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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 Hits 1 – 20 of 30 1 Teacher cognition in EFL teaching: A study of non-native English- speaking teachers of English for Arabic-speaking students in Egypt with a particular focus on vocabulary Tayel, Ahmed Awad Mohamed. - : University of Otago, 2021 BASE Show details 2 A sociocultural approach to language teacher identity: Iranian public school and private language institute EFL teachers Askaribigdeli, Rouhollah. - : University of Otago, 2021 BASE Show details 3 Utilising concept-based instruction in teaching pragmatics: Exploring the development of requesting behaviour of Iraqi Arabic-speaking EFL learners Al-Jumah, Khalif Abdulrahman Jumah. - : University of Otago, 2021 BASE Show details 4 Mediation and Reciprocity: ESL Learner Writing Development through Error Correction Sobhani, Arezou. - : University of Otago, 2019 BASE Show details 5 Being Polite in Conversation: Power, Distance, and Self-Esteem in Persian Requests Mirzaei, Azar. - : University of Otago, 2019 BASE Show details 6 Sie or du? Developing Sociopragmatic Capacity in German through Concept-Based Pragmatics Instruction Kuepper, Marie-Christin Ursual Chantal. - : University of Otago, 2018 BASE Show details 7 University Study Abroad in New Zealand: Identity, Ideology, and Investment in English Language Learning Gordon, Elisha Hannah. - : University of Otago, 2018 BASE Show details 8 Motivation, Learner Attrition, and the L2 Motivational Self System: A New Zealand Study of Heritage and Non-Heritage University Language Learners Olsen, Maxwell Francis. - : University of Otago, 2017 BASE Show details 9 Investigating and Enhancing Willingness to Communicate and Motivational Self-System of Yemeni Rural EFL Learners Al-Murtadha, Mutahar Ahmed. - : University of Otago, 2017 BASE Show details 10 Intercultural Communicative Language Teaching: Enhancing awareness and practice through cultural portfolio projects Oranje, Joanne Maree. - : University of Otago, 2016 BASE Show details 11 The effectiveness of written CF for L2 development: a mixed-method study of written CF types, error categories and proficiency levels Guo, Qi. - : Auckland University of Technology, 2015 BASE Show details 12 Textual borrowing in an English for Academic Purposes class: Knowledge, practices and beliefs Henderson, Sally Jane. - : University of Otago, 2015 BASE Show details 13 Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation Wall, Bunjong. - : University of Otago, 2015 BASE Show details 14 Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea Moodie, Ian. - : University of Otago, 2015 BASE Show details 15 Student and teacher beliefs about written CF and the effect those beliefs have on uptake: a multiple case study of Laos and Kuwait Rummel, Stephanie Lee. - : Auckland University of Technology, 2014 Abstract: The effectiveness of various types of written corrective feedback (written CF) to improve second language writer’ written accuracy is an issue that is currently receiving a lot of attention in the field of second language learning. The present study has continued with that focus by investigating whether beliefs about written CF vary between students in two contexts (an IEP in Laos and one in Kuwait), whether those students’ beliefs differ from their teachers’ and whether differences in beliefs seem to impact uptake and retention. The study also investigates whether there are any differences in the type of feedback that is most effective in the two contexts. By comparing two contexts and looking at beliefs about written CF, this study seeks to investigate the topic from a sociocognitive perspective, which is in contrast to the mostly cognitive focus of previous studies. A multi-method approach to data collection was used, with data being collected through questionnaires, semi-structured interviews and writing prompts. The combination of questionnaires and interviews was used to overcome the weakness of using a self-report questionnaire as the sole means of collecting data regarding students’ beliefs about written CF. Regarding the writing prompts, the study employed a pre-test, post-test, delayed post-test, second delayed post-test design where feedback was given after the pre-test and the initial post-test. The groups were as follows: direct feedback, indirect feedback, metalinguistic feedback, and control. Students were placed into feedback groups according to their answers in the questionnaires and interviews, with some receiving their preferred type of feedback and others receiving another type of feedback. Findings from the study revealed a number of differences in beliefs both among students (particularly Lao participants), between student groups and between students and their teachers. Findings also indicated that the type of feedback that is most effective varied between Lao and Kuwaiti students and that beliefs about written CF seemed to impact uptake and retention in the Lao group but not the Kuwait group. The results of this study contribute to the understanding about which factors may impact written CF. Contributions to theory and research have been provided. Practical suggestions for pedagogy and future research have also been given. Keyword: Beliefs; Corrective feedback URL: http://hdl.handle.net/10292/7717 BASE Hide details 16 Multidimensional language performance in training teachers for secondary content instruction through English Feryok, Anne In: System. - Amsterdam : Elsevier 41 (2013) 1, 15-24 OLC Linguistik Show details 17 Teaching for learner autonomy: the teacher's role and sociocultural theory Feryok, Anne In: Innovation in language learning and teaching. - Abingdon : Routledge Journals, Taylor & Francis Group 7 (2013) 3, 213-225 OLC Linguistik Show details 18 A model of motivation for extensive reading in Japanese as a foreign language de Burgh-Hirabe, Ryoko; Feryok, Anne. - : University of Hawaii National Foreign Language Resource Center, 2013. : Center for Language & Technology, 2013 BASE Show details 19 Patterns in conversations between Japanese students and New Zealand homestay parents Pryde, Michael. - : University of Otago, 2013 BASE Show details 20 Activity Theory and Language Teacher Agency FERYOK, ANNE In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 96 (2012) 1, 95-107 OLC Linguistik Show details Page: 1 2

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