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

2021-2022 Awards

All dissertations are available to read in pdf format below.

Winning Dissertations (joint winners)

Garry Hobbs, NILE (University of Chichester)
An Investigation into the Impact of Using Take-home Tests as an Assessment for Learning Strategy on Young Learners' English Language Learning Motivation in a Private Thai Language School

Iwarin Suprapas, University of Sheffield
Vocabulary acquisition: Gaming as an extramural incidental learning activity for L2-English learners

Special Commendations

Charlotte Elizabeth, Birkbeck University
Language teacher agency, emotion labour and emotion rewards in ESOL language programs

Alex Wright, University of Birmingham
Measuring Vocabulary Knowledge Growth with a State Rating Task Self-Reporting Instrument


Yosuke Umetani, University of Bath
The Impact of Washback: The New Japanese National University Entrance Exam & Teachers’ Perspectives

Yuan Zhong, University of Bristol
The Professional identities of non-native English speaking private English teachers in China

Zhengqing Luo, University of Cambridge
Why do I (no longer) love teaching?’ Investigating (de)motivation of EFL teachers in Chinese middle schools

Darina Grozdanova, University of East Anglia
Russian parents’ perspectives on L1 use in the EFL young learners’ classroom

Siyu Wen, University of Edinburgh
Gender Stereotypes in Chinese Primary English Textbooks: A Study of a Widely Used 6th Grade Textbook

Van Thang Nguyen, University of Huddersfield
The Effects of Using Rhetorical Structure Theory in Facilitating Global Coherence in Written Performance of L2 Writers

Yaoyao Ruan, UCL Institute of Education
How does having a good ear and memory matter for successful second language phonological learning and teaching? An experimental study

Ren Jiawei, University of Leeds
Enhancing the effectiveness of English-medium instruction (EMI) courses: Chinese university students’ perceptions and experiences

Bashayer Al-Saffar, University of Liverpool
Integrating language as a core component of professional development programs for English language teachers at public schools in Qatar

Rachael Boon, University of Manchester
Exploring the relationship between EFL teachers’ values relating to sustainability and classroom practice

Jessica Garrity, Manchester Metropolitan University
An Education Epidemic?:Investigating teachers’ self-efficacy during emergency online teaching in response to the COVID-19 pandemic, and its impacts on instructional practice

Doan Trang Nguyen, Nottingham Trent University
The relationship between guessing from context, frequency of exposure, and vocabulary acquisition: An investigation into Vietnamese English learners’ incidental learning from reading a graded reader

Jennifer Payne-Wheeler, University of Oxford
L2 listener attitudes towards speaker intelligibility, comprehensibility, and teaching quality

Mairi Canning, University of St Andrews
The Value of Co-teaching in Teacher Agency: A Focus on ESL Teachers in South Korea

Cathy Madden, Ulster University
ESL/EFL teachers' perceptions of the reading and writing challenges and teaching strategies for dyslexic students learning English


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