Anglistika magistritööd – Master's theses

Selle kollektsiooni püsiv URIhttps://hdl.handle.net/10062/34702

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Nüüd näidatakse 1 - 20 235

Designing an English for Specific Purposes Course for Lähte Gymnasium Technology Module Students
(Tartu Ülikool, 2025) Varrik, Liidia; Tammekänd, Liina, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The aim of this thesis is to understand the requirements for creating an effective English for Specific Purposes (ESP) course and to design such a language course for the 11th grade Technology module students in Lähte Gymnasium. The first chapter describes the aspects of ESP, such as the concept itself, the teacher’s role, needs analysis, teaching, and assessing, and looks into aspects of course and syllabus design. The third chapter unites the theoretical knowledge into a practical needs analysis, course outline, and discussion of the intended ESP course. Keywords: English for Specific Purposes, course design, syllabus
A Corpus–based study of amplifiers in Latvian EFL learners’ Writing
(Tartu Ülikool, 2025) Vīre, Madara; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The aim of this study is to examine the use of amplifiers in the writing of Latvian learners of English. The investigation is based on data from the LEFL (Latvian EFL Learner) corpus and the GiG (Growth in Grammar) corpus, allowing for a comparison between foreign–language (L2) and first–language (L1) English usage. The focus on amplifiers was motivated by a preliminary analysis, which revealed that adverbs of degree, more specifically amplifiers, produced the highest number of occurrences in the corpus. The most frequent amplifiers – really, very, and more – aligned with findings from previous studies, confirming their status as common modifiers. While adjectives were the most frequently modified items across both corpora, the native speaker data displayed a greater variety of modified words, whereas the learner corpus exhibited a broader range of amplifier. Furthermore, the study explored potential first–language (L1) influence on foreign–language (L2) usage; however, it was concluded that the dataset was too limited in size to draw definitive conclusions regarding this aspect. Keywords: adverbs of degree, amplifiers, corpus linguistics, Latvian EFL learners
EFL ability grouping in Estonian basic schools: teachers’ practices and perspectives
(Tartu Ülikool, 2025) Veresenko, Anna-Liza; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This thesis investigates the practice of ability grouping or temporühmad in English as a Foreign Language (EFL) classroom in Estonian basic schools. Drawing on interviews with eight EFL teachers across six schools, the study explores how teachers perceive and implement ability and attainment grouping or tasemerühmad, the criteria used for group placement, and the differentiation strategies applied within groups. Findings indicate that teachers generally appreciate the structured learning environments provided by ability grouping, as it allows for targeted instruction tailored to students’ learning paces. However, concerns arise regarding the potential for labelling, lowered expectations for slower-paced groups, and logistical challenges in resource allocation. Grouping practices vary significantly across schools, with some initiating placement as early as the second grade and others waiting until the fifth grade. Teachers also highlighted the importance of flexibility and careful observation in determining group movement. The study provides insights into optimizing ability grouping to enhance equity and learning outcomes in EFL contexts on the verge of educational reforms in Estonia. Keywords: ability groups, grouping by pace, differentiated teaching, EFL.
Intersectional narratological analysis of Torrey Peters’ Detransition, Baby
(Tartu Ülikool, 2025) Valgma, Miina; Marling, Raili, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This thesis applies the concept of intersectionality, a relatively underexplored framework in literary analysis, to Torrey Peters’ novel Detransition, Baby (2021). Through the lens of intersectional narratology, it examines the complex identities and queer kinship relationships of the novel’s characters, focusing on how they are both expressed in and reflected through the form of the novel. The thesis includes an introduction that contextualizes the novel and identifies a research gap. This is followed by a literature review that covers identity, gender, transgender identity, intersectionality, queer kinship, and the methodology of intersectional narratology. The analysis is divided into five subchapters, each discussing various formal and thematic narrative elements and how they express intersectional identities and queer kinship within the text. The conclusion summarizes the main findings of the thesis. Keywords: Intersectionality, intersectional narratology, identity, queer kinship
Integrating task-based role-plays into Upstream Upper Intermediate to support speaking skills in a gymnasium context
(Tartu Ülikool, 2025) Trifonova, Natalia; Tammekänd, Liina, 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 task-based role-plays as supplementary materials to the Upstream Upper Intermediate textbook to support the development of students’ speaking skills in a Gymnasium context. The study follows a three-cycle Action Research methodology, evaluating the effectiveness of role-plays in improving fluency, confidence, and real-life communication skills. The first section reviews theoretical foundations of Task-Based Language Teaching (TBLT) and role-plays as a pedagogical tool. The second section presents the design and implementation of role-plays, data collection methods, and an analysis of findings. The thesis concludes with pedagogical recommendations for integrating task-based role-plays into the curriculum. Keywords: Task-Based Language Teaching, role-play, speaking skills, Action Research, English language teaching.
Creating supplementary learning activities for the development of pluricultural competence in a culturally diverse year 6 EFL classroom
(Tartu Ülikool, 2025) Tippo, Johanna Sandra; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
While pluricultural competence is increasingly emphasised in language education policy documents such as the CEFR (2001) and its Companion Volume (2020), its practical implementation in EFL classrooms remains limited. This thesis addresses that gap by designing supplementary English language teaching materials to support the development of pluricultural competence among culturally diverse sixth-grade learners in Estonia. The thesis consists of an introduction, two core chapters and a conclusion. The introduction states the motivation for the thesis and describes its structure. The first chapter provides a theoretical foundation, exploring concepts such as culture, pluricultural competence and the CEFR’s role in shaping pluricultural education. The second chapter presents the methodology for and design of five CEFR-informed worksheet sets supplementing the coursebook Academy Stars 6. The thesis ends with a conclusion summarising the most important aspects of supporting pluricultural competence in the EFL classroom. Created materials are included in the appendices. Keywords: pluricultural competence, CEFR, English language teaching, materials development, intercultural communication
Exploring dialogue in RPG video games: an additive multi-dimensional approach
(Tartu Ülikool, 2025) Rüdein, Janely; Padrik, Jane, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
Although video games increasingly capture the attention of global audiences, their function as input for second language acquisition remains unaddressed in current research. This thesis aims to provide a detailed description of dialogue in role-playing games (RPG) by conducting an additive multidimensional analysis on The Video Game Dialogue Corpus, focusing on the characteristic features of RPG dialogue, its comparison to written and oral registers, and the possible effects of subcategories, such as ratings, on dialogue. The thesis is divided into two chapters: the first chapter describes video games and previous research on video game dialogue, and the second chapter contains the empirical analysis. The results of the analysis establish the RPG dialogue as a complex register, combining features of spoken and written language. Keywords: video games, role-playing games, video game dialogue, corpus linguistics, additive multidimensional analysis, multidimensional analysis.
Creating and implementing collaborative learning activities in English as a foreign language classroom in upper secondary school
(Tartu Ülikool, 2025) Rosenthal, Elis; Torn-Leesik, Reeli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This MA thesis focuses on the implementation of collaborative learning activities in English as a foreign language lesson. The aim of the MA thesis was to create and carry out collaborative learning activities in English lessons, to see how collaborative learning affects students’ engagement, and to find out what the possible challenges that may come up while carrying out the activities are. The first part of this thesis provides an overview of the elements, the importance, and the possible challenges of collaborative learning. The second part focuses on the implemented collaborative learning activities in which students participated. The activities created for the study accompany two student’s books: the Upstream upper intermediate (B2+) and advanced (C1) language level books. 13 form 11 and 12 form 12 students participated in this study, and the activities were carried out in English lessons over a period of one month. The results of this study show that the students preferred to work with the students they were already more comfortable with. The results also show that the students liked being engaged in meaningful discussions. Key words: collaborative learning, English as a foreign language
"Speaking in English for students in the pre-school teacher curriculum" - creating an English-speaking course for university students in the pre-school teacher curriculum
(Tartu Ülikool, 2025) Otti, Rando; Sigus, Anneli, juhendaja; Kärtner, Piret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The current thesis aims at compiling an optional English-speaking course for university students who are studying to become kindergarten teachers. The created course focuses on developing the learners´ speaking skills in a way that the learners’ self-efficacy and language strategies use both in class and independently outside classroom would increase. The course consists of 3 ECTS for which eight in-person lessons and eight optional Zoom lessons were planned. The course is piloted on a group of pre-service kindergarten teacher students. Qualitative methods were applied to assess the effectiveness of the created course. The course is carried out with eleven kindergarten teacher university students from February 2025 to June 2025 in Narva College of the University of Tartu. A questionnaire of two parts is administered to the students at the beginning, middle and end of the course. Based on the results of the questionnaire initial spikes in regard to willingness to communicate, self-efficacy, learner autonomy, and language learning strategy use could be seen; a viewpoint which is also indicated in the form of classroom observations by the teacher. The thesis consists of two parts. The first part focuses on Learner Autonomy, Self-Efficacy, Language Learning Strategies, Willingness to Communicate, and Course Design, while the second part focuses on the creation and implementation of the course. Keywords: Learner Autonomy (LA), Self-Efficacy (SE), Willingness to Communicate (WTC), Language Learning Strategies (LLS), and Course Design (CD)
Creating a CLIL course for teaching intercultural communication to Estonian gymnasium students
(Tartu Ülikool, 2025) Nemvalts, Madli; Türk, Ülle, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The present thesis aims to design a CLIL elective course on Intercultural Communication for Estonian upper secondary school students, enhancing their intercultural competence while developing their English proficiency. The thesis consists of an introduction, two main chapters, and a conclusion. The introduction explains why this thesis was written and briefly describes its structure. The first chapter outlines the theoretical background of intercultural communication and the CLIL methodology, focusing on their relevance in the educational context. The second chapter describes the development of the course, its structure, learning outcomes, and an overview of the lessons, for which lesson plans and materials were created. The thesis ends with a conclusion that summarises the main points about CLIL, intercultural communication, and the course created. The course outline, five lesson plans and materials of those lessons are included in the appendices. Keywords: CLIL, intercultural communication, elective course, foreign language
Bridging history and language: developing CLIL lesson plans to teach World War II to year 9 learners
(Tartu Ülikool, 2025) Kruusaauk, Kairi; Türk, Ülle, juhendaja; Valang, Ann, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This MA thesis explores the implementation of Content and Language Integrated Learning (CLIL) to teach Estonian history, specifically the period of 1939-1941, to Year 9 students in a basic school in central Estonia. The study was conducted as a qualitative case study and aimed to investigate (1) students’ perceptions of learning history in English, (2) how to compile an effective CLIL lesson plan, and (3) teachers’ perspectives on implementing CLIL. The lessons were designed by the author and delivered by an English teacher. Data were collected through classroom observations, student questionnaires, and teacher reflections. The results suggest that CLIL can enhance student motivation and support both language and content learning, particularly through interactive tasks such as quizzes and role-play. However, the study also revealed challenges, including students’ varied language proficiency levels, time constraints, and increased teacher planning demands. The thesis includes a literature review, a description of the lesson planning and implementation process, data analysis, and a conclusion. Lesson materials are teacher notes included in the appendices.
An ecolinguistic analysis of I Love English textbooks 5-7
(Tartu Ülikool, 2025) Kisler, Kristiina; Marling, Raili, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The aim of this thesis is to determine how environmental topics are represented in I Love English textbooks 5-7 in the broader context of developing environmental education and critical language awareness in the EFL classroom. For this, an ecolinguistic analysis of the language features in the textbooks was conducted and the reoccurring ideologies identified. The analysis identified the presence of beneficial, destructive and ambivalent discourses about nature. Ways in which the destructive and ambivalent language choices could be addressed by the teacher were proposed, to support the development of critical language awareness.
Syllabus design of an English for vocational purposes course for welding and metalwork students using task-based teaching
(Tartu Ülikool, 2025) Karafin, Maris; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This study aims to integrate English for Vocational Purposes content with task-based teaching to develop a syllabus for a 22-hour introductory metalworking course tailored for first-year metalworking and welding students at Tartu Vocational College. The primary objective is to design a syllabus with authentic and relevant pedagogical tasks, enabling students to acquire field-specific terminology and enhance their language proficiency for realistic workplace scenarios. The thesis consists of an introduction, two principal chapters and a conclusion. An outline of English for Vocational Purposes and related branches and terms can be found in the introduction. The first chapter provides a comprehensive literature review covering necessary concepts, including syllabus design, task-based teaching methods, task design, and an overview of needs analysis. The second chapter is dedicated to empirical research describing the needs analysis process culminating with task design and subsequent syllabus formulation. The thesis concludes with a discussion, including appendices such as example tasks and other related documents. Keywords: EVP, task-based teaching, tasks in TEFL
Designing and testing a data–driven collaborative EFL activity for 8th grade
(Tartu Ülikool, 2025) Eskla, Jane; Türk, Ülle, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This MA thesis aims to explore how a computer-supported collaborative writing task can influence 8th-grade students' attitudes toward collaboration and how these attitudes are reflected in their behaviour during the task. The study was set in an Estonian EFL classroom and focused on supporting meaningful collaboration through a structured task design and the use of the CoTrack learning analytics platform. The first chapter provides a literature review of collaborative learning theory, the foundations of effective group work, and the role of technology in supporting collaboration in EFL settings. The second chapter outlines the research methodology, based on a single-cycle action research design. It presents the structure of the collaborative writing task, describes the use of CoTrack to collect participation data, and explains the combination of research tools used to assess student engagement. The chapter goes on to present and analyse the results, comparing the students’ reported attitudes with their actual classroom behaviour. It offers insights into which factors supported or hindered meaningful collaboration, and how task design and digital tools impacted the quality of engagement. Based on these findings, the chapter concludes with actionable recommendations grounded in both classroom evidence and theory. This MA thesis aims to explore how a computer-supported collaborative writing task can influence 8th-grade students.
Enhancing 8th graders' writing skills through the critical use of AI technology in the EFL classroom
(Tartu Ülikool, 2025) Alberg, Siiri; Tammekänd, Liina, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
This thesis investigates how ChatGPT, a generative AI tool, can be used to support 8th-grade EFL students in developing their writing skills while fostering critical and independent thinking. The theoretical part reviews recent research on AI in education, language learning, and teaching writing skills. The empirical study examines student experiences through classroom-based tasks, questionnaires, and interviews. The analysis highlights how AI can support writing when guided by thoughtful pedagogy. The discussion reflects on educational implications, limitations, and future directions. The study contributes to understanding responsible AI use in language education. Keywords: AI in education, EFL writing, ChatGPT, critical thinking, language learning
The Use of Drama-Based Activities in Teaching Narrative Tenses to 6th-Graders
(Tartu Ülikool, 2024) Valdre, Liis; Rein, Eva, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The present master’s thesis aims to create materials for teaching the English narrative tenses (past simple, past continuous, past perfect) in the 6th grade using drama based activities. As grammar should be taught in context, while making sure that the lessons are engaging for the students, drama is a method that is worth considering and testing. The thesis focuses on the following research questions: 1) How does using the prepared materials that incorporate drama elements affect the way students perceive the concepts of past simple, past continuous and past perfect tenses? 2) How does using drama to teach these tense forms impact the students’ behavioural and emotional engagement during the lessons? 3) What improvements should be made to the materials based on the data gathered during the testing period? The thesis is divided into two main parts. The first part provides an overview of the benefits of and problems in using drama to teach English as a foreign language along with discussing the different drama-based activities that can be used to teach English as a foreign language and gives an overview of the concepts of emotional and behavioural engagement. The second part describes the research carried out, including the process of designing the lesson plans and conducting the lessons with 6th-grade students in an EFL classroom, gathering and analysing data. The conclusion summarises the main findings of the thesis.
The teaching techniques that support the development of students with higher language proficiency in mixed-ability EFL classes
(Tartu Ülikool, 2024) Tomlinson, Berit; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
According to the contemporary approach in teaching, a teacher needs to consider each student’s abilities and the will to learn. It is a common situation to teach mixed-ability classes where students’ level of English and motivation may vary tremendously. To support and provide successful strategies and tools for a teacher, the study focuses on inquiring teaching techniques that are recommended for teachers who work with students with higher language proficiency in EFL classes. The research consists of an empirical study to find the answers to following research questions: How can teachers motivate students with higher language proficiency and keep them engaged in mixed-ability EFL classes? How do different modification techniques affect the engagement and motivation of the students with higher language proficiency in EFL classes? The aim of the study is to examine the effects of modifying content, process, and product of an EFL course and how that can encourage, engage, and motivate EFL learners with higher language proficiency. The study group consists of five 13- and 14-year-old students in year 7 in an EFL class of 17 students. The study group was chosen due to the fact they are part of a mixed-ability class with profound differences in educational ability.
Integrating Goal Setting into Vocabulary Learning Activities to Support Self Regulated Learning Among Grade 7 Students in English as A Foreign Language Lessons
(Tartu Ülikool, 2024) Paadimeister, Erika; Zagura, Natalja, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The motivation for this paper arises from the importance of supporting and guiding students to become more independent in their studies. One of the strategies is implementing self-regulated learning (SRL). SRL skills help students to become effective learners who can take charge of their own learning processes. Therefore, understanding and promoting SRL is essential for enhancing students' academic success and contribute to their overall development. The aim of this thesis is to explore how goal setting and study planning may influence students' performance in vocabulary tests. The aim of the thesis is to answer two research questions: 1. How can the students of grade 7 be supported in applying goal setting in their vocabulary development? 2. How does consistent vocabulary study correlate with the results in vocabulary assessments over time? The present master’s thesis consists of an introduction, two main chapters, a conclusion, a list of references, and seven appendices. Chapter 1 provides a literature review discussing the meaning and importance of SRL. It also introduces various SRL models, explores SRL application in foreign language classrooms, and examines the role of teachers in supporting SRL. Additionally, it discusses the significance of goal setting as the first step in SRL and provides an overview of vocabulary acquisition in EFL classroom. Chapter 2 offers an overview of a study conducted among 7th grade students in a city school located in the north of Estonia. The study aimed to understand how goal setting in vocabulary learning could improve students' performance. The master’s thesis concludes with a discussion summarising the key findings and conclusions of the study, followed by a list of references. All the questionnaires administered and vocabulary tests employed in the research are included in the appendices.
Developing Year 10 Students' Willingness to Communicate with a Task-Based EFL Speaking Course
(Tartu Ülikool, 2024) Ong, Kairi; Sigus, Anneli, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
The thesis investigates teaching oral English in 10th grade in an Estonian state gymnasium with a task-based speaking course and evaluating students’ perceived willingness to communicate and competence in speaking. The research aims to find out what effect will a task-based EFL speaking course have on students' willingness to communicate and their perceived competence in speaking English. The speaking course had 30 contact lessons of 45 minutes. During the action research, 21 mostly open-ended speaking tasks and a number of additional activities, five getting-to-know and 10 warm-up activities for starting the lessons, suitable for year 10 students, were compiled and tried out with two groups of EFL learners of 10th grade, 33 students in total, in January and February 2024. Teacher notes from the implementation stage are added to the description of tasks, in Appendix 1. After the course, a questionnaire was filled out by the students about their willingness to communicate in English before and after the course, as well as their perceived competence in speaking English, and feedback was asked to the tasks and the course in general. The last part of the action research is a reflection of the findings and discussion on the future, as all of the students who participated, think that open-ended speaking tasks in a cooperative environment should be a natural part of English lessons at the gymnasium level.
ENG: Using the VirtualSpeech platform to develop oral interaction skills in the EFL classroom in an Estonian upper secondary school: an action research project
(Tartu Ülikool, 2024) Niilisk, Lauri; Türk, Ülle, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Maailma keelte ja kultuuride instituut; Tartu Ülikool. Anglistika osakond
English is taught as a foreign language in Estonia, and thus, students face challenges accessing English-speaking environments. This thesis explores the potential of virtual reality (VR) for providing immersive language learning experiences, thereby enhancing language acquisition and motivation. Specifically, it investigates the use of conversation with ChatGPT on the VirtualSpeech platform to improve oral interaction skills among upper secondary school students. According to the purpose of the study, an action research project was conducted, and qualitative methods were applied to analyse the gathered data. 22 upper-secondary-school students participated in a four-week intervention. First, the students were provided with input in the form of texts, words with collocations and example sentences, followed by exercises, and discussion about a topic. Later, they were led to interact with ChatGPT on the VirtualSpeech platform. The intervention took place from October to November 2023 in an upper-secondary school in Estonia. Two feedback questionnaires were filled in during and after the intervention. The thesis consists of an introduction, two main chapters, a conclusion, a list of references and six appendices. The introduction identifies the research gap based on previous research, presents the research questions and outlines the structure of the paper. The literature review focuses on applying VR and chatbots in the EFL context. The methodology section describes the action research, presents the results, the analyses of the students’ feedback questionnaires and provides suggestions for future practice. The conclusion summarises the thesis

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