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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education Dinh, Ngoc Anh. - : Auckland University of Technology, 2022 BASE Show details 2 Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study Shannaq, Alena. - : Auckland University of Technology, 2021 BASE Show details 3 Communicating identities Barkhuizen, Gary Patrick; Strauss, Pat. - London : Routledge, 2020 BLLDB UB Frankfurt Linguistik Show details 4 Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand Junina, Ahmed Kamal. - : Auckland University of Technology, 2019 BASE Show details 5 Responses of Female Non-native Speakers to English Compliments: A Cross-generational Study of Saudi Arabian University Students and Lecturers Alharbi, Randa. - : Auckland University of Technology, 2017 BASE Show details 6 The academic journeys of returning postgraduate students: perceptions of appropriate educational provision for their web-based learning Angove, Nancy Christine. - : Auckland University of Technology, 2016 Abstract: This thesis makes an original contribution to research into the challenges facing mature postgraduate students returning to web-based study. The distinct challenges this cohort faces distinguish it from other student groups, but little research has been conducted on the transition process these students undergo in adapting to the online environment. In particular, the thesis focuses on the academic literacy needs of these students. It seeks to capture both the challenges this cohort encounters and also the enabling strategies that facilitate their studies. Using a grounded theory approach, the study explores tutor, support staff and student perspectives regarding these challenges and strategies. In this way the thesis addresses a gap in the existing literature. Data collection involved focus groups, semi-structured interviews, and a document and records review. Three parallel streams - tutors, support staff and students from five New Zealand universities - participated. Findings revealed continuing tension between the traditional view of academic literacy practices as autonomous and transparent and the contemporary perspective of writing as socially situated practice. The findings, which are in agreement with the literature, confirm that there is a distinct gap between undergraduate and postgraduate studies, and particularly in the area of web-based studies. The students need to find ways to manage this gap. The thesis identifies four main areas of challenge faced by students in adjusting to the academic environment: managing the gap though induction, developing self-management, developing critical reading, and developing critical writing. Student experiences demonstrated that face to face induction was an enabling strategy which established expectations, began socialisation processes, and familiarised students with the web-based mode. Self- management, along with induction, established the foundation for student learning. Students spoke of creating a study environment, being a self- starter, and employing time management strategies from course commencement. Support, both in their home environment and from the institution, was important, along with the confidence to proactively seek assistance. Reading was often perceived in terms of reading to write, with a focus on required readings. Some students described their initial experiences as being at the level of reading for understanding, rather than reading critically; consequently strategies which encouraged reading for a purpose, combined with interaction on discussion forums (DFs), were valued. Writing for assessment included both traditional and applied genres and digital text formats, which differed according to context. Writing was often framed by an emphasis on structure, having a sequenced argument, demonstrating an acceptable tone, integrating readings, and staying within the ideas expressed in the literature. When writing, some students felt that new viewpoints, even if supported by the literature, were not encouraged. Recommendations arising from the findings include making the detail and purpose of course activities explicit, providing specific links to institutional web-based support, ensuring the availability of targeted assistance, and responding to individual needs at induction. Further research into the perspectives of other non-mainstream cohorts in the web-based environment would add to knowledge in the area. Research that focuses on the challenges of the online environment from course coordinators’ perspectives would also inform teaching and learning. This study has indicated that there is insufficient cooperation between various support services and postgraduate academic staff at New Zealand universities, and this area requires further investigation. These are issues of great concern in a rapidly changing educational environment. . Keyword: Academic journeys; Appropriate educational provision; Grounded theory; Returning postgraduate students; Web-based study URL: http://hdl.handle.net/10292/9807 BASE Hide details 7 The academic writing challenges faced by Saudi students studying in New Zealand Ankawi, Ayman. - : Auckland University of Technology, 2015 BASE Show details 8 Exploring the attitudes and perceptions of Chinese students towards their tertiary studies in New Zealand Peng, BingYao. - : Auckland University of Technology, 2014 BASE Show details 9 Examining the perceptions of the supervisory relationship between Chinese-speaking postgraduate students and English-speaking supervisors at New Zealand universities Edmonds, Anna. - : Auckland University of Technology, 2013 BASE Show details 10 "Active agents of change"?: Mandarin-speaking students in new Zealand and the thesis writing process Chang, Chiungying Evelyn; Strauss, Pat In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 24 (2010) 5, 415-429 BLLDB Show details 11 'Active agents of change?' Mandarin-speaking students in New Zealand and the thesis writing process Chang, Chiungying Evelyn; Strauss, Pat. - : Routledge, 2010 BASE Show details 12 The perceptions and experiences of immigrant teachers with regard to the literacy requirements of the New Zealand secondary school curriculum Crossan, Sue. - : Auckland University of Technology, 2009 BASE Show details 13 Using talkback to empower the L2 thesis writer Strauss, Pat In: ITL. - Amsterdam : Benjamins (2008) 156, 277-278 BLLDB Show details 14 Using Talkback to Empower the L2 Thesis Writer Strauss, Pat In: ITL. - Amsterdam : Benjamins (2008) 155, 277-278 OLC Linguistik Show details 15 “It’s my think”: exploring critical literacy with low level EAL students Harison, Rosemary. - : Auckland University of Technology, 2008 BASE Show details 16 The perceptions of a group of first year undergraduate Malawian students of the essay writing process Kalikokha, Chimwemwe. - : Auckland University of Technology, 2008 BASE Show details 17 An investigation into the thesis/dissertation writing experiences of Mandarin-speaking Masters students in New Zealand Chang, Evelyn Chiungying. - : Auckland University of Technology, 2007 BASE Show details 18 An investigation of assessed writing requirements at undergraduate level in the humanities Turner, Elizabeth. - : Auckland University of Technology, 2005 BASE Show details 19 Teaching English literacy to members of the deaf community: insights for bilingual programming Thompson, Jackie. - : Auckland University of Technology, 2004 BASE Show details 20 'I'd rather vomit up a live hedgehog' - L2 students and group assessment in mainstream university programs Strauss, Pat. - : AMEP Research Centre, 2001 BASE Show details

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