This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.

This research investigated the relationship between students’ approaches to second language learning and a specific personality variable. The main research instruments were two questionnaires. One was the Language Learning Orientation Questionnaire (LLOQ), which measures two orientations to language learning, Structure Orientation (SO) and Communication Orientation (CO). The other instrument was the Regulatory Focus Theory Questionnaire (RFTQ), which was extensively modified from the USdesigned Regulatory Focus Theory (RFT: Higgins, 1997) for application in the Chinese cultural background, or Confucian Heritage Cultures (CHC), of Taiwan. The study involved 360 students in four high schools in Taiwan. The quantitative data from the questionnaires were supplemented by qualitative data from interviews and non-participant classroom observations. The analysis of LLOQ results demonstrated a clear distinction between SO and CO among the participants. The results of the CHC RFTQ identified three forms of Regulatory Focus: Obligation-Adherence, Social-Security (which are conflated in standard RFT as PRE) and Goal-Achievement (a specific form of PRO). The analysis of the relationship between the LLOQ and RFTQ data indicates there is a correlation between RF and LLO.

This thesis focused on students’ cognitive and affective responses to Arabic (L1) and English (L2) used by English as a Foreign Language (EFL) teachers who come from different L1 backgrounds in English (L2) classrooms in an English institute at a university in Saudi Arabia. Consideration of students’ responses to teachers’ use of English was crucial in this study as it helped to shed light on students’ cognitive and affective responses to the Arabic used by teachers. In addition, students’ preferences for EFL teachers in respect of their L1 background (native Arabic speaker teacher, native English speaker teacher and non-native English/Arabic speaker teacher) were examined. In order to be able to investigate the students’ responses and preferences, it was nessesary, firstly, to develop a deeper understanding of what they were responding to, namely the extent to which, and the conditions under which, teachers employ Arabic in the L2 classrooms. In addition, the extent to which teachers’ use of Arabic varies according to their students’ level of proficiency was also explored. Teachers' views on their own use of Arabic were also identified in order to establish the extent to which their views coincided with that of their students. This study adopted a qualitative approach and data were gathered through classroom observations, semi- structured interviews (in form of stimulated recall interviews), and open-ended questionnaires. Classroom observations were used to identify the extent, as well as the functions, of teachers’ L1 use and to examine whether the degree of teachers’ Arabic use varied according to their students’ level of proficiency. In addition, stimulated recall interviews were employed to explore students’ cognitive and affective responses to their teachers’ L1 and L2 use and students’ preferences for their teachers’ L1 background. The open-ended questionnaires were used to understand whether teachers’ and students’ views on the use of L1 by teachers coincided. The findings suggest that the way that Arabic is used by teachers in the Saudi EFL classroom varies according to the teachers’ L1 background in terms of the consistency, frequency, and the functions of the Arabic used by those teachers. Regarding students’ preferences for their EFL teachers, more than one third of the students (37%), the largest group regarding this aspect, preferred to be taught by a competent English teacher irrespective of their nationality or background; this clearly indicates that some students put emphasis on the pedagogy and professional skills of teachers rather than on their native status. The findings also suggest that a number of common cognitive responses are employed by students, mainly comparing English and Arabic grammatical rules, memorising new words, and making connections between Arabic and English. Furthermore, the results indicate that for most students (21 out of 30) Arabic helped to keep the affective filter low, making them feel more comfortable, happy and less anxious, whereas Arabic made the other students uncomfortable and more anxious. Moreover, it was found that the most frequently used strategies when students responded to teachers’ English use were mental translation, use of dictionaries and requesting clarification, while the least frequently used strategies were finding alternative English synonyms or avoidance. Finally, the findings indicate that teachers’ views generally coincide with students’ views about teachers’ use of Arabic. The findings from this study may benefit language teachers and programme designers to help them develop training programmes for teachers that take into account learner preferences regarding the background of their EFL teachers, particularly in the field of teaching EFL in the Saudi context. More importantly, the study suggests that learners should be trained how to use L1 as a successful learning strategy and that teachers should raise students’ awareness, especially those students with low proficiency in English, that Arabic can be used as a cognitive strategy, for example, to compare the similarities and differences between L1 and L2.

This Modular PhD research project investigates the relationship between \(nihonjinron\) and EFL classroom practices in Japanese junior high schools. Its overarching concerns are Can traces of \(nihonjinron\) be found in the body of data gathered for this module? and How important are these traces to observed EFL practices? By adopting a social realist approach to critical social research, attention is brought to agentive processes – as revealed through ethnographic means of inquiry – in the study of ideological discourse. In the process, the gaps and contradictions between what people say and what they do emerge as important research concerns, and as points of interest in the analysis of the complex links between structural and agentive processes shaping Japanese EFL education in secondary schools. Analysis of the data collected for this module reveals that the presence of \(nihonjinron\) in, and its importance to, observed EFL practices is marginal.

Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four research guiding questions (RQs): 1) to identify the nature of JEFL teacher cognition; 2) to see any particular influences that might help shape JEFL teacher cognition; 3) to learn to what extent JEFL teachers’ cognitions are consistent with their actual practice of teaching; and 4) to discuss the ways in which the concept of language teacher cognition (LTC) may be understood and situated in the Japanese context. The research consisted of two studies: a) a quantitative Preliminary Study administered to 62 JEFL teachers and 81 modern foreign language (MFL) teachers in Scotland, in order to identify any areas regarding JEFL teacher cognition; and b) an in-depth Main Study based on a qualitative and ethnographic approach, featuring 10 JEFL teachers. This made use of qualitative data analysis and the applied KJ method, and also drew on complexity theory, through reflective and reflexive processes with particular reference to retrodictive qualitative modelling (RQM). The results of the Main Study are presented as 16 concept maps, each of which represents a featured aspect of JEFL teacher cognition (ATC). It represents the signature dynamics of each ATC and points to the variation and tension which JEFL teachers experienced in relation to each ATC. The research suggests that, although LTC have certain universal characteristics, it needs to be explored on the assumption that it is situated socially, culturally, locally and personally.

This study identifies the relationship between preferred metacognitive language-learning strategies (MCLLSs) and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. Quantitative data were collected from 192 survey respondents and qualitative data from 8 interview participants. With regard to MCLLSs, the quantitative data reveal a medium to high use among learners, with Finding out about language learning, Self-monitoring and Paying attention identified as the most frequently used MCLLSs; with regard to style preferences, the quantitative data reveal a prevalence of multiple major preferences. The most favoured LLSYs are Auditory, Kinaesthetic and Group. The qualitative data show the reasons for using (and not using) particular MCLLSs as well as the reasons for preferring (and not preferring) particular LLSYs. The major factors which were found to determine the use of MCLLS were easiness of implementation, applicability, availability of opportunity, level of knowledge of strategies and motivation to use strategies. The major factors which were found to affect the choice of LLSYs were boredom, easiness in implementation and availability of practice opportunities. The study also identified the situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. The survey questionnaires and interviews reveal some differences in the use of MCLLSs and choice of LLSYs, and in the relationship between them. Despite the existence of these discrepancies, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. Several methodological issues, implications for teaching and directions for future research are discussed.

The aim of this study was to examine the approaches to the teaching of English composition writing in Botswana junior secondary classrooms and to produce models that might enhance the effective teaching of composition writing at the junior secondary school level. The aims of the study triggered the objectives of identifying the challenges posed by the use of such approaches to teachers; determining if the approaches used by teachers inhibit students' performance in composition writing; and proposing possible solutions or models to the challenges in the teaching and learning of English composition writing in the classroom context. Relevant theoretical and practical literature germane to the study was reviewed and descriptions of the conceptual framework/ the research design, and methodology provided. The study utilized the qualitative technique through interviews, observations, reviews, examination of documents and students' artifacts. Based on the aforementioned methodologies, the major findings were that: * Teachers utilized mainly the product oriented approach to the teaching of English composition writing. * Teachers were confronted with challenges emanating from the use of the product oriented approach to writing such as surface level errors, wrong grammar/tense, lack of vocabulary and organization skills, and inability of students to compose and communicate effectively in writing. * The teachers' use of the product oriented approach is believed to have among other things, contributed greatly to the students' poor development of writing skills such as wrong spelling and punctuation, lack of organization, lack of ideas and vocabulary, and inability to compose and communicate effectively in writing. * A model to improve the teaching of English composition writing was developed based on the major findings above. Finally, on the basis of the findings and the conclusions made, pertinent recommendations were made to enhance the effective teaching of English composition writing at the junior secondary schools in Botswana. / Educational Studies / D.Ed. (Didactics)

The aim of this study was to investigate teachers’ perspectives on how they want to be supervised with a view to critiquing existing practices in light of teacher experience, viewpoint and professional aspirations. Documents used in the supervisory cycle in the setting of the study were analyzed to develop a broader understanding regarding the issues that comprise the supervisory activities and the supervisory criteria as documented by the educational organization that was the setting of this study. In addition, a total of eleven preparatory year EFL teachers in a university in Saudi Arabia were interviewed. The study used qualitative methods, with the data subjected to rigorous analysis that employed an analytical approach informed by the principles of grounded theory. The ideas gathered from the qualitative analysis of the interview data - complemented by the insights developed from document analysis - led to the emergence of two themes under which teachers’ expectations and ideas were grouped: 1) the professional aspect and 2) the social aspect. Under the professional aspect, teachers discussed their ideas regarding activities and concepts directly related to teaching practice and professional activities of teachers. The second theme, the social aspect, covers concepts which are related to the way the organization deals with teachers. Analysis of teachers’ interview data showed that there was some level of commonality between the ideas and expectations of teachers regarding some of the general points related to how they want to be supervised. However, there was considerable disparity in their priorities and their expectations regarding the overall approach of the supervisory system, to the extent that at times the expectations and priorities of some teachers were incompatible with and mutually exclusive of the expectations of the other teachers. This led to the conclusion that a multi-streamed supervisory system would provide for the needs of teachers with different expectations, priorities and needs. Such a system would have different streams with different activities for beginning and veteran teachers, with one or two more streams in between for teachers who do not fit in either stream. A multi-streamed system could allow the teachers the opportunity to articulate their needs and expectations and it does not impose a ‘one-size-fits-all’ system on all the teachers. Furthermore, it was recommended that supervisors should draw on the literature on professional life cycles and consider variables related to the workplace (regulations, management style, social expectations etc.) and to teachers’ personal lives (family, cumulative life experiences, individual disposition etc.) so that they can make informed decisions when assigning teachers to different streams within a multi-streamed supervisory system.

It is a widely held view that theory and practice are the two core elements of a teacher’s knowledge. What is less defined is how the two interact during the process by which teachers learn to be teachers and whether a case should be made for one being more important than the other. Academics have sometimes queried the notion of practice being a part of knowledge because of the difficulty of quantifying it in a tangible manner. Instead knowledge constructs that are theory based are preferred. The practice of asking participants on a teacher education course to reflect critically on their classroom actions is often used to generate theoretical knowledge from the practical. In my research I examine the nature of teacher knowledge from the perspective of participants on a teacher education course using interviews and email correspondence over the duration of the course and up to one year afterwards. I also explore the views of the researcher as teacher educator through a research artefact or scrapbook. From the data collected it seems that teachers undergo a continuous process of theory making from their practical experience and value this self-generated “practice theory” as the most important constituent of teacher knowledge. Their declarative knowledge is a way of acting in the classroom, but it goes beyond simple replication of actions they observe or are instructed to perform. A “practice theory” is constructed from moments of practice which are congruent with pre-formed views of teaching from their experience as learners and is validated by their personal constructs of success, including the response of their own learners. In looking at how teachers gain this knowledge, this thesis questions the paradigm of co-operative social learning which is often assumed to exist on teacher education programmes. Data suggests that course participants act as individuals seeking to survive a difficult process and exhibit a loyalty to their peers which renders the learning relationship with tutors less benign than is often assumed. This in turn calls into question the acceptance of critical reflection as a key part of teacher learning. The thesis also examines processes which are common to teacher education programmes such as observation and structured practice, and proposes that learning teachers’ experience sometimes contradicts what is often assumed to be good practice. The thesis highlights some considerations for teacher educators. It proposes an increased valuing of the practical and the existence of a practice theory, one that can provide knowledge constructs for teachers. In addition, it suggests a refocus for some activities on teacher education courses to make them more congruent with the real experiences of trainees.

This study is situated in the field of cultural intelligence (CQ) research. It involves expatriate teachers employed at a college for Emirati women in the United Arab Emirates who are all EFL trained native English speakers with a minimum of 5 years overseas teaching experience. This interpretive study explores these teachers’ understandings of cultural intelligence through individual interviews and focus groups. In so doing it contributes to the discussion on expatriate teachers constructs of what it is to be culturally intelligent, and augments knowledge on the cultural intelligence construct itself through rich qualitative data. The research design and subsequent data analysis are informed by Sternberg and Detterman’s (1986) multi-loci of intelligence theory, and Earley and Ang’s (2003) multi-factor construct of cultural intelligence; metacognitive CQ, cognitive CQ, motivational CQ, and behavioural CQ . Results suggest that these four factors of CQ feature in the respondents constructs of cultural intelligence. Metacognitive CQ is evident in the importance placed on being alert to the cultural context and of consciously assessing and reassessing cultural knowledge before making decisions about how to proceed appropriately. Cognitive CQ is displayed in the significance cultural knowledge has for the participants; the data suggest that cognitive CQ is evident in the willingness and the effort made to learn specific cultural information pertaining to the context. For the respondents the desire to travel and engage with different cultures and a confidence in their own ability to manage successfully in novel cultural settings is clear evidence of motivational CQ. The results show that not only do the participants demonstrate behavioural CQ in their actions, they also employ strategies to facilitate accurate acquisition of cultural norms of behaviour through adopting a non-threatening observe and listen approach. In addition the study produced some interesting findings related to the context and attitudes to Arab culture such as the idea of the Arabic language as a cultural ‘gate-keeper’. Other findings that warrant further study include the strong association the respondents made between language learning and CQ, close personal relationships and CQ, age and ‘stage of life’ influences on CQ development, and the correlation these respondents felt exists between EFL teacher qualities and CQ capabilities.