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An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students
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Alsaleh, AAA. - : University of Exeter, 2022. : Education, 2022
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Examining Student-completed Teacher Evaluation and Stakeholder Perception in a Korean EFL University Context
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Kim, J. - : University of Exeter, 2021. : College of Social Sciences (Graduate School of Education), 2021
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Understanding the Situation of Learner Autonomy within the Context of Higher Education in Kurdistan-Iraq
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An Investigation into the Use of Word Lists in University Foundation Programs in the United Arab Emirates
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Abstract:
There has been increasing interest in research on creating word lists in the past decade with more than 60 separate lists being published along with Nation’s (2016) timely Making and Using Word Lists for Language Learning and Testing. However, this focus on word lists has primarily been on creating them and has not necessarily extended to looking at how they are actually used. In order to help answer the question of how these lists are utilized in practice, this exploratory, interpretive study based on interviews with teachers and assessment/curriculum developers looks at how word lists are used at five tertiary English foundation programs in the United Arab Emirates. The main findings include the following. Insufficient vocabulary knowledge was deemed one of the most significant problems that students faced. Additionally, word lists played a role in all five of the institutions represented in the study, and the Common European Framework (CEFR) was used in conjunction with vocabulary frequency lists to help set expected vocabulary learning in some programs. Furthermore, teacher intuition was used to modify lists in three of the five programs and online applications were used in all five programs. The thesis explores a number of areas in depth including: how vocabulary lists are being used in the programs, the use of the AWL in this context and potential problems related to this, the role of teacher intuition in the customization of lists, the role of CEFR related frameworks in these programs, the use of computer applications to assist with list vocabulary acquisition, what the selected vocabulary acquisition activities tell us about beliefs about vocabulary teaching and learning, and some final comments about utilizing a list. One of the key findings was the development of a novel framework for categorizing the use of word lists into four general areas: course planning, teaching and learning, assessment and materials development with sub-categories for each. This framework and the related examples could be utilized to evaluate the suitability of specific lists and to help set developmental targets for the process of adopting a new list and transforming it into something that could be used to direct and support vocabulary teaching and learning. It could also be developed further as more examples of practice emerge in different contexts and hopefully set the stage for more development about how vocabulary lists are used.
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Keyword:
AWL; CEFR; EFL; TEFL; UAE; United Arab Emirates; Vocabulary; Word Lists
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URL: http://hdl.handle.net/10871/33151
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| 8 |
Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands
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| 9 |
Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure
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Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017
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| 10 |
The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study
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| 11 |
The Education of Bilingual Teachers: Preparation of Thai Pre-service Teachers of English to Teach in Thai-English Bilingual Schools
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Phongploenpis, Sasiporn. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016
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| 12 |
An inquiry into TESOL teachers’ perspectives on professional development in the workplace at a university in Saudi Arabia
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Identity Matters: Stories of Non-native English-speaking Teachers’ Experiences under the Shadow of Native Speakerism.
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Ashraf, Sabina. - : University of Exeter, 2016. : Graduate School of Education, 2016
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| 14 |
A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting
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| 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
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| 16 |
To what extent is the Academic Vocabulary List relevant to university student writing?
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| 17 |
The vocabulary learning behavior of Romanian high school students in a digital context
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Cojocnean, Diana Maria. - : University of Exeter, 2015. : College of Social Sciences and International Studies, Graduate School of Education, 2015
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| 18 |
International Teaching Faculty and a Monocultural Student Population: An Interpretive Analysis of Tertiary Teachers’ and Students’ Perceptions in the United Arab Emirates
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| 19 |
Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme
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The Developing Relationship between Spoken and Written Syntax in an English Secondary School
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