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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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Abstract:
Student-completed teacher evaluation forms (TEFs) are used by many educational institutions as an efficient way to assess teaching performance. However, both researchers and practitioners have raised doubts and concerns about the way they are used. This includes the validity of student-completed TEFs and the possible adverse effects they have on teachers due to their high-stakes nature. The aim of this thesis is to identify and examine underlying assumptions about the student-completed TEF used to evaluate native English speaking teacher (NEST) performance within a Korean EFL university context. These assumptions are considered from three stakeholder perspectives: students, NESTs, and administrators. This study seeks to gain insight on the similarities and differences in stakeholder perceptions regarding the TEF in terms of its general purpose, usefulness, and preferred use, as well as opinions on the best way to evaluate NESTs. Questionnaires, semi-structured interviews, and focus groups are conducted with four students, four NESTs, and four administrators. This study suggests that the current, student-completed TEF used to evaluate NESTs is considered to be insufficient and inadequate by all stakeholders. Using a grounded approach to analyze the qualitative data, findings show that all stakeholder groups perceive a) a gap between the TEF’s intended and actual purpose b) a lack of TEF usefulness and validity c) a strong preference for TEF formative use and d) a need for a more tailored TEF to evaluate NESTs. These views suggest the creation and implementation of a comprehensive NEST evaluation system rooted in the needs of both students and NESTs. In addition, certain critical, context-specific, and neoliberal factors appear to augment the negative effects of student-completed TEFs on NESTs.
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URL: http://hdl.handle.net/10871/127920
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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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Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands
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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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The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study
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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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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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A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting
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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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To what extent is the Academic Vocabulary List relevant to university student writing?
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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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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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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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