東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

We all Shine On: Supporting Internat...

Johnson, Catherine Dawn.

Linked to FindBook

Google Book

Amazon

博客來

We all Shine On: Supporting International Student Voices in an Academic Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	We all Shine On: Supporting International Student Voices in an Academic Context./
Author:	Johnson, Catherine Dawn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	246 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29796724
ISBN:	9798352981917

We all Shine On: Supporting International Student Voices in an Academic Context.
Johnson, Catherine Dawn.

We all Shine On: Supporting International Student Voices in an Academic Context. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 246 p.

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2022.

This item must not be sold to any third party vendors.

The primary aim of this research is to support English as an Additional Language (EAL) student oral communication on the campus of a small teaching and learning university on the West Coast of Canada, where students have reported experiencing language anxiety (LA), which is the apprehension that an interlocutor gets when engaging or preparing to engage in communication in a language that is not their mother tongue. Studies have reported that their LA can result in communication avoidance and impede language use. In this research, LA is associated with the variables described in theories around willingness to communicate (WTC), which includes group and personal factors. However, my findings uncovered other additional elements. The objectives of the study were two-fold: (i) to investigate the students' perceptions of using English in their academic classes and other settings where language anxiety often arises; and (ii) to explore the students' strategy use both before and during the study to lower their language anxiety and support communication. To achieve my research objectives, I conducted a qualitative exploratory study using action learning with 5 participants from different nationalities who were recruited by attending voluntary workshops on strategies for oral academic communication. Each participant was involved in five semi-structured interviews. During the first of the interviews the participants were asked to complete the Public Speaking Class Anxiety Scale (PSCAS) to assess their degree of language anxiety and note specific effects of language anxiety in need of attention. Significant answers were discussed. Next, participants were then asked to complete the Academic Spoken English Strategies Survey (ASESS), to subsequently choose a strategy as an intervention to utilize, and then note the results weekly. At second, third, and fourth interviews, the participants shared their experiences around their use of the intervention, any changes they made to the intervention, or significant experiences they had had in academic communication during the investigated period. They concluded the interviews by choosing to continue working on the same aspect of language anxiety with the same intervention, or to make changes and repeat the cycle. In the last interview, the participants completed the PSCAS again and discussed any changes revealed from the first to last interview. Thematic analysis was used to analyze the interview data.The findings revealed a high degree of strategy use before the study and the limited effect that additional strategy use had on reducing language anxiety and supporting corresponding oral communication during the study. Instead, speaking was primarily affected by intercultural relationships, individualized culture, and multilevel context. This led to reconsidering the WTC pyramid to incorporate these cultural and contextual variables; highlighting theories around small culture and their ultimate affect on community and connection; and noting significance of specific context, particularly the academic classroom, and its effect on identity, power and connection.

ISBN: 9798352981917Subjects--Topical Terms:

517098
Teaching.

We all Shine On: Supporting International Student Voices in an Academic Context.
LDR:04447nmm a2200445 4500 001 2323184
005 20231010062929.5
006 m o d
007 cr#unu||||||||
008 231204s2022 ||||||||||||||||| ||eng d
020 $a 9798352981917
035 $a (MiAaPQ)AAI29796724
035 $a (MiAaPQ)Liverpool_3161313
035 $a AAI29796724
040 $a MiAaPQ $c MiAaPQ
100 1 $a Johnson, Catherine Dawn. $3 3642177
245 1 0 $a We all Shine On: Supporting International Student Voices in an Academic Context.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 246 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Reis-Jorge, Jose;Gough, Martin.
502 $a Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a The primary aim of this research is to support English as an Additional Language (EAL) student oral communication on the campus of a small teaching and learning university on the West Coast of Canada, where students have reported experiencing language anxiety (LA), which is the apprehension that an interlocutor gets when engaging or preparing to engage in communication in a language that is not their mother tongue. Studies have reported that their LA can result in communication avoidance and impede language use. In this research, LA is associated with the variables described in theories around willingness to communicate (WTC), which includes group and personal factors. However, my findings uncovered other additional elements. The objectives of the study were two-fold: (i) to investigate the students' perceptions of using English in their academic classes and other settings where language anxiety often arises; and (ii) to explore the students' strategy use both before and during the study to lower their language anxiety and support communication. To achieve my research objectives, I conducted a qualitative exploratory study using action learning with 5 participants from different nationalities who were recruited by attending voluntary workshops on strategies for oral academic communication. Each participant was involved in five semi-structured interviews. During the first of the interviews the participants were asked to complete the Public Speaking Class Anxiety Scale (PSCAS) to assess their degree of language anxiety and note specific effects of language anxiety in need of attention. Significant answers were discussed. Next, participants were then asked to complete the Academic Spoken English Strategies Survey (ASESS), to subsequently choose a strategy as an intervention to utilize, and then note the results weekly. At second, third, and fourth interviews, the participants shared their experiences around their use of the intervention, any changes they made to the intervention, or significant experiences they had had in academic communication during the investigated period. They concluded the interviews by choosing to continue working on the same aspect of language anxiety with the same intervention, or to make changes and repeat the cycle. In the last interview, the participants completed the PSCAS again and discussed any changes revealed from the first to last interview. Thematic analysis was used to analyze the interview data.The findings revealed a high degree of strategy use before the study and the limited effect that additional strategy use had on reducing language anxiety and supporting corresponding oral communication during the study. Instead, speaking was primarily affected by intercultural relationships, individualized culture, and multilevel context. This led to reconsidering the WTC pyramid to incorporate these cultural and contextual variables; highlighting theories around small culture and their ultimate affect on community and connection; and noting significance of specific context, particularly the academic classroom, and its effect on identity, power and connection.
590 $a School code: 0722.
650 4 $a Teaching. $3 517098
650 4 $a History. $3 516518
650 4 $a Higher education. $3 641065
650 4 $a Language acquisition. $3 528343
650 4 $a Foreign students. $3 3557626
650 4 $a Culture. $3 517003
650 4 $a Success. $3 518195
650 4 $a Curricula. $3 3422445
650 4 $a Verbal communication. $3 3560678
650 4 $a Citizenship. $3 530862
650 4 $a Immigration. $2 lcstt $3 3267320
650 4 $a Young adults. $3 598212
650 4 $a Social justice. $3 526845
650 4 $a Second language learning. $3 3542620
650 4 $a Schools. $3 573554
650 4 $a College campuses. $3 3562806
650 4 $a Native North Americans. $3 3545964
650 4 $a Fees & charges. $3 3642178
650 4 $a Bilingual education. $3 2122778
650 4 $a Communication. $3 524709
650 4 $a Education. $3 516579
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Native studies. $3 3642179
650 4 $a Language. $3 643551
650 4 $a English as a second language. $3 516208
650 4 $a Native American studies. $3 2122730
650 4 $a Social structure. $3 528995
690 $a 0745
690 $a 0578
690 $a 0282
690 $a 0459
690 $a 0515
690 $a 0444
690 $a 0741
690 $a 0679
690 $a 0441
690 $a 0740
690 $a 0700
710 2 $a The University of Liverpool (United Kingdom). $3 1684840
773 0 $t Dissertations Abstracts International $g 84-05A.
790 $a 0722
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29796724