2018 -19 winners and finalists

Winning dissertation

Peter Willems from the University of Leeds

Exploring experienced teachers’ and supervisors’ perspectives on post-observation feedback sessions

 

Special commendations

Matthew Robinson from the University of Lancaster

Exploring the socio-cognitive activities, language focus and scaffolding strategies of young learners during writing-focused reciprocal same-age peer tutoring

April Pugh from the University of South Wales

Exploring the semiotic relationships constructed between learners, teachers, and images found in EAP pedagogic materials

Paul Kristian from University of Stirling

Linearizing Non-linear Hypertext for SLA: Investigating anxiety in hypertext fiction with postgraduate East Asian ESL students

The dissertations are available to download below.

Commendations

  • What is the perceived value of a voluntary mentoring scheme as a form of professional development for English language teachers at a teaching centre of an international organisation?
    Jane Hoatson, University of Nottingham
     
  • A mixed-methods study comparing the beliefs of 5 native English speaking teachers (NES) regarding the principles of Communicative Language Teaching and their practice in a Korean university context
    David Toft, University of Birmingham
     
  • Developing an Academic Collocation List for Arts and Humanities
    James O’Flynn, University of Warwick
     
  • To What Extent Can a Coursebook Offer Affective Engagement to Young Learners within the EFL Classroom Context in Brazil?
    Raquel Carlos de Oliveira, NILE in Partnership with the University of Chichester
     
  • Pre-service and novice teachers’ cognitions and attitudes towards teaching pronunciation
    Lauren Gurteen, University of Surrey
     
  • Teacher awareness and understanding of English as a lingua franca for the English education of German federal police patrol officers during the 2½-year basic training
    Melissa Haugen-Winkens, University of Southampton
     
  • Language Learning Mindsets and Strategies of Chilean Teachers of English
    Claudia Vanessa Tapia Castillo, University of Essex
     
  • A Longitudinal Study of Gender Representation in Business English Textbooks
    Richa Goyal, University of Oxford
     
  • Individual goal setting for pronunciation: a classroom-based action research project with English language learners in a UK University context
    Lorna Clarke-Jones, University of Sussex
     
  • Investigating the implementation of a Communicative Language Teaching (CLT) Approach into a Textbook: An Evaluation of the Bangladeshi Higher Secondary English Textbook 'English For Today' for Classes XI-XII in Relation to the CLT Curriculum
    Gulnahar Begum, Queen's University Belfast
     
  • "If I had never learned another language I don’t know how I would teach English”: Investigating the language learning experiences of plurilingual TESOL teachers
    Bojana Petrova, University of Edinburgh
     
  • Comparison of the effect of Course Book and Text Driven units on learner classroom interaction and discourse
    Margaret Nolan, University of Liverpool
     
  • The predictive validity of IELTS, vocabulary size and an in-house assessment at a Higher Education Institution in Oman where English is the medium of instruction
    Dorothy Ramsay, University of Reading
     
  • Grappling with issues in ESOL for refugees: A case study of ESOL teacher development workshops
    Jennifer Graves, University of Bath
     
  • Efficacy of Explicit and Implicit Instructions on the Acquisition and Production of the English Passive
    Dogan Can Akcin, University College London
     
  • EAL and Science: Exploring the Challenges
    Sheila Sochacka, Canterbury Christ Church University
     
  • An investigation of experienced EAP teachers’ marking processes
    Lijun Yin, University of St Andrews
     
  • Gender Representations in Two 5th Grade Korean EFL Textbooks
    Rachael Forbes, University of Glasgow

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