Skip to main content Accessibility help
×
Home

Review of doctoral research in second-language teaching and learning in England (2006)

  • Emma Marsden (a1) and Suzanne Graham (a2)

Abstract

Using the British ‘Index to Theses’, we found forty-seven Ph.D.s relating to second and foreign language learning and/or teaching defended in English universities in 2006. Objective criteria led us to fourteen theses which had investigated both teaching and learning. Over half of these adopted a process–product research design with the aim of finding causal relationships between teaching and learning. Six theses focused on individual differences (motivation, strategies, attitudes), with three adopting an ‘effectiveness-of-intervention’ approach and three following more descriptive, exploratory designs. The designs of the ‘effectiveness-of-intervention’ studies varied greatly, ranging from naturalistic evaluations to highly controlled randomised control experiments. They covered a range of pedagogical concerns, including the use of computers, error correction, language portfolios, learner strategies and communicative-style activities. In addition to our own comments on the quality of the studies and reports, we present considerable methodological detail to enable the reader to evaluate the validity of the findings and claims made in each study. We argue that Ph.D. theses need to demonstrate fully that the implications drawn from the study are supported by the data collection and analyses described, which was not always the case in the theses reviewed. Finally, we make suggestions for future areas of investigation by postgraduate researchers.

Copyright

References

Hide All
Al-Ghamdi, H. (2006). The effectiveness and appropriateness of a medical English course. Ph.D. dissertation, University of Essex.
Andersen, R. W. & Shirai, Y. (1994). Discourse motivations for some cognitive acquisition principles. Studies in Second Language Acquisition 16, 133156.
Athanasopoulos, P. (2006). The effects of second language acquisition on cognition: The case of number. Ph.D. dissertation, University of Essex.
Bavendiek, U. (2006). Portfolios and learner autonomy: The case of undergraduates learning German. Ph.D. dissertation, University of Liverpool.
Bin Yusot, Y. (2006). The teaching of Arabic language at the International Islamic University Malaysia: The instructors’ and students’ perceptions. Ph.D. dissertation, University of Exeter.
Brereton, A. (2006). Opportunities for participation: Sign language use with hearing children in an early years classroom. Ph.D. dissertation, University of Cambridge.
Carlson, A. (2006). Computers, literacy and the bilingual/bicultural child. Ph.D. dissertation, University of Kent.
Cheng, H-F. (2006). Motivational teaching practice of Taiwanese English teachers. Ph.D. dissertation, University of Nottingham.
Ciobanu, D-I. (2006). Acquiring reading skills in a foreign language in a multilingual corpus-based environment. Ph.D. dissertation, University of Leeds.
Coluzzi, P. (2006). Minority language planning and micronationalism in Italy: Three case studies. Ph.D. dissertation, University of Bristol.
de Bot, K., Paribakht, T. S. & Wesche, M. B. (1997). Toward a lexical processing model for the study of second language vocabulary acquisition. Studies in Second Language Acquisition 19, 309329.
Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Edwards, P. (2006). Willingness to communicate among Korean learners of English. Ph.D. dissertation, University of Nottingham.
Field, M. (2006). How do cultural expectations impact on the use of ICT for second language learning university students in Japan? Ph.D. dissertation, University of Cambridge.
Garcia, S. S. (2006). Lexical strategies in L1 and L2 writing: A study with Mexican university EFL students. Ph.D. dissertation, University of Essex.
Ginnis, P. (2002). The teacher's toolkit: Raise classroom achievement with activities for every learner. Bancyfelin: Crown House Publishing.
Goglia, F. (2006). Communicative strategies in the Italian of Igbo-Nigerian immigrants in Padova (Italy): A contact linguistic approach. Ph.D. dissertation, University of Manchester.
Grabe, W. & Stoller, F. (2002). Teaching and researching reading. London, Longman.
Granger, S. (2003). Error-tagged learner corpora and CALL: A promising synergy. CALICO 20, 465480.
Guo, X. (2006). Verbs in the written English of Chinese learners: A corpus-based comparison between non-native speakers and native speakers. Ph.D. dissertation, University of Birmingham.
Hammersley, M. (1997). Educational research and teaching: A response to David Hargreaves’ TTA lecture. British Educational Research Journal 23, 141161.
Hemmati, F. (2001). Vocabulary problems in the EFL writing of Iranian students: Taxonomies and strategies. Ph.D. dissertation, University of Essex.
Hemmings, E. (2006). An exploration of the relationships between attitudes, learning styles and Year 7 pupils’ experiences of language learning. Ph.D. dissertation, University of Nottingham.
Hill, K. (2006). Sociocognitive metaphorm. Ph.D. dissertation, University of Nottingham.
Hoey, M. (1991). Patterns of lexis in text. Oxford: Oxford University Press.
Kasemsin, G. (2006). Interlanguage refusals: A cross-sectional study of Thai EFL learners’ refusals in English. Ph.D. dissertation, University of Leeds.
Kolb, D. A. (1984). Experiental learning: Experience as source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Laufer, B. & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing 16, 3351.
Lee, H-C. (2006). Using children's literature in particular Arthur Ransome's Swallows and Amazons for teaching EFL in Taiwan. Ph.D. dissertation, University of Birmingham.
Liang, S-C. (2006). Teaching English vocabulary in the primary classroom in Taiwan: A case study. Ph.D. dissertation, University of Essex.
Lonsdale, M. dos S. (2006). Effects of the typographic layout of reading examination materials on performance. Ph.D. dissertation, University of Reading.
Lu, Y. (2006). A discourse analytic study of EFL test-takers’ spoken discourse competence and its impact on their oral proficiency and spoken grammatical competence. Ph.D. dissertation, University of Reading.
Manners, L-M. (2006). A Medau approach to promoting language skills in pre-school children with SLI and EAL. Ph.D. dissertation, Liverpool John Moores University.
Marsden, E. (2007). Can educational experiments both test a theory and inform practice? British Educational Research Journal 33.4, 565588.
McKenny, J. A. (2006). A corpus-based investigation of the phraseology in various genres of written English with applications to the teaching of English for academic purposes. Ph.D. dissertation, University of Leeds.
Mertin, P. A. (2006). The role of culture in second language learning with special reference to the Japanese students at the international school of Düsseldorf, Germany. Ph.D. dissertation, Goldsmiths College, University of London.
Naiman, N., Fröhlich, M., Stern, H. H. & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.
Niño, A. (2006). Evaluating the suitability of using raw machine translation output as input for foreign language written production. Ph.D. dissertation, University of Manchester.
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 50, 417528.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Pring, R. (2000). Philosophy of educational research. London: Continuum.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129158.
Schmitt, N., Schmitt, D. & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing 18, 5588.
Sheen, Y. (2006). Corrective feedback, individual differences, and the acquisition of English articles by second language learners. Ph.D. dissertation. University of Nottingham.
Skoufaki, S. (2006). Investigating L2 idiom instruction methods. Ph.D. dissertation, University of Cambridge.
Souza, A. B. B. de. (2006). ‘Should I speak Portuguese or English?’ – Ethnic and social identity construction in the language choices of Brazilian mothers and their mixed-heritage children. Ph.D. dissertation, University of Southampton.
Spada, N. (1987). Relationships between instructional differences and learning outcomes: A process–product study of communicative language teaching. Applied Linguistics 8, 137161.
Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
Stolyar, R. (2006). Project-based learning: Affect and effect. Ph.D. dissertation, Manchester Metropolitan University.
Thepsiri, K. (2006). Scaffolding in project work: A study of a project-based course implementation in a Thai university context. Ph.D. dissertation, University of Newcastle upon Tyne.
Thomas, G. (2005). Strangers in paradigms: Education and theory in the twentieth century. Maidenhead: Open University Press.
Thomas, L. F. & Harri-Augstein, E. S. (1985). Self-organised learning: Foundations of a conversational science of psychology. London: Routledge & Kegan Paul.
Thorndike, R. L. & Hagen, E. (1986). Cognitive abilities test (2nd edn.). Windsor: NFER-Nelson.
Ting, K-Y. (2006). The effect of using multiple intelligences approaches and Internet resources in English Language courses for university students in Taiwan. Ph.D. dissertation, University of Exeter.
Tonkyn, A. (2006). Towards progress-sensitive measures of L2 speaking proficiency: A case study of instructed learners. Ph.D. dissertation, University of Reading.
Torgerson, C. & Torgerson, D. (2003). The design and conduct of randomised controlled trials in education: Lessons from health care. Oxford Review of Education 29, 6780.
Tuncel, E. (2006). An evaluative study of the relationship between instructional differences and learning outcomes: A survey based and experimental study of a more communicative approach to language teaching in a traditional setting. Ph.D. dissertation, University of Essex.
van Dijk, T. A. & Kintsch, W. (1983). Strategies of discourse comprehension. London: Academic Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Walters, J. M. (2006). Beyond exhortation: Training students of English as a second language to infer meaning from context. Ph.D. dissertation, University of Nottingham.
Ward, J. W. (2006). The lexical aspect of reading English as a foreign language for engineering undergraduates. Ph.D. dissertation, University of Birmingham
Wiliwan, S. (2006). Lexical cohesion and metacognitive strategy training: An integrated approach to main idea comprehension. Ph.D. dissertation, University of Leeds.

Review of doctoral research in second-language teaching and learning in England (2006)

  • Emma Marsden (a1) and Suzanne Graham (a2)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed