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2019 - 2020 winners
2019 - 2020 Awards
All dissertations are available in pdf format below.
Page Wheeler from University College London for her dissertation: The Effect of vowel accuracy, visual speech, and iconic gesture on intelligibility.
Yvonne Yim from the University of Oxford: Reassessing ownership of English in ELF through self-perceived L2 identity and self- directed English accent preference among Hong Kong students in UK universities.
Xu Han from the University of Liverpool: Evaluation of Authenticity: Comparison of Dialogues in a Chinese Coursebook and Authentic Interactions.
Linh Huong Le from the University of Birmingham: A comparative study investigating teachers’ and students’ perceptions of the factors affecting students’ motivation to participate in English classes in Vietnamese high schools.
Helen Down from St Mary’s University Twickenham London: A partial replication of Thaine 2004, “The assessment of second language teaching” in ELT Journal 58/4
Caroline Collier from Manchester Metropolitan University: The perceived roles of the tutor in writing consultations for international students in a UK higher education institution
Sthephanie Llanos Gonzalez from the University of Glasgow: Exploring Chilean EFL Teachers’ Beliefs and Practices in Learner Autonomy as Language Learners and Language Teachers
Camilla Woodman from the University of Bath: Closing the gap between ELF theory and practice: an action research case study
Douglas Evans from Lancaster University: Speaking to be understood: Indonesian students’ perceived and actual understanding of Indonesian academics’ English speech
Chi Hin Lok from Newcastle University: Lookup Strategies in the Use of Online Bilingualised Dictionaries by English-Medium Secondary School Graduates in Macao: A Small-Scale Think-Aloud Study
Albert Cleisthenes Wong from the University of Stirling: Dialogic classroom discourse analysis of discipline-specific EAP classroom in a Hong Kong university
Patrick Amoyaw from the University of Reading: What are the practices of EMI in Ghanaian public schools and to what extent do teachers use the L1 to facilitate learning?