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Item Digital game-based language learning affordances for adult users of English as a Lingua Franca in multinational enterprises : a thesis presented in partial fulfilment of the requirements for the degree of Master in Applied Linguistics at Massey University, Palmerston North, New Zealand(Massey University, 2023) Ziemer, Raechel Ivy ElizabethDespite the growing demand for English as a lingua franca (ELF) competence of employees of multinational enterprises and the growing perception of L2 proficiency as linguistic capital in the workplace, many employees find themselves unprepared for collaboration and creative communication with other ELF speakers. It is therefore pertinent to bridge this gap by investigating spaces and tools that afford language learning opportunities to adult working professionals in both extramural and formal contexts. Like other forms of media, digital games for commercial and educational purposes are easily accessible and offer various types of direct and indirect language learning affordances. Although digital game-based language learning affordance research has previously highlighted these possibilities, few studies focus on adult second language users outside of formal educational contexts. This thesis explores language learning affordances perceived by adult users of English as a lingua franca during their experiences playing digital games in L2. This project uses qualitative methodology in the form of semi-structured interviews to identify the direct and indirect language learning affordances perceived by six adults working in multinational enterprises, and to determine which types, or elements of digital game playing they perceived as beneficial to second language learning. Interactions in multiplayer gaming contexts were perceived as potential environments to develop interlanguage pragmatic skills, power dynamic roleplay, and seen as environments where collaboration, co-construction, and creative thinking in L2 were encouraged. It was determined that features of affinity spaces such as common endeavours, affiliation between participants, and player agency enable language learning affordances, whereas gaming inexperience and mismatches between target language complexity and a learner’s Zone of Proximal Development were preconditions which hinder L2 engagement. These factors strongly affect gaming in massive multiplayer online roleplay game platforms which were perceived as less attractive spaces for beginner L2 gamers.Item The dynamics of willingness to communicate in synchronous Chinese online language teaching and learning : 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, 2023) Huang, HuanWhile there has been growing academic attention to researching the dynamics in willingness to communicate (WTC), the variability in learners’ WTC over different timescales has remained relatively under-researched, particularly in online language learning contexts. Although research on the dynamics of WTC has largely drawn from the learners’ perspectives, little attention has been paid to individual learners’ WTC by focusing on the perceptions of both the teachers and the learners. This study was carried out in a one-to-one Chinese language learning videoconferencing setting, where one tutor was partnered with one learner (four pairs in total) undertaking five or ten sessions, each lasting 20 minutes. This Synchronous Chinese Online Language Teaching (SCOLT) project, jointly offered by Beijing Language and Culture University (BLCU) and Massey University (MU), was purposefully built to support adult distance language learners of Chinese in New Zealand in experiencing learner-centred, personalised language learning in online environments. The study aims to explore the unique experience of each learner and to understand their WTC in Chinese (WTCC) across different timescales, including over single interactions, single sessions, and a series of sessions. Taking into account multidimensional factors affecting learners’ WTCC, the tutors’ and learners’ perceptions across different timescales were also examined. Informed by Complex Dynamic System Theory (CDST), this study employed a qualitative longitudinal case study research design. Multiple methods were applied for data collection, including the idiodynamic method, the experience sampling method (ESM), journals, the Session-based WTCC scales, stimulated recalls based on the learning session recordings, and a pre-session questionnaire. In order to portray insights about WTCC within each dyad, this study also conducted the idiodynamic method with the tutors to collect their views about their learners’ WTCC during communicative activities. Findings suggest how learners’ WTCC on multiple timescales fluctuated during Chinese language communication activities. Learners’ WTCC changed and stabilised over time, emerging from their interactions with the tutors, and the online environment. Furthermore, the dynamic and non-linear nature of learners’ WTCC also appeared in micro timescales, such as minutes and seconds, which were influenced by the complex interplay of the individual (learners’ self-perceived communicative competence, negative and positive emotions); the situational (topic-related factors, tutor-related variables, and the multimodality); and learners’ agency to reinforce or resist the impacts of the factors at a specific time. The four learners showed quite different dynamics in WTCC, highlighting the uniqueness of individuals and the inherent complexity of WTCC systems. In addition, tutors’ and learners’ perceptions of learners’ WTCC became more consistent over time with a desire to build and maintain the relationship and to select communication topics convergent with learners’ communication needs. However, the respective ratings did not always match due to the complex and dynamic nature of learners’ WTCC. This study contributes to the literature in the field of learners’ WTC research by extending our understanding of the dynamics of learners’ WTCC in online Chinese language learning context. Based on the findings, this study has implications for research methodology and theoretical frames, shedding light on how learners’ WTCC change at different timescales. Implications for online language learning and teaching are identified which can inform one-to-one contexts, teacher training and future research.Item Teacher agency in synchronous one-to-one Chinese online language teaching : 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, 2022) Dai, ChujieThis study explores the teacher agency of four Chinese language teachers who teach in one-to-one videoconferencing settings. Since these teachers only had limited teaching experience in such a context, four preparatory workshops were designed for the teacher participants before they began teaching. The study seeks to answer three questions: 1) What kinds of competencies did teachers identify as required in their teaching via one-to-one videoconferencing? 2) What kinds of affordances and constraints did teachers perceive in teaching, and how was their agency influenced by these factors? 3) What was the main value of the preparatory workshops from the teachers’ perspective? The study is informed by ecological perspectives and employs a qualitative longitudinal case study approach. The data collected through teaching recordings, stimulated recall interviews, semi-structured interviews and group discussions formed the main data set. The data collected through a teacher questionnaire, written reflection sheets, opinion frames, and text chat on a social media platform formed the supporting data set. The main part of the study, spanning about eight months, comprised three stages. At the first stage, there were four teacher preparatory workshops, each including a lecture and a group discussion. At the second stage, each teacher conducted a series of Chinese learning sessions with a single learner, which were recorded and analysed. At the third stage, semi-structured interviews with individual teachers were conducted. The findings suggest that the teachers identified four important competencies required for online teaching: pedagogical competency, multimedia competency, social-affective competency and the competency of being reflective and reflexive. Different beliefs about teacher roles, perceived social hierarchy, and their relationships with peer teachers and the learners were the factors that enabled or constrained teachers’ actions. The perceived value of the teacher preparatory workshops was in providing opportunities for the teachers to bridge the gap between theories and teaching practice and to explore the pedagogical possibilities. They collectively formed an idealised notion of online teaching as a result of their discussions and this notion influenced their identity and teaching practice. The study concludes with implications for research methodology and a theoretical frame, shedding light on how the factors from the outer world, and teachers’ experience and aspirations could impact the enactment of agency. It is hoped that this study will be valuable for future online language teacher training and research.Item "It's that they participate intellectually mostly in Tshivenḓa" : indigenous multilingual education in Vhembe, South Africa : a thesis submitted in partial fulfillment of the requirements for the degree of Master of International Development, Department of People, Environment & Planning at Te Kunenga Ki Pūrehuroa – Massey University, Aotearoa New Zealand(Massey University, 2021) Patterson, Marc D.The UN’s Sustainable Development Goal (SDG) #4 for Quality Education is challenged by estimates that up to 40% of the world’s children do not have the capability to learn in their own language (UNESCO 2016). South Africa is addressing this by raising nine of its Indigenous languages, including Tshivenḓa, to official status and incorporating them in formal education (S.A. Const. 1996: ch.1 §6). This research aims to investigate educators’ perceptions on the role of Tshivenḓa language education in developing the capabilities of Primary School learners in Vhembe, South Africa. This builds on a large body of evidence in linguistics and multilingual education shows that children learn in a language they are familiar with and home language proficiency lays the foundation for children’s learning capabilities (Probyn 2019; Heugh et al 2019:163; Makalela 2016; Ball 2010:122; Cummins 1984; 2001:17) Ngũgĩ (1986) describes how African languages, as expressed through orature and literature, articulates the ethical, moral, and spiritual concepts of people’s evolving world-view. However, Ruiz (2010) argues that English has dominated economic justifications for language learning. This research contributes an understanding of Indigenous multilingual education from a human development perspective. A capabilities framework allows for a diverse range of ends and means to well-being rather than economic means alone. The research found that when teachers were free to respond to the diversity of their learners there was a strong role for Tshivenḓa in quality, inclusive education. Learners’ home language connected strongly with capabilities for understanding their origins and culture; connecting with family; and understanding in the classroom; learning thonifho, respect; u tshina, to dance; and in learning lungano folktales. Tshivenḓa also played a small but positive role in participation; emotions; working together and active learning in the classroom. Teachers strengthened these capabilities by code-switching through English language curriculum but only reluctantly due to DBE policy. This study finds strong capacity among teachers to develop more advanced Indigenous language education aligned with an ubuntu Translanguaging approach (Makalela 2016).Item Enhancing augmentative and alternative communication engagement through dual language learning strategies and home-school collaboration : a thesis presented in partial fulfilment of the requirements of the degree of Master in Speech Language Therapy, Massey University, Albany, New Zealand(Massey University, 2021) Bowen, MerylMany children who use Augmentative and Alternative Communication (AAC) are dual language learners who require a sociocultural approach to intervention. The sociocultural approach focuses on the importance of integrating first language (L1) vocabulary into AAC systems so that children can participate in all language contexts. Service delivery that occurs in natural contexts supported by a collaborative and culturally responsive team is essential. To date, few studies have been reported in which AAC teams have made provision to meet dual language needs. The current study used a case study approach to explore the effects of home-school collaboration on provision of dual language intervention for a child who uses AAC. The study occurred in a New Zealand primary school context, where approximately 80% of students are dual language learners. The research used an Inquiry approach following the stages of Assess, Plan, Act, and Reflect. Target L1 vocabulary identified by the child’s father was programmed into the child’s AAC system. Data was collected through interviews, observations, case notes, video recordings, and school documentation. Thematic analysis identified effects on the child’s communication clarity in using L1 vocabulary, and increased engagement with peers. For the collaborative team, themes included increased AAC implementation across settings, and growth in shared understanding. Findings support the strong recommendation in the literature of working collaboratively with parents to integrate L1 in AAC systems.Item Expressions of voice and trajectories of writers’ selves in academic writing : transitioning from an academic bridging course to postgraduate programmes : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics and Second Language Teaching at Massey University, Palmerston North, New Zealand(Massey University, 2020) Butler, EugeniaAbstract This longitudinal study explores the use of language involved in the construction of voice in academic scripts, as well as personal perspectives relating to the concept of voice, its perceived role and its usage in an academic script. The main aim is to demystify the perceived elusiveness of voice, and present a number of textual features which are analysed longitudinally in order to identify changes in a writer’s identity. The study draws upon previous research by Halliday (1985), Ivaniç (1998) and Thompson (2014) which has provided a framework for investigating how language contributes to the process of interpersonal communication. The qualitative data resulted from an analysis of novice postgraduate ESOL student scripts, as well as from interviews with the main stakeholders involved in academic writing: the students, ESOL teachers on the bridging programme in which they studied, and lecturers in the postgraduate courses in which they subsequently enrolled. Three longitudinal interviews involving 21 students and email interviews with nine ESOL teachers and four postgraduate lecturers provided opportunities for my participants to share their perceptions of voice in academic writing, particularly on Master’s programmes, in order to show how voice reflects beliefs, past and present circumstances, and social constructions of the self. Analysed through the theoretical framework of the Communities of Practice developed by Lave and Wenger (1991) and Wenger (1998), the findings indicate that students were interested in the textual technicalities surrounding the expression of voice. They had personal views about voice which they openly expressed in interviews and applied in their scripts. Longitudinally, the voice markers used in their texts were in assonance with their willingness to contribute new knowledge to their second language (L2) disciplinary community, an aspect also highlighted in three case studies’ findings. Overall, the expressions of voice through the textual features proposed by this study diminished in scripts in the transition from the academic bridging programme to the postgraduate studies. The teachers’ approaches to voice instruction were primarily informed by their voice acquisition experience resulting from their mainstream studies, both general and academic. The postgraduate lecturers seemed to expect simplicity in the grammatical structures used in a script but held different views relating to students’ authorial contribution to knowledge in a Master’s script.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 Responses to linguistic and cultural diversity in New Zealand state secondary schools : a qualitative study : 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, 2019) McCarthy, Geraldine AnneDemand for English language learning (ELL) in New Zealand has intensified since the millennium, alongside marked increases in immigration to cater for businesses such as construction and agriculture, and the impacts of episodic earthquake damage. ELL assistance in state secondary schools in New Zealand is centred on the dynamics surrounding English for Speakers of Other Languages (ESOL) departments. This study seeks to gain an understanding of the layered contexts surrounding and within ESOL Departments by using a conceptual framework of ecology and a qualitative, case study paradigm. It draws on data from interviews, observations, documentation and researcher journaling to examine ESOL Department systems and practices in three state secondary schools with differing locations, deciles and ESOL Department structures. The findings reveal the significant weight of wide-ranging regulatory and ideological interactions connected with ESOL Departments associated with colonial aspirations, ‘Tomorrow’s Schools’ legislation and New Zealand’s bicultural status. Findings also highlight the affordances and constraints experienced in ELL by staff and students in the case study schools and explore the costs and benefits as set against the pressures of local, national and international dynamics. The study concludes with implications for personnel responsible for ELL at national and local levels. It calls for more professional development initiatives and specific ELL regulation of resources for educationalists to assist with ELL linguistic, social and cultural integration. Results are intended to enhance ELLs’ educational opportunities in schools as well as contribute to efforts for increased social cohesion between people of diverse ethnicities in this rapidly diversifying nation.