Tartu Ülikooli
digitaalarhiiv ADA

ADA, Tartu Ülikooli digitaalarhiivi sisuks on peamiselt Tartu Ülikooli monograafiad, doktoritööd, üliõpilastööd, lõputööd, magistritööd, õppematerjalid, Tartu Ülikooli raamatukogus digiteeritud materjalid ning Tartu Ülikooli teadlaste isikuarhiivid. Digitaalarhiivis olevaid materjale hoitakse turvaliselt ja varustatakse püsilingiga. Teenuse haldamise ja arendamisega tegeleb Tartu Ülikooli raamatukogu.

Valdkonnad ADAs

Valige valdkond, et selle kogusid sirvida.

disserid2
Doktoritööd al. 2004. MSc, PhD (ETD)
eope
E-õppe materjalid
raamatukogu2
Tartu Ülikooli raamatukogu
muuseum
Tartu Ülikooli muuseum
humanitar
Humanitaarteadused ja kunstid
reaal
Loodus- ja täppisteadused
medika
Meditsiiniteadused
sotsiaal
Sotsiaalteadused
emta2
Eesti Muusika- ja Teatriakadeemia
teadusagentuur
Eesti Teadusagentuur ja teised asutused
ministeerium
Haridus- ja Teadusministeerium
kirjastus
Tartu Ülikooli kirjastus

Hiljutised sisestused

  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Mobile positioning data in tourism behaviour research and applications: theoretical and practical aspects in methodology development
    (Tartu Ülikooli Kirjastus, 2026-09-25) Tiru, Margus; Silm, Siiri, juhendaja; Ahas, Rein, juhendaja; Tartu Ülikool. Loodus- ja täppisteaduste valdkond
    Turism on üks 21. sajandi suurima globaalse levikuga majandusharusid, kuid selle mõõtmine tänapäeval vajalikeks eesmärkideks on muutunud märkimisväärseks väljakutseks. Traditsioonilised meetodid, nagu piiriületus-, majutusstatistika ja küsitlused, ei suuda enam täielikult kajastada kaasaegse turismi eripärasid, sealhulgas piirideta reisimist, lühiajalise majutuse (nt Airbnb) levikut ning muutuvat reisikäitumist. Margus Tiru keskendub oma doktoritöös tänapäeval laialdaselt kasutatavale meetodile, milleks on mobiilpositsioneerimise andmete (MPD) rakendamine inimeste liikumise ning eelkõige turismi dünaamika uurimisel ja mõistmisel. Mobiilsidevõrkude tavapärase toimimise kõrvalsaadusena tekkivate digitaalsete jälgede analüüs võimaldab uurijatel jälgida turistide ajalis-ruumilist käitumist märksa täpsemalt kui traditsiooniliste andmeallikate abil ning saada teadmisi, mis varem olid kättesaamatud. MPD toorandmete teisendamine sisukaks turismistatistikaks eeldab aga põhjalikku metoodilist raamistikku. Sellise raamistiku väljatöötamist alustasid väitekirja autor ja tema kolleegid Tartu Ülikoolis ja ettevõttes Positium juba 2000. aastate teisel poolel, tuginedes Eesti väliskülastajate uuringutele. Doktoritöö kirjeldab metoodilisi samme, mille abil teisendatakse MPD andmed statistilisteks näitajateks erinevatel geograafilistel tasanditel. Samuti selgitatakse, kuidas Eesti mobiilsideoperaatorite sissetuleva ja väljuva rändlusteenuse andmete põhjal luuakse turismiindikaatoreid, nagu reiside arv, sihtkohad, külastajate päritoluriik, külastatud sihtriigid, külastuste kestus ja korduvkülastajate osakaal. Väljatöötatud metoodika võimaldab klassifitseerida nii külastajaid kui ka külastusi, näiteks tuvastada korduvkülastuste põhjal käitumuslikku lojaalsust või eristada eri riikidest pärit külastajate käitumismustreid. Doktoritöö näitab, kuidas mobiilpositsioneerimise andmeid ja nende analüüsiks loodud metoodikat saab rakendada nii teadustöös, sealhulgas turismiuuringutes ja isiksuseomadustel põhineva reisikäitumise prognoosimisel, kui ka praktilistes valdkondades, näiteks riikliku turismistatistika koostamisel veebipõhiste tööriistade abil. Väitekirjas esitatud algupärane metoodika areneb pidevalt edasi ning mängib olulist rolli nii turismiuuringute tulevikus kui ka teistes valdkondades, kus on vaja üha täpsemalt mõõta ja mõista inimeste ajalis-ruumilist käitumist.
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Designing Gamified Learning Materials Based on I Love English 5 for Grade 7 EFL Students to Support Oral Skills
    (Tartu Ülikool, 2026) Kullik, Triinu-Liis; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    This thesis aims to design and implement gamified learning materials that support the development of oral production and interaction skills in Grade 7 English as a Foreign Language (EFL) students. The gamified learning materials are based on the I Love English 5 (ILE 5) Student’s Book and aim to improve students’ oral skills and engagement through game elements. The study follows an action research approach, covering the stages of material creation, implementation, evaluation, and revision. Data were collected through student and teacher feedback questionnaires and classroom observation. The findings suggest that gamified activities may increase students’ engagement and support the development of their oral production and oral interaction skills. However, the effectiveness of the gamified activities depends on clear instructions, appropriate scaffolding, and carefully structured game elements. The first chapter gives an overview of the literature review relevant to the study. The second chapter presents the design process and implementation of gamified learning materials, followed by data collection methods and data analysis. The study concludes with a discussion of results. Keywords: English as a foreign language, gamification, oral skills, designing learning materials, action research
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    The effect of learner-generated drawings versus pre-made illustrations on vocabulary retention in adult beginner efl learners
    (Tartu Ülikool, 2026) Kompus, Karoliina Anett; Padrik, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    This thesis investigates the effect of learner-generated drawings compared to pre-made illustrations on immediate and delayed vocabulary retention in adult beginner learners of English as a foreign language. It is divided into a literature review, a methodology and results section, and a discussion. The literature review presents key theories of vocabulary learning and visual support. The methodology chapter describes a within-subjects experiment involving ten participants, as well as results from pre-, immediate, and delayed recall tests, and questionnaire data. The results of the study indicate that participants performed better in the illustration condition in the immediate post-test, whereas the difference between the two conditions was minimal in the delayed post-test due to a greater decline in the illustration condition. These findings seem to suggest that while pre-made illustrations may support more effective initial learning, learner-generated drawing may contribute to relatively more stable retention over time. Questionnaire responses further revealed mixed attitudes towards drawing, highlighting the role of individual differences in its effectiveness. The discussion chapter of the thesis interprets these findings and considers their pedagogical implications. Keywords: vocabulary learning, EFL, drawing, visual aids, memory
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Designing focused-grammar activities to supplement I Love English 5 Set
    (Tartu Ülikool, 2026) Kitsing, Helina; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    This thesis designs and pilots focused-grammar activities as supplementary materials to I Love English 5 (Kurm & Soolepp 2016), a coursebook used in Estonian EFL classrooms. Using a three-cycle action research approach, the study examines how such activities support meaningful grammar use within a textbook-based syllabus. The first chapter outlines the theoretical background of communicative grammar teaching and focused-grammar activities. The second chapter analyses grammar practice in I Love English 5, presents the piloted activities, and evaluates them through teacher feedback, student questionnaires, and interviews. The findings indicate that focused-grammar activities can increase learner engagement and support communicative grammar use when appropriately scaffolded. Keywords: communicative grammar teaching, focus on form, focused-grammar activities, action research, EFL materials development
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Integrating authentic poetry into a coursebook-based syllabus at Rae Gymnasium
    (Tartu Ülikool, 2026) Kiltmaa, Anna; Gielen, Katiliina, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    This action-research focused thesis aims to integrate the study of short poems into the EFL syllabus at Rae Gymnasium, which is based on the New Close Up: B2 Student’s Book, to support student autonomy and test how the study of poetry as authentic material affects student engagement in classes. The main objective is to develop and test two lesson plans, each focused on a different poem and implemented with separate groups of students at Rae Gymnasium. The thesis consists of an introduction, two main chapters and a conclusion. The first chapter provides an overview of the context of teaching EFL at Rae Gymnasium, as well as discussing previous studies on the use of poetry in EFL classrooms. The second chapter is dedicated to the documentation and analysis of the two poetry-focused lesson plans, including the outcomes of the trials and a discussion of the action research process. The thesis concludes with an overall evaluation of the project and includes appendices containing the two lesson plans developed during the project, along with supporting materials. Keywords: poetry in EFL, authentic materials, student engagement, action research, coursebookbased, syllabus alignment
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Estonian upper secondary EFL teachers and teaching writing
    (Tartu Ülikool, 2026) Kiik, Laura; Tammekänd, Liina, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    Writing texts is a useful everyday skill that facilitates thinking and learning and is usually taught in language classes. Considering that foreign language teachers may have considerable influence on students’ writing skills, the aim of this thesis is to examine the teaching practices of Estonian EFL on the upper secondary level in regard to writing. The data is collected through a survey, semi-structured interviews, and textbook analysis. The literature highlights the common functions of writing and how to teach writing as a general skill. The results show that teachers’ practices partially overlap and are largely motivated by the examination requirements.1 Keywords: English as a Foreign Language (EFL), writing instruction, written production, upper secondary, examination
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Creating and testing a universal literature module for upper secondary school English as a foreign language classes to enhance book analysis skills
    (Tartu Ülikool, 2026) Kaldasaun, Sandra; Rein, Eva, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    The aim of this MA thesis was to create a four-week module for upper secondary EFL teachers to use. The module would support students’ book reading and help develop their book analysis skills. The three first sections of the study discuss the importance of reading both in a first language and in a foreign language. These sections also provide an overview of reading as a cognitive process and how it affects reading motivation. In addition, the concepts of literature and literary analysis as understood in this thesis are explained. Lastly, the use of literature in English as a foreign language lessons is viewed alongside with how literature is related to the module. The three last sections give an overview of the module, the methodology, piloting the course and its results. The results show that the four-week reading module motivated students to start reading their books earlier and more consistently. The various tasks also made them think about the book from different perspectives, which contributed to enhancing their literary analysis skills. Keywords: reading module, reading in a foreign language, in class board game, literary analysis
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    ENG: written feedback practices of EFL teachers on upper secondary school students’ essays: a case study of Narva
    (Tartu Ülikool, 2026) Gurova, Diana; Leijen, Djuddah A. J., juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    This thesis investigates written feedback practices on students’ essays among EFL teachers in Narva upper secondary schools. The study examines what kinds of feedback teachers provide, what criteria and approaches guide their feedback practices, what difficulties they encounter, and whether they are able to distinguish between human-written and AI-generated feedback. The thesis consists of an introduction, two core chapters and a conclusion. The first chapter presents the theoretical background of written feedback in EFL writing and the role of AI in feedback. The second chapter describes the empirical study, research methodology, questionnaire data collection, and analysis of the findings. The study provides insights into current feedback practices and teachers’ perceptions of AI-generated feedback in EFL writing instruction. Keywords: written feedback, EFL writing, AI-generated feedback, essay, upper secondary school.
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    English varieties in EFL listening materials: a solutions coursebook analysis and the design of supplementary worksheets
    (Tartu Ülikool, 2026) Espenberg, Merilin; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    This thesis studies how English varieties are represented in the listening materials of the Solutions coursebook series and how learners could become more familiar with a wider range of English accents. It begins by outlining the global use of English, the role of accent variation in listening, and previous research on how varieties are presented in teaching materials. The study then analyses 308 listening tracks from three coursebooks at pre-intermediate, intermediate and upper-intermediate levels and reveals a clear dominance of British English, with only limited inclusion of other varieties. In addition, supplementary worksheets introducing American, Australian and Indian English were developed. Finally, feedback from three practising teachers is summarised, showing how such materials could support learners in becoming more confident when listening to different accents. Keywords: English varieties, EFL listening, coursebooks, World Englishes, teaching materials
  • Pisipilt
    listelement.badge.dso-type Kirje , listelement.badge.access-status Avatud juurdepääs ,
    Creating and piloting humour-based activity sets for On Screen B2 and B2+ coursebooks
    (Tartu Ülikool, 2026) Černišova, Bret; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
    The present thesis explores how humour can be used purposefully in upper-secondary English as a foreign language (EFL) classrooms to support B1–B2 vocabulary revision and learner engagement. It introduces a set of joke-based slide decks aligned with On Screen B2/B2+ vocabulary content. Chapter 1 reviews key humour theories, common joke formats, research on humour in classrooms and EFL contexts, and vocabulary-learning principles (spacing, retrieval, linked skills). Chapter 2 describes the design, classroom piloting and iterative refinement of 13 activity sets in face-to-face lessons, using teacher debriefs and learner comments to evaluate feasibility, alignment and Common European Framework of Reference for Languages (CEFR) and Estonian National Curriculum (NC) relevance. Keywords: humour in EFL; vocabulary revision; joke-based materials; B1-B2 students