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Item Secondary school English language teacher agency in the aftermath of COVID-19 crises : a study from a West Sumatran Region, Indonesia : 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, 2025-11-26) Yuliandri, YuliandriThe COVID-19 pandemic saw the prompt shift to Emergency Remote Teaching (ERT), which was challenging for both learners and educators worldwide. This study explores the experiences of secondary school English language teachers working within a resource-limited setting of Lima Puluh Kota Region, West Sumatra, Indonesia. It focuses not only on the ERT period but also on the re-transition to face-to-face teaching post-pandemic. It seeks to answer two research questions: 1) What adjustments did English language teachers make to their practice during and after the pandemic lockdown period, and how did they perceive and articulate these experiences? 2) How did the teachers exercise their agency, negotiate their professional identities, and manage their emotions in response to these experiences? This study adopts a qualitative dominant mixed-methods design. Descriptive statistics and thematic analysis are employed to analyse data which was collected from teachers from July to November 2022 through a survey (n=63), two rounds of interviews (n=10), and classroom observations (n=10). The findings indicated that while the teachers were emotionally affected by the abrupt shift to ERT, which was intensified by Digital Divide issues, they tried to negotiate the availability of resources and use their agency to find ways to continue teaching. Some were able to discover benefits beyond the difficulties as ERT exposed them to digital technologies, a wide range of learning modes, and opportunities to pursue professional development (PD). Throughout and after the pandemic, teachers actively negotiated their professional identities, which contributed to their professional growth and increased reflexivity on their current and future practices. This shifted their perspectives about teaching and learning and the role of technology, which proved useful when they encountered challenges re-transitioning to face-to-face classrooms. This study contributes to the literature by 1) adding evidence of how English language teachers exercised their agency during and after the pandemic and illustrating the temporal and contextual aspects involved in the process, 2) revealing different pathways of professional identity negotiation, and 3) breaking down the interplay between agency, identity, and emotions, and outlining the significant role of emotions in both enactment of agency and professional identity negotiation. In addition to these theoretical contributions, practical implications, which focus on the need for school technology infrastructure in the region, and tailored teacher professional development at both school and MoE levels to foster student teachers’ and experienced teachers’ awareness of the intersection of agency, identity and emotion in the teacher education curriculum and training programmes, are discussed.Item A cultural learning approach to acculturation : teaching and learning between native English-speaking teachers and university students in Southwest China : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Communication at Massey University, Wellington, New Zealand(Massey University, 2025-08-31) Zhou, ZhidanThe globalisation of education has affected the teaching dynamics of native English-speaking teachers (NESTs) in the Chinese higher education system. The roles of NESTs are challenging and require a nuanced understanding of teaching effectiveness, cultural intelligence (CQ), and leadership in higher education. This study explores the complex and dynamic roles of NESTs in Chinese higher education, focusing on their teaching practices, CQ, and leadership contributions. Forty-five Chinese students, 15 NESTs and five Chinese university leaders (CULs) from Southwest China participated in semi-structured interviews. Findings highlight that the pedagogical practices of NESTs were viewed positively for practical language application but criticized for being culturally incompatible. Instructional outcomes showed that perceived immediacy positively influenced affective and behavioral learning but did not affect cognitive learning. In addition, CQ plays a crucial role in shaping NESTs’ teaching strategies, classroom engagement, and adaptability to diverse learning needs. Participants who described CQ-aligned practices reported more adaptive teaching and richer student participation. NESTs play an important leadership role in improving students' language skills and cultural knowledge. NESTs are credited with providing authentic language environments, innovative teaching methods, and cultural insights that enhance students’ language and cultural understanding. Despite these positive contributions, NESTs have faced various challenges in their leadership role. This study emphasizes the need for culturally responsive teaching, professional development for NESTs, and collaboration between NESTs and institutions, deepens the understanding of NESTs’ contributions to instructional communication, and offers suggestions for improving intercultural communication in global academic contextsItem Changes in beliefs of pre-service teachers in an ESP teacher education programme in Vietnam : 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, 2019) Đặng, Thị Vân AnhPre-service English for Specific Purposes (ESP) teachers’ belief change has been under-researched, so little is known about how and why their beliefs change over their teacher education programs. This study aimed to identify beliefs about ESP teaching of pre-service teachers in an ESP teacher education programme in Vietnam; explore how their beliefs changed after the ESP teaching methodology course and after the practicum; and identify factors that influenced their belief changes. A qualitative case study approach and a multiple-case study design were employed to investigate the belief changes of twelve pre-service ESP teachers. Over a six month period, data were gathered through the employment of semi-structured interviews, reflective journals, observations, and stimulated recall interviews. These qualitative data went through two main analysis processes (within-case and cross-case analyses) and were analysed inductively, deductively, comparatively, and chronologically with the support of the NVivo software program. These comprehensive processes of data collection and analyses resulted in significant research findings. The findings revealed that the pre-service ESP teachers held a wide range of initial beliefs about ESP teaching before they were provided with theory and practice about ESP teaching. These initial beliefs, which originated from their ESP learning experiences in the teacher education programme, were found to have a number of distinctive features and were susceptible to change. The pre-service ESP teachers’ beliefs tended to change in six ways and follow two key processes of belief change. The findings also revealed a wide variety of contextual and internal factors that, despite playing different roles, exerted integrated influences on their beliefs. Therefore, this study highlights the importance of not only the ESP teacher education program but also the pre-service ESP teachers themselves in the development of their beliefs about ESP teaching. The findings from this study shed fresh light on the development of beliefs about ESP teaching of pre-service teachers in an ESP teacher education program. Insights into the complexity of their belief change processes will not only facilitate the development and improvement of ESP teacher education programmes in the future but also provide a basis for further research into this unexplored area.Item Teacher perspectives on the development of business English programmes in the Thai tertiary context : 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, 2019) Amatayakul, PanithiBusiness English has emerged as an important aspect of English for Specific Purposes in Thailand and is currently provided as an undergraduate programme in about one third of all universities. However, to date we know relatively little about how the Business English programme has been developed in the Thai tertiary context. The current study aimed to explore the development of Business English programmes in the past, present, and future, through the perspectives of Thai tertiary teachers. Firstly, the development of Business English programmes in two university contexts was explored, based on retrospective interviews with five experienced teachers. In addition, a survey which included open-ended scenarios was completed by Business English teachers (N=84) from throughout Thailand (North, Northeast, Central, and South), regarding their contemporary perspectives on Business English in the Thai tertiary context and future prospects for the field. Finally, in-depth interviews were conducted with 13 Business English teachers, focusing particularly on their contemporary perspectives on Business English and the trajectory of Business English as a tertiary subject. Overall, the findings revealed that the contemporary tertiary Business English programmes emerged from both bottom-up and top-down initiatives, and were shaped by local factors such as ongoing changes to curriculum and teaching practices. The development of the programmes was also influenced by a combination of external factors, including the government policy, English as a Lingua Franca in the Asia region and global pressures. The teachers who participated in this study thought that the future changes would be in line with these contemporary changes. It was also evident that future programmes might continue to face both internal and external challenges. The thesis concluded by reflecting on future challenges which needed to be addressed and the resulting implications for research, professional development, and practice.Item Factors that influence the implementation and practice of team-teaching for English and Social Science teachers in secondary innovative learning environments in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirement for the degree of Master of Education (Educational Administration and Leadership) at Massey University, Palmerston North, New Zealand(Massey University, 2019) Robinson, Amanda JoyTeam-teaching in secondary school innovative learning environments (ILEs) in New Zealand is an emergent area of pedagogical practice and there is currently no research exploring the ways it can be supported by school leaders. Team-teaching has emerged as a result of national and global changes in education policy over the past decades. Both ILEs and team-teaching are viewed as providing a pathway to increasing specific knowledge, competencies and dispositions for students in the face of significant global changes. The purpose of this research was to: a) identify important factors that influence the implementation and practice of team-teaching in secondary school ILEs, and; b) seek methods school leaders might employ to optimise factors that influence teachers in their team-teaching practice. Much research has been done about team-teaching at primary level and in inclusive education settings internationally. However existing research largely focuses on the pedagogical practices teachers might use and has not been focused on the leadership of team-teachers in mainstream secondary schools or ILEs. This research aimed to contribute to the literature by examining the specific contextual factors presented by team-teaching in secondary ILEs in New Zealand, and the ways school leaders might optimise these factors. The sample groups for this research were drawn from English and Social Science teachers and heads of department (HoD) from six secondary school ILEs in New Zealand. The research spanned two phases, drawing on a mixed-methods approach to conduct semi-structured interviews with a small sample, before conducting a survey with a larger group of teachers and HoDs. The findings of this research largely reinforce the literature on team-teaching as similar factors were identified. A new contribution is made by considering how time is interconnected with professional relationships, along with the importance of evaluating the impact of changes in practice on students. Collectively, these interconnected factors influence teacher motivation. Additionally, the formation of individual teacher identity is reconceptualised for those team-teaching in highly visible ILEs, when the mitigating effect of career stage is considered. This research also highlights the increased time, space and support that teachers and HoDs require to develop their relational practice to create effective team-teaching partnerships in secondary school ILEs due to their involvement in multiple teams. It is concluded that school leaders may need to re-evaluate the process of supporting teacher change and pedagogical adaptation for those working as team-teachers in secondary ILEs in New Zealand.Item Identity-agency and life-course agency of English teachers in Tegal City, Banyumasan area, Indonesia : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand(Massey University, 2018) Nur'Aini, SitiThis study explores the identity formation of English teachers in Tegal City, Banyumasan area in Central Java, Indonesia. It draws on the frameworks of identity-agency and life-course agency within three different contexts: Ladang High School teachers, Ladang Private Tuition Centre teachers, and Ladang University pre-service teachers. It seeks to answer two research questions: 1) How does identity-agency support pre-service teachers in Tegal City to develop their professional identity? 2) What experiences contribute to the identity formation of English teachers in Tegal City within their life-course agency? A dialogical approach is used to analyse data to develop insights into how each of the nine participants exercises his/her agency in the complexity of their relationship with their social environments and values, significant others, and how they forge and navigate different pathways in making their professional identity. This study employs a qualitative approach and uses case study methods. Data was gathered through semi-structured interviews, classroom observation, narrative accounts, photographs, documents, and online contact. The first data collection stage was conducted from December 2015 to February 2016 and included site visits, observations, interviews, narrative accounts, and document collection. A researcher’s journal and field notes were used as supportive data. The second stage was conducted from August to September 2016. It was conducted through follow-up interviews and revisiting each research site to collect photographs and additional documents. The findings indicate that diverse elements contribute to the shaping of identity through life-course agency and identity-agency: religion, learning experiences, family members, regulations, and social contexts where these participants chose a particular action, changed or dropped a decision, and in so doing, they exercised their agency. Initial contact with English was generated from family members, media idols, or objects such as brochures and leaflets written in English. The teacher participants’ narratives indicated that they did not plan to be English teachers, but their journey and complex trajectories had led them to the profession. By way of contrast, the pre-service teachers’ narratives indicated that they majored in English education to be English teachers, but they ended up using English differently to shape their identity. The study concludes with implications for theory and practice arguing that the frameworks of identity-agency and life-course agency can be useful development tools for understanding both teachers’ professional lives and their trajectories in Indonesia.Item Indonesian EFL teachers' perceptions of the influence and role of professional development and teacher study groups on teachers' self-efficacy : a mixed methods study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Manawatu, New Zealand(Massey University, 2016) BachtiarA growing body of research suggests that effective professional development (PD) can help teachers increase their knowledge, skills and understanding about teaching. Research evidence also indicates that good quality PD enhances teacher self-efficacy. However, there have been few studies that have investigated the relationship between teachers‟ participation in PD and changes in perceived levels of their self-efficacy. This study aims to investigate the characteristics of good quality PD from the perspective of junior secondary English as a Foreign Language (EFL) teachers in Indonesia. It also aims to find out the relationship between teachers‟ participation in PD and teacher study groups (TSGs) and changes in perceived levels of their self-efficacy. A mixed methods research with a convergent parallel design involving four phases was used in this study. In the first and fourth phases, the initial and follow-up questionnaires were completed by 104 teachers in three districts. The questionnaires consisted of closed questions and open-ended questions. In the second phase, three observations were carried out in each of the three TSGs in the three districts. This focused on how teachers conducted TSG meetings. In the third phase, semi-structured interviews were conducted with 18 EFL teachers from three districts. The findings from this study revealed that the participants‟ perceptions of good quality PD seemed to be influenced by the Indonesian cultural context, educational system and policies, and teacher resources. The EFL teachers perceived good quality PD facilitates: increased teachers‟ knowledge and teaching skills, encourages collaboration, and is based on teachers‟ classroom practical needs. The study also revealed that there is a relationship between teachers‟ participation in PD, and TSGs, and changes in perceived levels of their self-efficacy. Of the three aspects of instructional strategy, classroom management, and student engagement, the EFL teachers made the greatest change of their self-efficacy in instructional strategy. However, the participants also saw the importance of having a good understanding of classroom management and student engagement, in addition to instructional strategy. The study suggests that good quality PD for junior secondary EFL teachers in Indonesia needs to give teachers time to talk and work collaboratively, and the content should be based on teachers‟ classroom practical needs. The study also suggests the need to involve teachers in the process of planning, designing, and implementing PD in order to maximize its benefits. Therefore PD, such as TSGs in Indonesia, should be expanded and encouraged by the Indonesian government.Item ESOL teachers' identities in flux : identity transformations throughout a career : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Manawatu, Aotearoa New Zealand(Massey University, 2016) Bliss, DonnaThis study investigates how experiences of ESOL (English for Speakers of other Languages) teachers informed and transformed their professional identities over the course of their careers. This is important because to improve education we need to understand how teachers experience their work. The study uses narrative inquiry to enable an understanding of participants’ perspectives on their lived experience and construction of identities. Research participants were four ESOL teachers who have worked in various cultural and institutional contexts. In interviews teachers were asked simply to talk about their TESOL career, revealing what the important issues were for them. Short narrative excerpts were identified from individual interviews for analysis. Findings revealed that the teachers drew on various sources, from both individual and social realms, to construct their professional identities. Professional learning was found to emerge from everyday practice on the job and from dealing with the challenges of being involved in diverse contexts. The need for autonomy was another important factor shaping how teachers felt about their work. Teachers also held particular beliefs about good practice, which could lead to positive or negative outcomes depending on whether they were able to operationalize these beliefs. Social sources identified in the data were teachers’ connections with their students and with other teachers, cross-cultural dimensions in TESOL settings, and issues to do with the low status of TESOL. The teachers’ professional identities were found to change according to varying influences over the course of their career trajectories. The study concludes with implications and recommendations for teachers and institutions to increase the level of professionalism and to raise the status of the field of TESOL.Item Netting the maroro : an exploration of Cook Islands teachers' beliefs about language learning and teaching : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University(Massey University, 2003) Edwards, Frances Catherine EdithTeachers' beliefs play an important role in teachers' decision making processes and affect their practice. Beliefs are situated within specific contexts. Little work has been done to investigate the beliefs of language teachers in the South Pacific. This study investigated the beliefs about language learning and language teaching of Cook Islands teachers working in Rarotonga, Cook Islands. The research used a qualitative approach based on questionnaires, interviews, and stimulated recall, including detailed case studies of three teachers. The findings suggest that the Cook Islands teachers involved in this study held beliefs about the language learning process, the nature and use of language, Cook Islands learners, the challenge of risk-taking by students in schools and the teacher's role within the classroom. Beliefs about the language learning process included those relating to initial and ongoing language acquisition, the relationship between written and spoken language, and the teaching strategies best suited to effective language learning. The role of phonics, reading, and the place of modelling were identified as particularly important. Beliefs relating to the nature and use of language included strongly identified beliefs about the links between culture and language and about the relationship between the languages used in the Cook Islands. Bilingualism was seen as an ideal goal but getting there was seen as problematic. Teachers' beliefs about learners included beliefs about affective factors and the idea of learner readiness. Beliefs were held about the particular problems associated with risk-taking in Cook Islands classrooms. Teachers held beliefs about their roles, particularly in the relationships they have with students and school administrators including the ideas of tolerance and patience in providing a good learning environment for students. In situations where decision-making was needed, but individual beliefs were in conflict with each other, the process of more centrally held beliefs overriding other less centrally held beliefs was observed. Many of the beliefs held were influenced by teachers' own language learning experiences. Significant events in the teachers' lives were identified as important sources of beliefs and motivation. The influence of the historical colonial setting was particularly evident. The research shows that Cook Islands teachers have specific beliefs that influence their practice. These beliefs were found to be strongly related to the historical, social and professional context of the believer. Because of the effects of beliefs on practice it is important for beliefs to be considered in any process of teacher change. The findings of this research should help towards an understanding of teacher beliefs necessary for future initiatives aimed at improving language teacher practice.Item Does teaching matter? : Reconceptualising teaching, scholarship, and the PhD programme in New Zealand university English departments : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English, Massey University, Palmerston North, New Zealand(Massey University, 1999) Sutherland, KathrynRecent international research in higher education laments the undervalued status of teaching. Teaching is research's poor cousin, the superstar actor's underpaid double, the motorbike's sidecar. An academic's time and energy are poured, sometimes enthusiastically, sometimes grudgingly, into teaching, but numerous studies reveal that the glory, the kudos, the money, and the rewards come mainly from research. Moreover, most university teachers remain un(der)trained and un(der)supported. What of the New Zealand situation? Little research has been carried out into teaching and teacher training in higher education in New Zealand, and even less research exists on teaching in English in New Zealand universities. In a pioneering attempt to make good this omission, this case-study examines New Zealand English academics' attitudes, particularly towards the following questions. Does teaching matter? Are teachers being adequately trained? Should the PhD be modified to provide a more effective training ground for potential university teachers of English in New Zealand? Are research and teaching competing forces in an academic's life, and might we reconceptualise all the activities of the academic under a broader notion of "scholarship"? A brief historical overview of the development of the university, the discipline of English, and the PhD is followed by a detailed consideration of the introduction of English as a university subject to New Zealand. The evolution of curriculum, teaching methods, research and graduate study in English are described before current perceptions, policies and practices regarding teaching in English are considered in the light of questionnaires, focus groups, and interviews with full-time and part-time New Zealand English academics. The thesis makes recommendations regarding both teaching and the PhD, and self-reflexivity, discussion and collaboration are called for in order that a reconceptualisation of the PhD programme and the New Zealand English academic's role may occur.