2009. ‘English - one discipline or many? An introductory discussion’ in
English Studies on this Side: Post-2007 Reckonings. Plovdiv, Bulgaria: Plovdiv University Press, pp. 109-122
Book editor(s): Gupta, S. and M. Katsarska.
ISBN: 9789544235680
Summary: A discussion of the subject/discipline of English studies at tertiary level in English dominant countries in the context of Romania and Bulgaria following accession to the European Union in 2007.
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Book editor(s): Gupta, S. and M. Katsarska.
ISBN: 9789544235680
Summary: A discussion of the subject/discipline of English studies at tertiary level in English dominant countries in the context of Romania and Bulgaria following accession to the European Union in 2007.
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
2009. (Im)politeness in Email Communication: How English and Chinese Speakers Negotiate Meanings and Develop Intercultural (Mis)understandings.
Supervisor(s): Creese, A.
Awarding institution: University of Birmingham
Thesis type: PhD
Entered by: University of Birmingham (School of Education)
Supervisor(s): Creese, A.
Awarding institution: University of Birmingham
Thesis type: PhD
Entered by: University of Birmingham (School of Education)
2009. Fluency Gain by Advanced Learners of English during Study Abroad.
Supervisor(s): Stelma, J.
Awarding institution: University of Manchester
Summary: A study of Erasmus students' fluency gains during their stay in the UK. A mixture of measures were used to explore relationships between their fluency gain and other measures of speech performance, as well as exposure, motivation and more.
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
Supervisor(s): Stelma, J.
Awarding institution: University of Manchester
Summary: A study of Erasmus students' fluency gains during their stay in the UK. A mixture of measures were used to explore relationships between their fluency gain and other measures of speech performance, as well as exposure, motivation and more.
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
2009. Exploration of Language Learning Strategy Use among Egyptian EFL Teacher Trainees.
Supervisor(s): Edge, J.
Awarding institution: University of Manchester
Summary: This thesis explores the language learning strategies of Egyptian teacher trainees, uncovering also broader issues that pose challenges to the language learning and teacher education experiences of these trainee teachers.
Thesis type: PhD
Country of research: Egypt
Learners' background: Egypt
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
Supervisor(s): Edge, J.
Awarding institution: University of Manchester
Summary: This thesis explores the language learning strategies of Egyptian teacher trainees, uncovering also broader issues that pose challenges to the language learning and teacher education experiences of these trainee teachers.
Thesis type: PhD
Country of research: Egypt
Learners' background: Egypt
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
2009. Teachers' Narrative Understandings of the Taiwanese Foreign English Teachers Recruitment Project.
Supervisor(s): Fay, R.
Awarding institution: University of Manchester
Summary: An exploratory journey into the Foreign English Recruitment Project (FETR Project) in Taiwan.
Thesis type: PhD
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: primary
Entered by: University of Manchester (School of Education)
Supervisor(s): Fay, R.
Awarding institution: University of Manchester
Summary: An exploratory journey into the Foreign English Recruitment Project (FETR Project) in Taiwan.
Thesis type: PhD
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: primary
Entered by: University of Manchester (School of Education)
2009. How Reflective Practice Impacts on English Writing Teachers in a Particular Context in Iran.
Supervisor(s): Stelma, J.
Awarding institution: University of Manchester
Summary: Exploring the impact of a teacher professional development initiative in an Iranian context. The initiative involved a group of teachers engaging in collaborative discussions to support their own development as teachers.
Thesis type: PhD
Country of research: Iran
Learners' background: Iran
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
Supervisor(s): Stelma, J.
Awarding institution: University of Manchester
Summary: Exploring the impact of a teacher professional development initiative in an Iranian context. The initiative involved a group of teachers engaging in collaborative discussions to support their own development as teachers.
Thesis type: PhD
Country of research: Iran
Learners' background: Iran
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
2009. The Social Construction of Age in Adult Mexican English Language Learners: An Exploratory Study.
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Summary: This thesis investigates the social construction of age in the context of English foreign language learning in Mexico. Specifically, it looks at how adults of different ages experience learning a new language and how they enact their age identities as language learners.
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Summary: This thesis investigates the social construction of age in the context of English foreign language learning in Mexico. Specifically, it looks at how adults of different ages experience learning a new language and how they enact their age identities as language learners.
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. The Cultural Transition Cycle and Repatriation of Taiwanese Academic Sojourners in the UK.
Supervisor(s): Brumfit, C.J. and M.H. Kelly
Awarding institution: University of Southampton
Summary: This study explores the cultural transition cycle through the narratives of Taiwanese academic sojourners following their return home from a period of study spent in UK higher education. The findings suggest that patterns of socialisation are broadly predictive of repatriation affect.
Thesis type: PhD
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Supervisor(s): Brumfit, C.J. and M.H. Kelly
Awarding institution: University of Southampton
Summary: This study explores the cultural transition cycle through the narratives of Taiwanese academic sojourners following their return home from a period of study spent in UK higher education. The findings suggest that patterns of socialisation are broadly predictive of repatriation affect.
Thesis type: PhD
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
2009. ‘Intercultural competence in the workplace: issues arising from the development of national occupational standards for intercultural working in the UK’.
Journal of Vocational Education and Training 61/4: 375-398
Summary: This paper reports on three questions arising from the development project for UK national occupational standards in intercultural working: how these standards are distinctive from others, how they realise intercultural competence and how they meet workplace expectations.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: This paper reports on three questions arising from the development project for UK national occupational standards in intercultural working: how these standards are distinctive from others, how they realise intercultural competence and how they meet workplace expectations.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. ‘The cultures of English as a lingua franca’.
TESOL Quarterly 43/4: 567-592
Summary: This study investigates English users in Thailand engaged in intercultural communication. Analysis revealed cultural frames of reference made use of in a hybrid manner, moving between global, national, local, and individual orientations. ELT needs to incorporate an awareness of these dynamic cultures and the skills to successfully negotiate them.
Country of research: Thailand
Learners' background: Thailand
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Summary: This study investigates English users in Thailand engaged in intercultural communication. Analysis revealed cultural frames of reference made use of in a hybrid manner, moving between global, national, local, and individual orientations. ELT needs to incorporate an awareness of these dynamic cultures and the skills to successfully negotiate them.
Country of research: Thailand
Learners' background: Thailand
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
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