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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
41

An application of needs analysis amongst Higher Diploma students of the Department of Institutional Management and Catering Studies at theHong Kong Polytechnic

Tse, Lung-lung, Alice., 謝瓏瓏. January 1983 (has links)
published_or_final_version / Education / Master / Master of Education
42

A comparison of learner responses to different types of feedback provided by teachers in formative assessment tasks.

Nyembe, Stanley Khumbulani 08 January 2013 (has links)
This study explored the way in which teachers use formative assessment in an “underperforming” school. Specifically, the study was designed to examine which of the types of feedback that teachers provide in formative tasks best improves engagement for learning in the school chosen for investigation, since the lack of effective feedback for learning was identified as a possible reason for the poor performance of the grade 7 learners in the National Assessment and Common Examinations. Written feedback in Mathematics and English was evaluated by analysing comments and rated them according to criteria in a rubric which had been designed for the purpose. Three books from each of three classes (9 books), one from a strong, average and weak learner, were examined over a period of three months. Verbal feedback, as being indicative of feedback given on a day-to-day basis, given during grade 7 Mathematics and grade 7 English classes, was analysed by rating criteria which would indicate an ideal learning environment on a four point Likert scale, after classroom observation. I found that learners were not adequately engaged into tasks or required to use critical thinking which would promote deep learning. The teachers of these classes were taught to use an interactive classroom response system (CRS), and classes were observed again to investigate whether use of the technology had created opportunities for meaningful engagement to enhance learning. The mathematics class was observed prior to an intervention in which a university lecturer, who had used the system extensively, explained how the system should be used pedagogically to promote critical engagement, and an English class was observed post-intervention. It was found in English classes observed (post-intervention) that learners were far more engaged and encouraged to think critically because they were given a chance to justify their answers or reasoning.. This was in contrast to the mathematics classes observed (before intervention), where the technology had increased engagement but had not increased critical thinking because learners were not given an opportunity to justify their answers. Learners were interviewed to establish their opinions about the different types of feedback received in their learning environment. In this respect, their responses were evaluated in the context of how they felt the feedback received encouraged them and promoted engagement. Thereafter the different modes of feedback were compared and evaluated to explore which could best improve engagement for learning. Teachers were also interviewed to ascertain their opinions on teaching, learning and assessment, both in general and in this school environment, and the factors influencing the time taken for teachers to provide written feedback to their learners, as well as the factors influencing the level of feedback that teachers provide in formative assessment tasks was probed. The study led to the conclusion that in this school, the conception of the value of x feedback has had to be reconsidered by both learners and teachers so that both parties recognise that it is not whether a response is correct or not that carries the most value, but rather the ability to provide a justifiable or defendable response which encourages deep learning. Therefore, this study established that feedback through any medium can enhance learning if it encourages learners to reason or to think more carefully about concepts and ideas. The interactive classroom technology has changed perceptions of learning in some of the classrooms in the school examined as it enables learning to takes place in a manner that incorporates formative assessment, effective feedback, and promotes social constructivism.
43

Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai Mungthaisong

Sornchai Mungthaisong January 2003 (has links)
"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004
44

What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong Kong

Cowler, Richard Alan. January 2010 (has links)
published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
45

The vocational English curriculum: a case study of the implementation of a new curriculum

Tse, Oi-yu, Eileen., 謝靄愉. January 2000 (has links)
published_or_final_version / Education / Master / Master of Education
46

Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics

Leung Wong, Yuen-ching, Susan., 梁黃婉靜. January 1999 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
47

Is there any difference in non-native English speaking students' use of communication strategies with or without the presence of nativespeakers of English in small group discussion?

Lai, Chun-nei, Jenny., 黎珍妮. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
48

Negotiation of meaning in oral discussion tasks among L2 learners in aHong Kong secondary school

Choi, Siu-ping, Almas., 蔡少萍. January 2003 (has links)
published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics
49

Bilingualism in a functional perspective : the language and content learning of immigrant entrepreneurs

Wong, Alice S.P. 05 1900 (has links)
This is a case study of the academic and occupational discourse of immigrant entrepreneurs in a bilingual (Cantonese and English) business and language program which aims to relate the linguistic and managerial knowledge acquired in class to the business operations. This case study raises problematic questions for both LSP (Language for Specific Purposes) research and bilingual code-switching research. There were two purposes: (1) to study the functional variation of discourse in the educational program and the operation of small business; and (2) to investigate the importance of the functional variation of discourse in code-switching. Pursuing purpose one, part one of the study explores two models: an LSP approach based on "genre" and learning tasks(Swales, 1990); and the Language Socialization approach (Halliday,1975; Mohan, 1986; Ochs, 1988) viewing language learning and sociocultural learning as occurring simultaneously in "activities"(social practices or situations). Two issues are raised: (1) Data indicate that the LSP approach does not illuminate the relation between academic discourse and occupational discourse; (2) It does not account for specific connections between tasks in classroom discourse and genres in business practices. The Language Socialisation approach, however, points to important dynamic theory/practice relations which appear in contrasts between business rules and examples, language rules and examples, seminar discourse and workshop discourse, and the English class and service encounter discourse. Pursuing purpose two, part two of the study compares the Language Socialization model with two models of code-switching as it relates to functional variation of discourse: (1) Guthrie (1983), and (2) Faerch (1985). Model (1) misses a large proportion of second language examples while model (2) fails to account for data labelled as "business rules" and "business examples" in the sample. The Language Socialization approach, however, recognises in discourse both theory (e.g., language and business rules) and practice (e.g., language and business examples). Rules are mostly handled in the first language while examples are mostly handled in the second language. A log-linear analysis indicates that, in all cases, "rules/ examples" is the strongest predictor of language choice.
50

Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes / by Sornchai Mungthaisong

Sornchai Mungthaisong January 2003 (has links)
"August 2003" / Bibliography: p. [1-29] / xii, 210, [166] p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This study examines engagement in English as a foreign language (EFL) literacy practices as opportunities for making meanings with texts and for learning English as a foreign language. The study also proposes practical implications for EFL instruction. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of Linguistics, 2004

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