phd thesis on english language teaching

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Linguistics and English Language PhD thesis collection

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This is a selection of some of the more recent theses from the department of Linguistics and English Language.

The material in this collection must be cited in line with the usual academic conventions. These theses are protected under full copyright law. You may download it for your own personal use only.

Recent Submissions

Information structure of complex sentences: an empirical investigation into at-issueness , 'ane end of an auld song': macro and micro perspectives on written scots in correspondence during the union of the parliaments debates , intervention, participation, perception: case studies of language activism in catalonia, norway & scotland , aspects of cross-variety dinka tonal phonology , attitudes and perceptions of saudi students towards their non-native emi instructors , explanatory mixed methods approach to the effects of integrating apology strategies: evidence from saudi arabic , multilingualism in later life: natural history & effects of language learning , first language attrition in late bilingualism: lexical, syntactic and prosodic changes in english-italian bilinguals , syntactic change during the anglicisation of scots: insights from the parsed corpus of scottish correspondence , causation is non-eventive , developmental trajectory of grammatical gender: evidence from arabic , copular clauses in malay: synchronic, diachronic, and typological perspectives , sentence processing in first language attrition: the interplay of language, experience and cognitive load , choosing to presuppose: strategic uses of presupposition triggers , mechanisms underlying pre-school children’s syntactic, morphophonological and referential processing during language production , development and processing of non-canonical word orders in mandarin-speaking children , role of transparency in the acquisition of inflectional morphology: experimental studies testing exponence type using artificial language learning , disability and sociophonetic variation among deaf or hard-of-hearing speakers of taiwan mandarin , structural priming in the grammatical network: a study of english argument structure constructions , how language adapts to the environment: an evolutionary, experimental approach .

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Doctor of Philosophy Teaching English to Speakers of Other Languages

Pursue scholarship that builds on your interests in language development and multilingual education. This doctoral program will advance your knowledge of language education pedagogy, intercultural communication, research methodologies and educational foundations. You’ll conduct research in language development and pedagogy and prepare for a career in academic, multilingual, and bicultural settings.

Degree Details

Official degree title.

Phd in Teaching English to Speakers of Other Languages

What You'll Learn

You’ll combine courses on the foundation of Teaching English to speakers of other languages (TESOL) and research methods as you explore the value of multilingualism and multiliteracy, emphasizing respect for and appreciation of all languages and cultures. You’ll explore:

• Development of English as a new or foreign language, pedagogy, and research
• How to implement alternative research methodologies
• Intercultural communication
• Educational foundations

Your Academic Experience

Research opportunities.

Located in one of the most diverse urban settings in the world, NYU is an ideal facility for conducting educational research. As a doctoral student in our program, you will research and prepare your dissertation while working closely with your faculty mentor.

Doctoral Seminars

Your doctoral course work dedicated to TESOL will be supplemented with departmental content seminars and a dissertation proposal seminar. Open to doctoral students enrolled in any department or program at NYU, these seminars foster deep conversations on relevant literature and texts, and reflections on issues and research in the field. You’ll work on a paper or project, refine your scholarly voice, and define a dissertation focus.

Careers and Outcomes

Upon completion of your doctorate, you’ll be prepared for a career as a researcher or teacher educator in TESOL in colleges and universities; a curriculum specialist, developer, or evaluator in government agencies and nongovernmental organizations.

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our competitive funding package, which includes a tuition scholarship and living stipend.  Learn more about our funding opportunities .

Online Info Session

In this session, NYU faculty share information about the PhD programs in the department of Teaching & Learning, including the PhD in Teaching & Learning, PhD in English Education, PhD in Bilingual Education, and PhD in Teaching English to Speakers of Other Languages. Faculty provide an overview of the programs and answer questions from potential applicants.

If you have any additional questions about our degree, please feel free to contact Shondel Nero at [email protected] .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Dissertations for English Language Teaching (ELT)

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ELT Theses and Dissertations

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Applied Linguistics with English Language Teaching PhD

• Full-time: 48 months
• Part-time: 96 months
• Start date: October 2024, February 2025
• UK fees: £5,100
• International fees: £21,500

Research overview

Applied linguistics offers a fascinating opportunity to study the interaction between language and the real world.

You will be supervised by our expert staff, who offer specialisms in areas including:

• Psycholinguistics
• Language development
• Second language acquisition
• Language learner psychology (including language learner anxiety, language learner motivation, and group dynamics)
• Language teacher psychology (including teacher resilience and motivation)

You will join a diverse body of PhD students, working across all areas of the School of English (from English literature to medieval studies). You will also be encouraged to take part in events, such as our postgraduate research seminars and the yearly English Showcase, which brings all PhD students together to share their work.

We also  host research  in discourse analysis and sociolinguistics, with particular specialisms in health communication and professional communication, as well as language, gender and sexuality.

Course content

A PhD is mainly made up of independent study, with supervision meetings spread throughout the year.

There are no taught credits attached to a PhD, although it is compulsory for full-time students to attend the Arts Faculty Researcher Skills training programme.

Some PhD students also choose to audit masters modules taught by their supervisors where appropriate, though this is not compulsory, nor does it involve any formal assessment.

Part-time students

Part-time students are expected to attend at least two face-to-face meetings in the School of English each year. Most supervision meetings can be held online (e.g. via Teams). Students are asked to attend the initial induction sessions during welcome week in-person if possible, and have their first supervision meeting face-to-face with their supervisory team.

Part-time students are required to take part in all required research training, which in many cases is available online, attend postgraduate seminars where possible, and one postgraduate researcher (PGR) symposium over the period of their registration. Wherever possible the final viva examination will be face-to-face. Students who cannot meet this requirement would need to request to transfer to remote study .

You will complete a written thesis of up to 100,000 words, with expert support and advice from your academic supervisor(s). You will also take a verbal examination called a viva voce, where you explain your project in depth to an examination panel.

A PhD thesis should not normally exceed 100,000 words in length. It is expected that the creative element would usually comprise 50,000-70,000 words. The critical analysis component will normally be 15,000-30,000 words in length.

What is the thesis pending period?

All periods of registration are followed by a period of writing-up, called the thesis-pending period, when tuition fees are not paid and students are writing up their thesis.

Find out more in the university's Quality Manual

Progression review

All PhD students take part in progression review assessments to ensure that their project is progressing satisfactorily. A progression review consists usually consists of written reports from both the student and the supervisory team.

All students have an independent assessment interview for their Stage 1 and Stage 2 reviews (end of years 1 and 2 for full-time students, years 2 and 4 for part-time students).

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance.

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

You will be required to provide a PhD proposal with your application, which will set out the structure of your project.

The basis of a good proposal is usually a set of questions, approaches, and objectives which clearly outline your proposed project and what you want to accomplish. The proposal should also clearly demonstrate how you are going to accomplish this.

A PhD proposal should be a minimum of 1000 words. There is no upward limit for proposals, although successful proposals are often not much longer than about 2000-3000 words. You should consider:

• The methodologies that you will use in your project (as appropriate)
• The necessary resources and facilities you will need to carry out your project

It is also helpful to include:

• A summary of any further research experience, in addition to your academic qualifications. This could include work undertaken at undergraduate or masters level, or outside the educational system
• The name of the supervisor who may supervise the project (see the full list of supervision areas in the school )

Find out more about how to write a research proposal.

Potential applicants are strongly advised to get in touch with a member of academic staff about your research proposal before submitting an application. They may be able to help you with your proposal and offer support to find funding opportunities in your area.

Our step-by-step guide contains everything you need to know about applying for postgraduate research.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

You'll be able to access most of the books you’ll need through our libraries, though you may wish to buy your own copies of core texts. The Blackwell's bookshop on campus offers a year-round price match against any of the main retailers (i.e. Amazon, Waterstones, WH Smith).

Midlands Graduate School ESRC Doctoral Training Partnership

The University of Nottingham has joined with five other universities across the Midlands to form the Midlands Graduate School ESRC Doctoral Training Partnership.

The partnership offers postgraduate studentships across the full breadth of social sciences.

Find out more on our webpage

There are many ways to fund your research degree, from scholarships to government loans.

Check our guide to find out more about funding your postgraduate degree.

Regular supervision

You will have a team of at least two supervisors. Full-time students will meet with their supervisory team at least 10 times each year (six times for part-time students).

Your supervisors will help you to realise your research project and to guide you through your research. Many students will also attend conferences and publish papers in conjunction with their supervisors, to gain valuable experience and contacts in the academic community.

Professional development

Research students in the School of English benefit from:

• Opportunities to teach in the school and develop related skills
• Student-led fortnightly research seminars and an annual symposium
• Research networks created by the research centres and individual research projects
• Research council-funded international research exchange visits with leading universities
• Co-authorship with members of staff
• Dedicated staff-postgraduate reading groups
• Support for participation in international conferences and seminars

Postgraduate seminars and conference attendance

A fortnightly seminar series is run by and for the postgraduate students in the school during term time.

The seminars provide a forum for students to share work in progress with staff and peers, to hear from invited speakers, and to explore key academic and career topics in a supportive atmosphere.

Researcher training and development

The Researcher Academy is the network for researchers, and staff who support them. We work together to promote a healthy research culture, to cultivate researcher excellence, and develop creative partnerships that enable researchers to flourish.

Postgraduate researchers at Nottingham have access to our online Members’ area, which includes a wealth of resources, access to training courses and award-winning postgraduate placements.

Graduate centres

Our graduate centres are dedicated community spaces on campus for postgraduates.

Each space has areas for:

• socialising
• computer work
• kitchen facilities

Student support

You will have access to a range of support services , including:

• academic and disability support
• childcare services
• counselling service
• faith support
• financial support
• mental health and wellbeing support
• visa and immigration advice
• welfare support

Students' Union

Our Students' Union represents all students. You can join the Postgraduate Students’ Network or contact the dedicated Postgraduate Officer .

There are also a range of support networks, including groups for:

• international students
• black and minority ethnic students
• students who identify as women
• students with disabilities
• LGBT+ students

SU Advice provides free, independent and confidential advice on issues such as accommodation, financial and academic difficulties.

Where you will learn

University park campus.

University Park Campus  covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.

Most schools and departments are based here. You will have access to libraries, shops, cafes, the Students’ Union, sports village and a health centre.

You can walk or cycle around campus. Free hopper buses connect you to our other campuses. Nottingham city centre is 15 minutes away by public bus or tram.

English PhD - dedicated study space

Our research students benefit from dedicated office space with networked PCs, social and communal space, and kitchen facilities.

Library facilities - School of English

• manuscripts from the 12th-15th centuries and books in Old and Middle English, Old Icelandic, Viking Studies, and runology
• the  English Place-Name Society  library and archive
• Hallward Library's  DH Lawrence archive (containing Lawrence family papers, manuscripts, first editions, and books owned by Lawrence)
• the Cambridge Drama Collection (over 1,500 items including plays and works about the British theatre from 1750-1850)

English PhD - eye-tracking equipment

Our eye tracking equipment is an integral part of the research of the  Centre for Research in Applied Linguistics . Students are welcome to use this equipment in their research.

Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.

Expert staff will work with you to explore PhD career options and apply for vacancies, develop your interview skills and meet employers. You can book a one-to-one appointment, take an online course or attend a workshop.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

This course will develop a range of key transferable skills, including:

• written and oral communication skills
• core competencies relating to data collection and analysis
• research design skills
• presentation skills

Our graduates enter a varied range of careers. These include:

• English language and higher education teaching
• research (including in academia/higher education and related industries)
• marketing/PR/journalism
• the charity sector

100% of postgraduates from the School of English secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £37,402.*

*HESA Graduate Outcomes 2019/20 data published in 2022 . The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on data from graduates who completed a full-time postgraduate degree with home fee status and are working full-time within the UK.

Related courses

English phd, creative writing phd, applied linguistics phd, research excellence framework.

The University of Nottingham is ranked 7th in the UK for research power, according to analysis by Times Higher Education. The Research Excellence Framework (REF) is a national assessment of the quality of research in UK higher education institutions.

• We are proud to be in the top 10 UK universities for research into English, while our ranking of 9th by 'research power' reflects our research excellence
• 90%* of our research is classed as 'world-leading' (4*) or 'internationally excellent' (3*)
• 100%* of our research is recognised internationally
• 51% of our research is assessed as 'world-leading' (4*) for its impact**

*According to analysis by Times Higher Education ** According to our own analysis.

This content was last updated on 12 September 2023 . Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Digital Commons @ USF > College of Education > Teaching and Learning > Theses and Dissertations

Teaching and Learning Theses and Dissertations

Theses/dissertations from 2023 2023.

Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey , Sadeem A. Alolayan

Theses/Dissertations from 2022 2022

Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education , Yanlys De La Caridad Palacios

High School Teachers’ Perceptions of Promoting Student Motivation and Creativity through Career Education , Kyeonghyeon Park

The Specifics of Specific Learning Disability: An Analysis of State-Level Eligibility Criteria and Response to Intervention Practices , Lora M. Williams

Theses/Dissertations from 2021 2021

Saudi Early Childhood Educators' Perceptions of Gender Roles in Children's Dramatic Play , Dalal Alanazi

Barriers to Reducing the Assistive Technology use for Students with Autism as Perceived by Special Education Teachers in Saudi Arabia , Othman Ahmed Alasmari

Saudi Teachers’ Perspectives on Implementing Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder , Ahmad Saad Alghamdi

Perceptions of Preservice Teachers of Students with Intellectual Disabilities About their Preparation for Inclusive Education , Abdullah Aljudaya

Experiences of Saudi Arabian Mothers of Young Children with Disabilities: An Exploratory Study , Samirah Bahkali

Persistence Like a Mother: Nursing the Narrative toward Doctoral Completion in English Education—A Poetic Autoethnography , Krista S. Mallo

Warming Up and Cooling Down: Perceptions and Behaviors Associated with Aerobic Exercise , Balea J. Schumacher

A Multimodal Literacy Exploration: Lived Experiences of Haitian Immigrant Adolescent Girls in The Bahamas , Natasha Swann

Theses/Dissertations from 2020 2020

Perceptions of Preservice Teachers of Students with Autism and Intellectual Disabilities in their Teacher Preparation Programs in Saudi Arabia , Salman Almughyiri

Mapping Narrative Transactions: A Method/Framework for Exploring Multimodal Documents as Social Semiotic Sites for Ethnographic Study , Anne W. Anderson

The Effects of Augmented Reality (AR)-infused Idiom Material on Iranian Students’ Idiom Achievements, Motivation, and Perceptions , Babak Khoshnevisan

An Examination of Changes in Muscle Thickness, Isometric Strength, and Body Water Throughout the Menstrual Cycle , Tayla E. Kuehne

How the Use of Learner-Generated Images and Authentic Materials Affects the Comprehension and Production of Vivid Phrasal Idioms in L2 English Learners , Melissa Larsen-Walker

Explore L2 Chinese Learners' Motivation through L2MSS: Selves, Mental Imagery, and Pedagogical Implications , Yao Liu

Exploring Adult Indigenous Latinxs’ English Language Identity Expressions and Agency: A MALP®-informed Photovoice Study , Andrea Enikő Lypka

Theses/Dissertations from 2019 2019

The Use of Assistive Technology with Students with Severe Intellectual and Developmental Disabilities in Saudi Arabia: Teachers’ Perspectives , Khalid Mohammed Abu Alghayth

Saudi Special Education Preservice Teachers’ Perspective towards Inclusion , Sarah Binmahfooz

The Teacher Evaluation Conundrum: Examining the Perceptions of Special Education Teachers , Gordon Brobbey

Illuminating Changes in Preservice Teachers’ Perceptions about Teaching Elementary Mathematicsin an Introductory Methods Course , Elaine Cerrato

International Teaching Assistants’ Perceptions of English and Spanish Language Use at the University of Puerto Rico-Mayagüez , Edward G. Contreras Santiago

Psychological Responses to High-Intensity Interval Training Exercise: A Comparison of Ungraded Running and Graded Walking , Abby Fleming

The Effects and Students’ Views of Teachers' Coded Written Corrective Feedback: A Multiple-Case Study of Online Multiple-draft Chinese Writing , Jining Han

Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team , Danielle Lane

Promoting L2 Idiomatic Competence among Chinese College Students via WeChat , Zhengjie Li

EFL Student Collaborative Writing in Google Docs: A Multiple Case Study , Quang Nam Pham

Threats to Teaching: An Investigation Into the Constructs of Compassion Fatigue in the Classroom , April M. Steen

A New Literacy Coach and Two English Language Arts Teachers Learn Together: A Narrative Inquiry , Christiana C. Succar

Theses/Dissertations from 2018 2018

General Education Teachers’ Perceptions of Response to Intervention Implementation: A Qualitative Interview Study , Adhwaa Alahmari

A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices , Joyce Esi Bronteng

Deaf Lesbian Identity , Noël E. Cherasaro

Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies , Aimee Frier

Once Upon a Genre: Distant Reading, the Newbery Medal, and the Affordances of Interdisciplinary Paradigms for Understanding Children’s Literature , Melanie Griffin

Learning in the Margins: The Educational Experiences of an African American Male with Disabilities , Aisha Holmes

Including children with learning differences: Experiences of independent school teachers , Lisa M. Lockhart

The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise , Taylor A. Shimshock

Theses/Dissertations from 2017 2017

Perceptions of Arab American Mothers of Children with Autism Spectrum Disorder: An Exploratory Study , Haifa Alsayyari

It’s Not All Sunflowers and Roses at Home: A Narrative Inquiry of At-Risk Girls and Their Perceptions of Their Educational Experiences , Jessica Aggeles Curtis

Exploring Mathematics Teacher Education Fieldwork Experiences through Storytelling , Melody Jeane Elrod

Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming , Seda Karayazi Ozsayin

A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children , Lissa S. Ledbetter

Cultivating Peace via Language Teaching: Pre-Service Teachers' Beliefs and Emotions in an EFL Argentine Practicum , María Matilde Olivero

Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation , Mehmet Emin Ozturk

Perspectives of AP U.S. History Teachers in Title I Schools , Mark Lance Rowland

What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography , Kristy Causey Verdi

Early Childhood Mathematics Through a Social Justice Lens: An Autoethnography , Jennifer Ward

Theses/Dissertations from 2016 2016

Urban English Language Arts Teachers’ Stories of Technology Use: A Narrative Inquiry , Bridget Abbas

Teachers’ Third Eye: Using Video Elicitation Interviews To Facilitate Kuwaiti Early Childhood Preservice Teachers’ Reflections , Hessa Alsuhail

Foreign Language College Achievement and the Infusion of Three Selected Web 2.0 Technologies: A Mixed Method Case Study , Eulises Avellaneda

Emotional Self-Regulation: Voices and Perspectives of Teachers within Diverse Socio-Cultural Contexts , Anna Paula Peixoto Da Silva

The Effect of Exercise Order on Body Fat Loss During Concurrent Training , Tonya Lee Davis-Miller

Subtext of Decisions: Literacy Practices in the Context of Coding , Julia Hagge

The Role of Prep Schools in the Middle to High School Transition of Students in Southeastern Turkey , Mucahit Kocak

“It’s Not Pixie Dust”: An Exploratory Qualitative Case Study of a School-Based Multimodal Tablet Initiative , Erin Elizabeth Margarella

Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions , Sarah E. Pennington

Educators' Oral Histories of Tampa Bay Area Writing Project Involvement , Margaret Hoffman Saturley

Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes , Laurie Schrider

Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill , Orhan Simsek

Theses/Dissertations from 2015 2015

Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis , Wendy Lea Bradshaw

"I want to be the Sun": Tableau as an Embodied Representation of Main Ideas in Science Information Texts , Margaret Branscombe

A Case Study of Teachers' in Professional Learning Communities in a Campus Preschool , Victoria Jacqueline Damjanovic

Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned? , Megan Elizabeth Ehlers

Novice Teachers' Stories of Solving Problems of Practice , Yvonne Franco

Facilitating Motivation in a Virtual World Within a Second Language Acquisition Classroom , Andrew Warren Gump

IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers , Brandon Jerome Haas

Precalculus Students' Achievement When Learning Functions: Influences of Opportunity to Learn and Technology from a University of Chicago School Mathematics Project Study , Laura A. Hauser

The Role of the Interruption in Young Adult Epistolary Novels , Betty J. Herzhauser

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning , Sami Kahn

Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder , Maya Nasr

Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses , Claudia A. Ruiz

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways , Derrick Saddler

The Common Core State Standards: Its Reported Effects on the Instructional Decision Making of Middle School Social Studies Teachers , Tracy Tilotta

The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project , Yiting Yu

Theses/Dissertations from 2014 2014

Picturing the Reader: English Education Pre-service Teachers' Beliefs About Reading Using Photovoice , Michael Dicicco

The Effect of Music Cadence on Step Frequency in the Recreational Runner , Micaela A. Galosky

Balanced Artistry: Describing and Explaining Expert Teacher Practice as Adaptive Expertise , Nina Graham

The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study , Keri Haley

A Phenomenological Study of the Experiences of Higher Education Students with Disabilities , Allen J. Heindel

Constructing an "Appropriate" Education in Florida Special Education Due Process Final Orders , Michelle Henry

The Effect of Teachers' Epistemological Beliefs on Practice , Milton David Huling

Perceptions, Beliefs and Practices about Technology among Teachers in a Jamaican Infant School , Suzette Anissia Kelly

"Choosing My Words Carefully": Observing, Debriefing, and Coaching Four Literacy Teachers' Through Their Lessons , Iveta Maska

Presentation of Civic Identity in Online High School Social Studies Discussion Forums , Holly Mcbride

In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912 , Mario John Minichino

The Hypertrophic Effects of Practical Vascular Blood Flow Restriction Training , John Francis O'halloran

Science Teachers' Understandings of Science Practices before and after the Participation in an Environmental Engineering Research Experiences for Teachers (RET) Program , Dilek Özalp

The Effects of Emotive Reasoning on Secondary School Students' Decision-Making in the Context of Socioscientific Issues , Wardell Anthony Powell

Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study , Georgina Rivera-Singletary

Reflections in the Classroom: Perspectives on Teaching for Social Justice from Secondary Social Studies Educators , Gregory Lee Samuels

A Case Study of the Roles and Perceptions of Writing Coaches , Amy June Schechter

Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts , James L. Welsh

Theses/Dissertations from 2013 2013

Attitude Toward Digital and Print-Based Reading: A Survey for Elementary Students , Diedre D. Allen

Playing in Trelis Weyr: Investigating Collaborative Practices in a Dragons of Pern Role-Play-Game Forum , Kathleen Marie Alley

Curriculum Gatekeeping in Global Education: Global Educators' Perspectives , Robert Wayne Bailey

Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study , Sarah Mirlenbrink Bombly

An Investigation of the Effects of an Authentic Science Experience Among Urban High School Students , Angela Chapman

Social Studies Teachers in an Evaluative Role: The Peer Evaluator Experience in the Accountability Era , Martha Barnes Ford

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Study Postgraduate

Mphil/phd in english language teaching (2024 entry).

Course code

30 September 2024

3-4 years full-time; Up to 7 years part-time

Qualification

Applied Linguistics

University of Warwick

Find out more about our English Language Teaching MPhil/PhD.

Study any aspect of English language teaching on our MPhil/PhD in English Language Teaching at Warwick's Department of Applied Linguistics, ranked 3rd in The Times/Sunday Times Good University Guide 2022. Enhance your knowledge of teaching, learning, assessment and teacher development through research, under the supervision of field experts.

Course overview

Working under the expert guidance of a supervisor, PhD students design and pursue an individual research project shaped by their own personal, academic, or professional needs and interests. They participate in seminars and other activities in a diverse and vibrant research community, and disseminate their work through conference presentations and publications to both academic and non-academic audiences.

Teaching and learning

PhD researchers are individually mentored by academic supervisors from the beginning of their journey. They also participate in weekly research seminars in Year One to develop their skills and understanding in relation to research issues and approaches, methods of data collection and analysis, and research ethics.

General entry requirements

Minimum requirements.

2:1 undergraduate degree (or equivalent) in ELT/TESOL, English, Education, Linguistics, Languages or a relevant discipline and a Master’s degree in ELT/TESOL, Applied Linguistics or a relevant discipline.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS overall score of 7.0 (with a 7.0 in Writing).

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Our research

We are committed to interdisciplinary research that can make a real difference to society and people’s lives by informing policy, changing practice, and challenging perceptions. Current research strengths in the department are:

• Language learning and teaching
• Working, relating, and adapting across cultures
• Language teacher education and development
• Professional and workplace communication
• Language structure, variation and change

Full details of our research interests  are listed on the Applied Linguistics web pages .

You can also read our general University research proposal guidance.

Find a supervisor

There are two ways to find a supervisor. The second way is our preferred way of handling initial communications with prospective applicants, in order to ensure that you can be matched with a potential supervisor, and in order to avoid the confusion that can arise if prospective applicants write simultaneously to several members of staff in the department.

1. Find your supervisor using the link below and discuss with them the area you'd like to research.

Explore our Applied Linguistics Staff Directory to see if you can identify someone whose research interests and publications relate closely to your research topic. Of course, it is very possible that you already have someone in mind because you have read their work, met them at a conference, or indeed were a student of theirs in the past. In such cases, you may wish to write informally to this person to discuss your plans for doing a PhD, and they may invite you to send a research proposal.

2. If you cannot identify a potential supervisor or are not sure exactly who to approach, the alternative way is for you to write to the Postgraduate Research Studies Admission Tutor, Professor Neil Murray [email protected] and send him your draft research proposal and CV. He can then follow things up and, if appropriate, pass on your inquiry to a potential supervisor.

You can also see our general University guidance about finding a supervisor.

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Find your research course fees

Fee Status Guidance

The University carries out an initial fee status assessment based on information provided in the application and according to the guidance published by UKCISA. Students are classified as either Home or Overseas Fee status and this can determine the tuition fee and eligibility of certain scholarships and financial support.

If you receive an offer, your fee status will be stated with the tuition fee information. If you believe your fee status has been incorrectly classified you can complete a fee status assessment questionnaire (follow the instructions in your offer) and provide the required documentation for this to be reassessed.

The UK Council for International Student Affairs (UKCISA) provides guidance to UK universities on fees status criteria, you can find the latest guidance on the impact of Brexit on fees and student support on the UKCISA website .

Additional course costs

Please contact your academic department for information about department specific costs, which should be considered in conjunction with the more general costs below, such as:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Applied Linguistics at Warwick

Apply your learning from day one.

With a history dating back to 1983, Applied Linguistics at Warwick has diversified over the years from a main focus on English language teaching and teacher education to include expertise in areas such as: intercultural communication, professional communication, the sociolinguistics of language use, the teaching and learning of languages other than English.

Find out more about us on our website.

Our Postgraduate Taught courses

• Intercultural Communication for Business and the Professions (MSc)
• Teaching English to Speakers of Other Languages (TESOL) (MA)

Our Postgraduate Research courses

• Applied Linguistics (MPhil/PhD)
• Discourse Studies (MPhil/PhD)
• English Language Teaching (MPhil/PhD)
• English Language Teaching and Applied Linguistics (MPhil/PhD)
• Intercultural Communication (MPhil/PhD)
• Linguistics (MPhil/PhD)

How to apply

The application process for courses that start in September and October 2024 will open on 2 October 2023.

For research courses that start in September and October 2024 the application deadline for students who require a visa to study in the UK is 2 August 2024. This should allow sufficient time to complete the admissions process and to obtain a visa to study in the UK.

How to apply for a postgraduate research course  

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

Join a live chat

Ask questions and engage with Warwick.

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Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in-person around the UK. These events give you the chance to explore our range of postgraduate courses, and find out what it’s like studying at Warwick. You’ll also be able to speak directly with our student recruitment team, who will be able to help answer your questions.

Join a live chat with our staff and students, who are here to answer your questions and help you learn more about postgraduate life at Warwick. You can join our general drop-in sessions or talk to your prospective department and student services.

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Warwick Talk and Tours

A Warwick talk and tour lasts around two hours and consists of an overview presentation from one of our Recruitment Officers covering the key features, facilities and activities that make Warwick a leading institution. The talk is followed by a campus tour which is the perfect way to view campus, with a current student guiding you around the key areas on campus.

Connect with us

Learn more about Postgraduate study at the University of Warwick.

Page updates

We may have revised the information on this page since publication. See the edits we have made and content history .

Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

9th in the UK (The Guardian University Guide 2024) Link opens in a new window

67th in the world (QS World University Rankings 2024) Link opens in a new window

6th most targeted university by the UK's top 100 graduate employers Link opens in a new window

(The Graduate Market in 2024, High Fliers Research Ltd. Link opens in a new window )

About the information on this page

This information is applicable for 2024 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

A handful of PhD thesis topics in English language teaching

A lot of students prefer to pursue their higher learning degree in subjects like English language teaching due to the interesting topics covered in the course as well as their real-world applications. However, before a person can claim to be an expert on the subject, they must submit a thesis paper that tests their knowledge regarding what they have learnt over the duration of the course and how they are planning to implement the same in improving the scope of the topics.

This might confuse a lot of students who have no idea how to tackle PhD papers due to their sheer size. However, there are a few helpful steps that they can adopt to make this issue simpler and the first step is to choose an effective thesis topic that will grab the attention of their readers. A few of these can be found below.

List of English Language Teaching PhD Topics

• Write a paper on how transformational phenomena occurs and how does it cover dative shift, passivisation and raising?
• Explain the internal structure of lexical phrases.
• What are the common issues that occur during the computational implementation of grammatical theory?
• Do you suggest any sort of morphological and syntactic topics that might be interesting to new students?
• Explain the rules of particle verb constructions.
• What do you mean by “focus” and “topic” in the context of discourse functions?
• Understanding the scope of syntax of non-finite and finite simple sentences and complex sentences.
• What is your understanding of lexical semantics, including homonymy and polysemy?
• Write in your own words about the topic of sense-disambiguation in computational linguistics.
• Explain how machine translation works.
• What do you mean by the properties of natural languages, formal languages and constructed languages?
• What do you mean by connectionist machine learning? How does it solve the problem of clustering and classification for linguistic purpose?
• Explain some of the core areas of linguistic interest, such as pronouns, argument structure phenomena, prepositions and particles.
• How do you explain the variations across the different dialects and speakers of English?
• Explain second language acquisition from a linguistic perspective.
• What do you mean by child language?
• Understanding the language of the Internet.
• Making sense of the classification of phraseological units.
• Is it possible to perform a corpus-based analysis of the English grammar system?
• How can you make sense of a few of the experimental approaches used for the study of language?

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• Undergraduate
• Master's

Research & Expertise

• Publications
• Research centres
• Connections & Outreach
• International
• Widening participation

The English Department here at King’s, one of the largest and oldest in the UK, was ranked 8th in the UK for the quality and quantity of its research in the most recent Research Excellence Framework.   

The Department of English is home to a large and diverse body of postgraduate researchers. Students are fully integrated into the intellectual and social life of the Department as researchers and teachers. Many of our students study part-time, commute or have caring responsibilities and the programmes allow flexibility.

Current and recent research projects include: Indian writing of WW2; the bedchamber in late medieval literature; African migrant literature and US politics, and telegraphy and Victorian culture.

In second year (or part-time equivalent) students have the opportunity to work as Graduate Teaching Assistants and are supported in this through a full programme of training and mentoring events.

We offer a staged and comprehensive programme of training from the initial Research Workshops, through our ‘Skills Lunches’ and then final year professionalization workshops on applying for jobs or further funding. Doctoral students play a full role in organising the postgraduate seminar, ‘The Abstract’, and an annual postgraduate conference. The PhD in Creative Writing  also places emphasis on professionalisation through guest lectures, a ‘Thesis Workshop’ and the ‘Agents and Editors in Residence’ scheme.

Our graduates have gone on to academic positions (recently at the University of Birmingham, the Universität Bonn and UCL) and careers in media, creative arts, teaching and publishing.

We are part of the London Arts and Humanities Partnership which offers scholarships as well as training.

Please browse our webpages, identify a potential supervisor(s) and get in touch with an initial query. Alternatively, send an inquiry to the PGR Lead via the Department office ( [email protected] ).

Creative Writing Research

Take our new PhD in creative writing in Department of English at King's College London.

View course

English Research

MPhil/PhD English Research from the Department of English at King's College London, option of joint PhD with Hong Kong University or National University of Singapore or Humboldt.

Postgraduate Research Hub

Explore careers, doctoral training schemes and funding opportunities.

Key English Department research information, including current/past projects and their impact

First King's Creative Writing PhD graduate publishes debut novel

Scott Preston's novel The Borrowed Hills, published in April 2024, formed the main part of his Creative Writing PhD thesis. As the first graduate of the programme, Scott left with an impressive portfolio of creative and scholarly work, as well as valuable teaching experience.

• Read more about Scott's career

Study at King’s

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Learn more about the degree programmes on offer at King's. Download or view a prospectus in PDF format.

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English PhD Thesis

03 Jan 2024 - 29 Dec 2024

Teaching Periods and Locations

If your paper outline is not linked below, try the previous year's version of this paper .

Indicative Fees

You will be sent an enrolment agreement which will confirm your fees. Tuition fees shown are indicative only and may change. There are additional fees and charges related to enrolment - please see the  Table of Fees and Charges for more information.

Available subjects

Additional information.

Subject regulations

• Paper details current as of 27 Jan 2024 23:52pm
• Indicative fees current as of 9 Apr 2024 01:30am

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