Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 53-55).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 53-55). Also available in print.

This thesis examines the different uses of a large-scale and high-stakes national English test in China—the College English Test (CET), together with their social and educational impacts. The research takes a multi-method, qualitative approach to collect different sources of data. The primary data were drawn from a series of face-to-face in-depth interviews with university students, lecturers, administrators, employers, a test designer and a bookseller. Other supporting data were collected through observations, email interviews, and a variety of documentary and online sources. The data show that the CET results have been used for both intended and unintended purposes by intended and unintended users. The main focus of the study is on the test takers—the university students. It was found that the CET, through the various uses made of the results, had a significant impact on the learning of English and subjects in other disciplines in the universities. There are also significant influences on test takers’ ethical conduct and their fairness perceptions of both the test itself and its uses. These impacts are multifaceted and they have chain consequences. The relation between the several uses of the CET results and their impacts can be represented by a model of ‘impact introducers (test users)—impact medium (test itself)—impact context—impact receivers (e.g. test takers)’. The study provides empirical evidence that the four elements in the model play different roles in the impact processes, and the impact is reciprocal between introducers and receivers. It also shows that test uses and their impacts are mediated by a number of factors, among which contextual factors (e.g. cultural, social and economic) tend to play more significant roles than the test itself. The study concludes with a discussion of the role of the four elements in the CET impact processes from different perspectives.

The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.

Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 74-75).

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 56-64).

The objective of the present research is to explore the present state of EFL (English as a foreign language) in Korean culture which is assumed to be different from that of English speaking countries, and to investigate learners' attitudes toward needs and motivation for the English language. Since it seems to be recognised that language and culture are inseparable, EFL in the Korean cultural context might reflect its own typical aspects. Chapter 1 deals with problems in EFL in Korea, and the relationship between foreign language acquisition and cultural background. The meaning of culture and its importance in a foreign language learning and teaching is elaborated. Chapter 2 reflects the characteristics of Korean culture, with an account of her history, education system and national policy of EFL. Current implementation of English language teaching at Korean universities, with its developmental history, is presented with evidences obtained from previous research. Chapter 3 reviews the theoretical literature on needs, attitudes, interest, anxiety and motivation in foreign/second language learning, since they are recognised as central to foreign language acquisition. Research studies on these variables are introduced, compared with each other and critically discussed. In Chapter 4, research questions and hypotheses are drawn, based on the theoretical framework reviewed in Chapter 3. The research design (sampling, methods of and procedures for data-collection) is elaborated. Chapter 5 begins with a description of data-interpretation methods employed in the study. Data obtained from these instruments were statistically analysed through a computer programme `SPSS'. The findings of the research are presented, followed by a discussion of the results. In Chapter 6, more detailed profiles of analysis than those given in Chapter 5 are presented. Particularly, item-by-item comparison is made between the college students' and graduates' questionnaires. Chapter 7, as a closing chapter of the present research, reviews the foregoing chapters and derives conclusions, suggesting implications for further research. Key implications arising from the research are: priority for teaching EFL from intercultural perspectives, and (so far as learners are concerned) to tolerating the new approaches to teaching that are required.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2510.

Thesis (Ph.D.) -- University of Western Sydney, 2004. / A thesis presented to the University of Western Sydney in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.

Thesis (Ph. D.)--Ohio State University, 2004. / Document formatted into pages. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Nov. 24.