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2018 - 2019 winners

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The Masters Dissertation Awards promote achievements of students on UK Masters programmes for work with the best potential for impact on ELT. Find out which dissertations won or received special commendations this year.

2018 - 2019 awards

The dissertations are available to download below.

 

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

 

Commendations

Dogan Can Akcin, University College London | Efficacy of Explicit and Implicit Instructions on the Acquisition and Production of the English Passive

Gulnahar Begum, Queen's University Belfast | 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

Raquel Carlos de Oliveira, NILE in Partnership with the University of Chichester | To What Extent Can a Coursebook Offer Affective Engagement to Young Learners within the EFL Classroom Context in Brazil?

Lorna Clarke-Jones, University of Sussex | Individual goal setting for pronunciation: a classroom-based action research project with English language learners in a UK University context

Rachael Forbes, University of Glasgow | Gender Representations in Two 5th Grade Korean EFL Textbooks

Richa Goyal, University of Oxford | A Longitudinal Study of Gender Representation in Business English Textbooks

Jennifer Graves, University of Bath | Grappling with issues in ESOL for refugees: A case study of ESOL teacher development workshops

Lauren Gurteen, University of Surrey | Pre-service and novice teachers’ cognitions and attitudes towards teaching pronunciation

Melissa Haugen-Winkens, University of Southampton | 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

Jane Hoatson, University of Nottingham | 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?

Margaret Nolan, University of Liverpool | Comparison of the effect of Course Book and Text Driven units on learner classroom interaction and discourse

James O’Flynn, University of Warwick | Developing an Academic Collocation List for Arts and Humanities

Bojana Petrova, University of Edinburgh | "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

Dorothy Ramsay, University of Reading | 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

Sheila Sochacka, Canterbury Christ Church University | EAL and Science: Exploring the Challenges

Claudia Vanessa Tapia Castillo, University of Essex | Language Learning Mindsets and Strategies of Chilean Teachers of English

David Toft, University of Birmingham | 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

Lijun Yin, University of St Andrews | An investigation of experienced EAP teachers’ marking processes

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