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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 Abstract: A major problem in second language (L2) learning and teaching is learners’ low willingness to communicate (WTC). WTC refers to the extent to which an individual is ready to initiate communication with others. Some L2 researchers have argued that enhancing L2 WTC should be the fundamental goal of the L2 learning process. However, although previous studies have identified some factors that influence WTC, most, if not all, did not go beyond exploring the factors to promoting WTC through interventions. This thesis has two main aims: to understand the factors that influence the WTC of Yemeni rural secondary school English students and to promote their WTC based on understanding the factors that influence it. These two aims were achieved in a mixed methods project of four studies in which the factors influencing WTC were first identified in three studies, and then based on those factors, an intervention program to enhance students’ WTC was conducted in a fourth study. The first study used a large survey of 564 students. Quantitative data analysis indicated that L2 WTC inside the classroom was predicted by L1 WTC, ideal L2 self, L2 learning experience, L2 intended learning effort, and gender. Study two was an observational study of twelve students who had participated in study one. Data were collected through weekly classroom observations in L1 and L2 classrooms. Quantitative data analysis confirmed the significant relationship between L1 and L2 WTC found in study one and revealed significant gender difference in L2 observed WTC, with males demonstrating higher WTC. However, no significant relationship between self-reported WTC and observed WTC was found in both L1 and L2. The self, learning experience, and learning effort appeared to influence students’ observed WTC. Study three focused on students’ perceptions of their L2 WTC inside the classroom. It involved the same students from study two, but data were collected through interviews and weekly journals. Qualitative data analysis revealed three types of factors that influenced WTC: contextual, affective, and cognitive. The ideal self most influenced WTC through the mediation of topics related to students’ future careers. Study four was an intervention that promoted WTC and its four predictors–ideal self, learning experience, learning effort, and linguistic self-confidence–over a six-week period. Two-hundred six students were assigned to either an experimental group (N= 104) or a control group (N = 102). The experimental group received one forty-five minute visualization and goal-setting lesson a week, whereas the control group received a regular lesson. Quantitative and qualitative data analysis indicated that the intervention enhanced WTC and its predictors. The thesis concludes with three contributions. Theoretically, it shows that WTC can be influenced by the ideal self, learning experience, intended learning effort, and gender. Methodologically, it shows that mixed methods research leads to a deeper understanding of WTC and how to promote it. Pedagogically, the intervention practically shows English teachers how visualization and goal-setting activities can enhance students’ WTC and its predictors. Keyword: goal-setting; intervention; L2 motivational self system; L2 willingness to communicate; mixed methods research; pragmatism; visualization; Yemeni EFL learners URL: http://hdl.handle.net/10523/7543 BASE Hide 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 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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