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

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dc.confidentialEmbargo : No
dc.contributor.advisorLi, Mingsheng
dc.contributor.authorZhou, Zhidan
dc.date.accessioned2025-08-31T22:04:25Z
dc.date.available2025-08-31T22:04:25Z
dc.date.issued2025-08-31
dc.description.abstractThe 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 contexts
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/73451
dc.publisherMassey University
dc.publisherArticles One & Three comprising Chapter Four were removed as they are copyrighted to their respective publishers, but they may be accessed from the links on p. viii.
dc.rights© The Author
dc.subjectinstructional belief model, cultural intelligence, leadership roles, native speakerism, native English-speaking teachers, intercultural communication, instructional communication
dc.subjectEducation, Higher
dc.subjectChina
dc.subjectEnglish teachers
dc.subjectCollege students
dc.subjectAttitudes
dc.subjectEducation and globalization
dc.subjectCross-cultural studies
dc.subjectIntercultural communication in education
dc.subject.anzsrc390303 Higher education
dc.subject.anzsrc470212 Multicultural, intercultural and cross-cultural studies
dc.titleA 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
thesis.degree.disciplinecommunication
thesis.degree.nameDoctor of Philosophy
thesis.description.doctoral-citation-abridgedZhidan Zhou’s research examined the roles of native English-speaking teachers in Chinese universities, focusing on teaching, cultural intelligence, and leadership. Based on interviews with students, teachers, and university leaders in Southwest China, the study showed how these teachers enhanced language learning and cultural understanding while navigating cultural challenges, highlighting the need for culturally responsive teaching in global education.
thesis.description.doctoral-citation-longZhidan Zhou’s research explored the roles of native English-speaking teachers in Chinese universities, focusing on their teaching, cultural intelligence, and leadership. Recognizing globalization’s impact on education, the study involved interviews with Chinese students, native English-speaking teachers, and university leaders in Southwest China. Findings revealed that native English-speaking teachers’ practical teaching methods enhanced students’ language skills and cultural understanding but faced challenges due to cultural differences. Their cultural intelligence improved classroom engagement and adaptability, while their leadership fostered innovative teaching and authentic language environments. The research highlights the need for culturally responsive teaching and collaboration to improve intercultural communication in global education.
thesis.description.name-pronounciationZhidan Zhou JEE-dahn JOE

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