The purpose of this thesis is to investigate how and whether cooperative learning through drama can be introduced to children's English language classrooms in Taiwan. Humanistic and educational internationalisation based on philosophy of John Dewey is to be applied as an alternative way for solving the problem caused by competitive globalisation and competitive learning. Chapter 1 sets the scene by indicating the essential features of competitive learning in Taiwan, and its negative impacts are presented. Chapter 2 analyses the background of the cause of competitive learning, and the essential educational mode focused on economic and competitive concerns are analysed. Chapter 3 examines competitive globalisation and its negative impacts on Taiwan's English education for children. Internationalisation with cooperative principles based on Dewey's philosophy is proposed as a doable way to solve the problems. Chapter 4 thus analyses cooperation and drama in educational theory and practice. Cooperative learning through drama is introduced in practice to bring about a change in children’s learning. Chapter 5 discusses how cooperative learning lessons are designed, implemented and reflected in the research project in the fieldwork. Action research is the method used in the fieldwork. Chapter 6 presents the children's experience and understanding of cooperative learning. The children's interview data is analysed and presented in a detailed way by applying grounded theory, and children's theory of how they conceptualise cooperative learning through drama is developed. Chapter 7 draws conclusion by discussing what could be done in relation to policy and classroom levels in children's English language learning. Suggestions and the limitations of a case study are also discussed. Reflections are presented as the final remarks of the theme of this research.

The aim of the study is to examine and evaluate how socio-cultural factors and demographic characteristics of a group of newly arrived Hong Kong (NAHK) students affect their motivation to learn English in Hong Kong. This study is conceptualised based on Dornyei’s (1998) motivation framework and two additional components, parent and culture specific motivation components, are also added onto the framework in order to suit the purpose of this study. Data were collected from two complementary sources: questionnaire and interviews. Questionnaire items were constructed based on the modification of Dornyei's motivational framework and questionnaires were distributed to 109 NAHK students' to collect their views on learning English in Hong Kong. In- depth semi-structured interviews were also conducted with 10 students to further investigate their motivation to lean English. Statistical data found that teachers have the greatest impact on NAHK students’ motivation to learn English. This result poses important pedagogical implications and considerations to educators in Hong Kong when developing curriculum and choosing materials. Statistical results also revealed parents played the least significant role in motivating NAHK students to learn English. However, the semi-structured interviews revealed another side of the story although parents could not assist their children's English learning academically but they supported their children's English learning both spiritually and financially. Several demographic characteristics like gender, age and place of birth were found to be crucial in influencing NAHK students' English learning motivation. The study describes the NAHK students' motivation to learn English in the hope that lights can be shed on the current teaching and learning practices and suggest implications for practice so that learner diversity in Hong Kong English learning classrooms can be catered.

The main purpose of this thesis was to study university students' and teachers' perceptions and practices of a collaborative pedagogy in an English for Specific Purposes (ESP) context at the University of Cyprus. The ensuing case study employed a qualitative research design, using group and individual interviews, questionnaires and a reflective journal. Inductive thematic analysis was used for data analysis. A number of advantages and disadvantages pertaining to collaborative learning (CL) and collaborative technologies (CT) integration in the ESP context have been documented, with various links to teaching and learning practices and curriculum development. Similarly, numerous implications have been discussed, regarding Vygotsky's Zones of Proximal Development and scaffolding, assessment in collaborative contexts, group dynamics, how CL can effectively cater to the specific ESP needs, and how student and teacher perceptions compare. The study is not without limitations, mainly regarding coding, analysis and interpretation subjectivity. This research has an original scope and viewpoint. The components under study have not been researched before in tandem, either internationally or in the Cypriot context. Directly comparing student and teacher perceptions on ESP curricular and pedagogical issues is also an innovation. The thesis has provided a deeper understanding and insight into the workings of a collaborative pedagogy within a specific tertiary ESP context. It does not make generalizability claims but does offer advanced empirical knowledge on practices. Additionally, the implications drawn can inform policymakers, teachers and curriculum developers and form the basis for further research. The thesis has also contributed to theory by exploring the application of a collaborative pedagogy in a tertiary ESP context within a social constructivist framework, providing a novel theoretical perspective within that framework by relating the ZPD construct to tertiary ESP. Overall, this study has value in and of itself and has made valuable contribution in the related research literature.

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Two critical incidents at a UK university where I teach, and teach about teaching, English to speakers of other languages (TESOL), provided the impetus for this study. The incidents exemplified and challenged routine, taken-for-granted aspects of the overlapping contexts (TESOL, internationalising universities and Applied Linguistics) in which they occurred. In response to the critical incidents, I designed a series of classroom tasks that required my UK and International students to record interviews with each other. These interviews provided the data analysed in the first phase of this study. In phase one of my study, I explore the relationships between accommodation, intelligibility and (mis)understanding implied by the critical incidents. My two overarching research questions are: • in classroom talk between UK and International students navigating TESOL tasks, what conversational adjustments occur? • what are the relationships between these adjustments and (mis)understanding? Underpinning the second question is a series of four sub-questions. These four questions aim to explore the sequencing of conversational adjustments and misunderstanding, the relationship between adjustments and the contexts of the interaction, the global and local relationship of adjustments to (mis)understanding, and whether adjustments and misunderstanding are a problem or a resource for the interactants. I find that, in international situations, there are various ways of (un)successfully communicating meaning in evolving contexts that are oriented to, re-created and contested through talk. My findings provide support for the importance of noticing aspects of the context which may affect accommodation in talk, and of an awareness of one's own talk and its effects on one's interlocutor. Furthermore, the findings suggest that adjusting one's talk in context-appropriate ways is the key to maximising the potential for task achievement. In phase two of the study, I describe how I translated the processural experience of working on the analysis of my data into an awareness-raising task for my students. I conclude by reflecting on the implications of my study for TESOL and for internationalising universities.

Since 1994, various policies and guidelines, pertaining to modifying the language policy in Tunisia have been disseminated. All of these policies highlighted the importance of English as a global language. Despite all these policies and guidelines, the English language is still experiencing problems within schools and society alike. These problems prevent the language from developing and functioning accurately in the country. The actual requirements of English language learning are still not integrated into the general considerations of the political agenda. In order to determine what factors teachers perceive as important with regard to the situation of the English language in Tunisia, a combination of qualitative and quantitative research approaches were conducted. The data was gathered by means of an intensive literature study, as well as utilisation of surveys and interviews. After analysing the data, specific conclusions were reached. The findings of my research indicate certain trends, for instance the discrepancy between policy makers’ practises and the teachers’ expectations of change. Additionally, the research highlighted teachers’ needs and desires for a better future. Certain recommendations in this regard have been made. Recommendations on how a clear vision could assist with the attainment of the best linguistic situation in Tunisia have also been made. The recommendations with regard to the study could be utilised to support the national educational reform post revolution in Tunisia in order to promote English language teaching and cope with globalization across the world.

This thesis reports a study of a group of Iranian young learners, their parents and language teachers on their perceptions of the characteristics of effective language teachers in public schools. The research methodology adopted was a mixed method and therefore, the first part of the study was conducted through a questionnaire survey of 190 students studying in the 8th grade of public schools in Iran. This was followed by interviews with a sample of these learners, their parents and their teachers. The data emerging from the study demonstrates that the stakeholders involved in this study hold perceptions across a wide range of areas concerning language teacher effectiveness including teachers’ language proficiency, class management and affective factors. There was some general agreement within and among the stakeholders’ views; however, at times the dimensions slightly varied. On the whole, the main concerns were related to teachers’ knowledge and ability to speak English and teachers’ willingness to insert activities beyond the prescribed syllabus in particular activities related to speaking skill, and also additional activities that would prepare the students for their exams. Teachers’ ability to build the right rapport with the students was also very much in demand. An unanticipated finding of this study was the perceived connection between teachers’ appearance and in particular the way they dressed and their effectiveness. Some discrepancies relating to how these should be actually practised in the class do exist. Finally, this thesis goes on to discuss some of the implications of these findings both for English language teaching in Iran and for future research. Although the findings of this study are not conclusive and not prescriptive, they reveal the importance of exploring the views of stakeholders to make language teaching a more pleasant experience for all, which can in turn lead to a more effective teaching and learning.

This study focused on independent EFL reading among Grade 11 students across public and non-public schools in Ethiopia. Students who practice independent reading develop a love for reading and ultimately become life-long self-initiated readers. Therefore, independent reading should be considered as a vital goal of instruction and research. The issues of focus in this study were students’ reading comprehension ability levels, attitude towards learning English as a school subject and reading its literature, reading motivation, reading strategy use, persistence in independent reading and access to reading resources along with inclusion of independent reading in classroom instruction and in English textbooks. To this end, the study used quantitative data (collected through reading comprehension test, structured questionnaire and independent reading follow-up checklist) and qualitative data (gathered via classroom observation and content analysis).The findings revealed lower predisposition towards and practice of independent EFL reading among public school students (n = 375). A statistically significant difference, in favour of non-public schools (n = 181), was also found between the two groups of students in scores pertaining to most of the variables investigated. Enhanced scaffolding of independent reading through improved instruction and resource provision, regular short refresher courses for teachers of English and further studies have been recommended to improve public school students’ involvement in independent EFL reading. / English Studies / D. Litt. et Phil. (English Studies)