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Research methods in the social sciences

As globalization develops, demographics evolve, and the linguistic blueprint of many countries morphs, the complexity of both language and individual identity becomes more acute. Yet, despite such fluidity, language and identity remain inextricably connected. The following thesis seeks to examine this relationship by analyzing select areas of overlap. First, the topics of language and identity will be operationally defined through the lens of psychology and linguistics. The larger question—how language is used as an expression of individual identity— will then be explored in relation to the topics of code-switching, dialect, and how self-perceived language proficiency is used to affirm or deny cultural affiliation. What then follows are points of contention. That is, neither languages nor identities enjoy similar social prestige; on the contrary, both are unmistakably influenced by social constructs such as power. Because all individuals attach significance to aspects of their identity and language, the topic of this thesis is one of general interest. Beyond that, its implications are of notable importance in the study of bilingualism and the maintenance of language and identity across generations.

Language and Identity

A Companion to Linguistic Anthropology

This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, understanding, accessing and translating information.

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Understanding the information literacy experiences of EFL (English as a foreign language) students

Introducing critical pedagogy to English language teachers at tertiary education in Oman : attitudes, potentialities and challenges

The notion of motivation in language learning comprises a discourse including terms such as 'goals', 'expectations', 'achievement' and 'success'. In most studies on motivation such concepts have been interpreted from a Western perspective. Similarly, underpinning motivation is the concept of values, which are also open to cultural interpretations. In an exploration into the motivation of female students at a federal university in the United Arab Emirates it was felt that such terms and notions needed to be explored and discussed before examining specific motivations for studying at higher education. This article reports on a small investigation into cultural interpretations of these terms, and how these interpretations influence motivation for learning at tertiary level. The results indicate that in a collectivist culture in transition such as that examined in this study, the values of tradition and achievement influence an extrinsic motivation to study at tertiary level.

Cultural influences on motivational issues in students and their goals for studying at University

This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful par...

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Motivation of Emirati males and females to study at higher education in the United Arab Emirates

Partners in learning: ‘An exploration of multi-cultural faculty and Emirati students' perspectives of university learning experiences’

This study focuses on the research diaries of two researchers who conducted interviews with university teachers and students over a period of two years. Ten expatriate university teachers and ten Emirati university students were interviewed about their views on teaching and learning, the purpose of a university, best educational practices, the role of teachers, students and university in the broader society. After each interview was conducted, the researchers wrote reflections about the interviews in their personal research diaries. Through qualitative data analysis, the data in the diaries were analysed and the major themes were identified. In regards to the teachers interviewed, the analysis of the data showed that the diarists primarily focussed on the teachers’ “professional knowledge”, “communicative competence” and “adaptability to the new context”. With respect to the students interviewed, the data also revealed that the diarists frequently highlighted the significance of students’ “educational background”, “knowledge of English” and their views on “teacher and student relationship”. The findings of this study are in line with Ladson Bilings (1995) which show that the researchers’ sociocultural background and preconceptions can impact how they approach a research problem in a context that differs from their own. The findings also reveal that the researchers’ prior teaching and learning experiences impact their judgement of professional and academic competence. Implications for research and pedagogy will be discussed accordingly.
 
Received: 30 October 2020 / Accepted: 8 December 2020 / Published: 17 January 2021

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Reflections on teachers and students’ views on teaching and learning experiences at university: A diary study

Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events...

Kara McKeown

Papers

Cultural influences on motivational issues in students and their goals for studying at University

Motivation of Emirati males and females to study at higher education in the United Arab Emirates

Partners in learning: ‘An exploration of multi-cultural faculty and Emirati students' perspectives of university learning experiences’

Reflections on teachers and students’ views on teaching and learning experiences at university: A diary study

Talking about talk: tutor and student expectations of oracy skills in higher education