Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 145-151).

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 78-82). Also available in print.

Thesis (M.A.)--University of Hong Kong, 1988. / Also available in print.

This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.

Magister Educationis - MEd / This study investigates the extent to which the one-year English course that the National University of Rwanda offers equips Francophone students with the linguistic tools they need in order to cope with content subjects offered through the medium of English. It argues that learning English in this context should go beyond foreign language learning to learning English for Academic Purposes, and beyond language learning to the understanding of content subjects. For the purposes of this study, the focus fell on students in the Management Faculty.

Este estudo tem como objetivo conduzir de forma teórica e prática o ensino de Língua Inglesa aos acadêmicos da Universidade da Maturidade (UMA). A UMA é um projeto de extensão do curso de Pedagogia da Universidade Federal do Tocantins (UFT), criado em 2006. Neste trabalho buscou também, apresentar a temática da Língua Inglesa de maneira em que tanto o ensino, como a aprendizagem, fosse assimilado de maneira significativa, em que o universo dos velhos fizesse presente em cada aula, sendo ela teórica, e consequentemente, prática. Neste estudo de caso foram detalhadas seis aulas de Língua Inglesa ministrada aos velhos acadêmicos da UMA com duração de uma hora e trinta minutos cada, o que resultou num projeto de culminância de todas essas aulas, sendo acrescentadas mais três aulas para o projeto intitulado, MasterChef’s Cake UMA. Nele, os 25 acadêmicos participantes utilizaram da teoria do vocabulário de uma receita de bolo simples, para apresentarem o mesmo, confeccionado pelos acadêmicos que formaram grupos divididos pela professora/pesquisadora desse estudo, a fim de finalizarem o período de estudo daquele semestre. Portanto, baseado em teóricos que tratam sobre o processo de ensino/aprendizagem da Língua Inglesa de maneira relevante e que traga o entendimento a esse velho, em que muitos, já não acreditavam em seu cognitivo, que é possível, por meio de signo e significado, que todas as idades têm a chance e possibilidade de aprender. Mesmo sabendo que a capacidade de absorver deste velho, o conteúdo programático, não seja igual a de um jovem. Mas se observar o seu contexto social, suas particularidades e especificidades, podemos sim, reter bons rendimentos desse acadêmico, significativamente. Conclui-se que passado e presente necessitam ser latentes no ensino para os velhos, pois quanto mais chegarmos perto da realidade deles, mais prazeroso e significativo será sua aprendizagem. E quanto mais os professores entenderem o universo dos velhos, melhor será suas práxis. Enfim, faz-se necessário o destaque de que este estudo é o início de estudos e análises futuros, pode-se aprofundar o estudo de outras línguas estrangeiras, bem como associar a Língua Inglesa ao uso da tecnologia, um campo a ser explorado na UMA, dentre outras possibilidades. / This study aims to conduct in a theoretical and practical way the teaching of English Language to the academics of the Universidade da Maturidade (UMA). The UMA is an extension project of the Pedagogy course of the Universidade Federal do Tocantins (UFT), created in 2006. In this work, we also tried to present the theme of the English Language in a way in which both teaching and learning were assimilated in a meaningful way, in which the universe of the elderly made present in each class, being theoretical and therefore practical. In this case study, six English language classes were given to the old UMA academics lasting one hour and thirty minutes each, which resulted in a project culminating in all of these classes, and three more classes were added to the project titled MasterChef's Cake UMA. In it, the 25 participating students used the vocabulary theory of a simple cake recipe to present the same, made by the students that formed groups divided by the teacher / researcher of that study, in order to finish the study period of that semester. Therefore, based on theorists who deal with the teaching / learning process of the English Language in a relevant way and that brings the understanding to this old one, in which many, no longer believed in their cognitive, which is possible, through sign and meaning, which all ages have the chance and possibility to learn. Even though the ability to absorb this old, programmatic content, is not equal to that of a young person. But if we observe their social context, their particularities and specificities, we can, yes, retain good income of this academic, significantly. We conclude that past and present need to be latent in teaching for the old, for the closer we get to their reality, the more enjoyable and meaningful their learning will be. And the more teachers understand the universe of the old, the better their praxis will be. Finally, it is necessary to emphasize that this study is the beginning of future studies and analyzes, it is possible to deepen the study of other foreign languages, as well as to associate the English Language with the use of technology, a field to be explored in UMA , among other possibilities.

This diploma thesis, titled "Pythagorean Theorem in CLIL lessons", deals with one of the possible strategies in bilingual education - CLIL method which links teaching of a non- linguistic subject and a foreign language, mathematics and English, in this case. For the realization of CLIL method I have chosen the topic of the introduction to Pythagorean Theorem. The aim of this thesis was to check whether the chosen topic is suitable for CLIL lessons, then the influence of a foreign language on the active involvement of pupils in the lesson and on understanding of the subject matter. At the beginning, I focus on general integration of the content subject and a foreign language and then I describe the preparation of the experiment. The core of this thesis is the project of the CLIL lesson. The project was realized in the experimental groups, the gained data have been processed on the base of observation and analysis of the final individual work and the questionnaire. The results show the potential of the CLIL method as a new possibility for bilingual teaching of content subjects.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 163-170). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Apr. 27, 2010). Includes bibliographical references (p. 382-392).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.