This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed. This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers’ perspectives on language learning strategy use. The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers’ survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students. The thesis concludes by bringing together the key findings and suggesting areas for further research.

The aim of this thesis is to ascertain the degree to which high-stakes assessment for qualifications, such as New Zealand's National Certificate of Educational Achievement (NCEA), act as a barrier to secondary English teachers' use of information and communication technologies (ICTs) with their students. Although the focus is on high-stakes assessment for qualifications, other factors, which might also facilitate or hinder English teachers' use of ICTs, such as professional development and infrastructural, technical and access issues, are also considered. The literature review summarises the factors which tend to constrain or encourage teachers' use of ICTs, with a special focus on the considerable constraint placed on secondary teachers by their role in preparing and assessing students for high-stakes qualifications. The literature review also highlights the lack of convincing research into the impact on learning of ICTs but reveals that, in the subject English, there is some evidence of a positive impact when appropriate ICTs are used by well trained teachers in appropriate contexts. Key NCEA foundation and implementation documents and publicity, achievement standards and assessment activities were analysed to ascertain the degree of official endorsement for the use of ICTs in secondary schools and English programmes in particular. To gauge the perceptions of New Zealand English teachers about the constraints and encouragers of ICTs in their teaching, all NCEA level one English teachers were surveyed. This was followed by face-to-face and online focus groups in which trends revealed in the survey were explored. Document analysis revealed considerable official optimism that the flexibility and internal assessment of the NCEA would enable teachers to make greater use of ICTs. The achievement standards and supporting assessment activities however, tend to situate ICTs at the margins of English programmes as optional extras which, if used at all, tend to support current practice. The focus groups confirmed survey findings that, although English teachers are significant users of ICTs in their personal and professional lives, although they believe in the educational advantages of ICTs and although they work in schools and departments which support the classroom use of ICTs, they face significant constraints which prevent them making as much use of ICTs as they would like in their teaching. Most significant among these constraints is pressure of course coverage and lack of class time (largely attributable to the need to prepare students for high-stakes assessments). Other constraints include lack of adequate access to ICTs and technical support, and lack of appropriate professional development and time to learn about ICTs. Based on the literature review and research findings, recommendations are provided for schools, policy makers and researchers. Key among these is the need to acknowledge the profound influence of high-stakes qualifications on secondary schools and teachers and evolve such qualifications to encourage and enable desired innovations. It is recommended that ICTs could be infused into English and eventually, inter-disciplinary programmes, through the creation of innovative, ICT infused achievement standards which could be combined into flexibly structured courses which better meet the needs of twenty first century students. Also recommended are approaches which enable greater access to ICTs for English teachers and methods of professional development which have proved effective with adult learners. / Subscription resource available via Digital Dissertations only.

This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed. This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers’ perspectives on language learning strategy use. The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers’ survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students. The thesis concludes by bringing together the key findings and suggesting areas for further research.

The aim of this thesis is to ascertain the degree to which high-stakes assessment for qualifications, such as New Zealand's National Certificate of Educational Achievement (NCEA), act as a barrier to secondary English teachers' use of information and communication technologies (ICTs) with their students. Although the focus is on high-stakes assessment for qualifications, other factors, which might also facilitate or hinder English teachers' use of ICTs, such as professional development and infrastructural, technical and access issues, are also considered. The literature review summarises the factors which tend to constrain or encourage teachers' use of ICTs, with a special focus on the considerable constraint placed on secondary teachers by their role in preparing and assessing students for high-stakes qualifications. The literature review also highlights the lack of convincing research into the impact on learning of ICTs but reveals that, in the subject English, there is some evidence of a positive impact when appropriate ICTs are used by well trained teachers in appropriate contexts. Key NCEA foundation and implementation documents and publicity, achievement standards and assessment activities were analysed to ascertain the degree of official endorsement for the use of ICTs in secondary schools and English programmes in particular. To gauge the perceptions of New Zealand English teachers about the constraints and encouragers of ICTs in their teaching, all NCEA level one English teachers were surveyed. This was followed by face-to-face and online focus groups in which trends revealed in the survey were explored. Document analysis revealed considerable official optimism that the flexibility and internal assessment of the NCEA would enable teachers to make greater use of ICTs. The achievement standards and supporting assessment activities however, tend to situate ICTs at the margins of English programmes as optional extras which, if used at all, tend to support current practice. The focus groups confirmed survey findings that, although English teachers are significant users of ICTs in their personal and professional lives, although they believe in the educational advantages of ICTs and although they work in schools and departments which support the classroom use of ICTs, they face significant constraints which prevent them making as much use of ICTs as they would like in their teaching. Most significant among these constraints is pressure of course coverage and lack of class time (largely attributable to the need to prepare students for high-stakes assessments). Other constraints include lack of adequate access to ICTs and technical support, and lack of appropriate professional development and time to learn about ICTs. Based on the literature review and research findings, recommendations are provided for schools, policy makers and researchers. Key among these is the need to acknowledge the profound influence of high-stakes qualifications on secondary schools and teachers and evolve such qualifications to encourage and enable desired innovations. It is recommended that ICTs could be infused into English and eventually, inter-disciplinary programmes, through the creation of innovative, ICT infused achievement standards which could be combined into flexibly structured courses which better meet the needs of twenty first century students. Also recommended are approaches which enable greater access to ICTs for English teachers and methods of professional development which have proved effective with adult learners. / Subscription resource available via Digital Dissertations only.

This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed. This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers’ perspectives on language learning strategy use. The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers’ survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students. The thesis concludes by bringing together the key findings and suggesting areas for further research.

The aim of this thesis is to ascertain the degree to which high-stakes assessment for qualifications, such as New Zealand's National Certificate of Educational Achievement (NCEA), act as a barrier to secondary English teachers' use of information and communication technologies (ICTs) with their students. Although the focus is on high-stakes assessment for qualifications, other factors, which might also facilitate or hinder English teachers' use of ICTs, such as professional development and infrastructural, technical and access issues, are also considered. The literature review summarises the factors which tend to constrain or encourage teachers' use of ICTs, with a special focus on the considerable constraint placed on secondary teachers by their role in preparing and assessing students for high-stakes qualifications. The literature review also highlights the lack of convincing research into the impact on learning of ICTs but reveals that, in the subject English, there is some evidence of a positive impact when appropriate ICTs are used by well trained teachers in appropriate contexts. Key NCEA foundation and implementation documents and publicity, achievement standards and assessment activities were analysed to ascertain the degree of official endorsement for the use of ICTs in secondary schools and English programmes in particular. To gauge the perceptions of New Zealand English teachers about the constraints and encouragers of ICTs in their teaching, all NCEA level one English teachers were surveyed. This was followed by face-to-face and online focus groups in which trends revealed in the survey were explored. Document analysis revealed considerable official optimism that the flexibility and internal assessment of the NCEA would enable teachers to make greater use of ICTs. The achievement standards and supporting assessment activities however, tend to situate ICTs at the margins of English programmes as optional extras which, if used at all, tend to support current practice. The focus groups confirmed survey findings that, although English teachers are significant users of ICTs in their personal and professional lives, although they believe in the educational advantages of ICTs and although they work in schools and departments which support the classroom use of ICTs, they face significant constraints which prevent them making as much use of ICTs as they would like in their teaching. Most significant among these constraints is pressure of course coverage and lack of class time (largely attributable to the need to prepare students for high-stakes assessments). Other constraints include lack of adequate access to ICTs and technical support, and lack of appropriate professional development and time to learn about ICTs. Based on the literature review and research findings, recommendations are provided for schools, policy makers and researchers. Key among these is the need to acknowledge the profound influence of high-stakes qualifications on secondary schools and teachers and evolve such qualifications to encourage and enable desired innovations. It is recommended that ICTs could be infused into English and eventually, inter-disciplinary programmes, through the creation of innovative, ICT infused achievement standards which could be combined into flexibly structured courses which better meet the needs of twenty first century students. Also recommended are approaches which enable greater access to ICTs for English teachers and methods of professional development which have proved effective with adult learners. / Subscription resource available via Digital Dissertations only.

This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed. This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers’ perspectives on language learning strategy use. The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers’ survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students. The thesis concludes by bringing together the key findings and suggesting areas for further research.

The aim of this thesis is to ascertain the degree to which high-stakes assessment for qualifications, such as New Zealand's National Certificate of Educational Achievement (NCEA), act as a barrier to secondary English teachers' use of information and communication technologies (ICTs) with their students. Although the focus is on high-stakes assessment for qualifications, other factors, which might also facilitate or hinder English teachers' use of ICTs, such as professional development and infrastructural, technical and access issues, are also considered. The literature review summarises the factors which tend to constrain or encourage teachers' use of ICTs, with a special focus on the considerable constraint placed on secondary teachers by their role in preparing and assessing students for high-stakes qualifications. The literature review also highlights the lack of convincing research into the impact on learning of ICTs but reveals that, in the subject English, there is some evidence of a positive impact when appropriate ICTs are used by well trained teachers in appropriate contexts. Key NCEA foundation and implementation documents and publicity, achievement standards and assessment activities were analysed to ascertain the degree of official endorsement for the use of ICTs in secondary schools and English programmes in particular. To gauge the perceptions of New Zealand English teachers about the constraints and encouragers of ICTs in their teaching, all NCEA level one English teachers were surveyed. This was followed by face-to-face and online focus groups in which trends revealed in the survey were explored. Document analysis revealed considerable official optimism that the flexibility and internal assessment of the NCEA would enable teachers to make greater use of ICTs. The achievement standards and supporting assessment activities however, tend to situate ICTs at the margins of English programmes as optional extras which, if used at all, tend to support current practice. The focus groups confirmed survey findings that, although English teachers are significant users of ICTs in their personal and professional lives, although they believe in the educational advantages of ICTs and although they work in schools and departments which support the classroom use of ICTs, they face significant constraints which prevent them making as much use of ICTs as they would like in their teaching. Most significant among these constraints is pressure of course coverage and lack of class time (largely attributable to the need to prepare students for high-stakes assessments). Other constraints include lack of adequate access to ICTs and technical support, and lack of appropriate professional development and time to learn about ICTs. Based on the literature review and research findings, recommendations are provided for schools, policy makers and researchers. Key among these is the need to acknowledge the profound influence of high-stakes qualifications on secondary schools and teachers and evolve such qualifications to encourage and enable desired innovations. It is recommended that ICTs could be infused into English and eventually, inter-disciplinary programmes, through the creation of innovative, ICT infused achievement standards which could be combined into flexibly structured courses which better meet the needs of twenty first century students. Also recommended are approaches which enable greater access to ICTs for English teachers and methods of professional development which have proved effective with adult learners. / Subscription resource available via Digital Dissertations only.

The aim of this thesis is to ascertain the degree to which high-stakes assessment for qualifications, such as New Zealand's National Certificate of Educational Achievement (NCEA), act as a barrier to secondary English teachers' use of information and communication technologies (ICTs) with their students. Although the focus is on high-stakes assessment for qualifications, other factors, which might also facilitate or hinder English teachers' use of ICTs, such as professional development and infrastructural, technical and access issues, are also considered. The literature review summarises the factors which tend to constrain or encourage teachers' use of ICTs, with a special focus on the considerable constraint placed on secondary teachers by their role in preparing and assessing students for high-stakes qualifications. The literature review also highlights the lack of convincing research into the impact on learning of ICTs but reveals that, in the subject English, there is some evidence of a positive impact when appropriate ICTs are used by well trained teachers in appropriate contexts. Key NCEA foundation and implementation documents and publicity, achievement standards and assessment activities were analysed to ascertain the degree of official endorsement for the use of ICTs in secondary schools and English programmes in particular. To gauge the perceptions of New Zealand English teachers about the constraints and encouragers of ICTs in their teaching, all NCEA level one English teachers were surveyed. This was followed by face-to-face and online focus groups in which trends revealed in the survey were explored. Document analysis revealed considerable official optimism that the flexibility and internal assessment of the NCEA would enable teachers to make greater use of ICTs. The achievement standards and supporting assessment activities however, tend to situate ICTs at the margins of English programmes as optional extras which, if used at all, tend to support current practice. The focus groups confirmed survey findings that, although English teachers are significant users of ICTs in their personal and professional lives, although they believe in the educational advantages of ICTs and although they work in schools and departments which support the classroom use of ICTs, they face significant constraints which prevent them making as much use of ICTs as they would like in their teaching. Most significant among these constraints is pressure of course coverage and lack of class time (largely attributable to the need to prepare students for high-stakes assessments). Other constraints include lack of adequate access to ICTs and technical support, and lack of appropriate professional development and time to learn about ICTs. Based on the literature review and research findings, recommendations are provided for schools, policy makers and researchers. Key among these is the need to acknowledge the profound influence of high-stakes qualifications on secondary schools and teachers and evolve such qualifications to encourage and enable desired innovations. It is recommended that ICTs could be infused into English and eventually, inter-disciplinary programmes, through the creation of innovative, ICT infused achievement standards which could be combined into flexibly structured courses which better meet the needs of twenty first century students. Also recommended are approaches which enable greater access to ICTs for English teachers and methods of professional development which have proved effective with adult learners. / Subscription resource available via Digital Dissertations only.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / In today’s classrooms, literacy instruction is undergoing tremendous transformations as new technologies demand new literacies. The purpose of this qualitative case study was to examine how integration of technology supports the emergence of new literacies, within the context of an electronic reading workshop in a fifth-grade classroom. The electronic reading workshop provided students multiple opportunities to response to e-books, both as readers and technology users. First, e-book tools allowed the participants to engage in a spontaneous response process as the plot unfolded. Second, students responded to teacher-constructed prompts in electronic literature response journals. Analysis of the journals revealed responses from three broad categories: 1) personal meaning making, 2) character and plot involvement, and 3) literary criticism. Third, students engaged in conversational response while participating in asynchronous message board discussions. The students composed and posted their own response prompts. Analysis of the message board transcripts suggested five types of student-constructed prompts: 1) experiential prompts, 2) aesthetic prompts 3) cognitive prompts, 4) interpretive prompts, and 5) clarification prompts. Virtual guide response projects provided a fourth opportunity for response to e-books. Working in groups, students created virtual guides to the literature in which they visually represented their personal interpretations of the e-books. The virtual guides were published as multi-modal PowerPoint presentations including sounds, images, animations, and hyperlinks. As students conceptualized, researched, published and presented their virtual guides to the literature, they used new literacies to fully exploit the potential of the available technologies. The electronic reading workshop provided a learning environment in which students interacted with each other as they made sense of and accessed the available information and communication technologies. In particular, socially constructed learning occurred through threaded discussions on an electronic message board and development of virtual guide response projects. Educators must be responsive to today’s learners. This study illuminated the expanded possibilities for integrating technology and literacy within the context of an electronic reading workshop. Findings of the study suggest technology integration supports the emergence of new literacies, while the new literacies support students’ utilization of available technologies.