Studien utforskade användningen av den Artificiell Intelligens chatbot, ChatGPT, i undervisningen av engelska (ELT) och hur elever och lärare på svenska gymnasieskolor uppfattade användningen av ChatGPT i engelskundervisningen. Studien har samlat båda kvantitativa data från 63 gymnasieelever genom en online-enkät och kvalitativa data från intervjuer med två engelsklärare på gymnasienivå. Forskningen undersökte i vilken utsträckning och för vilka syften elever använde ChatGPT, förändringarna i undervisningsmetoder inom ELT, samt fördelar och utmaningar med ChatGPT ur lärarnas perspektiv. Studien använde teoretiska ramverk som The Unified Technology Acceptance and Use of Technology (UTAUT), Language teacher cognition och Learner Autonomy. Resultaten indikerar att elever huvudsakligen använder ChatGPT för idegenerering och inspiration. Dock har anvädningen av ChatGPT för engelskinlärning inte blivit populär bland eleverna. Förändringar i undervisningsmetoder märks främst i klassrum bedömningar, aktiviteter, och hjälp med lektionsplanering och materialförberedelse. Fördelar med ChatGPT inkluderar idegenerering, främjande av Learner Autonomy, medan utmaningar inkluderar oro för tillförlitlighet, begränsad inlärning, och frågor om akademisk ohederlighet. Detta understryker behovet av noggrant övervägande vid inkluderingen av ChatGPT i pedagogiska sammanhang. / The study explored the application of artificial intelligence chatbot, ChatGPT, in English language teaching (ELT) and learning, exploring how Swedish upper secondary school students’ and teachers’ perceived ChatGPT in English class. The study collected quantitative data consisting of 63 upper secondary school students’ through an online questionnaire, and qualitative data from interviews with two upper-secondary ELT Teachers. The research explores the extent and purposes of students’ use of ChatGPT, the changes in ELT instructional practices, and the affordances and challenges of ChatGPT from teacher’s perspectives. This study adopts the unified technology acceptance and use of technology theory (UTAUT), Language teacher cognition and Learning autonomy as theoretical frameworks. The results indicate that students primarily use ChatGPT for brainstorming and inspiration, however, using ChatGPT for English learning has not become popular among students. Changes in instructional practices are noticeable in in-class assessments, activities, and assistance with lesson planning and material preparation. The affordances of ChatGPT are brainstorming, promoting learner autonomy, and the challenges include reliability concerns, limited learning, and issues of academic dishonesty. This emphasises the need for careful consideration when including ChatGPT in pedagogical implications.

The aim of this study is to investigate three English as a second language (ESL) textbooks used for English 6 in Swedish upper secondary school from a postcolonial perspective, answering the following research question: Who is the implied reader, based on assumptions of the expected experiences and culture, and what and who is constructed as deviant or Other? To examine these questions, the study employs critical discourse analysis and implements strategies from multimodal analysis. The analysis is concerned with matters such as what is constructed as familiar or unfamiliar to the student, what images are chosen, and what those images convey. The study shows that the implied reader is expected to align with Western culture and experiences in two of the textbooks. In the third, the implied reader has no ethnic markers at all. Further findings show several cases where non-Western cultures are depicted as deviant, both in texts and images. Therefore, I emphasize that it is important that teachers are aware of how different cultures are depicted in the materials they choose to use in their classroom to be able to prevent reproduction of harmful stereotypes and portrayals of non- Western cultures that do not align with the fundamental values of the Swedish school.

No / In rehydroxylation (RHX) dating, the activation energy of the rehydroxylation reaction is required first in the estimate of a material's effective lifetime temperature (ELT), and second to correct the RHX rate constant obtained at a given measurement temperature to that at the ELT. Measurement of the activation energy is thus integral to the RHX methodology. In this paper, we report a temperature-step method for the measurement of activation energy and develop fully the underlying theoretical basis. In contrast to obtaining the activation energy from a series of separate experiments (each of which requires the sample to be dehydroxylated prior to measuring the RHX rate constant), the temperature-step method not only requires a single dehydroxylation at 500°C but also eliminates repeated acquisition of Stage I data, which are not required for dating purposes. Since the first temperature step is set to correspond to the temperature at which a dating determination is carried out, the measurement of rate constants at higher temperatures simply becomes an extension of dating. Consequently, the logistics of obtaining the activation energy of rehydroxylation are greatly simplified.

This study has been undertaken using an interpretive methodology in order to examine the socially constructed views of Saudi EFL teachers and their decision-making with regards to the appropriate cultural models for EFL textbooks in Saudi public schools. The study also examines the factors affecting the teachers’ views and how they apply their beliefs in their classrooms. In addition, the study will also examine if the Saudi EFL teachers have any concerns about what they have been through and examined and accordingly investigates how they address their pedagogical decision-making in the classroom. Moreover, this study is interested in looking at EFL teachers as local teachers teaching a global language. In view of the exploratory nature of this study and its context-specificity, the naturalistic orientation of interpretive and social constructivism as an epistemological stance were selected. The research design employed a concurrent mixed methods design using an adapted version of Cresswell (1996). In this study, the participants were Saudi Arabian EFL teachers from one city in Saudi Arabia teaching in all of the three public education levels (primary, intermediate and secondary). The data collected were both qualitative (interviews and open-ended questionnaires) and quantitative (close-ended questionnaires). For the interviews, 14 male and female teachers equally interviewed, whereas for the questionnaires 280 male and female participated. The data collection of both data qualitative and quantitative occurred at the same time during my field journey in 2009 in Saudi Arabia. I used the SPSS descriptive statistics for the analysing the quantitative data and used exploratory content analysis for the qualitative data. The study findings revealed that the Saudi EFL teachers were not satisfied with the cultural content currently promoted in the Textbooks as they inappropriately contradict the local cultural values. Thus, they believe that for a better cultural content, the textbooks should therefore include a mixture of different cultures that do not mismatch with the local. And as they are controlled by some educational and social factors, they are limited to practice what they think is appropriate to apply in the classroom, therefore, their decision-making in this regards to some extent are to be controlled. In addition, the findings of the current study revealed that the Saudi EFL teachers show their openness to other cultures based on their glocal position as local Saudis teaching a global language. The conclusion of the study has some suggestion and implications to improve the cultural content of the EFL textbooks as well as implications for the EFL teachers in general and their practices and decision-making with regards to the textbook. Furthermore, the study proposed a model for the appropriate EFL textbooks for each educational level and can be applied locally in the Saudi context and globally for other similar context around the world.

This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University of Manchester. Having considered professional development to be about change construed broadly to professional identity and teacher beliefs, I explored it through a series of individual in-depth interviews held throughout the programme. The majority of the interviews focused on the teachers' ongoing life and development and allowed the teachers space to make meaning of what they were going through and how they were developing as they engaged in the programme. On the basis of the interviews, stories about the teachers and their year were constructed. Within the stories, I synthesized what I had learned about the teachers' experience and highlighted the changes that I could see had happened to their professional identity and teacher beliefs. The stories provide a vivid example of professional development of experienced English language teachers through a master's degree. They also bring to the fore the significance of future-directed thoughts for how teachers develop professionally, which is rarely acknowledged in the existing literature. I further use the stories as a ground to conceptualize professional development of the four teachers to account for the important role their thoughts about the future played in it. Using the concepts of imagined identity and antenarrative, which I borrow from the literature, I describe it as an iterative pursuit of an ever-evolving imagined identity, or identities, and antenarrative, or antenarratives. Finally, I examine the cases using the conceptualization as a lens and offer some further insights about professional development in TESOL.

L’ELT (Extremely Large Telescope), est un télescope de diamètre 39 m en cours de réalisation par l’Observatoire Européen Austral (ESO). Pour pouvoir tirer pleinement parti de sa taille, ses instruments seront équipés de systèmes d’Optique Adaptative (OA) qui compenseront la turbulence atmosphérique. Ces systèmes d’OA requièrent l’utilisation d’étoiles guides laser afin de maximiser la couverture du ciel. Les étoiles guides laser sont générées par laser accordé sur une résonance d’atome de sodium présents dans une couche d’une épaisseur de 10 km et située à environ 90 km d’altitude. Une étoile laser est donc un cylindre lumineux dans la haute atmosphère, allumé par la relaxation des atomes. L’analyse de front d’onde à l’aide de ces étoiles artificielles souffrent de limitations connues. De plus, sur un télescope de la taille de l’ELT, leur utilisation est compliquée par l’effet de perspective qui provoque un allongement de l’étoile guide lorsqu’elle est vue d’un point éloigné de son point de lancement au sol : le cylindre n’est plus vu par une section circulaire, mais sur le côté. Sur un télescope de 39m, l’élongation de l’étoile peut alors atteindre jusqu’à 20 secondes d’arc, à comparer avec le diamètre du cylindre qui est déterminé par la turbulence, soit de l’ordre d’une seconde d’arc. La variabilité de l’épaisseur, de l’altitude et de la distribution de densité de la couche de sodium ont alors un impact sur la mesure du front d’onde.L’étude de ce problème, qui porte à la fois sur les algorithmes de mesure et le design des analyseurs de front d’onde, a donné lieu à de nombreux travaux s’appuyant sur des simulations et des tests en laboratoire. Le but de cette thèse a été d’étudier cette question à l’aide de données expérimentales obtenues sur le ciel. Ces données ont été enregistrées grâce au démonstrateur d’OA CANARY, situé sur le télescope William Herschel sur l’île de la Palma aux Canaries. CANARY a été développé par le LESIA, en collaboration avec l’Université de Durham; le laser et son télescope d’émission ont été fournis et opéré par l’ESO. Lors de cette expérience, l'allongement extrême des étoiles laser qui sera observé sur l'ELT a été reproduit en plaçant le télescope d’émission à environ 40m du télescope William Herschel. Le front d'onde a ensuite été mesuré sur l’étoile laser allongée ainsi crée.Les travaux effectués pendant cette thèse ont consisté en la préparation de l’instrument et en particulier de l’analyseur de front d’onde de l’étoile laser, la réalisation des observations et le traitement des données résultant de ces dernières. L’analyse de ces données a permis de construire un budget d’erreur de la mesure de front d’onde sur étoile laser allongée. Grâce à ce budget d’erreur, les performances de différents algorithmes de mesure ont été comparées, ainsi que leur comportement face à la variabilité du profil de sodium et des conditions de turbulence. Enfin, différentes configurations d’analyseurs ont été extrapolées, ce qui a permis d’établir des limites sur leur design dans le cadre de l’ELT. / The ELT (Extremely Large Telescope) is a telescope whose diameter is 39 m currently under construction by the European Southern Observatory (ESO). In order to fully benefit from its size, ELT instruments will be equipped with Adaptive Optics (AO) systems to compensate the atmospheric turbulence. These AO systems require the use of Laser Guides Stars (LGS) in order to have as large a sky coverage as possible. LGS are generated using a laser tuned on a resonant frequency of sodium atoms contained in a layer approximately 90km high and 10 km thick. Therefore, a LGS is a luminous cylinder in the high atmosphere, lighted by sodium atoms relaxation. Wavefront sensing on these artificial stars suffers from known limitations. On a telescope the size of the ELT, their use is further complicated by the perspective effect which causes an elongation of the LGS when it is seen from a point distant from its launch position : the cylinder is no longer seen by its circular section, but on the side. On a 39m telescope, the elongation can reach up to 20 arcseconds, which is large compared to to the diameter of the cylinder determined by the turbulence, that is about 1 arcsecond. Variability of the thickness, height and density distribution of the sodium layer then have an impact on wavefront sensing. The study of this problem, which concerns both sensing algorithms and wavefront sensor design, has already been the subject of many work relying on simulations and laboratory experiments. This thesis aims at studying this question using experimental data obtained on sky. These data were acquired using the AO demonstrator CANARY, placed on the William Herschel Telescope (WHT) on the island of La Palma in the Canaries Island. CANARY was developed by LESIA in collaboration with Durham University; the laser and its launch telescope were supplied and operated by ESO. In this experiment, the extreme elongation of LGS as will be seen on the ELT was reproduced by placing the launch telescope 40 m away from the William Herschel Telescope. The wavefront was the measured on the elongated LGS thus created. The studies led during this thesis consisted in the preparation of the instrument and in particular the LGS Wavefront Sensor (WFS), the realisation of the observations and processing on the data obtained. Analysis of these data allowed to build an error breakdown of wavefront sensing on the elongated LGS. Thanks to this error breakdown, performances of different measurement algorithms where compared, as well as their behaviour according to the variability of the sodium profile and the turbulence conditions. Finally, different wavefront sensor designs were extrapolated which allowed to establish limits on their designs for the ELT.

Increasing development of the relationship between Vietnam and other countries has resulted in a great demand for English language teaching (ELT) throughout the country. The need is ever greater for a considerable number of people who can use English effectively in their work. However, at present ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative incompetence in Vietnamese learners. ELT in the Hanoi Foreign Languages Teachers' College (HFLTC) is taken to illustrate the fact that even after five years of training, students frequently remain deficient in the ability to actually use the language, to understand its use in normal communication, and to carry out their teaching adequately afterwards. That existing situation demands a critical look at ELT in all institutions to work out suitable materials and methods to be used in the Vietnamese setting. This work has been undertaken as an exploratory study of this problem. To provide a context for the study, the background to ELT in Vietnam is reviewed. Following it is a detailed description of different approaches used in ELT with reference to the teaching and learning situations in Vietnam. Special emphasis is placed on the differences between conventional approaches and the currently influential one - the Communicative Approach. A detailed comparison is made between two lessons taken from structuralbased and functional/notional-based textbooks representing two distinct approaches. This comparison will be examined from the methodological point of view, investigating, for example, how language is treated in the two approaches, how different types of activities are used, and the role of teacher and learner in the two approaches in order to highlight a possible fresh approach for Vietnamese coursebook designers, teachers and learners in ELT. A sample lesson based on the Communicative Approach is finally provided to assist any attempts to teach and learn English communicatively. It is hoped that this survey will contribute to reducing the existing problem of inadequate communicative competence in Vietnamese learners.

ABSTRACT GENDER REPRESENTATIONS IN ELT COURSEBOOKS: A COMPARATIVE STUDY Yilmaz, Elvan M.A., Department of English Language Teaching Supervisor: Prof. Dr. H&uuml / sn&uuml / Enginarlar September 2012, 135 pages In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this thesis is to investigate whether writers and publishers take the gender issue into consideration while they are revising the coursebooks. In order to address this issue, three recently revised English language coursebooks were compared with their first editions. To be able to compare the coursebooks, their contents were analyzed. Six operating areas of gender stereotypes were set as the categories of the content analysis / presence of female and male characters in the coursebooks, the number of characters represented as family members, distribution of occupational activities, division of household activities, variety of leisure activities and the adjectives used to describe each gender. Throughout the whole study it was observed that the representations of female and male characters in the first editions were closer to the stereotypical representations. By contrast, in the last editions the representations of the genders have ideally become more balanced in all investigated categories of gender stereotypes.

Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers / how this relationship plays a role in shaping pre-service teachers&rsquo / learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experiences, intentions, beliefs and actions of pre-service language teachers, opportunities created for them to become conscious of the ways they perceive and act upon needs to be investigated in detail. The present research study is designed as a mixed method case study to examine the extent to which English as a Foreign Language (EFL) pre-service teachers&rsquo / (PTs&rsquo / ) sense of efficacy beliefs regarding classroom management, instructional strategies, and student engagement evolve throughout the practice teaching course in addition to the role of mentoring practices and the organization of the practice teaching course in shaping EFL pre-service teachers&rsquo / sense of efficacy beliefs. The main participant group of the study was composed of senior PTs (N=22) studying in the Department of Foreign Language Education, Middle East Technical University. The study involved a variety of data collection tools in order to gather data, Teachers&rsquo / Sense of Efficacy Scale (TSES) (Tschannen-Moran &amp / Woolfolk-Hoy, 2001) and Mentoring for Foreign Language Teaching (MEFLT) scale (Hudson, Nguyen &amp / Hudson, 2009), weekly reflective journals of the PTs, semi-structured face-to-face interviews and an open-ended survey. The results of the data analysis revealed that none of the dimensions of sense of efficacy beliefs of the PTs appeared to develop significantly after practice teaching / on the other hand, sense of efficacy beliefs regarding classroom management beliefs of the participant group significantly decreased at the end of the practice teaching. In addition, sense of efficacy beliefs regarding classroom management beliefs had a significant relationship with the Personal/Professional Attributes of the cooperating teachers (CTs). According to the content analysis of the data, the role of mentoring practices and the organization of the practice teaching course have an important role in sense of efficacy beliefs of the PTs. The data analysis framework acknowledges that there are other factors that also have an influence on the development of efficacy beliefs including the teaching situation, context and the role of other participants involved in practice teaching.

This study aims at finding out instructors&rsquo / perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the second phase of the study, an interview prepared in the light of the questionnaire results is conducted with thirty-four of aforementioned participants. The results of this study illustrate that the participants find themselves more competent in learning, language proficiency, planning, instructing, and content than assessing, identity and context, and commitment and professionalism since the participants believe in the need of improving themselves in latter standards. Similarly, they consider the methodology, general education and language components of the ELT undergraduate program effective because they find those components practical and focused during the program while the literature and linguistics components are thought to be ineffective in preparing them for the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are made for improving the program. For further research, all ELT teachers&rsquo / perceptions in Turkey can be investigated and suggestions for a better undergraduate program can be asked.