https://www.um.edu.mt/library/oar/handle/123456789/81139 Mon, 27 Apr 2026 06:49:37 GMT 2026-04-27T06:49:37Z https://www.um.edu.mt/library/oar/handle/123456789/81477 Title: How familiar are EFL learners with non-native English accents and how can running dictation activities help learners become familiar with accented English and mutual intelligibility among non-native speakers? Abstract: The aim of this dissertation was to investigate how familiar non-native English speakers are with other non-native learners’ accented English and to investigate how running dictation activities can help them familiarize themselves with these accents. This study was also an attempt to investigate more generally the reliability of running dictation activities as diagnostic tools for listening, pronunciation weaknesses and accent familiarization among foreign language learners, and the specific and unique features of running dictation activities that can help enhance learners’ communication skills with non-native speakers whose English is accented. Research was carried out over a span of three weeks in which a total of sixty-seven male and female participants took part. The participants came from various countries and levels of proficiency and were chosen randomly from four different language schools across Malta. The research data was collected by using techniques of mixed methodologies of qualitative and quantitative data collection that included classroom observations and questionnaires. The outcomes of this study indicate that running dictation is a technique that helps pinpoint several difficulties in all four language skills and draws students’ attention to these difficulties in a way that other activities probably would not. Description: M.A.TESOL Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/81477 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/81476 Title: An investigation into Maltese teachers’ perception of their wellbeing in the ELT Industry in Malta Abstract: A considerable number of studies on the language teaching have concluded that the teaching profession in general is characterized by high occurrences of emotional exhaustion and burnout which very often lead to low levels of wellbeing in the teachers and which, in itself, is a major concern for the teaching profession (Collie et al., 2015; Mohammdi, 2015;). It has additionally been reported that teachers who experience low levels of wellbeing are more likely to suffer from mental health problems than those who experience high levels of wellbeing in their employment (Weale, 2020). The aim of the present study was to look into the current situation of the wellbeing of the English as a foreign language teachers (ELT) in Malta. Additionally, it focused on circumstances which could possibly, positively or negatively, influence teachers’ wellbeing in four domains of the teaching profession. These were, teachers’ understanding of their wellbeing, factors that strengthen or hinder teachers’ wellbeing in relation to their environmental wellbeing, their communal wellbeing, and, their personal wellbeing. Furthermore, the current study examined the self-regulation strategies the ELT teachers apply. Data for this present study was collected by means of semi-structured interviews as well as from the participants’ written narratives. Findings conclude that conditions such as low salary, working without a proper contract and students’ misbehavior, are the highest causative factors that negatively affected ELT teachers’ wellbeing. Conversely, students’ achievements are seen to be the most influential in boosting the wellbeing of teachers. Furthermore, findings show that teachers’ years of teaching experience enable them to deal with their daily stressors. Consequently, this study found that more wellbeing training programmers are needed so as to equip ELT teachers with the adequate tools to safeguard their wellbeing. Description: M.A.TESOL Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/81476 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/81381 Title: An investigation into perspectives on in-service classroom observation and feedback in Malta’s ELT industry Abstract: Classroom Observations are a fundamental part of teacher evaluation and professional development in Malta’s ELT schools. This study adopted a mix-methods approach, making use of focus groups, interviews and questionnaires to uncover the attitudes and practices of teachers and Directors of Studies regarding the process of classroom observation and post observation feedback. Findings showed that while teachers understand the importance of classroom observation, there was an underlying negativity towards the process. It was found that the negativity amongst teachers stems from a fear of judgement from their observer as well as a concern for their employment. Directors of Studies reported having a mostly developmental view of classroom observations but also agreed that there was an aspect of quality assurance when needed. There was an agreement between teachers and Directors of Studies regarding preferred methods of giving post-observation feedback, that being based on discussion and useful tips and advice on how to improve practice. Due to the disconnection between teachers’ anxiety during classroom observations and their positive opinion of post observation feedback, several implications were raised, such as the implementation of observer training. Additionally, giving teachers more autonomy in their observations by carrying out pre-observation conferences as well as peer observation in ELT schools was recommended. Description: M.A.TESOL Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/81381 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/81374 Title: The employability of non-native English-speaking teachers : an investigation of hiring practices and language schools' advertisements in the ELT industry in Malta Abstract: This dissertation focuses on employability of non-native English-speaking teachers within the ELT industry in Malta. The dissertation consists of two parts: theoretical and practical. The theoretical part provides an account of the evolution of the definition of a native speaker and native speakers role within the ELT industry. Furthermore, the theoretical part also contains an overview of the ELT industry in Malta, comparison of the perspectives on non-native English speaker teachers of recruiters and students worldwide, and reports on discriminatory practices within the ELT industry globally. The practical part of the dissertation established what importance the employers in the ELT sector in Malta place on teachers being a native English speaker, and what percentage of licensed ELT schools advertise themselves as employing English native speakers. First of all, the findings demonstrate that the discrimination of non-native speaker teachers in Malta possibly exists, regardless of the law and official stance of ELT Council in support of equality and diversity. In summary, by carrying out a content analysis on the job advertisements of nine schools licensed by ELT Council, and an analysis of official websites belonging to 34 ELT licensed schools, it was possible to conclude that a non-native speaker teacher of English may be discriminated against during recruitment, by at least 1 out of every 5 schools to which he/she applies for a job. This was deduced from the fact that eight schools advertised themselves as working only with native speakers. Additionally, only in case of 3 out of 34 schools was it possible to deduce that a non-native speaker teacher would be treated fairly based on qualification not origin, as only those schools officially communicated support of equality and diversity. Description: M.A.TESOL Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/81374 2020-01-01T00:00:00Z