Browsing by Author "White CJ"

Now showing 1 - 4 of 4
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    Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories
    (Taylor and Francis Group, 2023-04-24) Qi GY; Skyrme G; White CJ
    This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through our examination of the lived experiences of three Chinese female doctoral students who, though enrolled as internal students in our New Zealand university, were prevented by the pandemic from returning from their Spring Festival sojourn to China, and continued their study by distance. We employed narrative analysis to deeply engage with their stories shared in diaries and one-on-one interviews, alongside social media interactions. These revealed a strong commitment to study emanating from answerability toward their research projects, already underway, and agentive actions to maintain peer-to-peer academic and emotional support, enabling resilience and reflexivity about personal values and needs. Learning from this experience, we emphasize in our model the need to nurture important bonds between students, their peers and their supervisors in online environments.
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    Identity and self in e-language teaching
    (Multilingual Matters, 2009) White CJ; Ding A
    No abstract available
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    Language learning strategies in independent language learning: an overview.
    (Multilingual Matters, 2008) White CJ
    The notions of independence, autonomy, and control in learning experiences have come to play an increasingly important role in language education. A number of principles underpin independent language learning – optimising or extending learner choice, focusing on the needs of individual learners, not the interests of a teacher or an institution, and the diffusion of decision-making to learners. Independent language learning (ILL) reflects a move towards more learner-centred approaches viewing learners as individuals with needs and rights, who can develop and exercise responsibility for their learning. An important outgrowth of this perspective has been the range of means developed to raise learners’ awareness and knowledge of themselves, their learning needs and preferences, their beliefs and motivation and the strategies they use to develop target language (TL) competence. In this chapter I begin with an overview of the concept of independent language learning, and of the particular contribution of language learning strategies to this domain. I argue that a fundamental challenge of independent language learning is for learners to develop the ability to engage with, interact with, and derive benefit from learning environments which are not directly mediated by a teacher. Drawing on learner conceptualisations of distance language learning I argue that learners develop this ability largely by constructing a personally meaningful interface with the learning context, and that strategies play a key role in this regard. In the latter half of the chapter I focus on a series of landmark studies, identifying how they illuminate important aspects of independent language learning, extend our understanding of strategies and strategy development, and provide insights into how students use strategies within independent learning contexts. The following three sections provide historical and theoretical background, while the two main sections in the remainder of the chapter provide a state of the art overview of language learning strategies in ILL.
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    The theory and practice of technology in materials development and task design
    (Cambridge University Press, 2010) Reinders H; White CJ
    Technology nowadays plays a prominent role in the development of language learning materials, both as a tool in support of their creation and as a means of delivering content. Increasingly, technology is also used to support the individual’s language learning process and to extend language learning opportunities outside the classroom. The development of materials is still largely a practitioner-led practice, not always clearly informed by theories of learning (Chapelle 2001). In this chapter we aim to firstly identify the distinctive features of computer-assisted language learning (CALL) materials versus traditional non-CALL materials, and how these features affect their development. Theoretical principles for task design in CALL are reviewed followed by examples of current practice in CALL materials development discussed from a practical, pedagogical, and a theoretical perspective. We conclude by identifying a number of issues that are likely to affect future developments in this area.