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Source-based summary writing is an important aspect of academic writing at the undergraduate level; it includes summarizing and paraphrasing when producing texts in essay, report, or thesis formats. For university students whose second language or foreign language is English, source-based writing can be a challenging task as it involves and requires complex cognitive processes as well as reading-and-writing demands. Organized into three phases, this mixed method, small-scale exploratory feasibility case study investigated: (i) challenges and difficulties in online and offline English source-based summary writing of English as a Foreign Language (EFL) university students in Macao, identifying the cognitive and writing processes they experienced in a timed reading-writing task; and (ii) how to design and conduct interventions that could be used to diagnose, assess, and address essay challenges in source-based summary essay writing in everyday classroom sessions. Quantitative and qualitative data were collected through a summary online writing essay using Inputlog, a keystroke logging software, and retrospective think-aloud protocol in Phase One, a source-based summary essay writing task in a quasi-experiment in Phase Two, and a survey questionnaire and error analysis of pre-test and post-test essays of the control and experimental groups in Phase Three. The processes of reading and writing in English were found to be challenging and complex for EFL university students to perform in a limited time. As an initial exploratory feasibility, efficacy trial, deliberately small scale to address issues of risk, this study found that the diagnostic assessment tools and interventions had the potential to improve the summary writing processes and proficiency of EFL students, focusing on their cognitive writing skills in everyday class sessions. The thesis recommends scaling up the research in future studies, in terms of sampling and the duration of interventions designed to improve source-based summary essay writing and the cognitive writing processes that are part of this
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Drama-in-Education (DiE) has been recognised as a valuable teaching pedagogy in the western world for decades, and yet it has not been fully or systematically adopted in the secondary English classes in Asian contexts, including Macau, despite the numerous reported advantages for English language teaching (ELT) in the past studies. This study explores Macau’s secondary school English teachers’ perceptions of utilising DiE in their classes. A mixed-methods research (MMR) approach was adopted in this study, consisting of three phases. First, pre-survey interviews were conducted to understand the potential major concerns about the choices of teaching approaches and the application of DiE of Macau’s secondary school English teachers. Subsequently, a questionnaire survey targeting local secondary school English teachers was administered, the results of which were cross-examined by, and integrated with, the results of two post-survey group interviews. While the results affirm the local secondary school English teachers’ positive view on DiE as an ELT pedagogy and identify their perceived advantages of DiE, the study indicates the over-determination of multi-faceted challenges to its implementation in Macau’s secondary education context. The study identifies and recommends necessary substantial changes to further the application of DiE in Macau’s secondary education milieu
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Macao, a developing city, has been undergoing rapid and significant changes economically, culturally, and socially, partly as a consequence of the changes to the economy brought about by the gaming and tourism industry. Changes in Macao have had a major impact on its schools. Parents have a significant impact on students in school, and Macao’s secondary schools are having to handle a range of challenges and problems brought by students and their parents, many of these as a result of the changes in the wider society of Macao. The response of many schools to the challenges faced is limited, and they understate and under-use the important role played by more developed forms of parental involvement in schools. This study examines the nature, scope and extent of the problems that secondary schools in Macao are having to handle from parents and students, how the schools are handling them, and what needs to be done in order to address the problems and handle them more effectively. Through a large scale survey, interviews and a small scale questionnaire, the thesis identifies key problems facing the schools from students and parents, and it reveals that many of Macao’s secondary schools are ill-equipped to handle these, and there are many signs that the problems are becoming more acute. The thesis finds that negative parental behavior has had a stronger effect on students than positive parental behavior, and it finds that there are several reasons why the schools, in their present state, cannot address these matters effectively. A significant gap is found between what the schools indicate they should be doing and what they are actually doing to address increased parental involvement in order to impact positively on Macao’s students. Recommendations are made for intervention and action
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Although there is a substantial body of research on the second language acquisition of adults, there is little specific research on the learning experiences of senior and very senior adults. This thesis investigates and discovers the experience of being a senior from a traditional Confucian Heritage Culture aged between 55 and 75 years old, learning English as a foreign language through various interventions, including, the introduction of an adapted version of synthetic phonics to improve pronunciation, alongside the use of andragogical and geragogical principles to accommodate and encourage the development of agency and self-directed learning. This research adopted a case study methodology to investigate the lived experiences of seniors, and investigated the participants’ subjective constructions of the situation, learning experiences, challenges, circumstances, needs, and wants with regard to the situation. Therefore, an open and exploratory case study design was selected to understand the participants and report the findings. Furthermore, this thesis identifies the challenges faced by senior and very senior learners who are post-work and post-family rearing to make recommendations from the findings to complement, enhance and empower their learning
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