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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 Abstract: This thesis contributes to the investigation of the facilitative role of written CF for L2 development. Framed within information processing and interactionist perspectives, this study not only investigated the effectiveness of written CF on learners’ improved accuracy, but also explored their responses to written CF with the aim of finding out whether or not, and why, written CF was beneficial or not for L2 development. This research was conducted with 157 first year university students in Northwest China. They were not majoring in English. A quasi-experimental study was conducted first to examine the differential effectiveness of five types of written CF (underlining, error code, metalinguistic explanation, direct correction and direct correction plus metalinguistic explanation). Additionally, two potential impacting factors on the effectiveness of written CF were investigated: linguistic types (regular past tense, irregular past tense and prepositions indicating space) and learners’ proficiency levels (higher and lower). The results suggested that more explicit types of written CF (metalinguistic explanation, direct correction and direct correction plus metalinguistic explanation) facilitated improved accuracy when the three linguistic types were considered as one group; however, the effectiveness was not retained over time. When the three linguistic types were looked at separately, only direct correction was found to facilitate improved accuracy of the irregular past tense immediately after feedback had been given. Although higher proficiency learners produced written texts of a higher accuracy than lower proficiency learners throughout the testing occasions, there was no difference between them with regard to the effectiveness of written CF for treating the targeted linguistic types. In a follow-up case study, the research focused on two individuals whose accuracy did not improve immediately after receiving various types of written CF. The results of the in-depth analyses of their correct uses and incorrect uses of the targeted linguistic types suggested that less explicit types of written CF may not be explicit enough for learners to produce the correct forms. Thus, it may explain why less explicit types of written CF did not result in the improved accuracy. However, there was no evidence to show that any type of written CF was ineffective because the errors which had received written CF did not appear again in the subsequent written texts. In addition, scaffolded written CF was provided on each of these learners’ targeted linguistic errors. The results showed that scaffolded written CF was more effective in facilitating improved accuracy immediately and over time; however, the explicitness of the written CF needed by each learner on different errors varied even when the errors were from the same linguistic category. Although the results of the quantitative study did not show statistical significance regarding the moderating role of learners’ proficiency levels on the effectiveness of written CF, the results of the case studies revealed that learners in the higher proficiency group required less explicit written CF assistance than the learners in the lower proficiency group who required more explicit written CF assistance, especially on less rule-governed, idiosyncratic and complex linguistic types. Keyword: L2 development; Mixed method; Written corrective feedback URL: http://hdl.handle.net/10292/9628 BASE Hide 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 BASE Show 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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