Dissertations for Teaching English to Speakers of Other Languages (TESOL)

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A Corpus-based Discourse Analysis of Grammatical Cohesive Devices Used in Expository Essays Written by Emirati EFL Learners at Al Ghazali School, Abu Dhabi
(The British University in Dubai (BUiD), 2014-03) Abdelreheim, Hussein Maghawry Hussein
This descriptive study aimed at investigating eighth-grade Emirati EFL learners‟ familiarity with employing grammatical cohesive devices (GCDs) in generating expository texts. A learner corpus sample comprising 30 written expositions was analyzed according to Halliday and Hasan‟s (1976) grammatical cohesion framework, by using the web-based software concordance toolWmatrix3. The mixed-methods research design was conducted to identify the most frequently utilized GCDs in terms of numbers and percentages, and to disclose the difficulties encountered by the learners in using these linking ties. The results obtained showed that the learners employed all four types of grammatical cohesion: reference, substitution, ellipsis, and conjunction, despite of the considerable differences regarding their frequencies in the texts. They relied heavily on conjunctive devices (57%), followed by referential ones (35%), whereas elliptical and substitutional devices represented only 6.5% and 1.5%. respectively of the total usage of GCDs. Furthermore, the learners employed all sub-types of grammatical cohesion, often with a focus on specific devices within each sub-type. However, 19% of the devices used in the text showed inappropriateness. The qualitative analysis indicated that the problems encountered by the learners were mainly misusing, excessively using, and inadequately using some GCDs in many paragraphs. Some pedagogical implications were provided to help EFL teachers enhance learners‟ skills in generating more cohesive written discourse. These included:blending reading with writing activities, teaching GCDs explicitly, helping learners to think in English while writing, exploiting writing as a thinking tool, and using corpora in learning and teaching practices.
The Effectiveness of Task-Based Language Learning Approach in Teaching English as a Second Language to the Students at the Vocational Education Development Centre in Abu Dhabi, UAE
(The British University in Dubai (BUiD), 2012-03) Al-Olaimat, Mahes Ali
This study aims to investigate the effectiveness of the recently introduced task-based learning approach for language learning at the VEDC in Abu Dhabi, a centre for male students who have previously disengaged from formal learning. Questionnaires were delivered to 337 students, and 264 were completed. Twenty three teachers were provided with questionnaires and 19 were returned. In addition, two interviews with the teaching staff were conducted. The outcomes were evaluated against current thinking in the field of task-based learning and motivating disengaged learners. The introduction of the task-based learning approach was perceived as a good thing by a large majority of both students and teachers. Motivations considered to have improved by teachers and the students’ outcomes in this regard confirmed this perception. With regard to test scores, 90% of students showed an improvement in test scores of between one and thirteen marks, with a median improvement of four marks. The findings suggest that the VEDC is pursuing an appropriate teaching method to engage their students and that it is having a positive effect on the academic achievements. It has been recommended that additional evaluations are undertaken when the system has been in place for further few months. Finally, a number of future research pathways have been identified for both the VEDC in particular and for task-based learning in general. Specifically how perceptions of task-based learning are impacted by student’s learning styles and how best to deliver grammar instruction within the approach.
Investigating the most effective teaching practices and strategies that enhance classroom management in cycle 2 in Abu Dhabi
(The British University in Dubai (BUiD), 2015-05) El Mittwalli, Alaa Fathi El Moursi
The current study investigated the most effective teaching practices and strategies that enhance classroom management in cycle 2 in Abu Dhabi. The researcher implemented a mixed-method approach using both qualitative and quantitative methods. The quantitative method involved 50 students. The researcher administered a questionnaire to the students to find out the most effective teaching practices and strategies that enhance classroom management as well as the task-related factors that contributed to sustaining classroom management. Furthermore, the questionnaire investigated the factors that affect classroom management during task-based learning and cooperative learning. The qualitative method included classroom observations of three lessons and unstructured interviews with other five teachers. The classroom observations focused on collecting data in a natural classroom setting about the teaching practices, strategies and other factors that can contribute to classroom management. The unstructured interviews with five experienced teachers aimed at investigating the perceptions of teachers and their experiences about successful classroom management. The study has revealed several findings regarding creating successful classroom management. The findings of classroom observations, student questionnaires and unstructured interviews showed that students are more engaged in learning when the lesson is task-based or cooperative learning based. The findings also showed that there are some factors that contribute positively to classroom management such as classroom seating, motivation, the curriculum and the relationship between the teacher and the students.
Native and Nonnative English-speaking EFL Teachers’ Beliefs about Teaching Grammar and their Classroom Practices in the Emirate of Abu Dhabi Government High Schools
(The British University in Dubai (BUiD), 2012-01) Mohamed, Shireen Mohamed Hassanein
The main purpose of this exploratory study was to investigate the native English-speaking (NESTs) and the nonnative English-speaking (NNESTs) EFL teachers’ self-reported beliefs towards grammar teaching and their classroom practices. The study aimed to examine the relationship between NESTs and NNESTs’ beliefs and their actual instructional practices. Furthermore, it attempted to stand on the contextual factors that may hinder the transformation of their thoughts into real actions. All the teachers participated in this study are in-service expatriates, teaching English language in six government high schools in the two cities of Abu Dhabi and Al Ain. In the first stage of the study, 60 native and nonnative English-speaking EFL teachers (30 NESTs and 30 NNESTs) were invited to fill in a self-report questionnaire to elicit their beliefs and classroom practices regarding grammar teaching. In the second stage, a semi-structured interview was conducted with four (2 NESTs and 2 NNESTs) of those teachers to gain deeper understanding of their personal opinions, beliefs and perspectives. In the third stage, the same four participant NESTs and NNESTs’ grammar instructional behaviour was observed, field-noted and then selectively transcribed and described. The findings revealed that the participant NESTs and NNESTs undeniably have a set of multifaceted beliefs regarding the role of grammar in language learning, grammar teaching approaches, error treatment, and finally the use of grammatical terminology and students’ first language. The quantitative data revealed that participants’ self-reported beliefs are, to a large extent, reflected in their classroom practices. These findings thus add support to previous research findings that teachers’ beliefs are powerful and can greatly shape and guide their professional practices. However, the qualitative data showed a different picture: the beliefs and practices were partially different. This inconsistency between beliefs and practices are related to various contextual factors, including class density, time constrains, incompatibility of the assigned text-books, huge work load, in addition to students’ needs, expectations and proficiency levels.
Perspectives of English learners and Teachers on the use of L1 in L2 classrooms
(The British University in Dubai (BUiD), 2016-06) Kadhim, Adil Jawad
The main purpose of this research is to study closely the causes and the perceptions of students and teachers about using the students’ native language in English classrooms. Over the years, the discussion of whether to apply the first language or not was controversial. All the results of the literature review state that there are two opposing opinions: On the one hand, there are the supporters of using L1. They believe it facilitates the process of learning and teaching the second language. On the other hand, there are opponents of using L1. They believe there are several disadvantages. Because of the diversity of opinions, the researcher of this study became curious about this problem and decided to study it in the hope of coming out with useful results which could be helpful to other researchers and English instructors. This study was conducted in Abu Dhabi, in three private schools: Al Dhafra private schools, Al Etihad Private School and The International Community School. All the data were being collected through using classroom observations, questionnaires and interviews. The two research methods, qualitative and quantitative have been used to produce more precise, reliable and useful results. The findings showed that several English teachers and students prefer not to use L1 while studying L2 however they confess that they employ it in some certain situations and context, for example, to explain some difficult rules or topics in grammar, to use some new terms or expressions, to joke, to clarify meanings or improve students’ understanding.
The Washback Effects of Teaching Academic IELTS on Emirati Students' Language Proficiency At A Technical High School in Abu Dhabi
(The British University in Dubai (BUiD), 2015-03) Ahmed, Nazi
The aim of this small-scale study is to look at the washback effect, positive or negative, of teaching IELTS in a tertiary vocational school in the UAE. The research was carried out on two Grade 12 classes – one that was taking an Academic English Course and one that was a purely IELTS preparation class. An effective understanding of the effects of washback is relevant and important in today’s times when high-stakes exams have become inevitable to seek admission into universities or to seek jobs. The present study follows 40 Grade 12 students’ performance in English Exams over the last two years to explore the possibility of washback effects on teachers and students due to a strict IELTS preparation course being taught. To conduct this study, English exam marks of the two grade 12 classes were collected for the past two years at the Applied Technology High School in Abu Dhabi. These test scores were then compared using the ttest to validate or reject the null hypothesis that there is no washback effect of teaching to a test. The findings of the study indicate that negative washback can be seen in the teaching and learning of students in the IELTS preparation class while students in the AE class showed better English language proficiency.

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