 lower (see Appendix 2 for the Index of Multiple of Deprivation 2010). 3 See BBC Race UK survey 2005, Mike Baker ‘Educational Achievement’.

There is concern in Western, English-speaking universities about the ability of students from some Asian countries to think critically. This concern is often related to students’ lack of participation in class discussion. The association of questioning, discussion and debate in Western approaches to critical thinking adds to this perception, and lends itself to the stereotype of the ‘passive Asian student.’ Research suggests however that there are more diverse factors than a lack of ability to show critical thinking during classroom discussion. Student second language acquisition and confidence in speaking are important, as well as the language used by lecturers and the speed at which it is spoken. Cultural context also plays a part, and students studying in another country may struggle to understand unfamiliar discussion topics or examples. Different cultural understandings of the role of the lecturer, authority and appropriate classroom behaviour are also factors which may lead to international student’s reluctance to speak in class. My research took place in a Cambodian university, with Cambodian students and a teacher from the UK. It began with a question – How do Cambodian students experience courses aimed at developing Western style critical thinking skills? I then focused on three themes: the relationship between cultural context and critical thinking; the relationship between classroom participation and critical thinking; and the improvement of teaching and learning critical thinking through better understanding of those relationships. I created a ‘community of critical thinkers’ in the classroom. This involved asking ‘thought-encouraging’ questions in class and techniques such as small group discussion where students were allowed to code-switch between languages in a controlled fashion. Students were encouraged to apply critical thinking to their own culture and society and share examples which could be used for teaching later classes. We also compared Western approaches to critical thinking with a Buddhist approach. The research focused on the experiences of teaching and learning critical thinking for both teacher and students. A methodology based on ethnology and grounded theory was utilised to collect and analyse data. My results show that given a familiar cultural context, in classes tailored to their level of English language acquisition, students participated in classroom discussion in similar, but not identical ways to their English- speaking, Western counterparts. Likewise a lack of participation did not necessarily lead to lower marks; a propensity for speaking in class was not always related to receiving a higher mark. I recommend further exploration of different cultural approaches to critical thinking in the classroom, and a re-examination of attitudes towards participation. Not speaking in class can be the result of a range of complex factors and does not mean that students are not engaged in the process of learning. I further suggest the inclusion of different cultural applications of critical thinking when teaching can be beneficial for teachers and both international and national students.