Photo © Copyright Mat Wright

2015 -16 winners and finalists

This year’s competition was extremely impressive, with research into ELT themes such as perception of fluency, effective listening strategies, and dynamic assessment. Dissertations covered a wide range of contexts including China, Kuwait, and Greece.

The Judging Process

The judging process for the awards is a collaborative and thorough process. Each participating university submits one dissertation which the university judges to have the best potential for impact on ELT policy and practice. The dissertation must already have been marked at distinction level. The dissertations went through three rounds of evaluation. In the first round the dissertations were assessed by a British Council panel who ranked the dissertations according to the potential of the research to change the attitudes, practices or policies of individuals or institutions. The best dissertations were then evaluated by academics from the participating institutions.

Winning dissertation

Cecilia Dore, University of Reading

Perceptions of Fluency

 

Special commendations


Edmund O'Donovan, University of Liverpool

Exploring Culturally Sensitive Alternatives for the First Certificate in English

 

     

Naheen Madarbakus Ring, Sheffield Hallam University

My Friend TED: Implementing Effective Listening Strategies into Academic Listening Using TED Talks

 

 

Dr Ahmad Nazari, London Metropolitan University

English Language Lecturers' Views on Dynamic Assessment and Its Potential in Higher Education: Challenging the Current Assessment Status Quo

 

Finalists

Elisabeth Campbell, Aston University 
Up, up and away! Taking off with SFG: An investigation into the impact of selected Systemic Functional Grammar (SFG) concepts on students’ writing of a film review

Isabel Crofton-Martin, Canterbury Christ Church University (School of Language Studies & Applied Linguistics)
Students’ and teachers’ perceptions of the role of pronunciation in the EFL classroom    

Becky Winstanley, Goldsmiths, University of London
"Bright future is English international language”- Bangladeshi Italians in east London   

Ngan Mai Hoang, Northumbria University
The relationship between reading strategy use and reading proficiency of Vietnamese students in the UK

Renate Hanisch, Norwich Institute for Language Education
The effects of the implementation of an Extensive Reading Programme in ELT on the reading abilities and reading habits of 12-13 year old students in an Austrian secondary modern school

Victoria Renteria Navarro, Plymouth St Mark and St John University (Faculty of Culture and Language Sciences)
Becoming blended: a case study in teacher identity

Ronan Kelly, Ulster University
An Exploration of Instagram to Develop ESL Learners’ Writing Proficiency 

Robert Hicking, University College London (UCL Institute of Education)
Subtitles in authentic video listening: An exploration of the benefits of captions in relation to sensory preference types     

Hasan Mohammad, University of Brighton
An Investigation into the Relationship between Teachers' Beliefs and the Use of a set Coursebook When Teaching Vocabulary in Kuwaiti Intermediate Schools

James Scholl, University of Edinburgh
An investigation into TESOL teachers’ beliefs about post- method pedagogy

Christina Kanouta, University of Kent
The functional exponents of expressing thanks in English: a mixed methods case study of English language didactic materials in the Greek state education system

Niki Canham, University of Lancaster
Using technological tools for peer response

Jenson Deokiesingh, University of Leeds
Invisible no more: shedding light on the prejudices that native English speaking Caribbean nationals face in the TESOL job market

Jacob Lee Wild, University of Nottingham
Second language learner multimodality and linguistic development in naturalistic settings: a study of L2 learners in the Chinese street market    

Xiaowan Yang, University of Portsmouth
ESP teachers’ beliefs about student motivation and their motivational practices: a case study

Nguyen Thi Phuong Thao, University of Salford
A case study of the use of ESL communication strategies by Vietnamese refugees and immigrants in the Manchester context

Suzanne Sutherland, University of Sheffield
A generative second language acquisition-inspired syllabus: an article remedial course for intermediate adult ESL learners

Francesca Sluman, University of Southampton (Department of Modern Languages, School of Humanities)
A study of the factors influencing teacher and student perceptions of corrective feedback    

Ben Dickson, University of Stirling
Newspaper discourses on Andy Murray’s performance at Wimbledon: a contrastive corpus-driven investigation of successful and unsuccessful tennis match reports

Jiang Jingli, University of Warwick (Centre for Applied Linguistics)
A survey of English teachers’ ability to write reading comprehension questions in classroom teaching in secondary schools in Beijing, China

The dissertations are available to download below.

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