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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 45 1 An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students Alsaleh, AAA. - : University of Exeter, 2022. : Education, 2022 BASE Show details 2 Understanding development and proficiency in writing : quantitative corpus linguistic approaches Durrant, Philip; McCallum, Lee; Brenchley, Mark. - Cambridge, United Kingdom : Cambridge University Press, 2021 BLLDB UB Frankfurt Linguistik Show details 3 Examining Student-completed Teacher Evaluation and Stakeholder Perception in a Korean EFL University Context Kim, J. - : University of Exeter, 2021. : College of Social Sciences (Graduate School of Education), 2021 BASE Show details 4 Development of vocabulary sophistication across genres in English children’s writing [<Journal>] Durrant, Philip [Verfasser]; Brenchley, Mark [Verfasser] DNB Subject Category Language Show details 5 Understanding the Situation of Learner Autonomy within the Context of Higher Education in Kurdistan-Iraq Hamad, Karmand Abdulla. - : University of Exeter, 2018. : Graduate School of Education, 2018 BASE Show details 6 Lexical bundles and disciplinary variation in university students' writing: mapping the territories Durrant, Philip In: Applied linguistics. - Oxford : Oxford Univ. Press 38 (2017) 2, 165-193 BLLDB Show details 7 An Investigation into the Use of Word Lists in University Foundation Programs in the United Arab Emirates Burkett, Theodore Howard. - : University of Exeter, 2017. : Graduate School of Education, 2017 BASE Show details 8 Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands van Dongen, Hendrik Adriaan. - : University of Exeter, 2017. : Graduate School of Education, 2017 BASE Show details 9 Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017 BASE Show details 10 The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study Ramadhan, Jamal Mohammad. - : University of Exeter, 2017. : College of Social Sciences & International Studies, 2017 BASE Show details 11 The Education of Bilingual Teachers: Preparation of Thai Pre-service Teachers of English to Teach in Thai-English Bilingual Schools Phongploenpis, Sasiporn. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016 BASE Show details 12 An inquiry into TESOL teachers’ perspectives on professional development in the workplace at a university in Saudi Arabia Assalahi, Hussein Musa Ahmed. - : University of Exeter, 2016. : School of Education, 2016 Abstract: This research study aims to explore tertiary TESOL teachers’ perspectives on their attitudes towards and engagement with professional development (PD) in an English language institute (ELI) at a university in Saudi Arabia. While there is a global recognition of PD as a vehicle for executing reforms and an increasing interest into how to better support the PD of in-service school teachers, there is also a need to further understanding about the influences on teachers’ engagement/disengagement in institutional PD initiatives. Informed by the basic qualitative approach, this study argues that it is important and indeed necessary to inquire into teachers’ views and experiences with workplace PD in order to deepen understanding about what influences TESOL teachers’ engagement/disengagement in workplace PD. This thesis therefore addresses an under researched topic about the influences on teachers’ engagement in institutional PD initiatives. To bridge this gap and contribute more broadly to an enriched understanding of the complexity of PD and teacher engagement in this, a three-dimension understanding of factors influencing teacher orientation to and engagement with workplace PD is employed; comprising micro (or individual teacher) factors, meso (or workplace/ institutional) factors, and macro factors such as sociocultural setting and wider discursive constructions of PD. The study employed individual semi-structured interviews with 12 teachers’ about their experiences of the professional development. Findings showed that teachers expressed negative perceptions about PD at the ELI. Unpacking this reveals a complex dynamic of conflictive discourses at the micro, meso and macro-levels. A number of themes emerged which describe teachers’ overwhelmingly negative views on PD in their workplace which are seen as completely the opposite of what they feel PD should comprise. Teachers experienced PD as policed and top-down within a wider culture of compliance at the ELI which leads them to feel professionally compromised and lacking in voice and autonomy. This culture of compliance is also seen to generate a culture of mistrust with consequences for the development of the teacher community and collaborative forms of PD. The study offers a richer and deepened understanding of teachers’ experiences with PD influenced by complex web of factors which impinge on their attitudes towards PD. It is argued that revealing this complexity is an important first step to transform institutional PD provision. The study also highlights how an examination of teacher learning as socially constructed requires that due attention must be paid to the understanding of the context in which it takes place, and the impact of this on how teachers engage with PD. Finally the study highlights the importance of understanding teacher and institution perspectives on PD as being informed by and taking place within certain discursive realities which highlight the significance of wider discourses of professionalism to the enactment and engagement with PD in the workplace. A number of recommendations for future research into PD in general and within the Saudi setting are proposed along with a number of practical steps to be taken at the ELI to help raise institutional awareness of effective PD and to encourage teachers to better engage with this. ; King Abdulaziz University, Jeddah, Saudi Arabai; Saudi Arabian Cultural Bureau, London. URL: http://hdl.handle.net/10871/21593 BASE Hide details 13 Identity Matters: Stories of Non-native English-speaking Teachers’ Experiences under the Shadow of Native Speakerism. Ashraf, Sabina. - : University of Exeter, 2016. : Graduate School of Education, 2016 BASE Show details 14 A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting Nicholas, Allan Leslie John. - : University of Exeter, 2016. : Graduate School of Education, 2016 BASE Show details 15 Investigating the Process of EAP Course Design by Teachers at a Tertiary Level, English Department, a Private College in Oman from the Perspectives of Teachers and Students Al Khalidi, Iman Jabbar Abbas Saleh. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016 BASE Show details 16 To what extent is the Academic Vocabulary List relevant to university student writing? Durrant, Philip. - : Elsevier, 2016 BASE Show details 17 The vocabulary learning behavior of Romanian high school students in a digital context Cojocnean, Diana Maria. - : University of Exeter, 2015. : College of Social Sciences and International Studies, Graduate School of Education, 2015 BASE Show details 18 International Teaching Faculty and a Monocultural Student Population: An Interpretive Analysis of Tertiary Teachers’ and Students’ Perceptions in the United Arab Emirates Moore, Patrick Joseph. - : University of Exeter, 2015. : Department of Education, 2015 BASE Show details 19 Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme Durrant, Philip; Walker, Carolyn Rosemary; Michel, Rebecca. - : Pearson, 2015 BASE Show details 20 The Developing Relationship between Spoken and Written Syntax in an English Secondary School Brenchley, Mark David Tristan. - : University of Exeter, 2015. : Graduate School of Education, 2015 BASE Show details Page: 1 2 3

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