This study’s aim is to investigate what strategies within cooperative learning teachers’ use in the English classroom. An additional aim is to investigate how teachers’ believe cooperative learning contributes to interaction between students. The study focuses on the perspective of the teachers. Cooperative learning is a pedagogical method with roots from the sociocultural perspective. Furthermore, it is described by Kagan and Stenlev (2006) as a method where students work in groups and cooperate in order to achieve the mutual goal. According to Kagan and Stenlev (2006), the students’ communicative interaction between each other is one of the critical elements of cooperative learning. The empirical material consists of qualitative interviews with four legitimized teachers. I chose to conduct a qualitative research in order to guarantee valid answers due to the time given. After the interviews, the recorded answers were analyzed and compared to one and other in order to reach answers to my research question. After having finished the result analyze, the recordings of the interviews were deleted. The result of the study shows that teachers tend to use following strategies within cooperative learning: think-pair-share, team-pair-solo, quiz-quiz-trade, jigsaw, poem for two voices and placement consensus. Furthermore, it shows that teachers’ attitude and willingness to use cooperative learning can depend on when they got their degree. However, additional factors may have an impact, such as the lack of further education in connection to the introduction of the new steering document in 2011.

A number of studies in the literature claim that storytelling is a powerful tool in the development of receptive (i.e., Reading and Listening) and productive (i.e., Speaking and Writing) language skills, including pronunciation (e.g., Atta-Alla, 2011; Mottalabi & Pourgharib, 2013; Zare-Behatash, Saed and Sajjadi, 2016). Furthermore, there are studies that suggest that storytelling is even more effective than traditional teaching methods (e.g., Hsu, 2010; Li & Seehouse, 2010; Zare-Behatash, Saed and Sajjadi, 2016). The problem, however, is that those studies generally lack specific information about how storytelling improves pronunciation and what aspects are enhanced, for instance. This study aims to fill such a gap in the literature by investigating the effect(s) of storytelling on the development of the pronunciation of Brazilian beginner learners of English as a foreign language (EFL) who are 15 years of age and older, through a focus on specific segmental (i.e., /I/; /i/ and /ð/; /θ/) and suprasegmental (i.e., word stress) features that are considered difficult for Brazilian learners of English to pronounce intelligibly (i.e., Baptista, 2001; Cruz, 2003; Reis, 2006). Additionally, it aims to investigate how storytelling activities compare in effectiveness to textbook activities in the development of pronunciation, since textbook activities are widely used pedagogical tools in English classes in Brazil and generally considered to be effective in the development of language skills (e.g., Consolo, 1990; Xavier & Urio, 2006). Last, the study examines Brazilian learners’ perceptions about the usefulness and relevance of the storytelling/textbook activities they were exposed to in improving their pronunciation. Data were collected at a private school in Brazil three times a week, in 12, 25-minute sessions. A total of 86 learners participated in the study and were randomly divided into three different groups (i.e., experimental, n=28; comparison, n=29; and control, n=29). The experimental group performed storytelling activities and the comparison group performed textbook activities. The control group received no treatment. Quantitative and qualitative analyses were conducted to examine the data gathered from pre-tests, post-tests and questionnaires. The findings of the statistical analyses showed significant differences in the participants’ performance in the perception and production pre-tests/post-tests, suggesting that storytelling and textbook activities played an effective role in the pronunciation improvement of the participants. In addition, findings showed that storytelling and textbook activities had a similar effect on pronunciation. The findings of the quantitative and qualitative questionnaires showed that, in general, participants in the experimental (i.e., storytelling) and comparison (i.e., textbook) groups similarly enjoyed performing their respective activities, although they were not much sure about their usefulness and relevance for the improvement of their English pronunciation. This study offers various contributions in the investigation of the effect of storytelling on pronunciation improvement. In addition to addressing the lack of specific information in previous studies on the relationship between storytelling and pronunciation development, it also contributes to the field by showing teachers that L2 pronunciation development may be impacted by a number of factors at individual, psychological, sociocultural and sociocognitive levels, to mention a few. Moreover, it suggests that the implicit approach examined in the study did not seem to play an effective role in the development of learners’ pronunciation. Instead, an inductive approach that involves exposing learners to target sounds through the use of enhanced input, for instance, could potentially increase the effectiveness of pronunciation improvement through storytelling. / Graduate

This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation.

The English language is widely used throughout the world and has become a core subject in many countries, especially for students in the upper elementary classroom. While textbooks have been the preferred EFL teaching method for a long time, this belief has seemingly changed within the last few years. Therefore, this study looks at what prior research says about the use of authentic texts in the EFL upper elementary classroom with an aim to answer research questions on how teachers can work with authentic texts, what the potential benefits of using authentic texts are and what teachers and students say about the use of authentic texts in the EFL classroom. While this thesis is written from a Swedish perspective, it is recognized that many countries teach EFL. Therefore, international results have also been taken into consideration and seven previous research studies have been analyzed in order to gain a better understanding of the use of authentic texts in the EFL classroom. Results indicate that the use of authentic texts is beneficial in teaching EFL. However, many teachers are still reluctant to use these, mainly because of time constraints and the belief that such texts are too difficult for their students. Since these findings are mainly focused on areas outside of Sweden, additional research is needed before conclusions can be drawn on the use of authentic texts in the Swedish upper elementary EFL classroom. / <p>Engelska</p>

Many French EFL (English as a foreign language) learners may be aware of the origin of anglicisms (loanwords from English) and may thus attempt to use these words in English. However, changes in meaning, phonology, and syntax, etc., during the integration of a loanword into the borrowing language create the potential for error in such efforts. This report reviews relevant research and theory on language transfer, vocabulary knowledge, metacognition, and lexical borrowing as factors that bear light on this type of transfer. It then presents two studies, one with French EFL learners and one with EFL teachers in France. Results suggest that anglicisms do cause errors in the English of French learners, that learners are generally aware of anglicisms and of the possible difference in meaning between the French and the English words, and, finally, that this awareness does not necessarily lead to correct usage of such words. / text

Thus far, few research studies have examined the practice of integrated speaking test tasks in the field of second/foreign language oral assessment. This dissertation utilized structural equation modeling (SEM) and qualitative techniques to explore the relationships among topical knowledge, anxiety, and integrated speaking test performance and to compare the influence of topical knowledge and anxiety, respectively, on independent speaking test performance and integrated speaking test performance. Three instruments were employed in this study. First, three integrated tasks were derived from TOEFL-iBT preparation materials, and three independent tasks were developed specifically for this research study. Second, four topical knowledge tests (TKTs) were constructed by six content experts and validated on a group of 421 Taiwanese EFL learners. Third, the state anxiety inventory (SAI) from the State-Trait Anxiety Inventory was adopted. A total of 352 Taiwanese EFL students were recruited for the official study. At the first stage, they filled out the personal information sheet and responded to the TKTs. At the second stage, they took two independent tasks for which they spoke without input support, responded to an SAI, performed two integrated tasks in which they orally summarized the textual and auditory input given to them, and completed another SAI. Finally, 23 volunteers took part in follow-up interviews. The quantitative data were analyzed using the two-step SEM approach and the interview data were examined using a series of qualitative techniques, leading to five primary findings. First, topical knowledge and anxiety both strongly influenced the integrated speaking performance, though in an opposite manner. Second, topical knowledge did not significantly affect anxiety. Third, the effect of topical knowledge on independent speaking performance and integrated speaking performance varied depending on the topics of the tasks. Fourth, the impact of anxiety on independent speaking performance and integrated speaking performance also differed according to the topics of the tasks. Fifth, participants were overwhelmingly positive about the integrated tasks. In light of the findings, several implications are proposed for second/foreign language oral assessment theory, research methodology, and practice. / text

Learners from many corners of the earth are acquiring English as a Foreign Language (EFL), lending importance to issues of language learning and its effects on global and local identities being forged in the process. As English language users, they are recipients and producers of multiple discourses around the global status of English as a foreign language, from English as linguistic, material, and symbolic capital (Bourdieu, 1991) to language as commodity (Heller, 1999). Such discourses are accompanied by representations of language and culture, or imagined communities (Anderson, 1983, Norton, 2001) that represent language use and cultural representations deemed as legitimate.The purpose of this study is to triangulate three different but intersecting perspectives: that of the researcher, Mexican EFL teachers and Mexican teachers-in-training, on the imagined communities and the underlying ideological discourses of English in a global EFL textbook, as well as those held by these same teachers and teachers-in-training. Critical discourse analysis, classroom observations, in-depth interviews and language learning autobiographies provided the data for a critical assessment of the language and cultural content of the textbook and the ideologies of English.While CDA has been rightly challenged for privileging the researcher's position, this study contributes to a poststructuralist view of the participants as agents of change; they are receptors of discourses that taint their ideologies about language, but they also resist and transform them, through articulated ideas as well as through specific classroom actions that allow them to appropriate the English language, despite the textbook's systematic exclusion of speakers like them, and cultural practices like theirs.This study contributes to the growing field of critical applied linguistics, where learners are viewed as social beings in sites of struggle and with multiple and changing identities (Norton, 2000). In this vein, neutrality can no longer be accepted as a construct in textbooks or in the ELT practice, since the contained practices are subject to ideologies which must be dismantled in order to offer students and teachers more equitable representations of the English language and its speakers.

Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a socio constructivist and experiential lens was adopted. Even though volunteer teaching abroad is an increasing worldwide trend, there are few studies that combine these areas, showing that the existing blend of volunteerism and English language teaching needs to be further examined. The analysis of the data showed that novice volunteer teachers experience five types of experiences when teaching English: language teaching experiences, language learning experiences, challenges, general experiences, and volunteering experiences. Novice teachers recalled their expectations before teaching and those were maintained, modified, or unfulfilled. Volunteers stated what teaching means to them after working in public schools, they were able to describe diverse language teaching experiences, and make recommendations to future volunteers.

Literature’s role in the foreign language classroom has been extensively researched, and the benefits of enjoyable reading firmly established. But could teachers benefit from a new perspective in the form of Critical Literacy Pedagogy when choosing and teaching literary works? Critical Literacy Pedagogy, CLP, is a method of critically examining literature to detect possible power structures e.g. concerning ethnicity and gender. This study examines how teachers and students value a number of criteria and aspects in connection to what literature is used in the class. Two empirical web-based questionnaire surveys were conducted on a total of 23 teachers and 42 students in upper secondary school in Sweden. The results are primarily presented quantitatively with the complement of excerpts from the written answers to the open-ended questions, and has then analyzed with the help of CLP, to see if the method has a possible role in EFL-teaching in upper secondary school in Sweden.   In the present study, the participating teachers valued practical characteristics, such as level of difficulty, higher than conceptual characteristics, such as the sexual orientation of an author or character, when choosing what literary works to teach. These ratings were seen as problematic when compared to the teachers’ concrete exemplifications of taught works. Moreover, both teachers and students rated the possibility of critical and ethical discussion very highly in regard to the chosen works. A comparison between the ratings and the exemplified works indicate that CLP could be a valuable method when choosing what literature to teach.

Esta tese investiga, sob a perspectiva da Linguística Sistêmico-Funcional (HALLIDAY e MATTHIESSEN, 2004,2014), os processos de retextualização empregados por estudantes de inglês como língua estrangeira na produção de textos em contextos acadêmicos. O conceito retextualização (MARCUSCHI, 2001) constitui-se na produção de um novo texto a partir de um ou mais texto(s)-fonte e trata-se de prática comum em contextos acadêmicos. Tem-se como objetivo verificar as operações de retextualização relacionadas às metafunções da linguagem – ideacional, interpessoal e textual - e como essas se materializam nos respectivos sistemas léxico-gramaticais e no gênero específico no qual se enquadram. O corpus constituise de retextualizações produzidas a partir de diferentes texto(s)-fonte. Os resultados indicam que as estratégias de retextualização estão intimamente relacionadas ao conhecimento da função que etapas e fases dos gêneros desempenham na construção de significados. Procurase contribuir para as práticas de escrita em ILE em contextos acadêmicos, oferecendo uma abordagem sistêmico-funcional dos processos de retextualização envolvidos no desenvolvimento dessa habilidade. / This study investigates, under the perspective of Systemic Functional Linguistics (HALLIDAY and MATTHIESSEN, 2004, 2014), the retextualization processes learners of English as a Foreign Language use when writing texts in academic contexts. Retextualization (MARCUSCHI, 2001) is understood as the production of a new text based on one or more source-texts and is a recurrent practice in academic contexts. The study investigated the processes of retextualization related to the metafunctions of language –ideational, experiential and textual- and their realization in the respective lexicogrammar structures as well as in the specific genre to which they are related. The corpus comprises retextualizations produced from different source-texts. The results indicate that the retextualization strategies are intimately connected to the knowledge of the function the stages and phases of the genres play in the construction of meaning. The purpose of the study is to contribute to writing practices of English as a Foreign Language in academic contexts, putting forward a systemic-functional approach to the retextualization processes involved in the development of writing skills.