Thesis (M.S. in Education)--Shenandoah University, 2003. / Abstract missing (p. vii) in thesis. Includes bibliographical references.

Thesis (M.S. in Education)--Shenandoah University, 2003. / Includes bibliographical references.

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1998. / Source: Masters Abstracts International, Volume: 45-06, page: 2750. Typescript. Abstract included as one unpaged leaf at back of volume. Includes bibliographical references (leaves 28-30).

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The aim of this study was to evaluate the perceived benefits of an English language learning architecture of a preparatory language school of a private university from the current students&rsquo / , previous students&rsquo / , teachers&rsquo / and administrators&rsquo / point of view. The study investigated the reactions towards the two parts of the learning architecture designed to teach English through a blended learning system, focusing on the system&rsquo / s benefits for the students&rsquo / language skills as well as transferable skills such as computer literacy, working collaboratively, and taking responsibility for their own learning. In this case study both qualitative and quantitative data were gathered from four parties: questionnaires from current students, instructors, administrators and faculty students, classroom and language laboratory observation forms, interviews with the current students as well as with faculty students who passed the preparatory school&rsquo / s proficiency exam and were in their freshmen year, studying in their departments. The qualitative data were analyzed using a coding system and quantitative data were analyzed using SPSS and Excel. In general it can be said that there was a positive reaction towards the use of computers in the preparatory program for providing an effective platform for teaching and learning English as well as transferable skills such as computer literacy, taking responsibility for one&rsquo / s own learning and working collaboratively. The materials were found useful and there was a request for similar materials in the other levels of the program. Nevertheless, it was found that students did not really enjoy doing the materials and needed more incentives to complete them. From the instructors&rsquo / and administrators&rsquo / point of view issues of time needed to get familiar with and integrate the materials into the daily teaching, ways of integrating the materials as well as learner and teacher training emerged as a result of the study.

Diss. Göteborg : Göteborgs universitet, 2009.

Thesis (Ph. D.)--Georgia State University, 2007. / Joyce E. Many, committee chair; Mona W. Matthews, Dana L. Fox, Lori N. Elliott, committee members. Electronic text (190 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed June 19, 2008; title from file title page. Includes bibliographical references (p. 177-187).

Thesis--Faculty of Humanities, University of Jyväskylä, 1996. / Includes bibliographical references (p. [234]-249).

Made available in DSpace on 2016-04-28T18:24:15Z (GMT). No. of bitstreams: 1 Eliana Marcia dos Santos Carvalho.pdf: 1129927 bytes, checksum: 24077e3f3a9df33922dae640e2fae48a (MD5) Previous issue date: 2010-05-07 / Fundação Ford / This dissertation aims at investigating how two groups of teachers and future teachers of English evaluate their undergraduate courses: - Letters Portuguese and English, in 1997 and Letters - English in 2007, in a public university in the state of Bahia. It also tries to understand the reasons that contribute to these teachers rejection to work as teachers, specially, as English teachers. In order to support this investigation, I used as theoretical references: Celani (1996, 2000, 2004), Moita Lopes (1996, 2005), Almeida Filho (1993, 1999, 2007), Leffa (1999), Freire (1986, 1996), Prabhu (1990) and Freeman (1989, 2000). Questionnaires, interviews and the curricula of the two courseswere used as research instruments. This research has an ethnographic qualitative interpretative nature (Chizzotti (2006) and can be seen as a case study (Leffa, 2006) in which I want to understand the reasons why those teachers don t want to teach English. The results indicate that the frequent teachers replacement during the course, the students lack of interest in the course, the lack of information about the professional possibilities offered by the course, the low salary and the difficulties in dealing with new technologies, contributed to discouraging Letters students to want to become teachers. This led to changes in their academic education and suggested the need for continued teacher education / Esta dissertação tem como objetivo investigar as concepções sobre o curso de formação e o campo de atuação de dois grupos: professores que fizeram curso de Graduação em Letras, Habilitação em Português, Inglês e Literaturas em 1997, e professores que fizeram o curso de Letras/Inglês em 2007, em uma universidade do interior da Bahia. Também procura entender as razões que levam os egressos desses cursos a não querer trabalhar como professor (de inglês). Para embasar esta investigação, utilizei como aportes teóricos: Celani (1996, 2000, 2004), Moita Lopes (1996, 2005), Almeida Filho (1993, 1999, 2007), Leffa (1999), Freire (1986 , 1996), Prabhu (1990), Freeman (1989, 2000). É uma pesquisa de natureza etnográfica qualitativa interpretativista (Chizzotti, 2006) e um estudo de caso (Leffa, 2006), em que procuro entender os motivos que levam os professores a não quererem dar aulas (de inglês). Como instrumentos de pesquisa, utilizei questionários, entrevistas e os fluxogramas dos dois cursos. Os dados foram analisados de acordo com a metodologia proposta, a fim de encontrar no todo das respostas obtidas, informações que justificassem a resistência ao ensino. A interpretação feita levou-me a analisar os dados de acordo com as minhas representações, tendo como base a fundamentação teórica. Os resultados indicam que a troca constante de professor durante o curso de formação, o desinteresse de muitos alunos pelo curso, a falta de conhecimento das possibilidades profissionais que o curso oferece, o baixo salário e as dificuldades encontradas para lidar com as novas tecnologias em sala de aula, são aspectos que certamente desestimulam os estudantes do curso de Letras a atuarem como professores. Isso implica mudanças na sua formação acadêmica e indica a necessidade de um programa de formação continuada do professor

The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learning and Questionnaire of English Self-Efficacy were given to the participants. Proficiency scores were taken from the proficiency test done to examine their proficiency level at the beginning of the year. Multiple regression analysis was utilized to evaluate data collected. The results indicated that the number of years of English language learning, being abroad, type of high school that they graduated from, self-efficacy for receptive skills, and deep processing strategies predict the English language proficiency scores of the students positively, while memory and rehearsal strategies predict the English language proficiency scores negatively. The research findings were discussed by relying on the previous research findings.