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    University students’ and staff’s perceptions of third-party writing assistance and plagiarism : a mixed methods study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2023) Möller, Ami
    Considering plagiarism as the by-product of undeveloped and inadequate composition skills, it seems reasonable for a student to seek assistance to improve their writing. But when does writing assistance stop constituting help and start constituting plagiarism? Little research, especially in Aotearoa New Zealand, investigates perceptions about situations where students use assistance during the process of composing their assessments. This thesis uncovers the intricacies of perceived [un]acceptability of third-party writing assistance scenarios through an examination of what undergraduate students and teaching staff in Aotearoa New Zealand believe about instances of collaborating, editing, repurposing, and ghostwriting. The study uses a convergent mixed methods design comprised of a primary qualitative track and a supplementary quantitative track. Both approaches use an original set of fictional, yet realistic, scenarios of writing assistance that vary in amount, scope, and quality. Thematic analysis of semi-structured interviews with students and descriptive statistics and quantitative content analysis of an anonymous online survey of staff provide insight into both groups’ beliefs. Themes of labour and learning included situational features participants identified as why writing assistance was acceptable or unacceptable. All students and most staff viewed scenarios where a student subverted the labour of writing, like obtaining an assessment composed by someone else, as unacceptable. Participants in both groups considered scenarios that involved collaborating acceptable when situations included an explanatory discussion, which they perceived as active and engaged learning. Between these scenarios, though, existed a distinct lack of certainty regarding the boundaries of acceptability and plagiarism—especially when it came to instances involving editorial interventions, repurposing of text, and technology-based phrasing tools. Contributions from the findings include confirming earlier reports of students’ limited conceptions of plagiarism; illuminating an added complication in determining acceptability based on how a student operationalises assistance; and enhancing our understanding of when writing assistance constitutes plagiarism. The unique implementation of embedding scenarios into qualitative interviews contributes a fresh approach to academic integrity research. And the bespoke set of scenarios offers potential utility as a learning support tool. Implications include refocusing acceptability onto how assistance is utilised; considering cognitive offloading in response to efficiency motives; integrating direct, sustained dialogue about writing assistance into instruction; and requiring transparent declarations of use in assessments.
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    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, Eugenia
    Abstract 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.
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    Developing writing pedagogy and tertiary learning advice in a disciplinary programme at a New Zealand university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English, Massey University, Albany, New Zealand
    (Massey University, 2018) McMorrow, Martin
    This thesis provides a summary and interpretation of a three-year action research study conducted by a tertiary learning advisor (TLA) at a New Zealand university (referred to in the study as NZU). The study investigated how a TLA, working as an informal writing consultant to staff and students in a disciplinary programme, could make positive contributions to writing pedagogy and TLA practice. The main sources of data were a reflective journal together with interviews and focus groups with NZU students and staff. Interviews were also held with TLAs in other New Zealand institutions to supplement the limited body of relevant literature. Other data comprised classroom observation, recordings made by lecturers while marking student work and disciplinary and institutional documentation. Data was collected and analysed interpretively and subjectively on a continuous, iterative basis. Significant contributions were made to writing pedagogy in this disciplinary programme. Progress was based on incremental ‘small wins’ through prolonged engagement with staff and students. This resulted in the provision of resources and workshops to support students in writing effectively within their disciplinary and professional context. Some collaborations had a formative influence on disciplinary writing practices themselves, particularly reflective writing. However, changes in writing pedagogy remained limited to courses in which staff had volunteered to participate and initiatives requiring substantial time and effort from them had limited success. The main contributions to TLA practice were a greater involvement in classroom teaching and in the professional development of disciplinary teaching staff. However, two shifts in TLA practice which have been advocated in the literature were not supported in this context. Rather than supporting a shift away from one-to-one consultations with students, the study found that they contributed to TLA expertise and to the teaching and learning practices within the programme. The handing over of responsibility for teaching writing from the TLA to disciplinary teaching staff was also not supported; rather, continued involvement of the TLA in direct teaching was seen as consistent with the plurality of expertise and teaching roles which existed in much of the programme.
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    Acquiring a new discourse : using action research and sociocultural pedagogies to explore how a study group is able to support mature-aged open entry students in their first semesters at university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Manawatū, New Zealand
    (Massey University, 2017) Fry, Prudence Barclay
    This research explores how a study group concurrent with mature-aged open-entry students’ first semesters on the campus of a research university could support those students as they acquired an academic Discourse. It addresses a gap in both research and practice for such students who very often arrive at university without academic preparation and must find support for their transitions through generic provisions rather than from interventions designed for their own particular needs based on the findings of focused research. Many of these students struggle to engage with the ways of being and doing within higher education, particularly with its expectations for teaching and learning, its worldviews, specialised language, and approaches to writing. This study used action research to develop and trial an intervention informed by Gee’s concept of Discourse incorporating a sociocultural pedagogy. As writing is a core component of an academic Discourse, pedagogy also incorporated a scaffolded genre approach to teaching writing. In line with action research, the intervention was continually modified in response to emerging data which were gathered primarily from participant observation and transcripts of study group meetings, the researcher’s reflective journal, participant interviews, and student texts. Findings suggest that while a study group does not replace academic preparation, it may provide something necessary and complementary for mature-aged students. The group provided a space in which many participants were able to identify expectations for teaching and learning they held and, through the reflection that was a core of the action research process, adapt those to something more appropriate for an academic Discourse. In the study group, students learned and practised specific writing process skills they did not have on entry which they then applied in their writing beyond the bounds of the group. Students also began to recognise themselves as legitimate participants in higher education. This study concludes with the implication that transition for mature-aged students is a holistic process of acquiring a new Discourse by immersion in a social grouping. A study group such as the one in this research may provide an opportunity for acquiring a new Discourse.
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    The development of L2 Arab writers' proficiency : autonomy, online self-access centres, and advisement : a dissertation presented in partial fulfillment of the requirements for the degree Doctorate of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2016) Denekamp, Carmen
    Autonomy has been identified as a contributing factor to language development and may affect the use and effectiveness of self-access centres (SACs). Numerous universities in non-English speaking countries have adopted English as the language of instruction with Western academic writing being a main form for assessment. SACs have been funded in many tertiary institutes to promote language proficiency through autonomous learning. The general purpose of writing SACs is to make a wide portfolio of resources available to aid L2 writers with the place of advisors an emerging field. The use of technology at SACs has been extended with some going completely online. This action research study involved the development of an online SAC for second language (L2) academic writers at a university in Qatar. The SAC provided volunteer students with out-of-class help in the form of multiple resources and tools. Additional help could also be accessed in the form of advisement both synchronously and asynchronously. The purpose of this study was to investigate the form of the L2 students’ individual autonomy to determine how this might be fostered and implemented online to develop their academic writing proficiency. The online research SAC was designed to offer aid with grammar, vocabulary, and writing skills and to be responsive to the needs and demands of the students. Interactions between participants and the researcher were available via email, chats, revisable assignments, and forums. Diverse data sources were integrated and analyzed, including questionnaires and interactive dialogues, to understand deeply the cultural dimension and situated perspective of the participating Arab students. The findings revealed that, contrary to expectations, the Arab participants manifested multi-dimensional autonomy. Most preferred to receive help with their writing via 1-1 advisory sessions together with some use of the online resources. Advisory sessions evolved into multiple dialogues whereby reactive autonomy could gradually become proactive. The addition of a structured component to the advisory sessions enhanced autonomy and writing development. The success of the SAC depended on various factors, such as aiding students’ language development and academic writing in a way that capitalized on the participants’ desires and perspectives without imposing Western ideologies. This study contributed to the body of research on developing academic writing proficiency in an under-researched context of Arab learners and with a special emphasis on autonomy, online SACs, and advisement. In doing so it broadened existing paradigms of constructivism and critical theory in the arena of education, and challenged the use of established concepts in the setting of the Arab world.
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    A study on the relationship between Malaysian learners' self-concept in academic writing and their engagement in one higher learning institution : a dissertation 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, 2012) Adi Badiozaman, Ida Fatimawati Bt
    Tertiary students, in a postcolonial context such as Malaysia, often face multifaceted challenges. These challenges come about in part because they are required to develop academic literacy in a second language (English). This study aimed to explore the relationship between learners' self-concept in academic writing and their engagement in the Academic Writing class. This study utilised a mixed methods approach, with an initial survey of 170 students, followed by two semi-structured interviews with each of eight student participants. The quantitative findings ascertained that a positive relationship existed between self-concept in academic writing and student engagement. Further exploration in the qualitative phase affirmed this and identified the nature of the links between the two constructs. The findings revealed that students' self-concepts in academic writing and engagement were dynamic constructs in that they were influenced by multiple internal and external factors from students' past and present contexts. They were therefore, susceptible to change, and developmental in nature. Both self-concept in academic writing and engagement were found to play an important role in helping students adapt to their new academic context and learning demands, since the intertwining ecologies of self-concept in academic writing and engagement appear to tap a common motivational element related to goals and future self. It was ascertained that the relationship between Malaysian learners' self-concept in academic writing and their engagement is reciprocal. The findings also present a greater understanding of how self-concept in academic writing and engagement are situated and constructed dynamically within context, creating unique ecologies. In particular, the nature and combination of internal and external factors that is available to students influenced the nature of academic legitimacy and literacy outcomes in the Academic Writing class. It is therefore suggested there is a link between learners' self, engagement and context. The findings of this study suggest that students may benefit from writing support and writing curriculum that is discipline-specific to help enhance their self-concepts, academic identity and academic legitimacy. It is also suggested that an extensive professional development programme be provided for instructors and institutions to cope with any major curriculum and policy changes.
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    A collaborative approach to integrating the teaching of writing into the sciences in a New Zealand tertiary context : this thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University
    (Massey University, 1999) Emerson, Lisa; Emerson, Lisa
    The research question examined in this thesis is: "how can we effectively teach writing in the disciplines?" During the development of the research two subsidiary questions were included: "can writing in the disciplines be taught effectively through the combined expertise of writing specialists and subject specialists?" and "is action research an effective method of empowering academic staff as teachers of writing?" New Zealand universities, to date, have taken a very limited, generic approach to teaching or researching writing in the disciplines. This research makes a major innovation by bringing a writing teacher into collaboration with academic staff from the applied sciences to develop a programme whose objective was to teach the genres and styles of applied science writing to students in that discipline. The thesis focuses upon three writing projects. All three took place in the Faculty of Agricultural and Horticultural Sciences at Massey University between 1993 and 1996 and took their inspiration from the writing across the curriculum movement. Project one involved the development of a Communication in Applied Science paper for first year students. Project two was a departmental writing across the curriculum programme aimed at integrating the teaching of writing into content courses. Project three involved integrating writing into the fundamental pedagogy of a single paper in horticulture. The project teams used action research as a method of developing and evaluating their programme. Action research was chosen as an appropriate methodology because it combines research with practical action, takes place in a real rather than an ideal context, provides a process to implement and monitor change, and allows for effective collaboration and ownership of the project. The projects have had the following key outcomes. Action research provides a successful methodology for integrating writing into the disciplines. Collaboration between academic staff and a writing consultant can offer a fully viable means of teaching writing in the disciplines. An institutional context of support and rewards for innovative teaching can enable staff to gain confidence as teachers of writing and understanding of writing in the disciplines. Student attitudes to writing and communication skills become more positive when the genres taught are professionally relevant, the importance of communication is modelled by credible sources, and writing support facilities are available. Finally, writing should be integrated into the pedagogical schema of a course at its inception, rather than being superimposed upon existing courses.