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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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    Living and learning in New Zealand : perceptions of Bhutanese students, parents and teachers of their learning progress : a thesis submitted for the degree of Master of Arts in Second Language Teaching at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) McCarthy, Geraldine Anne
    This study investigates twelve Bhutanese second language students’ perceptions of their learning. The research locale is a Year 7-13 New Zealand school. Qualitative grounded theory research methods are used. Methodology consists of semi-structured interviews and focus groups with students, their parents’ and teachers’. Questions sought details of the students’ aspirations and expectations, barriers and facilitating experiences affecting their learning, with parents and teachers perceptions of the same. Relevant findings reveal that the students have a very strong first-culture family and community web of support, to supports their personal investment in the maintenance of a multicultural identity, and upholds their involvement in L2 education. Student L2 learning progress is marked with time challenges, cognitive and articulation issues, decisionmaking about friendship, and concerns to establish a sense of legitimacy within the school population. Though supportive and affirming of their children’s learning, parents’ efficacy with student education is limited by second-language literacy and inexperience with New Zealand educational systems and practices. The study also shows wide differences of perception between English for Speakers of Other Languages (ESOL) staff and mainstream staff about second-language background and learning needs. Mainstream staff show a lack of opportunity, and sometimes will, to engage in professional development about Bhutanese second language needs, in spite of some personal appreciation for the participants. Government funding is provided to support secondlanguage learning, professional development, guidelines and research in schools, but there are no effective structures to monitor their use. The study concludes with implications for participants, their families, ESOL and mainstream staff, for further diversity in the New Zealand educational system.
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    Towards learner autonomy : raising critical awareness of learning in an adult refugee ESOL literacy class : a thesis submitted in fulfilment of the requirements for the degree of Master of Philosophy in Second Language Teaching
    (Massey University, 2015) Potgieter, Debora Elsie
    An action research project was undertaken in an adult refugee ESOL Literacy class to determine whether a teacher could change tasks or teaching methods to help learners develop critical awareness of learning. After an initial review of available research regarding refugee learners with low levels of literacy, learner autonomy and critical awareness, action research processes were reviewed and the teaching context of the particular class that would be involved in the research project was investigated. The research project was designed to be carried out in two stages. Firstly, three teaching techniques were selected and tasks designed that would suit learners with a range of different skills in the class. Secondly, the tasks were implemented and refined during the process of data collection over a period of two terms. Three types of tasks were used during the data collection period: dictation, the use of Cuisenaire rods, and the use of computer-based tasks. Data was collected from participating learners in the class by means of learner logs where learners wrote reflections on their learning. Data was also gathered through teacher observation and reflections. Informal discussions with other teachers in the programme formed an important source of data of the study. Teacher reflections used three maxims to focus the observations, looking at connections to prior learning, peer learning and constraints that influenced the research. The unique challenges of the teaching context and learners in the programme necessitated some changes to the design of the study. Methods typically used in alternative assessment for ESL learners were employed to observe some learners’ awareness of linguistic competence, involving the Cuisenaire rods. Different forms of dictation tasks were found to be useful for different skills level groups. It was not possible to fully investigate the use of computer-based tasks owing to the constraints of the particular teaching context. This study was carried out over a very short period, with a relatively small number of participants. The findings are not conclusive but seem to indicate that changes to teaching methods can help learners to develop increased critical awareness of learning. A greater emphasis on peer learning, limited teacher involvement in the higher skills level groups and the use of alternative assessment methods for ongoing self-evaluation in the lowest skill level group all contributed to raising critical awareness of learning.
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    A reusable peer-to-peer conversation tool for online second language learning : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Computer Science at Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Ye, Jun
    To support extramural learning, Johnson (2005) has proposed the Learning Computer concept, which aims to provide a learning appliance that can be used for studying university courses at any time, from anywhere, and by anybody who might have only basic software and hardware, dial-up Internet connection, and little computer literacy. Lonely extramural students need extra support for interactions and collaboration in learning, especially in second language learning that requires intensive oral language practice between the students and the tutor. This research project was a trial to extend IMMEDIATE (the prototype of the Learning Computer) to a second language extramural course. To meet the requirements of long distance conversation in such a course, a synchronous/asynchronous bimodal approach was conceptualised based on a review of e-learning, communication, and VoIP technologies. It was proposed that the prototype should automatically adapt to either synchronous mode or asynchronous mode according to different levels of Internet connection speed. An asynchronous conversation mode similar to Push-to-Talk (PTT) was also proposed. A VoIP SDK was investigated and used in the prototype for fast development. IMMEDIATE messaging protocols have been extended in the prototype to control call procedures and the asynchronous conversation mode. An evaluation of the prototype which was conducted to assess its usability, functionality and integrity of the prototype demonstrated that users can conduct telephone-like synchronous conversation efficiently at high connection speed. Although the PTT-like asynchronous mode has a time lag problem, especially when two users are both at low connection speed, it is a still a good way for novices to practise second language oral skills. The evaluation has given strongly support to the feasibility and effectiveness of the bimodal approach for applying IMMEDIATE in second language extramural learning.