The demands imposed on teachers who are L2 speakers of English, in the Teaching of English as a Second Language (TESL) have had far-reaching consequences. In these situations, the consequences are compounded when the teacher is a L3 speaker of English teaching English to students who are predominantly L2/L3 speakers. Such consequences were explicitly stated in a number of reports, reviews and observations (Elley, 1979; Chamberlain, 1987; Laws and Horsley, 1988; The Ministerial Taskforce, 1989) and others. Issues relating to quality of education and quality of English teaching were frequently addressed and questioned. The author's experience as a teacher of English, Head of the English Department at Titikaveka College and English Adviser for secondary schools led to a growing concern and need to delve into these problems at both the primary and secondary levels. In the absence of research in this important area, the author sought to conduct investigation in four schools. The author was further motivated to conduct research as a result of a number of recent changes within the education system. Major concerns were firstly, the introduction of the Grade 6 National Examination in 1991; secondly, the change-over from the South Pacific English Option paper to a full New Zealand English paper in the New Zealand School Certificate (NZSC) Examination in 1989; and finally, the introduction of the New Zealand Bursary Examination in 1992. The question foremost in the author's mind was how adequately were the schools equipped to implement such changes given an array of major constraints. In this study, it is hypothesised that, most of the problems related to TESL in the Cook Islands stem primarily, and mainly from the poor quality of teachers in the classroom. This does not deny the existence of problems which emanate from other factors which impact on TESL, such as the language policy and curriculum, the adequacy or inadequacy of teaching resources, and whether indeed they are appropriate and the kinds of teaching methods which prevail. These are all acknowledged as contributing factors. The argument presented in this study, is that, while these are contributing factors, they are considered not as important as the teacher factor. The thrust of this thesis recognises the teacher as the most important classroom resource, the "key" factor which ultimately determines the quality and indeed the success or failure of an education system. This is true in the particular context of the Cook islands where teaching-learning resources, by its broadest definition, are very limited. In terms of the quality of the teacher's resourcefulness, this in turn is determined by his/her level of education and the kind of training received. Underlying the thesis presented is the contention that if the teacher is well-educated and highly-trained, then teaching and learning for the child make the possibility of attaining Level IV, the highest stage in Beeby's paradigm more likely. That is, teaching which stresses meaning and understanding, problem solving and creativity and the catering of individual differences (Beeby 1966: 72). Needless to say, the converse is more likely to happen, where and when teachers have had very limited education, inadequate and inappropriate training. In accordance with the purpose as outlined in Chapter 1, this study comprises 6 chapters and a conclusion. Chapter 1 discusses the nature of the problem from a number of interrelated dimensions, which have to varying degrees impacted on the teaching of ESL in the Cook Islands. The chapter concludes by stressing the purpose and relevance of the study in terms of educational, economic and social significance. Chapter 2 reviews and discusses, from a historical perspective, the literature as it relates firstly to the teaching of English in the Pacific but more specifically the teaching of English in the Cook Islands. The chapter then discusses the theoretical development and research in the teaching and learning of ESL in an attempt to arrive at a theoretical framework. Chapter 3 presents the research instruments and procedures used to gather and analyse the data. In the main, office sources, classroom observations, questionnaires and interviews formed the basis for eliciting data. Chapter 4 draws together the major findings of the study. The limited size of the sample placed some restrictions on the analysis of results derived from this study. Nevertheless, the analysis identified some significant trends upon which conclusions can be drawn. The last two chapters, Chapter 5 and Chapter 6 deal with the interpretative aspects of the study with the intention of arriving at valid recommendations to the problems identified. In summary, the study found that the teacher in the Cook Islands context is the key factor in the process of teaching and learning of ESL. When the teacher is well-educated and adequately trained, then the possibility of quality teaching and meaningful learning becomes a reality for the student.

This study attempts to explore and to understand the use of computers in English language classrooms, in a Malaysian context. This qualitative study aims to investigate and understand the use of computers in English language classes in a secondary Smart School in Malaysia by examining the teaching situations and the types of activities carried out in the classroom. In order to understand the factors related to computer use, teachers’ and students’ attitudes towards the use of computers in English lessons were investigated. Using the perspectives from social constructivism, this study examines, this study also looks into classroom interactions to examine the English language learning opportunities for students. A combination of procedures was used for data collection. The data were collected using classroom observations, interviews, field-notes, document, learning diaries and classroom interaction transcripts. The data were analyzed using multiple analyses. This study use thematic analysis as one of the analysis method to examine the interviews, and observations field notes. This study shows that computers in the classroom can be beneficial as tools for facilitating learning English. This study also suggests that in order for the integration of computers in education to be a success the education system needs to be changed or to be adjusted. This study helps to explain the complexity of using computers in the teaching of English as a Second Language in order to fulfil the objectives of the English syllabus and the English curriculum in a Malaysian secondary school. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1229801 / Thesis (Ph.D.) - University of Adelaide, School of Humanities, 2006

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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.

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The writing of this thesis was guided·by the question "how does one teach English as a second language through theater?" This thesis.contains the pedagogical research basis for teaching English as second language, a script with supporting materials for teaching English as a second language, and a playwright's.journal detailing the writing process for the dramatic work. Within the pedagogical research, there is a comparison between the different founding fathers of modem TESL methodologies, a comparison between the different methodologies, and a practical exploration of teaching English as a second language through Task Based Instruction. The script itself is the lyrical book for a ten day, episodic musical for Spanish speaking 3rd and 4th graders. The dramatic work was written to be performed in a voluntary extracurricular context, such as an ESL summer camp.

In order to examine the factors that impinge on an on-going change, this Field Study involved a consideration of the first two Royal Society of Arts Courses In The Teaching of English in Singapore Schools (RSA TESL). These were part-time courses offered to graduate teachers to enable them to further improve their skills in English Language teaching. The study was based on a questionnaire that incorporated the following components: the general background of the teacher the school climate the level of attainment in relation to the competencies identified the level of sharing the methods of dissemination Of the teachers from courses one and two who were invited to attend a feedback session, forty-eight responded. The questionnaire was designed to elicit responses from the participants in relation to the main factors mentioned above. The results of the study were subjected to three main types of analyses viz, comparisons based on raw data co-relations of the different factors using the Pearson's Product Moment Co-efficient Chi-square and T-score analyses of means of the different factors to ascertain degrees of relationship. Since the course had a task-based emphasis, it was not surprising that the study revealed a high level of attainment of the teachers in relation to the main competencies developed in the course. This in turn was shown to have a significant effect on the confidence of the teachers to share their knowledge and skills with other teachers. Another factor that was significant in terms of the levels of sharing achieved by the teachers was the position held by them. It was found that a greater degree of sharing of skills and knowledge was achieved by the senior subject teachers than those who were not. This was also confirmed when a comparison of courses one and two was made. The degree of sharing achieved by the course one participants was higher because there were more senior subject teachers among them. Furthermore, this difference in sharing in relation to position was marked in both schools that had a good climate or those that had a poor climate. The school climate also significantly affected the relative level of sharing of skills and knowledge achieved by the teachers. Even among the senior subject teachers, the level of sharing was greater in schools with a good climate than in those with a poor climate. Finally, in terms of the method of dissemination, it was found that the senior subject teachers used both the formal (demonstrations, workshops) and informal methods of dissemination while the ordinary teachers used mainly the informal (discussions etc) methods of dissemination. The four main findings arising from the study have had a significant impact on the future developments in relation to the RSA TESL course as well as other in-service courses where a transfer of knowledge/skills is expected on completion of the course.

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After careful review of English for Specific Purposes (ESP) and English for Medical Purposes (EMP) literature, I assisted in the development of a curriculum for an ESP Certified Nursing Assistant (CNA) Preparation course. The course participants were non-native English speaking employees of Utah Valley Regional Medical Center (UVRMC), currently working in the department of housekeeping, wanting to further their employment opportunities. The ESP CNA Preparation course was 12 weeks duration, three days per week, 5:30 pm – 7:00 pm. My contribution to the curriculum was the development of teaching materials and methods and I used two guiding questions to assist in the development of the materials: • What form should effective materials take for an ESP CNA preparation course? • How effective were these materials? From all the ESP / EMP related literature that I reviewed, I found three studies (Orr, 2002; Bosher & Smallkowski, 2002; Dias, 1999) that had a strong emphasis, closely related to our curriculum, on different aspects of materials development. The literature provided a basis for the outline of materials to be developed for the ESP CNA Preparation course. An in-depth needs and situational analysis, close observation of the CNA course and ongoing Teaching English to Speakers of Other Languages (TESOL) coursework, added to the basis established from the review of literature. The CNA course gave the project team opportunities to observe what English skills a non-native English speaker (NNES) would need to participate appropriately, and with different people observing we gathered different perspectives. The materials development process reviews the types (e.g., lesson plans, activities, worksheets, audio etc) and purpose of materials developed. After two week increments of the ESP CNA Preparation course, I critically reviewed the things that I learned from the use of my materials (e.g., lesson plan format, time allocations, teaching methodology, materials that did not enhance language skills etc). My materials went through a refining process. Three things I learned from this project are: • To teach an effective ESP curriculum, an ESL and a content expert are required. • Materials developed for an ESP course come from a variety of sources. • The development of materials is a progressional process.

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