2018 - 2019 awards
The dissertations are available to download below.
Peter Willems from the University of Leeds | Exploring experienced teachers’ and supervisors’ perspectives on post-observation feedback sessions
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
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