Phd thesis on english communication skills

Practice your grammar and vocabulary for writing through short tasks relevant to your subject. This is the perfect class to develop your spoken communication skills. Practise your speaking in a relaxed and friendly environment! Short videos and texts on interesting cultural and current topics form the basis for discussion and mini presentations.

Develop your skills of argumentation and debate - useful skills for academic work. Enhance your group work communication skills. Also learn how to structure a presentation, improve your delivery, use visual aids in an effective way as well as improve your ability to facilitate discussions and to handle questions. Practise presentation and discussion skills in small groups and receive feedback. Work with a teacher and use the language lab to improve your pronunciation and the clarity, accuracy and fluency of your spoken English. Work on individual sounds, word and sentence stress and intonation.

Also practise your fluency and accuracy by taking part in short discussions and presentations. Book a slot. The following courses are held in your faculty, on your campus, and are open to students of your faculty only.

Thesis Writing

They cover the specific skills you need for courses in your faculty. If your main interest is writing, attend the Improve your written assignments course or the Postgraduate students: Improve your written assignments course. For postgraduate business students only.

Develop all aspects of the reading and writing skills you need to succeed at postgraduate level in the Business School. The course includes critical thinking and reading skills; using academic sources in your writing and avoiding plagiarism; all the types of writing you will encounter in assignments eg.

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Enhance your subject-specific and academic vocabulary, grammar and academic style. Whatever your level, this class will enhance your written communication skills for business - essential for study and your future career. This course covers the essential writing skills you need to write an effective business dissertation or project.

The focus is on understanding the purpose, structure and language required for the different types of dissertations and projects on business programmes. We also offer individual support with your language and academic skills every week in Penrhyn Road.


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We also offer individual support with your language and academic skills every week in Kingston Hill. Develop all the aspects of your communication skills that you need: speaking, listening, reading and writing. The course includes developing and practising the type of oral and written assignments you will be set in Kingston School of Art. Develop your critical thinking and reading skills, essay and report writing skills, presentation and discussion skills, vocabulary and style, grammar and more; all in an art and design context, discussing topics of interest to art and design students.

Develop your confidence to communicate well in English inside and outside the classroom! Put these skills into practice in class. This course aims to develop your writing and speaking skills for music assignments on your programme and future careers. It will be tailored to the needs of the class. We also offer individual support with your language and writing skills every week in Kingston School of Art, Knights Park. This course will develop the writing skills you need for your assignments at postgraduate level in SEC: how to critically review research articles, write reports and essays, use academic sources in your work, as well as improve your grammar, vocabulary and style.

This course is for anyone who wants to improve their written and spoken communication skills - essential for your studies and your future career. To sum up the above points, student-student interaction, in contrast to teacher student discourse, ensures optimal conditions for target language learning and use as it opens a space for both meaning-focused and form-focused language practice, enables learners to initiate interaction, control the topic and, last but not least, challenges students to operate beyond their current level of language proficiency by participation in the negotiation of meaning and performing different language functions.

Classroom interaction then, contributes to speaking skill development by providing English language practice with opportunities through designing classroom interaction activities that makes learners use the target language. Beliefs and Practices in the Teaching of Speaking in ESL Classroom According to Anderson , human affective characteristics influence their way of thinking, acting and feeling in different situations. Among these affective characteristics is belief. What teachers believe will be expressed in realities as these concepts will influence their decision making and instructional classroom practices.

What teachers do to promote learning in the classroom or their pedagogical practice is a reflection of their beliefs about teaching and learning that have been accumulated through the years.

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In other words, beliefs affect the behavior and also the teaching and learning outcomes for both the teachers and students. Intraprasert and Wang asserted that if both learners and teachers share more similarities than differences in their beliefs, the learning and teaching environment would be more successful and satisfying for both. However, beliefs, actions and outcomes do not always complement each other. Argyrisand Schon argued that one person has a set of beliefs that contain many conditions and expectations.

The person who performs an action based on those set of beliefs may expect a certain kind of results and there may or may not be a relationship between beliefs and behavior. If the outcomes of the actions are not as expected, the beliefs and behavior will change. There may be other factors that prevent the person from putting into practice what he or she believes in. From the aspect of teaching, there must be a reason why teachers have failed to put their pedagogical beliefs into practice.

There is a gap that exists between their pedagogical beliefs and their classroom practice and this hinders them from applying what they believe in the language classroom. Wang conducted a study on English teachers at tertiary level in China to investigate to the extent to which the teachers employed the pioneering practices in CLT and the results showed positive outcomes, i.

However, the results also show that teachers still employ traditional classroom practice such as textbook-based teaching. Kumaravadivelu asserted that both teachers and learners carry with them personal perceptions towards language teaching and learning. They interpret classroom instructions and activities from their own perspectives and these perspectives may not always match. In general from the entire discussions in this chapter, it is found that, teachers beliefs, their practices and classroom interaction are highly integrated key factors in the second language learning processes that leads to successful communication.

Research Design The researcher used an explanatory research design. According to Cresswell it is the most popular form of mixed methods design in educational research that is used to collect quantitative and qualitative information sequentially in two phases, with one form of data collection fallowing and informing the other. An explanatory sequential mixed methods design also called two-phase model consists of collecting quantitative data and then collecting qualitative data to help explain or elaborate the quantitative results Creswell and Plano Clark, The rational for selecting this design was that the quantitative data collected at the beginning and its result provides a general picture of the research problem; more analysis, specifically through qualitative data collection, is needed to refine, extend or explain the general picture Creswell et al Furthermore, the researcher felt that it would enable him to better understand the beliefs and practices of targeted population 3.

Research Approach The study employed mixed research approach. There are several reasons for using a mixed method approach to conduct a study. The method is a good design to use if we seek to build on the strength of both quantitative and qualitative data. According to Creswell a mixed research approach is a procedure for collecting, analyzing and mixing both quantitative and qualitative methods in a single study or a serious of studies to understand a research problem. The basic assumption of the above idea is that, using of both data, in combination, provide a better understanding of the research problem and questions to be answered.

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As quantitative tries to quantify the problem and understand how prevalent it is by looking for the projectable results to a larger population, it is used since it involves collecting numerical data. It is fast and easier to code, analyze, and interpret to understand the research problem. In addition, qualitative approach is also used because it involves collecting descriptive information that allowed the researcher to describe and explain the characteristics of the population or phenomenon being studied rather than providing and analyzing the data statistically.

Subject of the study All Misrake Chora Secondary and Alamura Secondary and Preparatory school English language teachers were used as subject of the study. In Misrake Chora there were 6 male and 2 female English language teachers and in Alamura there were 12 male and 10 female English language teachers which made a total of 30 English language teachers.

The teachers were selected using the judgmental sampling technique. Judgmental sampling is a non probability sampling technique where the researcher selects units to be sampled based on their knowledge and professional judgment. It is usually used when a limited number of individuals possess the trait of interest.

It is the only viable sampling technique in obtaining information from a very specific group of people Sharon, For the questionnaire all the English language teachers except the interviewed were involved. This was done to make the data more reliable. And six teachers were selected randomly for both the interview and classroom observation. These instruments were selected because of their suitability for gathering important data for the study.