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    Interactions in the multilingual classroom : a case study of teacher beliefs and student attitudes on L1 use in multilingual classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Tan, Siaw Ping
    The subject of L1 use in target language classrooms has been the object of debate among practitioners of second and foreign language teaching. As second language learners are de facto speakers of another language, student use of L1 remains a core feature of second language (L2) or target language (TL) classrooms, making the L1 almost impossible to eliminate. Despite increasing literature supporting the L1 as playing instrumental cognitive and affective roles that enhance L2 or TL learning, the English-only approach has been preferred and prescribed by both official and non-official policies in English Language Teaching. This thesis explores English language teacher beliefs and student attitudes about L1 use in multilingual classrooms in a New Zealand university language centre. A mixed method approach has been employed in order to obtain a more holistic view of the participants’ beliefs and attitudes. Results indicate that despite an English-only rule, both teachers and students view L1 use in the classroom setting as a potentially beneficial language learning tool - especially at lower levels. However, teachers and students generally perceived English as the preferred in-class instruction language due to the students studying in a New Zealand university environment. Tensions emerged when the teachers perceived an over-reliance on student L1 use in the classroom most especially due to lack of English language proficiency and/or lack of interest to participate in classroom activities in English. The thesis concludes with recommendations on how the monolingual rule can be modified to reflect the multilingual classroom environment and how students could be made more aware of classroom expectations in a New Zealand university prior to arrival.
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    A longitudinal study of responses to in-service teacher education by Vietnamese English language teachers : a thesis presented in fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University
    (Massey University, 1998) McCook, Fiona Constance
    This study seeks to provide an insight into aspects of Vietnamese classroom interaction and teaching practices which are identified as fundamental by language teachers. It examines the responses, among Vietnamese high school teachers, to in-service teacher education using elements of the reflective model to inform the longitudinal research design. The subjects for the study are 15 teachers nominated for an in-service course at the Binh Dinh Department of Education. The focus of this research, the primary data, comprises diaries and questionnaires collected before, during, and after the in-service programme over a period of seven months. Supplementary information, secondary and peripheral data, used to interpret and inform the analysis of primary sources, comprises observation notes, audio diary entries, teacher belief questionnaires and student questionnaires. Content analysis reveals that teachers are concerned primarily with student response in class, that is, the displays of emotion in relation to the lesson, and student language performance. Performance is conceptualised as accurate reproduction of prescribed texts. In addition, the teachers' reflections foreground the primacy of the teacher-student relationship and the collective orientation of classroom activity. In a culture that does not emphasise trial and adaptation teachers also show a correspondingly low tolerance of ambiguity and a rejection of anything judged to be ad hoc. "Tried and true" methods are preferred. Confidence is cited as a major reason for not attempting new techniques in the classroom pointing to a need for a mentoring relationship between teacher educators and teachers in future in-service programmes. There is a higher than expected rate of reflectivity in diary entries though this is confined chiefly to evaluations of directly observable student behaviour. There are few attempts to probe reasons for performances that fail to meet teacher expectations. The study concludes with a model of the reflective teacher educator process.
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    The research culture in an English as a foreign language Thailand university context: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2014) Kiatkheeree, Parussaya
    This study investigates the research culture of lecturers teaching English as a Foreign Language (EFL) in Thai higher education. In particular it explores how EFL lecturers get involved in the research process within their institutions. This investigation involved 19 lecturers from two different university settings in Thailand. This study employed a qualitative case study approach and was conducted in four phases. In the first phase, semi-structured interviews were carried out with 13 EFL lecturers from one university. In the second phase, four case studies were selected from the original sample of 13 EFL lecturers. This focused on each lecturer’s research knowledge, details of research experience, and factors influencing their research involvement. In the third phase, a focus group was held with six EFL lecturers from a second university. This looked at factors influencing their research involvement in that context. In addition, document analysis was employed in phases two and three to provide a profile of each university setting. The final phase utilised document analysis to broaden insights into the university research contexts of EFL lecturers. The findings from this study revealed that the EFL lecturers’ research involvement was influenced by a dynamic interaction between internal and external factors. The EFL lecturers each valued research differently. Time constraints, limited research funding and support were major factors affecting their research involvement. The study identified that the EFL research culture was not well developed and the EFL lecturers produced low research outcomes in terms of quantity and quality. The study also revealed that the status of the Thai EFL research culture was negatively impacted by priorities in the wider global research context. The study suggests that the EFL lecturers need more encouragement and support to conduct research as a means of improving their teaching practice in order to enhance students’ English proficiency. Enhancing the research culture may also increase EFL lecturers’ professional status as well as maintaining and increasing the international reputation of the university. In addition, EFL lecturers, universities, the government, and policy makers need to take more responsibility in developing an effective research culture in this area due to its significance in the global economy.
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    The applicability of the writing center and online writing lab to Malaysian tertiary education : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Palmerston North, New Zealand
    (Massey University, 2006) Tan, Bee Hoon
    The importance of writing ability cannot be overstated, be it writing in the first or second language. Yet, students' lack of writing skills remains a constant complaint, especially in the contexts of English as a second language (ESL). In the quest for an intervening mechanism, Writing Centers (WCs) and Online Writing Labs (OWL), originating in North America, have proved effective. The success of Writing Centers seems to lie in their pedagogical approach of "improve the writer, not the writing" and the practice of non-directive and non-judgemental individualised student-centered one-on-one tutoring. This, then, motivated the present research to focus on the applications of WCs and OWLs in ESL tertiary education. The main research question examined is: in what ways are the theory and praxis of the WC and OWL applicable to ESL tertiary contexts of Malaysia? In establishing the applicability of WCs and OWLs to ESL tertiary students in Malaysia, this study conducts a series of thematic investigations on WCs and OWLs in North America, ESL students and writing in English for Academic Purposes and innovations in tertiary education, a case study on the status of English in Malaysia, and a survey on the writing needs and writing support in English at a Malaysian university. A comparison is also made among North American, European and Asian WCs and OWLs. The five investigations culminate in the formulation of a conceptual framework for the ESL WC approach and an action plan to implement the approach. The essence of the WC approach is in the application of writing centers as writing pedagogy, learner support and immersive language learning environments. The present research contributes towards the critical development and application of WCs and OWLs in universities in the Asian region where English functions as a second or foreign language. The initiative is also a pioneer innovation study in the field of WCs and OWLs for its application in Malaysian universities. Hence the study may contribute toward improved writing instruction, a new and comprehensive learner support system in the proposed WC framework, and the relevance of an immersive language learning environment.
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    Written feedback in a freshman writing course in the U.A.E. : instructors' and students' perspectives on giving, getting and using feedback : a dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Second Language Teaching at Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Shine, Elva Anne
    Instructors' frustration with the feedback/revision cycle in a tertiary setting provided the impetus for this study examining the complex issue of written feedback on L2 writing. Areas of contention considered included the type of feedback offered, when to offer it and how to present it to encourage maximum use by students as well as the actual use students made of the written feedback. An ethnographic approach led to three case studies being conducted in academic writing classes in a university in the United Arab Emirates. The students' and the instructors' perspectives were drawn on as well as those of other interested parties including other instructors in the department and writing center tutors. Interviews, focus groups and email exchanges were the principle sources used to gather participants' views. In addition, students answered questionnaires on instructor and peer feedback procedures. Essays were examined in terms of instructor and peer feedback, and the students' responses to that feedback were examined. The data gathered from these sources exposed contradictions and misunderstandings. It appeared that students had little faith in peer feedback but a strong desire for instructor feedback, which they believed they used when revising; however, instructors doubted that most students made any significant use of feedback or even revised productively. Examination of the essays suggested that: instructors did not always offer the feedback they intended to offer focusing more on grammar than content, and sometimes instructors underestimated how much feedback students attempted to act on. The study identified that key problems for students were: understanding the extent of revisions anticipated, knowing what to concentrate their efforts on and knowing how to act on the feedback, especially if they had exhausted their ideas on a topic. In addition, the difficulty of providing clear, usable feedback suggests that rather than relying extensively on written feedback, other ways of assisting students to revise their writing should be considered. The study suggests that feedback that relates explicitly to classroom instruction, and exposure to revision strategies are two techniques that offer a lot of potential for improving students' responses to written feedback. Instructors should also consider making their feedback strategies and expectations of the students explicit. Finally, individual variables mean that it is unlikely that one approach will work for all students; therefore, instructors need to be flexible and respond according to the needs of the student.
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    Motivational influences affecting female long-term learners of English in Japan : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy (Humanities and Social Sciences) in Second Language Teaching, Massey University, Manawatu, New Zealand
    (Massey University, 2010) Watabe, Kathryn Mary
    This study explores the influences that have affected the motivational development of a group of adult Japanese female long-term learners of English. The participants in this study are representative of large numbers of Japanese women who continue to invest significant amounts of time and money into learning English over many years but whose circumstances mean that they do not appear to fit traditional theories of motivation in which integrative or instrumental factors are central. This study also shows that in order to understand the development of motivation in long-term learners it is necessary to consider the individual within the context of a range of wider social forces. I use the Life Stages approach to better understand the way in which the learning situation and experiences of these women have been affected by the reality of their social and domestic roles during different periods in their lives as English students. This study also supports Dörnyei’s theory of the Ideal-L2-Self (2009) as more useful than previous theories of integrativeness, which do not appear to be relevant to the context of these learners, in understanding the motivational development of these women. The study found that the Ideal-L2-Self changed for these women as they moved through the different Life Stages but that it was the Ideal-L2-Self that was able to sustain their interest in studying English despite negative and frustrating learning experiences. The study found that while these women may by some measures not be considered to be serious English students due to the fact that they did not seek to integrate into an English-language community, the experience of being long-term learners of English had been significant in the lives of these women. In particular, as mature students of English, these women have been able to participate in a socially sanctioned activity that allows them to develop an aspect of themselves that is separate to their domestic roles.
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    Keep them coming back : an investigation and analysis of adult eikaiwa classes in Japan : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Second Language Teaching at Massey University, Palmerston North Campus, New Zealand
    (Massey University, 2010) Banwell, Donal Rory Sean
    Eikaiwa, or private English language classes for adults in Japan, can be characterized as being relatively small, having teachers from English-speaking countries and students that are looking for face-to-face interaction in the English language. The aim of this research is to gain a deeper understanding of what goes on in these EFL classrooms. More specifically the purpose is to give a thick holistic description of four adult English language classrooms. The study is located in a qualitative paradigm and uses the ethnographic methods of interviews, focus groups and participant observation to collect the data. The data was collected from four different classrooms in Utsunomiya, a city 100km north of Tokyo. The results of the study can be divided into three major themes. Firstly, the study showed that the sociocultural factors of the context influenced the content and behaviour in these classrooms. Secondly, in this context, unique classroom cultures were formed with participants involved in ‗sociopedagogical relationships‘ as they adjusted to create a comfortable environment with mutual understandings. And lastly, often the sociolinguistic aspects of language learning are given secondary importance as participants focused on the more tangible and easier to understand aspects of language learning. The research suggests that the participants in these classes need a greater awareness of the sociocultural influences on language learning and teaching and the sociolinguistic nature of language use. Implications about classroom practice are drawn in relation to the teaching of intercultural communicative competence (ICC) in conjunction with using certain basic principles from ethnography to address these needs.
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    The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand
    (Massey University, 2006) Yong, Mei Fung
    This classroom-based study provides insights into the nature of collaborative writing in a Malaysian tertiary ESL setting. It tracked the collaborative writing processes of three case study groups over one semester and elicited students' reflections on their collaborative experience. The study focussed on three case study groups formed by nine undergraduates who were enrolled in an academic writing course in a large public university in Malaysia. The individuals volunteered to be involved in the study and they self-selected their group members. Multiple research instruments were used for data collection. The primary data was comprised of audio and video-recordings of the case studies' collaborative writing sessions over three writing tasks. Interviews, journal entries, and a questionnaire supplemented the primary data. The use of various techniques ensured that data collection was sufficiently covered in breadth and in depth. Results showed that the collaborative writing process was a complex phenomenon. The nature of collaboration is influenced by group composition, role flexibility, and task complexity. The findings reveal that familiarity with group members is crucial for group cohesion; it provided a safe and comfortable working environment. Flexibility in role-taking also helped the groups to carry out their collaboration effectively. Leader, contributor, and gate-keeper roles were interchangeable across groups and across tasks except for the scribe role. It was found that as tasks increased in complexity, conflict also intensified. During negotiations and resolutions of conflicts, the students had considered cultural issues, such as sensitivity to face and group harmony. Other affective factors such as cooperation, willingness to share, team spirit, and tolerance aided the collaboration while apathy and domineering behaviour were detrimental. These multiple factors, which differed from one case study to another, shaped the distinctiveness of each group. Nonetheless, findings from the students' transcripts and personal reflections revealed that group collaboration changed and became more positive over time. This study provides a revised definition of collaborative writing. The three case study groups shared some common features, such as mutual interactions, sharing of expertise, conflict, and use of colloquial sentence particles. However, there were other features which were peculiar to each group, namely, self-questioning talk, use of local language, creative use of language, and humour. These features not only mediated the writing processes, but also expanded the students' knowledge construction and language acquisition. Based on the analyses, a number of implications have been drawn regarding the use of collaborative writing in the classroom. The study culminates with several recommendations for future research.