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Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers

Fahad, Ahmed K
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512

Abstract Details

2017, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies.
This study examined the experience of native and non-native English speakers’ online and face to face communication while working on implementing an international exchange program called the alumni university program. Drawn on sociocultural and self-efficacy theories, the study investigates the effect of making available to none-native English speakers hybrid communication where shift in using online and face-to-face modes of interaction could positively shape participants’ identities and secure higher self-efficacy resulting in effective English language development. This interaction is important to be studied for several reasons. First, the growing global aspect of the English language and its use in growing exchange program and in social networking websites and their use by ESL (English as a Second Language) learners beg for an in-depth analysis of this interaction. Second, the analysis of this type of conversation mediated in technology in this context is essential to understand the power relations and the nature of the discursive practices used by NNSs when they interact with NSs. Two questions guided this study: 1) how do differing modes of communication condition NSs and NNSs’ sense of identity and agency as they communicate with each other over time? And 2) what role does the online environment play in shifting the NNSs’ identity and agency? Data sources included semi-structured interviews of NSs and NNSs as well as email, Viber chats as well as synchronous communication between native and none-native English speakers on higher education topics The analysis followed critical ethnography and Fairclough’s Critical Discourse Analysis (CDA) approach, particularly its three-dimension model. Findings revealed that international students develop positive identity and experience higher self-efficacy when offered with the opportunity to communicate with American professors and students via the combination of both online and face to face modes. This implies pedagogical implications that can play part in enhancing teaching and learning in ESL/EFL classrooms.
Holly Johnson, Ph.D. (Committee Chair)
Haiyang Ai, Ph.D. (Committee Member)
Ying Guo, Ph.D. (Committee Member)
155 p.
Bilingual Education
Native and Non-native Speakers; Online Communication; Identity; Power; Agency

Recommended Citations

Citations

  • Fahad, A. K. (2017). Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512

    APA Style (7th edition)

  • Fahad, Ahmed. Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512.

    MLA Style (8th edition)

  • Fahad, Ahmed. "Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490698649076512

    Chicago Manual of Style (17th edition)

ucin1490698649076512
532
© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.