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Direct linkGeorge C. Bunch; Benjamin M. James; Nora W. Lang – TESOL Journal, 2025
The distinction between "academic language" and its putative "conversational" or "everyday" counterpart continues to be used by some researchers, teacher educators, and practitioners to explain challenges faced by linguistically minoritized students in primary and secondary schools, in the United States and elsewhere.…
Descriptors: Preservice Teachers, Masters Programs, Academic Language, Secondary School Teachers
Hasrati, Mostafa; Tavakoli, Parvaneh – Innovations in Education and Teaching International, 2019
Although dissertations have traditionally been part of master's programmes, non-dissertation track master's programmes are on the rise across the world. This paper reports faculty views on MA TESOL dissertations (Teaching English to Speakers of Other Languages) in five Anglophone countries. Drawing on the academic literacies tradition and informed…
Descriptors: Masters Theses, English (Second Language), Second Language Learning, Foreign Countries
Santelmann, Lynn M.; Stevens, Dannelle D.; Martin, Staci B. – College Teaching, 2018
Proficiency in writing is crucial for success in graduate school. While doctoral student writing has received attention in the research literature, little research has focused on master's student writing. Master's students need to be skilled writers in their professional lives, and have the same if not greater need for writing instruction as other…
Descriptors: Masters Programs, Graduate Students, Metacognition, Self Control
Rahimi, Masoud; Yousofi, Nouroddin; Moradkhani, Shahab – Issues in Educational Research, 2019
As part of a large-scale study, the present study explored the impact of research practice on professional development for English language teaching (ELT) in higher education. To this end, 10 masters students, 10 doctoral students and 10 university professors in ELT in different high-ranking state universities in Iran participated in the study. A…
Descriptors: Faculty Development, College Faculty, English Teachers, Public Colleges
Seifert, Tami – International Journal of Learning Technology, 2020
This paper reports the use of Google Docs in a master's degree program as an online tool for collaborative co-construction of knowledge and self-assessment. Participants included eighty graduate teachers in a master's degree. The study employed a mixed method approach. Among the tools applied were a questionnaire, focus group discussions,…
Descriptors: Cooperative Learning, Collaborative Writing, Writing Skills, Academic Language
