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Altamni, Thuraya (2015) An investigation of speaking anxiety among Saudi English language learners. [Dissertation (University of Nottingham only)]

Anderson, Katherine (2017) Awareness or Acquisition? Optimizing Genre-Based Writing Instruction for Post-Secondary L2 Writers. [Dissertation (University of Nottingham only)]

B

Belgard, Caleb (2015) Incorporating genre based writing tasks in EFL classrooms: Linking teacher written feedback to pedagogy and assessment. [Dissertation (University of Nottingham only)]

Bennett, Deborah (2017) Rhetorical moves in medical research article introductions: Alternative strategies adopted by English and German native speakers. [Dissertation (University of Nottingham only)]

Braid, Alasdair (2016) An Exploratory Study of Rater Orientations on Pre-sessional Academic Conference Presentations through Verbal Report Protocols. [Dissertation (University of Nottingham only)]

Brooks, Steven (2016) The differences between Western and Japanese academic culture: Their impact on the design and implementation of an EAP course at a Japanese university. [Dissertation (University of Nottingham only)]

C

Campion, Gemma (2012) ‘The learning never ends’ Investigating teachers’ experiences of moving from English for General Purposes to English for Academic Purposes in the UK context; What are the main challenges associated with beginning to teach EAP, and how can these challenges be overcome? [Dissertation (University of Nottingham only)] (Unpublished)

Chacko, Mariam (2015) A study of intelligibility of five varieties of Indian Englishes to speakers of other varieties of Englishes and its implications on pronunciation teaching. [Dissertation (University of Nottingham only)]

Cook, Keely (2018) Reframing Student Engagement through the Lens of the English Language Learner Experience. [Dissertation (University of Nottingham only)]

Cortan, Daniel (2016) Exploring native and non-native teachers’ beliefs on the use of the mother tongue in the English language learning classroom: A qualitative investigation. [Dissertation (University of Nottingham only)]

Coulson, Craig (2016) Exploring the opportunities that flipped learning presents to the EAP practitioner. [Dissertation (University of Nottingham only)]

D

Donaghue, Edward (2018) Student Perceptions of Teacher-Written Feedback on their Writing in an IELTS Exam Preparation Class: Implications for Teaching Writing for IELTS. [Dissertation (University of Nottingham only)]

G

Gardiner, Brian (2016) A Synthesis of Research Regarding the Validity of the Theory of Multiple Intelligences as an Approach to General Education and TESOL. [Dissertation (University of Nottingham only)]

H

Harrold, Peter (2015) Developing learner autonomy in Vietnamese students studying on an Academic English program. [Dissertation (University of Nottingham only)]

Holden, Simon (2017) EAP Listening Coursebooks: The Search for Authenticity. [Dissertation (University of Nottingham only)]

Howard, Natalie (2015) A critical evaluation of in-house academic writing materials in two Australian Universities. [Dissertation (University of Nottingham only)]

N

Nego, Yuichiro (2017) Exploration of Modals as a Hedging Device in the Academic Text Written by International Postgraduate Students: A Multiple Case Study. [Dissertation (University of Nottingham only)]

P

Pollard, Kathryn (2017) An analysis of possible forms of continuing professional development for short-contract pre-sessional tutors at UK universities: what could be done in-between courses? [Dissertation (University of Nottingham only)]

S

Schrader, Karen (2015) Understanding self and peer assessment processes: Developments in an EAP module for academic reading and oral presentation skills. [Dissertation (University of Nottingham only)]

Smart, Jonathan (2017) ‘At your service’? Can collaboration between UK EAP and subject teachers obviate Raimes’ so-called ‘butler stance’? [Dissertation (University of Nottingham only)]