The lack of a real English environment in Taiwan and big class teaching had long limited the opportunities for Taiwanese English learners to use English. Due to thriving development of internet technology in recent years, the predicament has been broken through. Internet not only opens a new communicational channel for teachers and students, but also creates an authentic environment for English learners. As the new curriculum policy ¡§coherence curriculum of civil education¡¨, which emphasizes on setting information instruction into each subjects, is taken into practice, learning English with internet tools must will become a trend in the future. Therefore, this research examines the distance between the ideal and the reality using an internet-based English teaching project, and probe into some feasible ways to conduct similar program in the future. There were four purposes of this research: 1. To find out the key factors of success in internet-based English teaching from relative theories and former researches. 2. To understand the teacher¡¦s and students¡¦ performances and the students¡¦ reflections during the first half year joining an internet-based English teaching project. 3. To probe into the merits and defects of the internet-based English teaching project, AJET. 4. To discover the difficulties and feasible ways for senior high schools to carry out internet-based English teaching. The subjects of this research were a senior high school class and their teacher who first joined an internet-based English teaching project named ¡§Advanced Joint English Teaching¡¨ (AJET) in Kaohsiung. All 44 students were male. During the research period, they participated in six internet-based teaching activities, which were ¡§group e-mailing,¡¨ ¡§web-based course,¡¨ ¡§e-mail writing program,¡¨ ¡§English homepage design,¡¨ ¡§video conference¡¨ and ¡§chatroom discussion.¡¨ The researcher traced the students¡¦ performances and collected their work pieces mainly through e-mail, AJET homepage and telephone during the research period. A questionnaire was given to elicit relevant information on the participants¡¦ perception of, and attitudes towards, using the internet technology to complete their Internet-based English projects. Follow-up interview with 10 students and 2 teachers were also collected at the end of the research to understand their reflections on the project. In addition, the students¡¦ performances at the second homepage contest were also recorded. After data collection, the quantitative and qualitative methods were performed. The quantitative statistic analysis was employed using descriptive analysis to investigate the learners¡¦ perceptions towards the Web-based project. The qualitative analysis made from the student responses to the open-ended questions and the researcher¡¦s observation, provided the opportunity to uncover deeper issues than might have been apparent in a quantitative study. Students¡¦ responses to the open-ended questions were broken down into excerpts, where each excerpt represented one complete answer to a question, including any follow-up questions or clarification by student interviews. The main findings and conclusions of this research are as follows: 1. The students¡¦ participation and interaction were not good, and need the teacher¡¦s supervision to help them to form active learning habits. 2. The teacher was overloaded in the project and found it difficult to do both administration and teaching. There is a need of others¡¦ coordination. 3. The students liked and approved of English learning through internet, but differed in their opinions about its benefits to English learning. 4. The project provided the students an opportunity to experience new technologies, felt the pleasure of learning and increased their learning possibilities. 5. To carry out an internet-based English project, the project must spread relative concepts, consider the teacher¡¦s and students¡¦ loads, design each activity with proper number of participants, conduct relative training, and enhance the equipment and communicational efficiency. To sum up, although there is a distance between the ideal and the reality in the internet-based English teaching project, this way of English teaching is worth developing and expanding. Finally, according to the findings of this research, the researcher provides some suggestions for future organizations, teachers and researchers who are interested in this field.

Due to the development of the broadband Internet access and advanced learning technology, online synchronous teaching with teachers and students located at many different countries becomes feasible nowadays. Online international teaching not only enhances the varieties of teaching environments but also arouses learners to generate multiple thoughts through interacting with foreign instructors and classmates without living their own countries. However, online international teaching is a more complex educational environment, the cross-cultural differences and the characteristic of computer-mediated communication result that a single instructor would not be possible to handle all the matters in an online synchronous classroom. In the past, international instructors employed teaching assistants to reduce problems of cultural differences. This idea can be applied to online international teaching, a group of instructors can form a teaching team which includes different nations¡¦ instructors, teaching assistants and technicians such that the problems caused by the cross-cultural communication and challenges of information technology can be reduced. Online international team teaching is a brand new teaching environment, there are few researches being done in this kind of teaching environment so far. Therefore, this study wants to explore the components and the important criteria for online international team teaching. The case we adopted for this study was an online international team teaching course called ¡§Business English and Communication¡¨ offered by the MIS department of NSYSU. This research used participant observation and in depth interview to get primary data, and then use the phenomenology to analyze the secondary data which extracted from course discussion boards. The research findings are three main components and 17 criteria in total for online international team teaching. The three main components are ¡§online international teaching¡¨, ¡§online collaboration by teaching team¡¨ and ¡§interacting instruments¡¨. ¡§Online international teaching¡¨ includes 6 criteria offering guidelines for international teaching. ¡§Online collaboration by teaching team¡¨ includes 5 criteria offering suggestions for international collaboration. And ¡§interacting instruments¡¨ includes 3 criteria related to the interacting instruments of online international team teaching course. The last 3 criteria are for the common intersection of the three main components. We also proposed suitable suggestions from three different aspects, teaching aspect, material/ system aspect and learning aspect for researchers to do further study and for instructors to better teach online international team teaching courses.

Submitted by JEAN CUSTÓDIO DE LIMA (jeanclima@terra.com.br) on 2016-04-01T09:41:50Z No. of bitstreams: 1 TESE Final Jean Lima.doc: 11745792 bytes, checksum: 057d6f4d5cc44a71e1e3c61af1dfed6a (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: A versão final da dissertação/tese deve ser submetida no formato PDF (Portable Document Format). O arquivo PDF não deve estar protegido e a dissertação/tese deve estar em um único arquivo, inclusive os apêndices e anexos, se houver. Por favor, corrija o formato do arquivo e realize uma nova submissão. Agradecemos a compreensão. on 2016-04-05T14:02:21Z (GMT) / Submitted by JEAN CUSTÓDIO DE LIMA (jeanclima@terra.com.br) on 2016-04-05T20:35:03Z No. of bitstreams: 1 TESE Jean C. de Lima.pdf: 11165589 bytes, checksum: 9b6bbae33d2e259a30e884a2bbcb5ccd (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-05T20:49:22Z (GMT) No. of bitstreams: 1 lima_jc_dr_mar.pdf: 11165589 bytes, checksum: 9b6bbae33d2e259a30e884a2bbcb5ccd (MD5) / Made available in DSpace on 2016-04-05T20:49:22Z (GMT). No. of bitstreams: 1 lima_jc_dr_mar.pdf: 11165589 bytes, checksum: 9b6bbae33d2e259a30e884a2bbcb5ccd (MD5) Previous issue date: 2016-03-07 / Esta tese investiga o ensino de Língua Inglesa (LI) diante da implementação das Tecnologias Digitais da Informação e Comunicação (TDICs) ancorada na Abordagem Comunicativa (AC) e suas Teorias Sociointeracionistas. O objetivo geral é o de verificar se essa mudança metodológica traz ganhos acadêmicos para os alunos acostumados atualmente com as inovações multimídias como tablets, computadores, celulares, vídeo games etc e com a presença desses gadgets em todos os âmbitos de suas rotinas, exceto dentro dos muros escolares nos quais o uso desses aparelhos é limitado. Para fundamentar este estudo, foram consultados principalmente os seguintes autores: Pierre Levy, Don Tappscott, Luciano Meira, Paula Sibilia, Almeida Filho, Noam Chomsky, Richard Brown, Lev Vigotski, Jean Piaget, dentre outros. A investigação teve como metodologia o estudo de caso e foi realizada no primeiro semestre de 2015, tendo como sujeitos duas turmas do primeiro ano do ensino médio e uma professora do Instituto Federal do Ceará (IFCE). Durante este estudo, foram usados dois questionários, um protocolo de observação participante e uma avaliação em LI como instrumentos de pesquisa. Após a triangulação de dados qualitativos e quantitativos obtidos durante o trabalho, foram observados resultados acadêmicos positivos no que concerne ao ensino de Língua Estrangeira (LE) com o apoio das novas tecnologias, isto é, os alunos, submetidos ao uso das TDICs, apresentaram mudanças de atitudes, de comportamentos, das relações entre eles e entre o conteúdo. Obtiveram ainda um incremento de 22,7% nas suas médias nas avaliações de LI. Assim, diante desses câmbios e de outros dados, também advindos deste trabalho sobre o ensino de LI por meio dos ambientes de aprendizagem virtual para esses alunos das novas gerações (nativos digitais), esta tese apresenta algumas contribuições metodológicas, uma proposta que busca instituir no lócus de pesquisa (IFCE), uma atitude digital frente ao processo de ensino e aprendizagem de LI, visando a alinhar o ensino de idiomas dentro da instituição com o mundo conectado fora dos muros escolares. / This thesis investigates English teaching in the face of implementation of Digital Information and Communication Technologies (DICTs) based upon the Communicative Approach (CA) and its Social Interactionist Theories. It has as its main objective to verify if such methodological change brings academic gains to students accustomed nowadays to multimedia innovation as tablets, computers, cell phones, video games etc and to the presence of those gadgets in all dimensions of their routines except inside school’s walls in which the use of those tools are limited. In order to substantiate this study, I reached for the following authors: Pierre Levy, Don Tappscott, Luciano Meira, Paula Sibilia, Almeida Filho, Noam Chomsky, Richard Brown, Lev Vigotski, Jean Piaget among others. This investigation had a case study as its research methodology and it was done in the first semester of 2015, having, as subjects, two sophomore year classes and a High School teacher of Instituto Federal do Ceará (IFCE). During the study, two questionnaires, an observation protocol and an English evaluation were used as research tools. After triangulation of qualitative and quantitative obtained data, positive academic results concerning Foreign Language Teaching (FLT) and new technologies use were observed, that is, the students, subjected to DICTs, presented changes of attitudes, behaviors and relationship among themselves and between students and content and they also obtained an increase of 22,7% on their averages in English tests. So, before those changes and other data provided by this work on English teaching and use of virtual learning environments by new generation students (digital natives), this thesis presents some methodological contributions, a proposition to introduce at research locus (IFCE), a digital attitude towards English teaching and learning process with the goal of aligning idiom teaching at the institution to connected world outside school’s walls.

This study examines how English subject teaching at upper secondary school use literature as a possible pedagogical tool to impart the fundamental values of the Swedish curriculum. By asking how English teachers use literature as an instrument to invoke the fundamental values of the curriculum, and to what extent there is room to teach in said regard, the study aims to investigate how literature is applied to English subject teaching as a means to foster the ethics and basic principles of the Swedish curriculum. Therefore, to answer these questions, the study carries out qualitative interviews with English subject teachers, at Swedish upper secondary schools, who have previous experiences working in said regards. The results of the study show how the interview subjects view and use literature as cultural teaching, and that there is great potential for literature teaching to be used as a tool to treat the fundamental values of the Swedish curriculum. However, there are also several aspects that can obstruct said teaching, such as the curriculum’s formulations, students’ literacy and a lack of support.

A dissertation submitted to the Faculty Of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The teaching of English First Additional Language in South African schools, towards the development of learners’ writing skills, requires the employment of the process approach (DBE 2011: 10). The Department of Basic Education (DBE) clarifies that when learners write, they will need to use the writing process approach so as to produce coherent sentences without grammatical errors (2011: 36). The aim of this study is to compare and contrast the relative effectiveness of the process approach, product approach and the combination of these two approaches known as the process-product approach, in the development of English First Additional Language (FAL) writing skills in the Senior Phase. Three groups of Grade 8 and 9 English FAL learners, comprising of a sample of 186 learners from Quintile 3 schools in uMhlathuze Circuit Management under King Cetshwayo District were investigated so as to find out if they would develop good paragraph writing skills when exposed to several instructional interventions using any of the three approaches. The analysis of results is based on the Quasi-Experimental design which follows the pre-test-treatment-posttest model using the mixed methodology. It assumes the multi-method strategy as quan+QUAL (the lower case quan- explains the lower priority of the quantitative orientation). Consequently, the quantitative results are used to confirm the qualitative results. Findings of this study proved that when both the process and product approaches are combined and used recursively, and in a complementary manner as the process-product approach, they significantly yield higher results in developing the paragraph writing skills of English FAL learners in the Senior Phase than when each approach is used exclusively.

Looking at Bilingualism and L2/SLA (Second Language Acquisition) theory and practice are there points of convergence that reflect notions of global emerging bilingualism, and can be used in language learning. Giving an overview of the key theories within each field then using a literature review from June 2013 – June 2014 we see what approaches are suggested in 36 journals. The journals show an increase in discussion, but there is still a notable lack of both dialogue and experimental work. One possible approach Language as SocialSemiotic approach (LASS) which builds on Halliday’s Systemic Functional Linguistics (SFL) emphasises created meaning.

The purpose of this study has been to investigate whether the teaching of Enlish in grades 2-3 is individualized for different students conditions and needs and how teachers go about doing this. To answer this I prepared the following questions:  What methods and tools do teachers use to design the teaching of English (grades 2-3) to meet students varying needs and conditions? What do the teachers think they do to vary thier english teaching? How do the teachers relate to the students who are at different levels in English? This is a qualitative study based on completed observations and interviews. I have interviewed and observed three different teachers in different schools. The study is based on Lundgrens and Stensmos thoughts about framefactors and how they affect the teaching process, it is also based on the theory of Zone of proximal development and scaffolding. The results show that the teaching is individualized by the teachers offering a varied teaching with varying approaches that can satisfy many learning styles. Furthermore, the results show that teachers adapt the tasks for students based on their level during the lesson.

Information and communications technology (ICT) is an important part in teaching English. In this respect, teachers’ need to know how they can benefit from the opportunities that ICT has to offer in language teaching. Previous research has described aspects of problems around teachers’ ICT skills, relate to the use of ICT in teaching. The aim of this study is to examine how teachers’ use ICT in their English lesson based on Svenssons (2008) three areas in which ICT can be used, “ICT as a tutor”, “ICT as a tool” and “ICT as an arena”. By studying how teachers’ use ICT in their English lesson, this study also aims to find out what factors teachers’ claim affects their work with ICT, based on Lundgrens (1972) and Stensmos (2008) frame factor theory. For collecting data a mixed method with observations and interviews was used. This study attempts to answer, the concern of why ICT is rarely used in teaching English. Therefore this study is focusing on which other factors than teachers’ ICT skills that have an impact on the use of ICT in the teaching process. From the outcomes of the observation it was noticed that multiple uses of ICT occur in English teaching. It also appears that there are opportunities and limitations in teachers’ work with ICT. From the outcomes of the interviews, the majority of teachers’ claim that the time is a factor that most limit the use of ICT in their English lessons.

Esta tese foi desenvolvida no campo da Formação Continuada do professor, mais especificamente do professor de Inglês, da rede pública de ensino. A hipótese levantada é a de que, em contextos de Formação Continuada, os professores são levados a expandir seus conhecimentos teórico-práticos. Ao mesmo tempo, focalizamos o surgimento de um comportamento mais voltado à reflexividade de sua prática, mostrado por meio das mudanças ocorridas em seus escritos anotações efetuadas em diários e observações em sala de aula. Vinte e dois professores-sujeitos da pesquisa escreveram relatos, e quatro professores, inclusive a professora do curso, foram entrevistados e tiveram seus depoimentos gravados em áudio. Os resultados apurados, após um ano de comparecimento ao curso, e a análise dos dados revelaram momentos de observação e momentos dos registros nos diários. No primeiro momento, referente às observações, pudemos notar alguns estágios: (1) silêncio profundo; (2) olhar sobre si mesmo; e (3) busca de autonomia: um olhar sobre sua prática. No momento dos registros em diários, pudemos categorizar: (1) muro das lamentações; (2) luz no fim do túnel; e (3) sinais de reflexividade: ação e controle. / Our research comprises the field of English Teaching Continuing Education and we start from the assumption that in Continuing Education courses the teachers are given a chance to enlarge their theoretical and practical knowledge of English teaching while they are exposed to the course. We hypothesize that there will be some changes in their personal and professional life as they develop a reflective and critical teaching. To analyse these changes we chose to conduct a case study with State English teachers taking a methodology English course at a binational center located in the city of Sao Paulo, Brazil. The group selected was composed of 22 teachers who have been teaching English for at least 5 years, in state schools in Sao Paulo. The subject-teachers were asked to write their diaries while they attended the course in which they would register their interaction with their students in English classes. Also, 4 teachers were interviewed and their responses were recorded. The observation of the classes in the Methodology course took a year during which time the researcher took notes and took pictures of their group work. The results were categorized in two different moments. The first was the observation moment in which the researcher observed some stages such as: (1) profound silence; (2) egocentric talk; and (3) in search of autonomy: a look on their practice. The second was the moment of the diary analysis in which the researcher was able to get to the following categories: (1) mourning wall; (2) light at the end of the tunnel; and (3) signs of reflexivity: action and control.

This thesis investigates the practice of set text study as it is encountered within the English curriculum of a Victorian secondary school. The study evolved from a range of concerns to do with the researcher’s own teaching and the attitudes being expressed in her school community. It developed into an investigation of the student experience of reading, and of studying the required texts in subject, English This research aims to: • provide understanding of the development of set text study and to consider whether this construct is meeting the goals of contemporary English teaching examine both the beliefs which underpin the practices and the practices themselves provide greater understanding of the way students experience this aspect of their school learning consider how notions of transformation, insight and emerging identity through literature study fit with student experience Five guiding research questions address the issues which gave rise to the study. These questions provide a focus and structure throughout the research process. The questions address issues of: students’ school and non-school reading practices, enjoyment, beliefs about learning, ideology and specifically, the potential influence of textual representations of suicide and adult characters on a teenage student’s emerging sense of self. An overview of key theoretical positions on the act of reading situates the attitudinal and theoretical aspects of this research. The practical orientation of this study is situated alongside research on the experience of reading and of teaching literature, both from Australia and overseas. This thesis adopts a phenomenological approach within a constructivist framework. A qualitative methodology using a case-study approach, allows for the prolonged engagement necessary to explore the research questions and develop the sort of relationship necessary to facilitate the in-depth and reflective responses being sought. In-depth interviews (both face-to-face interviews and on-line chat sessions) are the primary data-gathering tool. In reporting the findings, the student voice is privileged. Practical and theoretical notions of communication and language are explored. The processes used to undertake this research are reflected upon and some possibilities for incorporating some of these methods into a school learning context are considered. While the focus of the study is to increase understanding of individual experience, some clear findings emerge. Although reading played an important part in the non-school lives of most of these students, the school experience of reading was more often than not, disappointing. Key factors which students perceived as contributing to their lack of enjoyment and satisfaction included: text choice, lack of challenge in lesson content, the sameness of the associated tasks, the behaviour of peers and lack of opportunity for having their opinions heard. Almost conversely, the students who gained greatest satisfaction reported on: particular texts, the creativity and scope for individual input of required tasks, teacher involvement, more positive class interaction and specific modelling by teachers of required tasks. The thesis concludes with recommendations for structural support (both whole school and classroom) to enable the positive shared reading experiences to become the experience of more students. It challenges the sanctity of the set text and offers a range of alternatives. In calls on teachers to consider the implications of entering a continuing story of students’ reading and to work at developing better ways of incorporating components of effective non-school reading practices into school reading practices. The concerns regarding the potential negative influence of set texts on a student’s identity were not validated in this research. However new concerns for students’ well being did emerge. The research indicates that set texts can make a difference to the quality of students’ lives. By incorporating a range of texts and class activities, by knowing students as well as possible, and by fully engaging as co-readers, teachers are in a better position to minimise student distress and to attend to the work of creating democratic reading environments with the greatest potential for reading success for everyone.