Award for ELT Masters Dissertation
UK Masters Dissertation awards - promoting achievements of students on UK universities Masters programmes for work with the best potential for impact on ELT practice.
The scheme is an opportunity for institutions to promote their programmes and for recent graduates to establish themselves in the field.
About the award
2015 British Council Masters Dissertation Award with Best Potential for Impact on ELT
The British Council is pleased to announce the 4th British Council ELT Masters Dissertation Award for work with the best potential for impact on ELT practice.
For the last four years, the British Council has partnered with UK universities to find ELT Masters dissertations with potential for impact on policy and practice. The scheme, where universities submit one dissertation from their ELT Masters programmes and then judge them along with a panel of British Council experts, is designed to recognise and celebrate the brightest minds in ELT at Masters level. By publishing the dissertations on the British Council website, the high quality dissertations become additions to the canon of research in ELT and accessible to practitioners around the world, thereby raising the profile of the authors and universities alike. The scheme is an opportunity for institutions to promote their programmes and for recent graduates to establish themselves in the field.
Call for entries
Conditions of entry:
- Permission from the author for both the summary and the dissertation to be published in any form by British Council on a non-exclusive basis.
- The Dissertation
- The summary – maximum two pages written in Arial 12, single-spaced with a line between paragraphs. Bullet points may be used. The first section should contain the summary of the dissertation (which may include the abstract written by the student) and the second should address the issue of potential for impact. This summary should be written or approved by the institution, with appropriate input from the author.
- A covering letter with the name and email addresses of the submitting university, the member of staff submitting the dissertation and the student.
- A statement of permission from the dissertation author for the submission and permission to publish.
The Judging Process
Tim Goodier, King’s College London: Working with CEFR can-do statements
Santi Budi Lestari, University of Warwick: Paraphrasing in high-scoring and low-scoring L2 integrated writing test task responses
Cathryn Tolon, University of Sussex: Teacher experiences during the shift in medium of instruction in Rwanda: voices from Kigali public schools
Sanghoon Mun, University of Bath: A study on teachers’ item weighting and the Rasch model: summative test items’ difficulty logits calibration using the Rasch model
(In alphabetical order.)
Each title links to the relevant dissertation paper:
Oliver Beddall, Aston University: Investigating reflective practice in a training course for young learner teachers
Hui Guo, Birkbeck, University of London: Analysing and evaluating current mobile applications for learning English speaking
Anne Hardy, Canterbury Christ Church University: An investigation to establish the impact of synthetic phonics on teaching children with English as an additional language to read
Natalia Blackman, University of Edinburgh: EFL teachers’ perceptions on the use of L1 in a primary and secondary classroom in Belarus
Jennefer Brown, University of Exeter: Teachers’ perceptions and uses of online gaming and virtual worlds for English language learning
Laura Sae Miyake Mark, University of Hull: Identity and interaction in second language acquisition: an investigation of Chinese learners’ use of ‘English’ names
Miroslawa Mohite, London Metropolitan University: An investigation into the English language writing strategies used by Polish EFL secondary school learners
Susannah Pearson, Norwich Institute for Language Education: Reflection and continued teacher development after the storm: Writing self-study materials for newly-qualified CELTA teachers
Hamish Chalmers, Oxford Brookes University: Harnessing linguistic diversity in polylingual British-curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial
Richard Spiby, University of Reading: A comparison of the performance and utilization of reading strategies on tests of expeditious and careful reading
Daniel Baines, Sheffield Hallam University: Reflection and improvement on the four-week intensive TEFL course
Ghadah Saleh Aloqaili, University of Southampton: Learning vocabulary from subtitled videos: an investigation into the effectiveness of using subtitled videos for intentional vocabulary learning in Saudi Arabia with an exploration of learners’ perspective
Xiaoya Zhou, University of Stirling: Learner's strategy use to guess word meanings during interactive read-aloud: a case study
Laís Borges, University College London: Pronunciation beliefs and other predictors of phonological performance: a study with Brazilian ESL learners
Thomas Michael Jameson, University of Edinburgh: Attitudes Towards English in Relation to English as a Lingua Franca in the Tanzanian Context.
Claudia Spataro, University of Leeds: Using Moodle 2.3 to improve perception skills in EFL listening: does it work?
Jeremy Scott, University of Exeter: Foreign Territory: An Ethnographic Study of an “English Village” within a Japanese University.
Adam Turner, Aston University: Participant observation of the interaction in an engineering lab to improve materials design and writing support for graduate students and faculty publishing in English at a research university in Korea.
Laura Patsko, Kings College London: Using the Lingua Franca Core to promote students’ mutual intelligibility in the multilingual classroom: Five teachers’ experiences.
Samantha Meehan, University of Lancashire: An Investigation into the Structural Errors of Arabic Learners’ Written Persuasive Discourse in English.
Rhona Cole, Sheffield Hallam University: An investigation into the use of a theme based on children’s literature to support the development of speaking skills and early writing skills in a bilingual preschool environment.
Samira Hazari, University of Warwick: Equipping young learners with learning to learn strategies by developing their meta-cognitive skills through reflection.
Finalists' summary statements
Tanya Cotter, Leeds Metropolitan University: Pre-departure Beginner Level English Course for Bangladeshi Female Migrant Domestic Workers
Tojiniso Olimnazarova, University of Birmingham: Using Students’ Linguistic Repertoires for Teaching English as a Foreign Language in Tajikistan
Tetsuya Onishi, University of Edinburgh: Pilot Cooperative Learning in Japanese Secondary School EFL Contexts: What are the Students’ Perceptions?
Stephen Deane, University of Exeter: An Exploration into Learner Perceptions of Speaking Skills in English for Academic Purposes
Scott J. Shelton-Strong, University of Nottingham: Exploration, Analysis and Evaluation of Literature Circles in EFL: A Case Study of Higher Intermediate Young Adults in Vietnam
Phyllida Furse, Birmingham City University: “Are You Speaking Comfortably?” A Consideration of the Risk Factors, Implications and Prevention of Muscle Tension Dysphonia in Teachers
Phuong Le Hoang Ngo, University of Southampton: An Investigation into Vietnamese Teachers’ and Students’ Perception of English as a Lingua Franca
Martha Moreno Navarro, University College Plymouth St Mark and St John: Towards the Adoption of Inclusive Strategies for a Non-sighted Undergraduate Student in an EFL Classroom
Lukasz Materowski, University of Hull: The Influence of the Second Language on First Language Writing: A Case Study of a Polish-English Bilingual Child
Lesley Keast, Sheffield Hallam University: The Nature of Praise and Positive Feedback in the Young Learner ELT Classroom
Keli Ramos, Aston University: Learning from Our Mistakes: Making Students Notice
Karolina Kowalczyk, University of Central Lancashire: Research into the Level of Support Offered to Dyslexic EFL Learners in Polish Lower-Secondary Schools in Mainstream Education
Jiemin Wen, University of Lancaster: A Study of Learners' Perceptions and Uptake of Corrective Feedback in Text-chat Dyadic Interaction
Carrie Anne Thomas, University of Oxford: Living in L1, Learning in L2: Language ideologies and practices of English immersion students
Bernhard Rychetsky, Norwich Institute for Language Education: 'She teaches ill, who teaches all' - Assessing the Effects of a Discovery-based Language Awareness Approach on Learners Aged 16 to 17 at an Austrian Upper-level Secondary Academic School (Gymnasium) Through the Use of Popular Sitcoms
Ben Smart, Birkbeck, University of London: Exploring Pedagogical Reasoning Skills: How Native English Speaking Teachers and Non-native English Speaking Teachers Approach a Reading Lesson
Adam Deaner, The Open University: An Investigation into the Impact of Collaborative Practices on the Opportunities for Learning and Participation in an EFL Classroom
Award for Masters Dissertation with best potential for impact on ELT: FAQs
What is the purpose of the scheme?
Who is eligible?
Does eligibility depend on nationality?
Can students apply directly or only institutions?
What is the application process?
What form should the summary/dissertation take?
How does the British Council define ‘impact’?
- Credibility: A solid theoretical and empirical basis for the findings is necessary for credibility of the dissertation in the eyes of decision makers internationally.
- Novelty: If a dissertation replicates results that are already available, it is questionable whether it can potentially have further impact.
- Applicability: Unless it is clear how the implications of the dissertation can be translated to action on the ground (e.g. in terms of policy decisions, of materials design, or of classroom activities), the potential impact will be lessened.
- Breadth of impact: How wide or limited is the potential audience for the impact?
What is the evaluation process?
Who can be a judge?
What is the deadline for applications?
What will happen with the dissertations judged to be the best?
What about copyright?
Does the dissertation and summary have to be written in English?
Are dissertations which focus on English Literature or the English language eligible for the scheme?
Queries should be sent to ELTMasters@britishcouncil.org