The aim with this study is to explore the use of peer review in a Swedish school context. The study focuses on the role of secondary school teachers of English, and the main research question is: “What are teachers’ views of using peer review in the English classroom?” The interviews show that there are several ways and methods to work with writing such as projects that lasts for weeks or smaller task focusing on a certain area. Secondly, it is shown that peer review can be used in both written and oral tasks. Furthermore, the feedback given to the students can be oral or written, and the area of feedback alters depending on the task. Thirdly, the benefits of peer review are that it helps improve critical thinking, as well as the students’ way of discussing language. Lastly, the main challenge is the variety of language proficiency among the students, but with clear instructions, time and practice in an accepting classroom environment, this challenge does not have to be an obstacle.

Actualmente, la relación entre la tecnología y educación es más estrecha que nunca. Esto parece saberlo una gran cantidad de países en el mundo, ya que diversos estudios encontrados demuestran que se están realizando grandes esfuerzos por incorporar las TIC en sus sistemas educativos para la enseñanza de inglés. En el Perú, el desarrollo tecnológico ha sido un proceso más lento y los estudios sobre su impacto en la educación no son tan abundantes. El presente estudio permitió analizar el uso de las TIC en la enseñanza del idioma inglés en los grados de educación primaria en los colegios particulares de Lima Metropolitana y el valor que tienen desde la perspectiva de los docentes. Se realizó una investigación cualitativa de tipo exploratorio basada en los factores que influyen en los docentes para hacer uso de las herramientas TIC. Estos factores se dividieron en dos grupos: los factores personales y los externos. Los factores personales muestran la relación entre alumnos y docentes, mientras que los externos están ligados a las instituciones educativas donde laboran. Para realizarlo, se aplicó la entrevista a 15 docentes de siete instituciones educativas de Lima. / Nowadays, the relationship between technology and education is closer than ever. This seems to be known by a large number of countries around the world since several studies show that great efforts are being made to incorporate ICT in their educational systems for teaching English. In Peru, technological development has been a slower process, and studies on its impact on education are not as abundant. Therefore, this research analyzes the use of ICT in teaching English for Primary School students in Private Schools in Metropolitan Lima and its value from teachers’ perspective. An exploratory qualitative research was conducted based on the factors that influence teachers to use ICT tools. These factors were divided into two groups: personal and external factors. Personal factors show the relationship between students and teachers, whereas external factors are linked to the educational institutions where they work. In order to conduct this research, an interview was applied to 15 teachers from 7 educational institutions located in Lima. / Tesis

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Many experts on English teaching in China argue that native-English-speaking teachers are too unfamiliar with Chinese culture and the Chinese language. Many of the resources available for these teachers do not address these issues and are not adequately tailored to the native-English-speaking teachers' specific needs. This 35 page guidebook in printable pdf form addresses three key issues with English teaching in China. First, the guidebook helps teachers understand how to bridge the gap that exists between their teaching styles and their Chinese students' learning styles. Second, the guidebook provides explanations of common errors Chinese students make in English because of interference from their native language, Chinese. Lastly, the guidebook answers some of the most common cultural questions that teachers have concerning China, Chinese students, and language teaching in China. The guidebook is available free to download at austinpack.wordpress.com.

Indiana University-Purdue University Indianapolis (IUPUI) / One of the main educational discourses in the era of globalization is lifelong learning. Self-regulated learning and learner autonomy are considered to be cornerstones of lifelong learning and are currently topics of main discussion and interest in the teaching of English to speakers of other languages in Colombia and other countries around the world. Although previous research has suggested different teaching alternatives to promote self-regulated learning (SRL) in English instruction in Colombia, what actually happens in the classroom and its impact on the development of SRL have received little attention. This study aimed to identify what Colombian university English instructors know about language teaching methods, approaches, principles, and strategies to promote SRL and to understand to what extent their teaching practices help to promote SRL. Using a survey questionnaire and in-depth interviews, this study was developed based on a mixed-methods approach to understand how the processes involved in SRL, as proposed by Zimmerman (2002), are promoted implicitly or explicitly in the university English classroom. Consistently, most university English instructors are not familiar with the construct of SRL, and their teaching practices mainly focus on teaching, evaluating, and giving feedback on language use and task completion, but not on the processes involved in SRL. Nevertheless, SRL-related aspects, such as learner motivation and the learning of strategies, are part of some instructors' teaching agendas. It is suggested, among others, that university English course programs should incorporate SRL education initiatives such as pre-academic courses on SRL, as well as on how successful language learning takes place. This is to help learners be more prepared for successful and lifelong learning, not only in the English classroom, but beyond.

This essay deals with the communicative approach towards learning English. The aim is to investigate how and why form and/or function are stressed in course plans in the subject of English intended for the first year of upper secondary school and how the content of these plans are mirrored in teaching materials. This will be done within a small historical frame from the 70’s until today. Based on a background of the school’s development and the research in the field of education and language studies, the investigation is carried out by firstly analyzing the course plans respectively before weighing them against each other, and secondly by examining each teaching material before comparing their content to the relevant course plan as well as to each other. The focus in these analyses is on the language’s function in contrast to form and on how communicating competence is stressed and exercised. The results show that the course plans are vastly different. The older plan emphasises form to a large extent but it does also contain hints of function. The recent plan, on the other hand, is permeated by function and it has communication as the foremost goal. Both teaching materials correspond quite well to the relevant course plan. The older material exercises mainly form and correctness in individual tasks while the newer material promotes group work and features exercises that practically always require interaction and train the pupils’ communicative abilities. The conclusion that is drawn from this investigation is that there is an obvious shift from a prominence of form to a dominion of function in both the course plans and teaching materials studied in this essay.

In a world that is becoming more cosmopolitan, pedagogical approaches, particularly those that focus on diversity of cultures, have become paramount. As a result, this study attempts to gain insight into what pedagogical approaches K-3 teachers in Sweden use during their English lessons, and whether these approaches are more native speaker or interculturally focused and why that is. Initially, this degree project presents an overview of previous research made on the Native Speaker norm approach and the Intercultural approach. The findings show that the Native Speaker norm approach is more commonly used than the Intercultural approach. However, as English is a language used worldwide, the teaching of it should include content relatable to non-native speakers as well. Nevertheless, the Intercultural approach is relatively new and teachers still need the training and the tools to implement it. This paper builds on the content from interviews of three K-3 teachers and one assisting principal in different parts of Sweden. The main conclusions of this study are that (I) the teachers predominantly use a Native Speaker norm approach due to tradition; (II) the teachers lack training and knowledge of how to implement an Intercultural approach and, consequently, they do not know how to use it; (III) the teaching materials provided by the schools have an impact on what approach the teachers use; (IV) the teachers’ English teaching leaves their pupils struggling in coming to terms with their own identity in a global context, as well as appreciating norms and English varieties other than that of Standard English.

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本研究之目的在於評量中文與英文之「聲韻覺識」（phonological awareness）能力，以探討幼兒在不同英語教學法下的學習效果。「年齡」與「教學法」對「聲韻覺識」能力影響的差異。研究對象，為接受不同英語教學法的學前幼兒（大班生與中班生），一者採固定時間進行英語教學，定位英語為語言學習教材之一，稱之為M系統；一為採全時間教英語的機構，且定位英語為學習其他科目的媒介，稱之為W系統。測驗工具乃參酌胡潔芳教授提供之「聲韻覺識測驗」，經改編後共分八項分測驗--「中文音節刪除、英文音節刪除、中文音素刪除、英文音素刪除、中文音節替代、英文音節替代、中文音素替代與英文音素替代」。研究資料除了測驗成績之外，尚有教學現場之觀察資料，及兩系統之主管與教師之訪談文本，以了解不同英語教學法在教學內涵上之實質差異。 研究結果顯示，中文聲韻覺識能力，有「年齡」的差異，大班生表現優於中班生；「教學法」的差異，發生在中文「音素覺識」，M系統幼兒優於W系統。英文聲韻覺識能力，有「年齡」上的差異，大班生優於中班生，但無教學法上的差異。加測「注音符號」測驗，結果顯示有「年齡」與「教學法」上的差異，大班生比中班生好，M系統幼兒比W系統幼兒好，比較兩系統教學內涵的差異後，顯示M系統幼兒中文聲韻覺識能力表現較佳與「注音符號」教學有關；英文聲韻覺識能力無教學法上的差異，英文教學時間長短不影響聲韻覺識能力。研究結果似乎指出，真正影響中文與英文聲韻覺識能力發展的是年齡。 由於「聲韻覺識能力」的重要性，幼兒英語教學與學習，以培養「聲韻覺識」能力為出發點的教學內容應該要被參考，但基於年齡的限制，聲韻覺識教學，並不急於小班時期或中班初期開始。關於聲韻覺識的教學，文中另有討論。 關鍵詞：英語教學法，學前幼兒，聲韻覺識 / The purpose of this study is to investigate English learning effect of young children in Taiwan by means of examining the influence of age and English teaching approaches on young children’s phonological awareness in Chinese and in English. The participants consisted of the age of preschool (average five years old) and kindergarten (average six years old) children who are accepted different English language teaching approach in two schools. One school was called M school where young children were taught English partial time and English was one kind of language teaching materials. The other was called W school where young children were taught all time and learn everything in English. The results indicate that the age significantly affects on young children’s phonological awareness in Chinese and the teaching approach significantly affects on young children’s phonemic awareness in Chinese. The age significantly affects on young children’s phonological awareness in English. These results of this study seem to reveal that the main factor affecting on the development of young children’s phonological awareness in Chinese and in English is age. Due to the importance of phonological awareness, it should be to consider that English language teaching for young children could begin by training phonological awareness. However, based on the development of young children, it is not instant to train the capacity of phonological awareness in English language teaching. About the teaching of phonological awareness was discussed in the text. Keyword: English teaching approaches, young children, phonological awareness

論文提要內容： 本研究旨在探討字彙分析教學對台灣高中生學習生字、強化已習得之單字和推測字意三方面之影響。本研究結果希望對英文老師在教單字上有很大的啟示作用和幫助。 共有146位仁愛高中二年級學生參與這項研究，他們被分為實驗組和控制組；學期初，受試者接受英文能力測驗和單字前測，依據英文能力測驗成績，實驗組和控制組又細分為高低分兩組群。受試者在接受單字前測後，施以不同之單字教學：實驗組之教學方法包含字彙分析而控制組則否。18週後，他們接受單字後測。除接受後測外，實驗組還接受問卷調查和訪談。 研究結果顯示實驗組在學習生字、強化已習得之單字和推測字意三方面之進步均大於控制組。在學習生字方面的進步，實驗組和控制組平均數差異檢定已達到顯著水準（t = 2.777, p = .006）。此外，以英文程度而言，在學習生字、強化已習得之單字和推測字意三方面，高分組表現均優於低分組；在學習生字方面的進步，實驗高分組和控制組高分平均數差異檢定已達到顯著水準（t = .4529, p = .000）；低分組群則否（t = .249, p = .804）。經問卷調查分析和訪談，實驗組對字彙分析教學大部分持正面看法，高低分組群看法也大致上相似；在字尾使用、利用字首、字根、字尾推測字義和字彙分析法強化已習得單字三方面，高分組較低分組持更肯定之看法。本文根據研究結果，提出英語教學上之應用以及未來研究之建議。 / Abstract The purpose of the study is to explore the effect of Word Analysis Instruction on Taiwanese senior high school students’ vocabulary acquisition in learning new words, in consolidating previously learned words, and in inferring word meanings. It is hoped that the results of the study can give suggestions and inspirations to English teachers in vocabulary development. Involved in this study were 146 second graders at Jen-ai Senior High School. They were divided into the experimental and the control groups. At the beginning of the semester, all subjects took an English proficiency test and a vocabulary pretest. According to their scores in the English proficiency test, they were further divided into high and low proficiency levels. After the vocabulary pre-test, the experiment began. The experimental and the control groups received different vocabulary instructions: the instruction of the former involved word analysis, but that of the latter did not. After 18 weeks, all of the subjects took a vocabulary post-test. In addition to the vocabulary test, the experimental group was also asked to fill in a questionnaire. Later, some interviews were conducted. The results of the studies reveal that the experimental group made more progress than the control group in acquiring new words, in consolidating previously learned words, and in inferring word meanings. With regard to acquiring new words, the former significantly outperformed the latter (t = 2.777, p = .006). Besides, in terms of proficiency levels, the experimental high subgroup made more progress than the experimental low one. Regarding learning new words, the experimental high subgroup significantly outperformed the control one (t = .4529, p = .000), but there was no statistical difference between the low proficiency subgroups (t = .249, p = .804). Also, the questionnaire and interview results show that most of the subjects in the experimental group were positive about Word Analysis Instruction and that the high and low proficiency levels share similar points of view; in use of suffixes and vocabulary consolidation, high proficiency subjects tend to hold a more positive view than low proficiency ones. Based on the above results, some pedagogical implications for English teachers and suggestions are provided at the end of the study.