The Master's Dissertation Awards promote achievements of students on UK Master's programmes for work with the best potential for impact on ELT. Find out which dissertations won or received special commendations this year.

2019 - 2020 Awards

All dissertations are available in pdf format below.

Winning dissertation

Page Wheeler from University College London for her dissertation: The Effect of vowel accuracy, visual speech, and iconic gesture on intelligibility.

Special Commendations

Yvonne Yim from the University of Oxford: Reassessing ownership of English in ELF through self-perceived L2 identity and self- directed English accent preference among Hong Kong students in UK universities.

Xu Han from the University of Liverpool: Evaluation of Authenticity: Comparison of Dialogues in a Chinese Coursebook and Authentic Interactions.

Linh Huong Le from the University of Birmingham: A comparative study investigating teachers’ and students’ perceptions of the factors affecting students’ motivation to participate in English classes in Vietnamese high schools.

Commendations

Helen Down from St Mary’s University Twickenham London: A partial replication of Thaine 2004, “The assessment of second language teaching” in ELT Journal 58/4

Caroline Collier from Manchester Metropolitan University: The perceived roles of the tutor in writing consultations for international students in a UK higher education institution

Sthephanie Llanos Gonzalez from the University of Glasgow: Exploring Chilean EFL Teachers’ Beliefs and Practices in Learner Autonomy as Language Learners and Language Teachers

Camilla Woodman from the University of Bath: Closing the gap between ELF theory and practice: an action research case study

Douglas Evans from Lancaster University: Speaking to be understood: Indonesian students’ perceived and actual understanding of Indonesian academics’ English speech

Chi Hin Lok from Newcastle University: Lookup Strategies in the Use of Online Bilingualised Dictionaries by English-Medium Secondary School Graduates in Macao: A Small-Scale Think-Aloud Study

Albert Cleisthenes Wong from the University of Stirling: Dialogic classroom discourse analysis of discipline-specific EAP classroom in a Hong Kong university

Patrick Amoyaw from the University of Reading: What are the practices of EMI in Ghanaian public schools and to what extent do teachers use the L1 to facilitate learning?

Downloads

The effect of vowel accuracy, visual speech, and iconic gesture on intelligibility1.13 MB

Reassessing ownership of English in ELF through self-perceived L2 identity and self- directed English accent preference3.32 MB

Evaluation of Authenticity: Comparison of Dialogues in a Chinese Coursebook and Authentic Interactions 792.28 KB

A comparative study investigating teachers’ and students’ perceptions of the factors affecting students’ motivation948.76 KB

Exploring Chilean EFL Teachers’ Beliefs and Practices in Learner Autonomy as Language Learners and Language Teachers1.67 MB

The perceived roles of the tutor in writing consultations for international students in a UK higher education institution1.74 MB

Closing the gap between ELF theory and practice: an action research case study759.55 KB

Lookup strategies in the use of online bilingualised dictionaries by English-Medium secondary school graduates in Macao2.56 MB

A partial replication of Thaine 2004, “The assessment of second language teaching” in ELT Journal 58/4 940.43 KB

Speaking to be understood: Indonesian students’ perceived and actual understanding of Indonesian academics’ English speech5.47 MB

What are the practices of EMI in Ghanaian public schools and to what extent do teachers use the L1 to facilitate learning?641.97 KB