2017 -18 winners and finalists

Winning dissertation

Matthew Ellman from University of Birmingham:

“You’re more likely to pick up on stuff”: Evaluating the impact of video evidence on English language teachers’ post-observation

Special commendations

Claire Philip from University of Stirling

Positive and negative written corrective feedback: A mixed-method investigation of EAP teachers’ word choices.

 

 

Laura Su from Bath Spa University

Identifying dyslexia in children learning English as an additional language: primary school teachers’
perceptions of the main challenges.
 A Somerset study.

 

 

Yushan Xie from University of Cambridge

Who do you hang out with? A mixed-methods study on how Chinese students’ social networks relate to their oral proficiency gains during study abroad

The dissertations are available to download below.

Commendations

  • Culturally Relevant Materials: An Inquiry into the Role of Faith
    Alaa Dean Alzalam, University of Hull
     
  • The Intelligibility of Korean English Pronunciation from a Lingua Franca Perspective
    Justin Barrass, University of Oxford
     
  • Reading Strategies in an EFL Context: A Mixed Methods Research Synthesis
    Steven Bedle, University of Glasgow
     
  • The use of Concept Checking Questions in the EFL classroom: Reflections on the CELTA experience
    Karolina Florkowska, Kingston University, London
     
  • A 10-Week Needs-Informed Theme-Based Pre Sessional Course for PG Applied Linguistics and TESOL Students Studying at a UK University
    Maria Hussain, University of Sheffield
     
  • Attitudes towards Digital Game-based Learning of Chinese Primary School English Teachers
    Chengxin Li, University of Edinburgh
     
  • An Evaluation of Pragmatic Elements in University EFL Textbooks in China
    Jiaying Li, University of Liverpool
     
  • Exploring the Relationship between Learners’ Public English-Speaking Anxiety and their Speaking Performance in Class with Chinese ESL Students
    Ying Liu, University of York
     
  • Fluency in the EFL Chilean classrooms: To what extent do teachers and textbooks promote oral fluency?
    Astrid Morrison, University of Reading
     
  • Direct Entry into the Penultimate Year of Undergraduate Study: Exploring Perceptions of Transition and Oral Communication
    Rowan Murray, Lancaster University
     
  • Language Learning and Knowledge Building in a Collaborative Virtual Environment: An Autoethnographic Investigation
    Guilherme Pacheco, The University of Chichester (in collaborative partnership with the Norwich Institute for Language Education)
     
  • Developing Classroom Interactional Competence through a Teacher Development Workshop
    Lauren Perkins, King’s College London
     
  • Teaching English in the KTSP Curriculum and 2013 Curriculum Simultaneously: A Case Study of “A Senior High School in Semarang”, Central Java, Indonesia
    Girindra Putri Ardana Reswari, Queen's University, Belfast
     
  • The effect of school policy and practice on motivation in teachers working in a private EFL school in the UK
    Helen Rodd, Canterbury Christ Church University
     
  • English Language Policy in German Public Sector Higher Education
    Ute Schäfer-Wilke, St Mary’s University, Twickenham, London
     
  • Examining Washback on Learning from a Sociocultural Perspective: The Case of a Graded Approach to English Language Testing in Hong Kong Chi
    Lai Tsang, University College London
     

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