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2020 - 2021 winners
All dissertations will be available in pdf format below in due course.
Zening Yang from the University of Bath for her dissertation entitled: Motivational Strategies in an Online Learning Environment: L2 Teacher Cognitions and Practices
Shehnaz Rafiq from Manchester Metropolitan University: Perceptions of Phonics Literacy Strategies in Mobile Assisted Language Learning (MALL) for Non Literate Learners
Laura Nayeli Mendez Perez from the University of Bristol: Multimodal Critical Discourse Analysis of three Mexican national English Textbooks
Gui Afonso Henriques from St Mary’s University, Twickenham, London: A Study of CELTA Trainers’ Understanding and Operationalisation of CELTA Assessment Criterion 2g: “providing appropriate practice of language items”.
Alice Atkey from the University of Stirling: Fostering Confident Pronunciation Teachers: Can Pronunciation Support Materials Help?
Allison Crum from the University of St Andrews: Introducing standards for evaluating enrichment materials (SEEM): Testing the modern framework with football-themed materials
Amanda Jane Hawthorne from Lancaster University: Black in the British: Analysing the visual representation of Black people in British Council Teaching Materials
Angela Hakim from King’s College London: Transitioning from Generic Academic Literacy Provision to Collaborative, Discipline-Specific Academic Literacy Instruction: A Case Study
Beatrice Massa from Swansea University: Get-Passive and Copular Get in University Classroom Discourse and EAP Textbooks: A Corpus-Based Comparison
Daniel Calvert from University College London: Exploring the language orientations of third-sector ESOL teachers in London towards translanguaging
David Wilson from the University of Nottingham: Developing Interactional Competence in discussions, through a Multimodal (Inter)action Analysis approach, for students preparing for higher education or employment
Elvira Ismaeva from Coventry University: Critical evaluation of English textbooks for high school students in Kyrgyzstan. A proposal for improvement of Reading and Writing tasks by integrating the two skills.
Emma Halliday from the University of Liverpool: ‘What I Tell Them is Very Carefully Curated’ Navigating Our Identities: A Narrative Inquiry into the Professional Experiences of Queer Teachers in ELT
Frederick Leverance Ryder from Canterbury Christ Church University: Why stay in TESOL? A mixed-methods study into in-service English language teacher motivation in the private sector
Rose Aylett from Norwich Institute for Language Education: An investigation into the impact of a short introductory teacher training course about critical pedagogy on teachers’ critical literacy, at a private English language school in Italy
Satomi Suzuki from the University of Reading: What influences Japanese junior high school teachers’ classroom practice? An investigation into the influence of the secondary school entrance exam and teachers’ beliefs on that practice
Shahd Almnaies from Sheffield Hallam University: Stories of Kuwaiti English Language Teachers: A Multimodal Narrative Inquiry
Swapna Yadav from the University of Warwick: Exploring Indian Teachers’ beliefs and practices in Continuing Professional Development
Thi Minh Huyen Nguyen from the University of Huddersfield: The Effects of Morphological Instruction on Morphological Awareness and Vocabulary Knowledge of Grade-10 Vietnamese Students
Thomas Antony Hammond from the University of Sheffield: Usage to grammar or usage and grammar? Comparing the development of a learner-external and a learner-internal formula with L2 learners’ propositional language (use) across proficiency levels: a corpus-based pilot study.
Timothy Hampson from the University of Oxford: What we talk about when we talk about teaching: Teacher knowledge sources in an online community of practice