Faculty of Education - Theses
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ItemFocus on form in a Thai university English course( 2006)This thesis reports on an investigation about the application of new pedagogy to the teaching of English grammar to the first year English major students in a Rajabhat University in Bangkok, Thailand. This study sought to explore the effectiveness of an indirect explicit instruction approach on improving students' motivation and attitudes towards learning English grammar. This study was conducted in a normal grammar classroom of thirty three students for sixteen two-hour weekly sessions. Kemmis and McTaggart's (1988) action research cycle method was adopted, involving two cycles of teaching-learning activity. Each cycle was regulated into steps of developing a unit of work, implementing an instruction for six weekly two-hour sessions, observing and reflecting. The data obtained consisted of teacher/researcher's journal, students diaries and interviews and students' self-assessment questionnaires. The teacher's journal provided information about how students were responsive to the new teaching approach whereas students reflected on their new learning experiences in their diaries. Moreover, self-assessment questionnaires using a 5-point Likert scale were employed to obtain a clearer picture on students' attitudes, activities provided and their perceived improvement in learning English grammar. The results of this study reveal that indirect explicit grammar instruction had a great impact on students' motivation and attitudes. Effective learning atmosphere and cooperative learning led to significant changes of students' learning behaviours. Students showed their eagerness to participate in the learning process. They became more self-confident and expressed their willingness to take risks in learning in the language classroom. It could be argued that students' attitudes had improved and they, therefore, were motivated to learn English grammar. However, the students' grammatical knowledge had not significantly developed since the study was undertaken over a short period of time. The study proposes some factors that the teachers should carefully take into consideration in adapting indirect explicit approach to their teaching. Of greater significance were contributions made by the study regarding the advantages of developing own instructional materials that respond to the learners' needs over commercial materials and the value of employing action research to investigate problems arising from teaching practice. Finally, it is suggested that a longitudinal study is worth trying in order to establish the applicability of the indirect explicit approach in teaching English grammar in EFL contexts.
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ItemApplications of item response theory to identify and correct for suspect rater data( 2006)This thesis describes a plausible values imputation approach for deriving population estimates on several language proficiency domains. The approach harnessed a multi-dimensional item response analysis combining student responses, rater judgements and student background variables. The target student population was lower grade primary school students enrolled in the Hong Kong schooling system. The raters consisted of local teachers of English employed within the sampled target schools. The primary objective of this research was to impute plausible values where no data was provided or where rater data was deemed suspect. By necessity, a secondary objective of this study was to establish rules for justly excluding particular data on the basis of questionable validity. Surveys such as TIMSS, PISA and NAEP have used such "plausible value" methodologies to account for incomplete test designs and person non-response (Beaton & Johnson, 1990; Yamamoto & Kulick, 2000; Adams & Wu, 2002). The point of difference between this study and other similar studies was the use of item response theory (in particular plausible values imputation) to identify and correct for invalid rater judgements in a large-scale educational survey. An additional research outcome included a derived index of rater data quality based upon imputation scores.
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ItemA case study of the implementation process of an immersion program( 2006)This project aims to investigate the factors and strategies for implementing an immersion program through a case study conducted at a private school in Melbourne (School "M"); to suggest practical steps for the implementation process of an immersion program and some effective implementation strategies. Furthermore, findings from the case study may contribute to the implementation process of an immersion program in the Korean context. Rigor in this research derives from the triangulation of data, the interpretation of perceptions, and rich description. Firstly, two questionnaires were employed to collect data about the attitudes of both parents and teachers towards the immersion program. Secondly� observations of the meetings of "the Bilingual Committee" in the school were used to collect data about steps and strategies of the implementation process. Thirdly, interviews of participants of "the Bilingual Committee" were analysed to ascertain the topics discussed and the decisions taken. Findings from data analysis were presented as four steps in the implementation process and three strategies for the implementation. Recommendations for School "M" and the Korean context were suggested in order to improve the implementation process of an immersion program.
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ItemFrom EAP to university: a case study of Chinese students in Melbourne( 2006)Using qualitative research methods, this thesis examines the experiences of four international students from Mainland China during their transition from language study to tertiary study in Melbourne in 2005. The study explores, through the narratives of students, language teachers and university tutors, the challenges of providing tertiary , level education to students whose cultural and educational background is significantly different to that in Australia. The research is set within the context of the declining government funding to Australian universities and their consequent reliance on full fee paying international students. The student participants in the study attended a private language centre which provides English for Academic Purposes (EAP) courses through its English Language Intensive Courses for Overseas Students (ELICOS) programs, followed by enrolment in the business faculty of a large university. The issues that were identified are analysed following a narrative approach. The study found that the students were not receiving a positive educational experience and identified some of the difficulties they had in adapting to the demands of the Australian higher education system. These included the impact of the differences in teaching and learning approaches, level of English language skills, lack of prior education in the discipline, segregation, isolation and lack of support. The significant issues raised by the university tutors' included international students' inadequate language skills, mismatch of expectations, plagiarism, entry requirements, the changing face of the university, and lack of support. � The study concludes with the implications of international students not receiving a positive Australian educational experience and some recommendations for strengthening the Australian higher education system.