EWU Digital Commons
Home > College, Department, or Program > CALE > English > TESL Theses
Teaching English as a Second Language Masters Thesis Collection
Theses/dissertations from 2020 2020.
Teaching in hagwons in South Korea: a novice English teacher’s autoethnography , Brittany Courser
Theses/Dissertations from 2019 2019
“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education , Natalie Marie Giles
Stylistic imitation as an English-teaching technique : pre-service teachers’ responses to training and practice , Min Yi Liang
Telling stories and contextualizing lived experiences in the Cuban heritage language and culture: an autoethnography about transculturation , Tatiana Senechal
“This is the oppressor’s language, yet I need it to talk to you”: a critical examination of translanguaging in Russian speakers at the university level , Nora Vralsted
Theses/Dissertations from 2018 2018
Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level , Ghader Alahmadi
Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher , Eiman Alamri
The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher , Ibrahim Alamri
Strategic Contemplation as One Saudi Mother’s Way Of Reflecting on Her Children’s Learning Only English in the United States: An Autoethnography and Multiple Case Study of Multilingual Writers at the College Level , Razan Alansari
“If you wanted me to speak your language then you should have stayed in your country”: a critical ethnography of linguistic identity and resiliency in the life of an Afghan refugee , Logan M. Amstadter
Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach , Carol Lee Anderson
Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity , Patrick Cornwall
One size does not fit all: exploring online-language-learning challenges and benefits for advanced English Language Learners , Renee Kenney
Understanding the potential effects of trauma on refugees’ language learning processes , Charis E. Ketcham
Let's enjoy teaching life: an autoethnography of a novice ESL teacher's two years of teaching English in a private girls' secondary school in Japan , Danielle Nozaka
Developing an ESP curriculum on tourism and agribusiness for a rural school in Nicaragua: a retrospective diary , Stan Pichinevskiy
A Literacy Narrative of a Female Saudi English Teacher and A Qualitative Case Study: 12 Multilingual Writers Identify Challenges and Benefits of Daily Writing in a College Composition Class , Ghassoon Rezzig
Proposed: Technical Communicators Collaborating with Educators to Develop a Better EFL Curriculum for Ecuadorian Universities , Daniel Jack Williamson
Theses/Dissertations from 2017 2017
BELL HOOKS’ “ENACTMENT OF NON-DOMINATION” IN THE “PRACTICE OF SPEAKING IN A LOVING AND CARING MANNER”: AN AUTOETHNOGRAPHY OF A SAUDI “WIDOW’S SON” , Braik Aldoshan
WHEN SPIRITUALITY AND PEDAGOGY COLLIDE: ACKNOWLEDGING RELIGIOUS BELIEFS AND VALUES IN THE ESL CLASSROOM , Carli T. Cumpston
HERITAGE LANGUAGE MAINTENANCE: A MEXICAN AMERICAN MOTHER’S SUCCESS WITH RAISING BILINGUAL CHILDREN , Maria E. Estrada-Loehne
TEACHING THE BIOGRAPHY OF PEARL S. BUCK: DEVELOPING COLLABORATIVE READING STRATEGIES FOR MULTILINGUAL WRITERS , Nichole S. La Torre
An Autoethnography of a Novice ESL Teacher: Plato’s Cave and English Language Teaching in Japan , Kevin Lemberger
INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS , Aiko Nagabuchi
A TRIPLE CASE STUDY OF TWO SAUDI AND ONE ITALIAN LANGUAGE LEARNERS' SELF-PERCEPTIONS OF TARGET LANGUAGE (TL) SPEAKING PROFICIENCY , Jena M. Robinson
Theses/Dissertations from 2016 2016
"I am from Epifania and Tomas": an autoethnography and bi-literacy narrative of a Mexican American orchard workers' daughter , Brenda Lorena Aguilar
Technology use in young English language learners: a survey of Saudi parents studying in the United States , Hamza Aljunaidalsayed
Bilingualism of Arab children in the U.S.: a survey of parents and teachers , Omnia Alofii
College-level ELLs in two English composition courses: the transition from ESL to the mainstream , Andrew J. Copley
Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis , Sony Nicole De Paula
Multilingual writers' unintentional plagiarism: action research in college composition , Jacqueline D. Gullon
Games for vocabulary enrichment: teaching multilingual writers at the college level , Jennifer Hawkins
Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives , Amber D. Pullen
Saltine box full of dreams: one Mexican immigrant woman's journey to academic success , Adriana C. Sanchez
Theses/Dissertations from 2015 2015
Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers , Kelly G. Hansen
Implementing a modified intercultural competency curriculum in an integrated English 101 classroom , Kathryn C. Hedberg
"Don't wake me, my desk is far too comfortable": an autoethnography of a novice ESL teacher's first year of teaching in Japan , Delaney Holland
ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors , Michael E. Johnson
Theses/Dissertations from 2014 2014
Using Media to Teach Grammar in Context and UNESCO Values: A Case Study of Two English Teachers and Students from Saudi Arabia , Sultan Albalawi
A Double Case Study of Latino College Presidents: What Younger Generations Can Learn From Them , Sara Aymerich Leiva
WRITTEN CORRECTIVE FEEDBACK IN THE L2 WRITING CLASSROOM , Daniel Ducken
Academic Reading and Writing at the College Level: Action Research in a Classroom of a homogeneous Group of Male Students from Saudi Arabia , Margaret Mount
Reflections on Teaching and Host Mothering Chinese Secondary Students: A Novice ESL Teacher’s Diary Study and Autoethnography , Diane Thames
Theses/Dissertations from 2013 2013
Peer editing in composition for multilingual writers at the college level , Benjamin J. Bertrand
Educating Ana: a retrospective diary study of pre-literate refugee students , Renee Black
Social pressure to speak English and the effect of English language learning for ESL composition students in higher education , Trevor Duston
Poetry in translation to teach ESL composition at the college level , Peter M. Lacey
Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition , Pui Hong Leung
Learning how to learn: teaching preliterate and nonliterate learners of English , Jennifer L. Semb
Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States , Nicholas Stephens
Teaching English in the Philippines: a diary study of a novice ESL teacher , Jeffrey Lee Svoboda
ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION , Melissa Van De Wege
Theses/Dissertations from 2012 2012
Video games and interactive technology in the ESL classroom , Melody Anderson
English as a second language learners and spelling performance in university multilingual writers , Nada Yousef Asiri
The communal diary, "... " (Naljeogi), transformative education, and writing through migrations: a Korean novice ESL teacher's diary and autoethnography , S. (Sangho) Lee
The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL , Bergen Lorraine McCurdy
The development and analysis of the Global Citizen Award as a component of Asia University America Program at Eastern Washington University , Matthew Ged Miner
The benefits of art analysis in English 101: multilingual and American writers respond to artwork of their choice , Jennifer M. Ochs
A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self" , Christopher Ryan
Advanced Search
- Notify me via email or RSS
- Colleges, Departments, and Programs
- Disciplines
Author Corner
- EWU Libraries
- Contact EWU Libraries
509.359.7888 | Email
Home | About | FAQ | My Account | Contact | Accessibility | EWU Libraries | EWU Home
Privacy Copyright
What is the MATEFL Program?
The College of Humanities and Social Sciences (CHSS) at AUA offers a professional Master of Arts program in Teaching English as a Foreign Language (MATEFL). Students represent diverse professional backgrounds, demonstrate a strong commitment to field of education and TEFL, and possess an exceptional capacity to learn and make a positive impact in the country and the region. MATEFL graduates pursue rewarding careers and are well-positioned to transform educational systems and practices.
The program goals and outcomes are available here .
Why MATEFL at AUA ?
- AUA’s reputation gives you a strong competitive edge in the job market in the country.
- It is the only one in the country for its curriculum tailored to ESL/EFL teaching professions and benchmarked to top international programs in TESOL.
- It prepares you for a wide range of expertise in TEFL: classroom and online teaching, curriculum design, assessment and other areas taught in electives, e.g. ESP, Young Learners, Leadership, Technology.
- It is rigorous in research and academic skills and prepares you for a PhD abroad and research related positions.
- You become eligible for financial aid up to 90% of your tuition .
Career Paths
The Program prepares graduates to address a wide range of TEFL needs including:
- Teaching learners of different age groups and English proficiencies
- Evaluating, designing, and improving curricula
- Creating learning and teaching materials and textbooks
- Integrating educational technologies into classroom, blended, and distance environments
- Designing and administering assessments
- Providing pre-service and in-service teacher training
- Conducting qualitative and quantitative research
Angela Diloyan, MATEFL 2019 Alumna Lead Teacher, QSI International School of Yerevan
Most courses are scheduled during the morning and afternoon. For the curriculum map, please consider visiting the following link . Also, see the program schedules for:
Required courses:
- Theoretical Foundations of Foreign/Second Language Teaching and Learning
- Introduction to Language (prerequisite for students without a linguistic background)
- English Teaching Practices
- Classroom Assessment
- Teaching Practicum
- Teaching Internship
- Research Methods
- Curriculum Design
- Second Language Acquisition
- MATEFL Capstone
Elective courses:
- English for Specific Purposes
- New Technologies in TEFL
- Teaching English to Young Learners
- Teaching Test Preparation Courses
- Teaching Armenian to Non-native Speakers
- Leadership and Management in Language Teaching
- Endangered Languages and Biodiversity
- Advanced Academic and Professional Writing in Applied Linguistics and TEFL Teaching
To check out the course descriptions, visit here .
Degree requirements.
To graduate with a Master’s Degree in Teaching English as a Foreign Language , students must successfully complete all required courses, including a capstone project and a university-wide 1-credit course in environmental science. Students pursuing full-time studies typically graduate in a year and a half.
Admission Requirements
To be considered for admission, applicants must meet the AUA general graduate admission requirements and the TEFL-program requirements. For more information, please refer to the AUA Application Procedures.
Graduation Requirements
To graduate with a Master’s Degree in Teaching English as a Foreign Language (MATEFL), students must: successfully complete 37 credit units:
- Thesis (TEFL 392 – Capstone Project)
- Design Project (TEFL 392 – Capstone Project)
- Comprehensive Examinations (TEFL 393)
- at least 9 units of TEFL elective courses
- at least 1 unit of an environmental science course (e.g., ENVS 305 /TEFL 330 – Endangered Languages and Biodiversity)
- students without a linguistics background from a previous university will take another 2 credits of Introduction to Language
- have a cumulative grade-point average of 3.0 or higher.
Tuition and Financial Aid
- Fees are calculated per credit unit, as per university policy .
- AUA provides need-based financial support to MATEFL students. Assistance may range up to 90% of the total tuition costs, according to the financial situation evidenced in the submitted documents. For more information, visit: https://finaid.aua.am .
| of MATEFL students received on average needs-based financial aid (ranging from 25% to 90%) |
| of MATEFL students received scholarship in average from to (ranging from 25% to 100%) Scholarships can be awarded in addition to financial aid, based on academic performance. |
The purpose of this pop-up notifications is to share with you a few important changes in the admission procedure for the MA TEFL and CTEFL programs due to the RA Government’s regulations regarding the state of emergency in Armenia.
The following are the new application deadlines :
- April 30, 2020 – for the Regular Enrollment Application
- July 1, 2020 – for the Rolling Enrollment Application
- May 4, 2020 – for the Regular Tuition Assistance Application
- July 3, 2020 – for the Rolling Tuition Assistance Application
- May 1, 2020 – for the Regular Enrollment Application
- May 3, 2020 – for the Tuition Assistance Application
- May 1, 2020 – for the Early Enrollment Application
- July 1, 2020 – for the Regular Enrollment Application
- May 3, 2020 – for the Tuition Assistance Applicatio n
Advertisement
Tim Walz’s Class Project on the Holocaust Draws New Attention Online
Mr. Walz, now the Democrats’ vice-presidential nominee, asked his high school students in 1993 which country was most at risk for genocide. Their prediction came to pass: Rwanda.
- Share full article
By Neil Vigdor
- Aug. 9, 2024
The prediction was spot on: Rwanda was barreling toward a devastating genocide.
It did not emanate from a think tank, but from a high school geography class in western Nebraska. The year was 1993. The teacher? Tim Walz, now the Democratic vice-presidential candidate and Minnesota governor.
Thirty-one years later, the class project is drawing new attention. Mr. Walz, a geography teacher at the time, had asked his students to take what they had learned about the Holocaust to predict which nation was most at risk for genocide.
“They came up with Rwanda,” Mr. Walz said, talking about the project at a conference last month . “Twelve months later, the world witnessed the horrific genocide in Rwanda.”
The project was reported on in a 2008 On Education column for The New York Times that has been widely shared in recent days. Mr. Walz had drawn the attention of the reporter, Samuel G. Freedman, for an earlier column because Mr. Walz was the only K-12 teacher serving in Congress at the time, Mr. Freedman said.
“While I was interviewing Walz for the initial column, he told me how the genocide project was one of his proudest moments as an educator,” said Mr. Freedman, who is now a journalism professor at Columbia University . That sparked Mr. Freedman to revisit the story later.
Mr. Walz, when he delivered the lesson plan, had been teaching global geography in Alliance, Neb., and had been chosen for a Belfer fellowship to the United States Holocaust Memorial Museum that was opening. Speaking at the conference last month, held by Esri, a company that makes G.I.S. software widely used in mapping, he said the project had a profound effect on his students and bred some cynicism.
“How could a bunch of students in western Nebraska, in Alliance, use a computer program and some past historical knowledge to come up with this?” he said. “Why was nobody doing anything about that?”
Several years later, when he was studying for his master’s degree in experiential education at Minnesota State University, Mankato, Mr. Walz wrote his thesis on Holocaust education, the Jewish Telegraphic Agency reported .
As governor, Mr. Walz signed a bill last year that requires high schools and middle schools to teach about the Holocaust, along with other genocides.
Neil Vigdor covers politics for The Times, focusing on voting rights issues and election disinformation. More about Neil Vigdor
IMAGES
COMMENTS
MA in TEFL Teaching English as a Foreign Language (TEFL) ... A Thesis Submitted to the Department of English Language and Literature in Partial Fulfillment of the Requirements for Master of Arts in TEFL May 2017 . ii A Study on the Practice of Communicative Grammar Teaching Approach in English Classrooms: Focus on Two Secondary Schools at
PDF "This is the oppressor's language, yet I need it to talk to you": a critical examination of translanguaging in Russian speakers at the university level, Nora Vralsted. Theses/Dissertations from 2018 PDF. Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level, Ghader Alahmadi. PDF
Reality in the Eye of the Beholder: Representation, Relationship and Composition Patterns on the Coversof Korean Language Textbooks Anthony Kaschor. * A Female Rohingya Refugee's Journey of Integration into Australian Society Dalia Alkhyari. A list of links to essays by former TEFL/TESL MA students in the Department of English Language and ...
This study evaluates the vocabulary teaching component of an intensive English. study programme. The aims of the study were to: (a) obtain data on the students'. usage of vocabulary learning strategies, and any changes in usage that occurred as the. course progressed, and (b) to analyse the development of passive and active.
a thesis submitted to the department of english language and literature in partial fulfillment of the requirements for degree of master of arts (ma) in teaching english as a foreign language (tefl). by: salilew abebe advisors: mr. yohannes tefera (ass. prof.) tesfaye gebeyehu (ph.d) may, 2014
Evaluating the effectiveness of the Internship course in the MA TEFL program A case study A thesis submitted in partial fulfilment of the requirements for the degree ... courses on the professional development of student-teachers in the Master of Arts in Teaching English as a Foreign Language (MA TEFL) program at the local university in Armenia ...
MA in Teaching English as a Foreign Language (TEFL) An Evaluation of English for Ethiopian Grade 12 Students' Textbook in Cultivating Students' Paragraph Writing Skills with Particular Emphasis on Cohesion and Coherence: Bantu Preparatory School in Focus By Tilahun Tulu A Thesis Submitted in Partial Fulfillment of the Requirements for
MA TEFL Program The Impact of Peer-assessment on intermediate Level Students' Writing A thesis submitted in partial fulfillment of the requirements for the degree Master of Arts in Teaching English as a Foreign Language By Emma Arakelyann Ms. Rubina Gasparyan, Advisor Yerevan, Armenia 13/06/2022
TESOL/TEFL program: course work and thesis or course work only. The duration of this program is 2-year full-time and three-year for part-time. In terms of the courses and thesis track, the student should complete 8 courses (24 credit hours) and thesis (6 credit hours) in the first year for full-time students and in two years for part-time students.
speaking skills, the use of technology renders the teaching-learning experience more useful. and interesting (Rachmawati et al., 2020). In addition to the fact that technology allows learners to self-pace their learning. (Casado & Garca, 2000), it also enhances self-centered learning by availing students with the.
PDF | On Mar 26, 2021, Aamir AZİZ and others published A corpus-based study of genre specific discourse: M.A. TEFL thesis abstracts | Find, read and cite all the research you need on ResearchGate
This study aimed at evaluating the major problems of MA students of TEFL in developing proposals from the viewpoint of MA students and their professors. This quantitative study enjoyed a descriptive method and presented the frequencies and percentages of the analyzed data. The participants were a sample of 40 MA students of TEFL and 15 professors.
To graduate with a Master's Degree in Teaching English as a Foreign Language (MATEFL), students must: successfully complete 37 credit units: successfully complete 37 credit units: 27 units of required courses (9 courses total). This list includes any one of the three capstone options worth of 3 units: Thesis (TEFL 392 - Capstone Project ...
MA in Teaching English as a Foreign Language (TEFL) EFL Teachers' Awareness, Practice, and Challenges in Teaching Students' Paragraph Writing: The Case of Wachemo Preparatory School in Hossana Town, South-Ethiopia. By: Fikre Abate A Thesis Submitted to Department of English Language and Literature in Partial
Analysis of MA Thesis Writing Problems and Perceptions of Postgraduate EFL Learners towards them . Bita Keyvandarian . MA in TEFL, Department of Foreign Languages, Sheikhbahaee University, Isfahan, ... problems marked by supervisors in thirty-two proposals written by TEFL and Translation Studies students were classified into two general ...
This is an exciting time to be part of the TESOL community. With the unprecedented growth of speakers of English as an additional language in the world today, the need for language educators has increased as well. Our TESOL program, offered through the department of Modern Languages and Literatures at the University of Central Florida, is dynamic.
of your thesis) 6. Conclusion (approx. 2 pages) → summary of your project and ideas for future research in the field . 7. References . → make sure to cite according to the TEFL style sheet! 8. Appendix . → e.g., transcripts, lesson plans, lists, etc. - The indicated length/page numbers will vary in your thesis depending on its focus; the
MA-TEFL Thesis W riting Regulations in Iran: Supervisors and. Examiners' Comments and Feedback. Sima Shahmohammadi Kaleybar ٭ and Parviz Alavinia. Department of English, Faculty of Humanities ...
MA in Teachin g English as a Foreign Language An Investigation of Current Skills at Bilo Preparatory School Wollega, Oromia. Shiferaw Keno Tolessa A Thesis Submitted to the Department of and literature: in Partial Fulfillment of the Master of Arts in TEFL Advisors: Demis G/Tsadik (Assistant professor) Demelash Mengistu (Ph.D.) Practice of ...
The number of potential thesis topics is limitless. Here I've listed just a few ideas related to my favorite areas - grammar, corpus linguistics, and writing. Reminders about doing a thesis 1. A thesis is a research study. A thesis can study the effectiveness of teaching materials, include sample
C2. Appraise, review and critically and reflexively formulate arguments relevant to TEFL; C3. Critically reflect on own teaching practice; C4. Produce and present written texts employing a suitable writing style appropriate to a specific academic genre that uses and cites source materials correctly and appropriately.
University of Massachusetts Boston 100 Morrissey Blvd. Boston, MA 02125-3393 University Governance ... MSIS 690 Master's Thesis Option (there is no MSIS 699), MSIS 697 Special ... to compose written projects, and to make connections to teaching English courses. Students in this course may have the option of working directly with writers in the ...
Mr. Walz, now the Democrats' vice-presidential nominee, asked his high school students in 1993 which country was most at risk for genocide. Their prediction came to pass: Rwanda.