https://www.um.edu.mt/library/oar/handle/123456789/48794 Fri, 01 May 2026 00:09:54 GMT 2026-05-01T00:09:54Z https://www.um.edu.mt/library/oar/handle/123456789/50890 Title: The use of possessive structures in essays written by Maltese users of English Abstract: The concept of bilingualism has been prevalent in the Maltese context for hundreds of years and is still a strong feature of the Maltese person’s linguistic repertoire today. Bilingualism brought about a variety of English unique to the Maltese Islands, known as Maltese English (MaltE). This study examines the use of possessive structures adopted by users of this variety, in connection with automaticity and confidence when using the language, all within a written context. To conduct this study, the use of the Corpus of Learner English in Malta (CLEM) was used to examine the written language examination scripts of students sitting for their Maltese national examinations. Through a comparison with a writing task and semi-guided interview, a clearer view of the use of possessive structures of Maltese English users was formed. The conclusion reached was that the least and most confident users of the Maltese English variety used the singular genitive structure at relatively equal amounts, while the plural form of this possessive structure was used more frequently and more accurately by the most confident candidates. Another conclusion reached was that the more confident the candidate, the less aware of the language choices that they were making. The results of this study do not represent the ability of all Maltese users of the English language, but only gives a glimpse into the use of possessive structures and automaticity of a specific cohort. Description: M.A.TESOL Tue, 01 Jan 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/50890 2019-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/48929 Title: Rapport between teachers and learners at an EFL school in Malta : an investigation into beliefs and strategies Abstract: This dissertation analysed the notion of rapport between instructors and Upper-Intermediate adult students at an EFL (English as a Foreign Language) school in Malta. The study investigated the relationship between learners and teachers by delving into their beliefs about rapport. Furthermore, the strategies employed by teachers and learners to build an effective rapport were observed. This dissertation reviewed the existing literature about rapport in the classroom and its influencing factors. This was followed by a description of the methods used to recruit participants and collect data. Lastly, the findings of the study were discussed in terms of existing literature. The results of the study primarily underline what the Director of Studies, teachers and learners think and do with respect to rapport. Overall, the findings in this study showed that teachers in this language school maintained or enhanced rapport with their learners using particular strategies, such as by catering to the emotional dimension in the classroom just as much as the academic one. Moreover, learners expressed their views on rapport in relation to factors such as how the teachers correct learners or provide feedback. Overall, a balance between classroom interactive measures and discipline or authority was found to be imperative for a proper rapport, which was generally believed to determine learner motivation. Description: M.A.TESOL Tue, 01 Jan 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/48929 2019-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/48914 Title: The teaching and learning of writing skills at an independent school in Malta Abstract: This study sought to discover the beliefs and practices with respects to the teaching and learning of writing skills at an independent school in Malta. The responses of three groups of stakeholders namely, teachers, students, and parents were examined. The study used a mixed methods approach incorporating classroom observation, semi-structured interviews, and questionnaires, the responses from which created a picture of the beliefs and practices of the three groups of stakeholders. On the basis of a review of existing literature a variety of issues related to the teaching and learning of writing - including process, product, and genre approaches, pre-writing activities, communication, collaborative writing, the connection between reading and writing, the teacher’s influence, assessment, and feedback - were explored in this research project. The main findings appeared to be the lack of time that teachers felt could be dedicated to the teaching of writing and the belief in the importance of overt teaching of language skills as opposed to dedicating time to pre-writing activities. The findings also highlighted the participants’ beliefs and practices with respect to collaborative writing and feedback as well as the connection between reading and writing. Description: M.A.TESOL Tue, 01 Jan 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/48914 2019-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/48905 Title: One-to-one teacher training in the meaningful integration of digital technology in the ESL classroom Abstract: This project-based study explores the attitudes and beliefs of English Language Teaching (ELT) professionals towards the meaningful integration of digital technology (DT) in the ESL (English as a Second Language) classroom, specifically in a class environment with eight to nine adult students from different nationalities, typical of licensed language schools in Malta. The study also explores teachers’ attitudes towards DT-related CPD (Continuing Professional Development) and suggests an alternative training strategy through the piloting of a one-to-one mentoring programme. Data were gathered through an online questionnaire and three programme participants were selected from the respondents. The training programme consisted of lesson observations and mentoring sessions, with participants involved in hands-on activities, self-evaluation and reflection. A final exit interview was conducted to collect feedback regarding the training programme, and a more effective redesign of the programme is suggested. Findings indicate that ELT teachers have a generally positive attitude towards integration of DT in the ESL classroom and are vaguely aware of DT affordances that can enhance learning. However, prolific use of mobile technology in daily life is no guarantee that teachers use technology effectively in the classroom. There needs to be a balance in training between how to use devices and how to apply them in teaching. While teachers are in general satisfied with DT-related CPD, they feel the need for more practical demonstrations and handson experiences that are lacking in most typical DT-related CPD sessions. Further research into the area may be required to consolidate the findings of this study. Description: M.A.TESOL Tue, 01 Jan 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/48905 2019-01-01T00:00:00Z