The modules that are available for you to choose for each component will depend on several factors, including which modules you have chosen for other components, which modules you have completed in previous years of your course, and which term the module is taught in.
Modules are the individual units of study for your course. Each module has its own set of learning outcomes and assessment criteria and also carries a certain number of credits.
In most cases you will study one module per component, but in some cases you may need to study more than one module. For example, a 30-credit component may comprise of either one 30-credit module, or two 15-credit modules, depending on the options available.
Modules may be taught at different times of the year and by a different department or school to the one your course is primarily based in. You can find this information from the module code . For example, the module code HR100-4-FY means:
HR | 100 | 4 | FY |
---|---|---|---|
The department or school the module will be taught by. In this example, the module would be taught by the Department of History. | The module number. | The of the module. A standard undergraduate course will comprise of level 4, 5 and 6 modules - increasing as you progress through the course. A standard postgraduate taught course will comprise of level 7 modules. A postgraduate research degree is a level 8 qualification. | The term the module will be taught in. : Autumn term : Spring term : Summer term : Full year : Autumn and Spring terms Spring and Summer terms Autumn and Summer terms |
COMPONENT 01: COMPULSORY
View Language and Linguistics: Research on our Module Directory
COMPONENT 02: COMPULSORY
The aim of this module is to help you make the transition to independent postgraduate scholarship through workshops and activities directly linked to the promotion and undertaking of research in the Department of Language & Linguistics. Topics may include: identifying research problems, formulating hypotheses and selecting appropriate methodologies for investigation, conducting literature searches, choosing methods for data transcription, quantitative analysis techniques in linguistics research, lab facilities in the department, ethics in linguistic research, writing and reviewing conference abstracts, preparing 20-minute conference presentations, and writing for publication.
View Professional Development for Research Students on our Module Directory
On our four-year route (the Integrated ‘new route' PhD), your first year is a preparatory MRes year so you take six taught modules and write an assessed MRes dissertation. This programme is ideal if you wish to develop your knowledge of existing research and improve your understanding of research methods before embarking on independent research.
On our three-year supervised research route, if you already have a solid knowledge of existing research in your field and a good understanding of research methods, plus a suitable research proposal, you immediately begin your independent research, under the guidance of your supervisor.
Within the Department of Language and Linguistics, throughout your research studies, your training needs will be regularly assessed. Every six months your progress is formally checked by a supervisory panel consisting of your supervisor, an adviser, and a chairperson. At least once a year this meeting takes place face to face to discuss how you are getting on. You report on your progress in writing by completing a form twice a year.
Your thesis has a maximum length of 80,000 words.
Home/uk fee.
£4,786 per year
£18,750 per year
Fees will increase for each academic year of study.
Masters fees and funding information
Research (e.g. PhD) fees and funding information
We hold Open Days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:
If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing [email protected] and we’ll arrange an individual campus tour for you.
You can apply for this postgraduate course online . Before you apply, please check our information about necessary documents that we'll ask you to provide as part of your application.
We encourage you to make a preliminary enquiry directly to a potential supervisor or the Graduate Administrator within your chosen Department or School. We encourage the consideration of a brief research proposal prior to the submission of a full application.
We aim to respond to applications within four weeks. If we are able to offer you a place, you will be contacted via email.
For information on our deadline to apply for this course, please see our ‘ how to apply ' information.
Set within 200 acres of award-winning parkland - Wivenhoe Park and located two miles from the historic city centre of Colchester – England's oldest recorded development. Our Colchester Campus is also easily reached from London and Stansted Airport in under one hour.
If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tour allows you to explore the Colchester Campus from the comfort of your home. Check out our accommodation options, facilities and social spaces.
At Essex we pride ourselves on being a welcoming and inclusive student community. We offer a wide range of support to individuals and groups of student members who may have specific requirements, interests or responsibilities.
The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications . The University would inform and engage with you if your course was to be discontinued, and would provide you with options, where appropriate, in line with our Compensation and Refund Policy.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.
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The Language & Literacies Education program investigates questions about the relationships of literacies in language and language in literacies across communities, societies, instructional environments, and informal learning settings. Language & Literacies Education courses address current issues in the study of applied linguistics and literacies, such as:
Students enrolled in the PhD in Language & Literacies Education program are required to complete:
For the full-time student, a minimum of two consecutive years of full-time study are required at the beginning of the program. During this time, students usually complete their coursework and comprehensive examination requirements, prepare a thesis proposal, and form a thesis committee.
Study Options Full-time (6 years - maximum) Flexible-time (8 years - maximum) Requires: 7 half courses, comprehensive examination, thesis
Funding and Tuition For current information about tuition fees, funding, and financial support, visit Tuition & Financial Support .
Deadlines Application status for the 2024-2025 admissions cycle:
To view updated program deadlines, visit the OISE application deadlines and closing dates page.
Ready to join one of the world’s top universities? Take the next step in your academic journey and start your application to graduate studies at OISE.
Have questions about our program, admissions, financial support or career options after graduation? Our team has the answer you’re looking for. Contact us for one-on-one support.
We host information sessions, open houses and tours throughout the year. Come discover what it's like to study at OISE. Explore campus and meet our community.
Have a question about admissions requirements?
Email us at [email protected]
Drop-in (online) and speak to program staff. (Will resume September 19, 2024)
Every Thursday from 12:00 p.m. to 1:00 p.m. (EST)
Lecturer and Research Assistant Language, Literacies and Comparative International and Development Education
"My journey has taken me from teaching English as a Foreign Language in Colombia to the USA where I worked as a Spanish teacher, teacher educator and curriculum developer for various schools and now to Canada – where I have found my home in research and education in teacher education programs and TESOL. At OISE, I explore issues of social justice in language teacher education and culture, race, linguistics, human rights, and gender equality around the world."
General admission requirements.
Please visit the OISE Admissions website for detailed information about the application process, including general minimum admission requirements and supporting documents.
Minimum admission requirements for this program are:
We encourage equity-seeking groups to identify themselves in their application.
All applicants must submit:
Tip: Don’t leave reviewers guessing. If there is something about your previous studies or your professional background that might stand out, address it in the statement of intent. One common example of this is a master’s degree that is in a field quite different from LLE research. In this case, you might tell us about professional experiences that prepare you for doctoral studies if your masters degree did not. Another common example is not having a full master’s thesis. In a few words, explain to us how the writing sample you’re including in your application provides evidence of your readiness to pursue doctoral studies.
We are looking for applicants who have a sound academic background and a deep interest in education. The degree is designed to provide opportunities for advanced study, original research, and theoretical analysis. Applicants should have demonstrated commitment to education prior to applying. Please note, the LLE program is not a teacher certification program. For more information on our teacher certification programs please visit: OISE Teacher Education Degrees .
The Language & Literacies Education program is designed for flexibility. Choose courses that best meet your needs. The program details are as follows:
Note : For the flexible-time PhD program option, a minimum residency of four years of full-time registration is required at the beginning of the program. Candidates may apply for part-time status after this four year-residency.
The LLE PhD Program offers a wide variety of courses. Our classes typically consist of 15 to 25 students. The PhD program can be taken on a full-time or flex-time basis. Full-time PhD students must complete their degree within six years. Flexible-time PhD students must complete their degree within eight years. Degree requirements for both programs are the same. Doctoral students usually take two or three courses per term. A typical course involves 12 classes. During the fall and winter terms, a class will meet once each week for twelve weeks. During the spring and summer terms, a class meets twice a week for six weeks. Classes are scheduled for the early evening (e.g., 5pm to 8pm) or the early afternoon (e.g., 1pm to 4pm), Monday through Thursday. We also offer a selection of online courses. Enrolment in all courses are on a first-come, first-served basis.
Thesis-track students routinely meet with their supervisor and thesis committee to discuss their progress in the program. Once a year, this progress is documented in an annual review meeting.
At this meeting, students report on their progress, and their committee provides guidance, advice, and recommendations. The committee also determines whether the student's progress is satisfactory or requiring additional support.
Students are required to bring an annual review form , with pages 1-2 completed, to the annual review meeting. Supervisors will complete relevant sections of the form, documenting what was discussed at the meeting, and evaluating progress.
Both the student and the thesis supervisor must sign the form. The signed form must be submitted to the graduate studies program administrator.
Interested in interdisciplinary study? UofT offers collaborative specializations which involve the cooperation of two or more graduate units (i.e. departments, programs, or centres). Students admitted to LLE have the opportunity to discover the research possibilities available with the following collaborative programs:
Full-time doctoral students (but not Flex-time doctoral students) receive a graduate funding package equal to the cost of academic tuition and fees, plus support as a Graduate Assistant or Teaching Assistant, in each of the first four years of their program. Some limited funding may also be available in year 5. The average time to completion is 5.70 years.
There are admission awards available for International applicants who are applying to doctoral programs. Visit the SGS International Awards webpage and the OISE internal awards for those currently enrolled.
International applicants are students who are neither a Canadian citizen nor a permanent resident of Canada. Admission to the PhD full-time funded program is highly competitive. We recommend that applicants make contact with a faculty member whose research interests coincide with their own, before applying to the program. For more on international student admissions please review International Applicants on the OISE Registrar's office website.
At this time, the Department of Curriculum, Teaching & Learning admits one (1) funded international applicant to its full-time Ph.D. programs each year - alternate years for the Language & Literacies Education (LLE) program and the Curriculum & Pedagogy (C&P) program. In doing so, C&P will admit one international student in odd years (i.e. 2021, 2023, etc.) and LLE will admit one international Ph.D. student in even years (i.e. 2022, 2024, etc.).
In any given year, the Department may also consider applications to either program from international applicants where home governments, international organizations or funding agencies can provide them with funding. The funding must minimally have the value and duration of the graduate funding package that is offered and should be indicated on the application. Please review the Graduate Funding Package website .
The following is the result of a question and answer (Q&A) discussion which took place following a LLE Open House presentation.
Can I switch from the full-time option to the flexible-time option for this program? No, students may not transfer from the full-time to the flexible-time PhD or vice versa.
How do students find a thesis supervisor? At the point of admission successful applicants to the LLE PhD are assigned a Faculty Advisor whom you can speak with if you have questions regarding program requirements, course selection etc. Your Faculty Advisor will often become your Thesis Supervisor, however if you find that your academic interests necessitate that you work with a different faculty member as thesis supervisor, your faculty advisor will help you to find an appropriate faculty member to take on that role.
If unable to provide an academic reference, would two professional ones work instead? While a minimum of two letters of reference – one academic and one professional – should be included in your application, sometimes applicants experience difficulty obtaining a letter of reference. For example, if you graduated many years ago and have since not been active in an academic setting you may be unable to call upon a university instructor with whom you studied. You're strongly encouraged to obtain one academic and one professional letter of reference, but you may submit an alternative combination such as two reference letters from a professional source. Tip: for two professional letters direct the most suitable referee to include comments pertaining to your intellectual abilities and potential.
What is an Academic Writing Sample? A typical sample is about 5,000 words (for example, an excerpt from a master's thesis). Acceptable formats are MA Word (.docx) and PDF (.pdf) files.
Criteria for the writing sample:
The following samples are acceptable:
What are collaborative specializations? Collaborative Specialization programs are created by participating graduate units to explore a novel interdisciplinary area or special development that crosses a number of disciplines. If you are admitted into a graduate program that participates in a collaborative specialization; many of which are actually University of Toronto wide specializations to which CTL is very closely connected; you can apply to a collaborative specialization, but you need to apply to them directly. If you review our website, and websites of affiliated collaborative specializations, you’ll see LLE participates in a number of collaborative specializations.
I have a question about language proficiency. I’ve been working as an occasional teacher for four years here, but finished education outside of Canada. Do I still need to prove language proficiency? As English is the primary language of instruction and communication at the University of Toronto, applicants must demonstrate an adequate level of proficiency in English, regardless of their citizenship status or country of origin. It is important that these students follow School of Graduate Studies (SGS) policies on English Language Proficiency (ELP) testing requirements and take one of the required tests for admission to a graduate program. Applicants from universities outside Canada where English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of their application.
The determination of whether an English language proficiency test is required is determined by the admissions division of the OISE Registrar's Office & Student Experience (ROSE), but only after the application has been submitted. Visit the SGS webpage on English language proficiency for more information.
What happens after I submit my applications? Once you've completed your application, understand what happens next by visiting After Submitting Your Application .
I was offered admission, what are my next steps? Applicants who receive an official "Offer of Admission" result letter can view the Newly Admitted Students webpage for information on next steps.
Take the next step in your academic journey and start your application to graduate studies at OISE.
Mphil/phd in english language teaching (2025 entry).
Course code
06 October 2025
3-4 years full-time; Up to 7 years part-time
Qualification
Applied Linguistics
University of Warwick
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Study any aspect of English language teaching on our MPhil/PhD in English Language Teaching at Warwick's Department of Applied Linguistics, Ranked 9th in the UK for Linguistics The Complete University Guide 2024. Enhance your knowledge of teaching, learning, assessment and teacher development through research, under the supervision of field experts.
Working under the expert guidance of a supervisor, PhD students design and pursue an individual research project shaped by their own personal, academic, or professional needs and interests. They participate in seminars and other activities in a diverse and vibrant research community, and disseminate their work through conference presentations and publications to both academic and non-academic audiences.
PhD researchers are individually mentored by academic supervisors from the beginning of their journey. They also participate in weekly research seminars in Year One to develop their skills and understanding in relation to research issues and approaches, methods of data collection and analysis, and research ethics.
Minimum requirements.
2:1 undergraduate degree (or equivalent) in ELT/TESOL, English, Education, Linguistics, Languages or a relevant discipline and a Master’s degree in ELT/TESOL, Applied Linguistics or a relevant discipline.
You can find out more about our English language requirements Link opens in a new window . This course requires the following:
We welcome applications from students with other internationally recognised qualifications.
For more information, please visit the international entry requirements page Link opens in a new window .
There are no additional entry requirements for this course.
We are committed to interdisciplinary research that can make a real difference to society and people’s lives by informing policy, changing practice, and challenging perceptions. Current research strengths in the department are:
Full details of our research interests are listed on the Applied Linguistics web pages .
You can also read our general University research proposal guidance.
If you are interested in studying for a PhD within the Department of Applied Linguistics, in the first instance please contact our Postgraduate Research Studies Admission Tutor, Professor Stephanie Schnurr, [email protected] Link opens in a new window .
Please send them the following documents so we can then follow things up and, if appropriate, consult with a potential supervisor:
To avoid confusion and additional delay, please do not contact staff members directly.
If you have explored our Applied Linguistics Staff Directory and have identified a potential individual whose research interests and publications relate closely to your research topic, please share their name(s) with the Postgraduate Research Studies Admission Tutor when you contact him.
If you are applying for the degree of MPhil/PhD, you need to submit a research proposal with the form. The proposal should indicate your intended research area and outline a plan for the work to be undertaken.
You should justify the planned research by reference both to the literature and your interests or intentions. You should indicate possible research methods and also include a bibliography. The proposal should normally be at least 1500 words long.
If you have completed an MA degree, you may be asked to submit a copy of your dissertation or some course work completed during the programme.
Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.
Find your research course fees
We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.
Do you need your fee classification to be reviewed?
If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.
Find out more about how universities assess fee status
As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.
For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our Module Catalogue (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).
Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:
Scholarships and financial support.
Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.
Find out more about the cost of living as a postgraduate student at the University of Warwick.
Apply your learning from day one.
With a history dating back to 1983, Applied Linguistics at Warwick has diversified over the years from a main focus on English language teaching and teacher education to include expertise in areas such as: intercultural communication, professional communication, the sociolinguistics of language use, the teaching and learning of languages other than English.
Find out more about us on our website.
The application process for courses that start in September and October 2025 will open on 2 October 2024.
For research courses that start in September and October 2025 the application deadline for students who require a visa to study in the UK is 2 August 2025. This should allow sufficient time to complete the admissions process and to obtain a visa to study in the UK.
How to apply for a postgraduate research course
Find out how we process your application.
Track your application and update your details.
See Warwick’s postgraduate admissions policy.
Ask questions and engage with Warwick.
We understand how important it is to visit and explore your future university before you apply. That's why we have put together a range of online and in-person options to help you discover more about your course, visit campus, and get a sense of postgraduate life at Warwick. Our events offer includes:
Discover why Warwick is one of the best universities in the UK and renowned globally.
of the UK's best universities (The Guardian University Guide 2024, The Times and Sunday Times Good University Guide 2024.)
by the UK's top 100 graduate employers (The Graduate Market in 2024, High Fliers Research Ltd.)
out of 1,500 institutions across 104 locations (QS World University Rankings 2025.)
for our 'Graduate Prospects' score. (The Times and Sunday Times Good University Guide 2024.)
Gold, the highest possible rating across all three categories (student experience, student outcomes, and overall) (Teaching Excellence Framework 2023)
We may have revised the information on this page since publication. See the edits we have made and content history .
This information is applicable for 2025 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.
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Doctoral dissertations on second language writing and technology in the usa (2010–2019).
Published online by Cambridge University Press: 03 September 2020
This paper reviews 20 representative Ph.D. dissertations on second language (L2) writing and technology completed in the USA over the past decade (2010–2019). These dissertations were selected using advanced search via ProQuest Dissertations & Theses. Five thematic categories were examined: (1) computer-mediated teacher/peer feedback; (2) automated writing evaluation; (3) computer-based collaborative writing; (4) technology-based writing instruction/assessment; and (5) digital composing/literacy. Each dissertation study was closely reviewed, with the presentation of illustrative tables. After analyzing and discussing the research designs, findings, and contributions of these studies, the authors identified the research trend and highlighted directions for future dissertation research in the field of L2 writing and technology.
View all Google Scholar citations for this article.
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Go to programs search
Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods.
For specific program requirements, please refer to the departmental program website
The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities. The program also jointly sponsors the UBC/Ritsumeikan Joint Academic Exchange Program.
Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
Overall score requirement : 92
Overall score requirement : 7.0
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
The GRE is not required.
Prior degree requirements.
Master’s degree with high standing in a relevant educational discipline
Awards; fellowships; scholarships; and distinctions.
Relevant professional and academic experience including conference presentations, professional workshops, and publications.
At least two years of successful teaching experience or equivalent.
Applicants who received a degree from a North American university are not required to submit their English test scores. Similarly, applicants who completed their degree outside North America from an institution in which English was the primary language of instruction of the entire university (not just a program) are not required to provide English test scores as part of their application.
Please note that we can only accept your English test scores if the test has been taken within the last 24 months at the time of submission of the application. An official test score report ordered from the testing agency has to be sent to UBC. Acceptable English language proficiency tests for applicants to UBC Grad School are:
TOEFL – Test of English as a Foreign Language, minimum score 580 (paper-based) or 237 (computer based), or new minimum TOEFL score of 92 (with a minimum of 22 for each component).
MELAB – Michigan English Language Assessment Battery. Minimum overall score 85.
IELTS – International English Language Testing System – Academic. Minimum overall band score 7, with no component less than 6.5.
September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.
Deadline to submit online application. No changes can be made to the application after submission.
Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.
Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.
Transcripts.
All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.
Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
There is no need to find a supervisor prior to applying for the program. If you are successful in the application process, you will be assigned a pro-tem supervisor whose research is closest to your area of interest. However, if you are interested in working with a particular faculty member, you can indicate it in your statement of interest or in the application form.
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
Research highlights.
TESL methods; Applied linguistics; Critical applied linguistics; Discourse analysis; Intercultural communication; Second language acquisition and socialization; Content-based language education; Pedagogical and functional grammar; Second language writing; Issues of language and identity; Language in education; Multilingual literacies; Language policy; English in immigrant and international communities.
Program components.
The program consists of 18 to 24 credits of course work (including the LLED 601 Doctoral Seminar), comprehensive exam followed by an oral examination, a dissertation proposal, and a doctoral dissertation.
The TESL/TEFL program accepts well-qualified students from around the globe into a richly international and multicultural academic community.
Fees | Canadian Citizen / Permanent Resident / Refugee / Diplomat | International |
---|---|---|
$114.00 | $168.25 | |
Tuition * | ||
Installments per year | 3 | 3 |
Tuition | $1,838.57 | $3,230.06 |
Tuition (plus annual increase, usually 2%-5%) | $5,515.71 | $9,690.18 |
Int. Tuition Award (ITA) per year ( ) | $3,200.00 (-) | |
Other Fees and Costs | ||
(yearly) | $1,116.60 (approx.) | |
Estimate your with our interactive tool in order to start developing a financial plan for your graduate studies. |
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students who begin a UBC-Vancouver PhD program in September 2024 will be provided with a funding package of $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
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All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
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Career options.
Integrating research and practice, the graduate programs in Teaching English as a Second Language (TESL) offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics.
These statistics show data for the Doctor of Philosophy in Teaching English as a Second Language (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
2023 | 2022 | 2021 | 2020 | 2019 | |
---|---|---|---|---|---|
Applications | 41 | 43 | 43 | 55 | 41 |
Offers | 0 | 2 | 2 | 1 | 1 |
New Registrations | 0 | 2 | 2 | 1 | 1 |
Total Enrolment | 11 | 12 | 14 | 16 | 16 |
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Year | Citation |
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2023 | Dr. Afreen investigated Bangla heritage language teachers' transcultural identities in greater Vancouver. Teachers' investment in promoting Bangla as a mother tongue was informed by children's transcultural identities in Canada. This research advances knowledge about the identity of heritage language teachers in multicultural communities worldwide. |
2022 | The global COVID-19 pandemic has affected us all. Dr. Detwyler studied its early impacts on instructors of English as a second language in Canada. Their talk about emergency remote teaching reflected pandemic vulnerability among learners, precarious employment in the sector, and Canada's settler-colonial past as ongoing professional challenges. |
2022 | Dr. Abrar-ul-Hassan researched the role of instructors, who were working in public and private postsecondary institutions located in the Lower Mainland, British Columbia, as assessors in English for Academic Purposes (EAP) programs. His research contributes to the understanding of EAP assessment practices in a Canadian context. |
2022 | Dr. Moore developed new theory to explain the nature and causes of a phenomenon among Japanese-English bilinguals in which they distance themselves from their Japanese first language and culture. Terming the phenomenon first language dissociation, he identified a complex set of psychological and social factors that contribute to its emergence. |
2021 | Dr. Wong explored inquiry-based learning experiences of Grade 6 English Language Learners in a technology-enhanced classroom. Her results indicated that students were engaged in innovative learning tasks which encouraged them to move their competencies, such as effective internet use, and knowledge, such as grandparent stories, into the classroom. |
2021 | Dr. Gilman explored the impact of a family literacy program on women with immigrant and refugee backgrounds. This study concluded that a three-way model of family literacy has the potential for highly positive outcomes in both social and academic domains. |
2019 | Dr. Balyasnikova examined English language learning trajectories of older immigrants to Canada. Her research highlights the importance of creating tailored educational programs for this population. As part of her study, Dr. Balyasnikova developed curriculum that can be used in diverse instructional contexts. |
2019 | Dr. Surtees investigated English language learning, focussing on conversations between study abroad students and their peers. Her findings highlight factors that help and hinder abilities to build peer networks in English as well as the important role that previous international experience plays in facilitating interaction and relationship building. |
2019 | To understand and scaffold source-based writing practices of graduate students, Dr. Kowkabi offered a socio-pedagogical approach for analyzing the processes of source selection and source integration in student writing. Her study provides insights for institutional and educational action plans to support student interactions with source texts. |
2018 | Dr. Fazel explored how doctoral students at a Canadian university attempted to publish their research. He also interviewed journal editors to seek their perspectives on the challenges facing doctoral students in getting published. This research has important implications for doctoral education and supervision. |
Same specialization.
Specialization.
Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. The program faculty have expertise in TESL methods, applied linguistics, second language acquisition and socialization, content-based language education, pedagogical and functional grammar, second language writing, issues of language and identity, language in education, multilingual literacies, language policy, and English in immigrant and international communities
Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .
Here, you can choose from more than 300 graduate degree program options and 2000+ research supervisors. You can even design your own program.
Digital Commons @ USF > College of Education > Teaching and Learning > Theses and Dissertations
Theses/dissertations from 2024 2024.
Beliefs of Male Elementary School Special Education and General Education Teachers Regarding Full Inclusion for Students with Autism Spectrum Disorder in Saudi Arabia , Sultan Alanazi
The Integration of Assistive Technology by Female In-Service Teachers of Students with Learning Disabilities in Saudi Arabia: A Qualitative Interview Study , Badriah Alotaiby
Factors to Consider for Effective Implementation of AAC With Students With Autism: Saudi special education teachers’ perspectives , Mazen Abdurhman Almethen
Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey , Sadeem A. Alolayan
Self-Determination and The Lived Experience of Employed Adults with Intellectual Disabilities: An Interpretative Phenomenological Analysis , Abdelrahman Mohammad Alzarie
Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education , Yanlys De La Caridad Palacios
High School Teachers’ Perceptions of Promoting Student Motivation and Creativity through Career Education , Kyeonghyeon Park
The Specifics of Specific Learning Disability: An Analysis of State-Level Eligibility Criteria and Response to Intervention Practices , Lora M. Williams
Saudi Early Childhood Educators' Perceptions of Gender Roles in Children's Dramatic Play , Dalal Alanazi
Barriers to Reducing the Assistive Technology use for Students with Autism as Perceived by Special Education Teachers in Saudi Arabia , Othman Ahmed Alasmari
Saudi Teachers’ Perspectives on Implementing Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder , Ahmad Saad Alghamdi
Perceptions of Preservice Teachers of Students with Intellectual Disabilities About their Preparation for Inclusive Education , Abdullah Aljudaya
Experiences of Saudi Arabian Mothers of Young Children with Disabilities: An Exploratory Study , Samirah Bahkali
Persistence Like a Mother: Nursing the Narrative toward Doctoral Completion in English Education—A Poetic Autoethnography , Krista S. Mallo
Warming Up and Cooling Down: Perceptions and Behaviors Associated with Aerobic Exercise , Balea J. Schumacher
A Multimodal Literacy Exploration: Lived Experiences of Haitian Immigrant Adolescent Girls in The Bahamas , Natasha Swann
Perceptions of Preservice Teachers of Students with Autism and Intellectual Disabilities in their Teacher Preparation Programs in Saudi Arabia , Salman Almughyiri
Mapping Narrative Transactions: A Method/Framework for Exploring Multimodal Documents as Social Semiotic Sites for Ethnographic Study , Anne W. Anderson
The Effects of Augmented Reality (AR)-infused Idiom Material on Iranian Students’ Idiom Achievements, Motivation, and Perceptions , Babak Khoshnevisan
An Examination of Changes in Muscle Thickness, Isometric Strength, and Body Water Throughout the Menstrual Cycle , Tayla E. Kuehne
How the Use of Learner-Generated Images and Authentic Materials Affects the Comprehension and Production of Vivid Phrasal Idioms in L2 English Learners , Melissa Larsen-Walker
Explore L2 Chinese Learners' Motivation through L2MSS: Selves, Mental Imagery, and Pedagogical Implications , Yao Liu
Exploring Adult Indigenous Latinxs’ English Language Identity Expressions and Agency: A MALP®-informed Photovoice Study , Andrea Enikő Lypka
The Use of Assistive Technology with Students with Severe Intellectual and Developmental Disabilities in Saudi Arabia: Teachers’ Perspectives , Khalid Mohammed Abu Alghayth
Saudi Special Education Preservice Teachers’ Perspective towards Inclusion , Sarah Binmahfooz
The Teacher Evaluation Conundrum: Examining the Perceptions of Special Education Teachers , Gordon Brobbey
Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course , Elaine Cerrato
International Teaching Assistants’ Perceptions of English and Spanish Language Use at the University of Puerto Rico-Mayagüez , Edward G. Contreras Santiago
Psychological Responses to High-Intensity Interval Training Exercise: A Comparison of Ungraded Running and Graded Walking , Abby Fleming
The Effects and Students’ Views of Teachers' Coded Written Corrective Feedback: A Multiple-Case Study of Online Multiple-draft Chinese Writing , Jining Han
Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team , Danielle Lane
Promoting L2 Idiomatic Competence among Chinese College Students via WeChat , Zhengjie Li
EFL Student Collaborative Writing in Google Docs: A Multiple Case Study , Quang Nam Pham
Threats to Teaching: An Investigation Into the Constructs of Compassion Fatigue in the Classroom , April M. Steen
A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry , Christiana C. Succar
General Education Teachers’ Perceptions of Response to Intervention Implementation: A Qualitative Interview Study , Adhwaa Alahmari
A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices , Joyce Esi Bronteng
Deaf Lesbian Identity , Noël E. Cherasaro
Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies , Aimee Frier
Once Upon a Genre: Distant Reading, the Newbery Medal, and the Affordances of Interdisciplinary Paradigms for Understanding Children’s Literature , Melanie Griffin
Learning in the Margins: The Educational Experiences of an African American Male with Disabilities , Aisha Holmes
Including children with learning differences: Experiences of independent school teachers , Lisa M. Lockhart
The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise , Taylor A. Shimshock
Perceptions of Arab American Mothers of Children with Autism Spectrum Disorder: An Exploratory Study , Haifa Alsayyari
It’s Not All Sunflowers and Roses at Home: A Narrative Inquiry of At-Risk Girls and Their Perceptions of Their Educational Experiences , Jessica Aggeles Curtis
Exploring Mathematics Teacher Education Fieldwork Experiences through Storytelling , Melody Jeane Elrod
Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming , Seda Karayazi Ozsayin
A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children , Lissa S. Ledbetter
Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum , María Matilde Olivero
Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation , Mehmet Emin Ozturk
Perspectives of AP U.S. History Teachers in Title I Schools , Mark Lance Rowland
What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography , Kristy Causey Verdi
Early Childhood Mathematics Through a Social Justice Lens: An Autoethnography , Jennifer Ward
Urban English Language Arts Teachers’ Stories of Technology Use: A Narrative Inquiry , Bridget Abbas
Teachers’ Third Eye: Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers’ Reflections , Hessa Alsuhail
Foreign Language College Achievement and the Infusion of Three Selected Web 2.0 Technologies: A Mixed Method Case Study , Eulises Avellaneda
Emotional Self-Regulation: Voices and Perspectives of Teachers within Diverse Socio-Cultural Contexts , Anna Paula Peixoto Da Silva
The Effect of Exercise Order on Body Fat Loss During Concurrent Training , Tonya Lee Davis-Miller
Subtext of Decisions: Literacy Practices in the Context of Coding , Julia Hagge
The Role of Prep Schools in the Middle to High School Transition of Students in Southeastern Turkey , Mucahit Kocak
“It’s Not Pixie Dust”: An Exploratory Qualitative Case Study of a School-Based Multimodal Tablet Initiative , Erin Elizabeth Margarella
Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions , Sarah E. Pennington
Educators' Oral Histories of Tampa Bay Area Writing Project Involvement , Margaret Hoffman Saturley
Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes , Laurie Schrider
Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill , Orhan Simsek
Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis , Wendy Lea Bradshaw
"I want to be the Sun": Tableau as an Embodied Representation of Main Ideas in Science Information Texts , Margaret Branscombe
A Case Study of Teachers' in Professional Learning Communities in a Campus Preschool , Victoria Jacqueline Damjanovic
Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned? , Megan Elizabeth Ehlers
Novice Teachers' Stories of Solving Problems of Practice , Yvonne Franco
Facilitating Motivation in a Virtual World Within a Second Language Acquisition Classroom , Andrew Warren Gump
IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers , Brandon Jerome Haas
Precalculus Students' Achievement When Learning Functions: Influences of Opportunity to Learn and Technology from a University of Chicago School Mathematics Project Study , Laura A. Hauser
The Role of the Interruption in Young Adult Epistolary Novels , Betty J. Herzhauser
A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning , Sami Kahn
Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder , Maya Nasr
Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses , Claudia A. Ruiz
Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways , Derrick Saddler
The Common Core State Standards: Its Reported Effects on the Instructional Decision Making of Middle School Social Studies Teachers , Tracy Tilotta
The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project , Yiting Yu
Picturing the Reader: English Education Pre-service Teachers' Beliefs About Reading Using Photovoice , Michael Dicicco
The Effect of Music Cadence on Step Frequency in the Recreational Runner , Micaela A. Galosky
Balanced Artistry: Describing and Explaining Expert Teacher Practice as Adaptive Expertise , Nina Graham
The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study , Keri Haley
A Phenomenological Study of the Experiences of Higher Education Students with Disabilities , Allen J. Heindel
Constructing an "Appropriate" Education in Florida Special Education Due Process Final Orders , Michelle Henry
The Effect of Teachers' Epistemological Beliefs on Practice , Milton David Huling
Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School , Suzette Anissia Kelly
"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons , Iveta Maska
Presentation of Civic Identity in Online High School Social Studies Discussion Forums , Holly Mcbride
In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912 , Mario John Minichino
The Hypertrophic Effects of Practical Vascular Blood Flow Restriction Training , John Francis O'halloran
Science Teachers' Understandings of Science Practices before and after the Participation in an Environmental Engineering Research Experiences for Teachers (RET) Program , Dilek Özalp
The Effects of Emotive Reasoning on Secondary School Students' Decision-Making in the Context of Socioscientific Issues , Wardell Anthony Powell
Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study , Georgina Rivera-Singletary
Reflections in the Classroom: Perspectives on Teaching for Social Justice from Secondary Social Studies Educators , Gregory Lee Samuels
A Case Study of the Roles and Perceptions of Writing Coaches , Amy June Schechter
Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts , James L. Welsh
Attitude Toward Digital and Print-Based Reading: A Survey for Elementary Students , Diedre D. Allen
Playing in Trelis Weyr: Investigating Collaborative Practices in a Dragons of Pern Role-Play-Game Forum , Kathleen Marie Alley
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I served as a graduate student tutor for the Masters in Education course, Methodology and Language Teaching, between August and November 2013. I ran a weekly tutorial where I discussed different types of educational methodologies, helped students create and organise lesson plans and assessed students' final reports and projects for the
The impact of call instruction on English language teachers' use of technology in language teaching. Gölge Seferoğlu. 2012 . PhD . Karakaya, Duygu. Non-native EFL teachers' foreign language listening and speaking anxiety and their perceived competencies in teaching these skills. Deniz Şallı Çopur. 2011. MA . Şahin, Sevgi.
Blankinship, Brittany (The University of Edinburgh, 2023-03-21) The overarching aim of this thesis is to explore the question of what role the knowledge and use of multiple languages plays in ageing. To answer this question two approaches were taken: first a natural history perspective ...
Accordingly, this dissertation investigates students' low achievement in learning second language vocabulary and how to improve their attainment by assimilating teaching, learning and technology in a model of partnering pedagogy. The study focuses on EFL male students in one of Dubai's secondary schools aged 16:19.
LITERATURE IN THE FOREIGN LANGUAGE CLASSROOM: STUDENTS' AND TEACHERS' VIEWS ON LEARNER MOTIVATION, READING HABITS AND SKILLS, AND THE ROLE OF THE TEACHER by GIULIA COVARINO A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Modern Languages College of Arts and Law University of Birmingham
Curriculum. The PhD major in Language, Literacy, and Culture (LLC) is a 90-credit program. The curriculum consists of study through research methods, first-year seminars, research and teaching practicums, electives, writing workshops, and an original dissertation created by the student. View Curriculum.
Recent PhD Dissertations. DeLoge, Alana Nicole (2022) Quechua Ethnolinguistic Vitality: A Perspective on and from Health. Advisor: Shelome Gooden. Naismith, Benjamin S (2022) Examiner judgments of collocational proficiency in L2 English learners' writing. Neumann, Farrah (2021) When Phonological Systems Collide: The Role of the Lexicon in L2 ...
TEACHERS' PERCEPTIONS OF TEACHING APPROACHES AND SOURCES OF CHANGE Doctor of Philosophy, 2012 Hana A. El-Fiki Graduate Department of Curriculum, Teaching and Learning University of Toronto Abstract With the internationalization of English there is a growing demand for high quality English language
directing PhD dissertations and MA theses, Post‐Doctoral scholars and teaching in the MA in Applied Linguistics program, he has worked as Coordinator of the Postgraduate Diploma in ... Language Teaching Review Committees headed by the State Ministers is a convincing case in point. This is because English has played a vitally important role in ...
how often a song is played and what types of form- and meaning-focused activities are. used to engage learners with the lyrics of a song. The second study investigated the lexical characteristics ...
PhD thesis. https://theses.gla.ac.uk/9014/ ... Exploring English language teaching approaches in Saudi Higher Education in the West Province. Mohammed Salim AlHarbi A Thesis Submitted in Fulfillment of the Requirements for the Degree of Doctor of Philosophy (PhD)
Our doctoral program in language education and multilingualism focuses on preparing you for research, teaching and administrative posts in colleges and universities, and for positions of educational leadership in the schools or in state education departments. The mission of our program is to foster the development of foreign/second/bilingual language education practitioners and ...
This thesis was made possible with the help and encouragement offered by many people over these past few years of change and new beginnings for me. As well as a ... 2.2.2 Task-based language teaching methodology frameworks ..... 27 2.2.3 Task definitions in task-based language teaching ..... 30 2.2.4 The shift towards TBLT and TEL integration ...
Very few studies have comprehensively mapped out the landscape of English language teaching (ELT) research, particularly those that are not accessible to wider international readership. ... Quintana L (2009) The evolution of recent research on Catalan literature through the production of PhD theses: a bibliometric and social network analysis ...
Theses/Dissertations from 2018 PDF. Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level, Ghader Alahmadi. PDF. Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher, Eiman Alamri. PDF
PhD curriculum. Your PhD coursework will center on your research interests. The program consists of 48 course credits and 24 doctoral thesis credits for a total of 72 credits. Students take classes in research methodology, multilingual education and acquisition, and a supporting academic area. You will plan your PhD curriculum based upon your ...
It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010 ...
The details. Course: English Language Teaching. Start date: October 2024. Study mode: Full-time. Duration: 3 - 4 years. Location: Colchester Campus. Based in: Language and Linguistics. We offer supervision for our PhD English Language Teaching in a wide range of areas, including: vocabulary teaching, teaching reading and literacy development ...
Students enrolled in the PhD in Language & Literacies Education program are required to complete: For the full-time student, a minimum of two consecutive years of full-time study are required at the beginning of the program. During this time, students usually complete their coursework and comprehensive examination requirements, prepare a thesis ...
General entry requirements. Minimum requirements. 2:1 undergraduate degree (or equivalent) in ELT/TESOL, English, Education, Linguistics, Languages or a relevant discipline and a Master's degree in ELT/TESOL, Applied Linguistics or a relevant discipline. English language requirements. You can find out more about our English language requirements.
This paper reviews 20 representative Ph.D. dissertations on second language (L2) writing and technology completed in the USA over the past decade (2010-2019). These dissertations were selected using advanced search via ProQuest Dissertations & Theses.
Teaching English as a Second Language (TESL) examines the social, linguistic, educational, cognitive, cultural and political processes affecting the teaching, learning, assessment, and use of English as an additional language locally and globally. TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition ...
Theses/Dissertations from 2022. Graduate Teaching Assistants' Knowledge and Attitudes Toward Students with Disabilities in Higher Education, Yanlys De La Caridad Palacios. High School Teachers' Perceptions of Promoting Student Motivation and Creativity through Career Education, Kyeonghyeon Park.