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

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Understanding How Power and Identity Work in Interactions Between Native and Non-Native English Speakers UNDERSTANDING POWER AND IDENTITY IN INTERACTION Understanding How Power and Identity Work in Interactions between Native and Non-Native English Speakers A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Education in Literacy and Second Language Studies in the College of Education, Criminal Justice, and Human Services by Ahmed Fahad February 2017 Committee Chair: Dr. Holly Johnson Committee Members: Dr. Ying Guo Dr. Haiyang Ai UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION Abstract 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 ii UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION 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. iii UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION iv UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION Dedication To my wife, Nibras, whose love, dedication and patience has been number one inspiration in my life and without which I would not have completed this work. Nibras, thank you for being my greatest supporter and for standing by me throughout the journey of my doctoral study. This is also your achievement! To my Mother, who has endured not seeing me all those years while I am studying abroad? Thank you, mom! v UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION Acknowledgements First and foremost, I would like to express my thanks and gratitude to my mentor and advisor, Dr. Holly Johnson for her ongoing encouragement, and advice over the years of my dissertation work. I am particularly thankful for Dr. Holly Johnson for being generous with her time to review my work, share her thoughts, and offer guidance. I am also grateful to my committee: Dr. Ai Haying and Dr. Guo, for their continued support throughout the phases of my doctoral dissertation. The preparation for the dissertation started well before candidacy. I would like to thank all the faculty who helped me along the way, but especially Dr. Socorro Herreram from Kansas State University and who was my mentor in the Holmes Scholar program, Dr. Mary Benedetti, Dr. Cate Crosby, Dr. Hye Pae and Dr. Lisa Vaughn who offered valuable advice, guidance, support, and who were always there for me whenever I had questions during the first drafts which provided the foundation for my dissertation. I would like to thank all the Iraqi and U.S participants of the Alumni University Program and who also provided guidance and insight on my study. I am much grateful to my colleagues for their continued support and for being there every time I needed advice or consultation. I am grateful to Angel Anorga, Peggy Shannon, Jill Altus, Glen Chapman, Cass Johnson, Selena, Ramanayake, Jennifer Killham, Jessica Ashe, Tom Highly, and many others. I am thankful to all my colleagues and friends in the Literacy and Second Language Studies program for their encouragement and support. I would like to thank my family and friends for their patience and encouragement. Most of all, I would like to thank my wife for her unwavering support. vi UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION TABLE of CONTENTS ABSTRACT ...................................................................................................................... II DEDICATION.................................................................................................................. V ACKNOWLEDGEMENTS ........................................................................................... VI CHAPTER 1: INTRODUCTION .................................................................................. 14 Purpose of the Study 16 Research Questions 16 Definitions of Key Terms 17 Native and Non-Native English Speakers 17 Online communication 17 Identity 19 Power and agency 20 My Assumptions and Positionality as the Researcher 20 Theoretical Foundations 24 Socio-cultural theory 26 Interaction hypothesis and comprehensible input 27 Third space theory 28 Language socialization theory 30 Study Significance 31 CHAPTER 2: REVIEW OF THE LITERATURE...................................................... 33 vii UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION Second Language Socialization 35 Identity 35 Identity in online interaction 36 Power and agency 37 Meaning Negotiation 41 Confirmation checks 42 Comprehension checks 42 Clarification request 42 Negotiation of meaning in online 43 Critical Discourse Analysis in Online Interaction 45 CHAPTER 3: METHODOLOGY ................................................................................ 48 Design of the Study 49 Gaining Access and Research Context 51 Recruitment 52 Participants 53 Convenience Sampling 53 Non-Native Speakers Participants 55 Widad 55 Nina 55 Salma 56 Saif 56 Rami 57 Shaima 57 viii UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION Ibtisam 57 Sami 57 Native Speakers Participants 58 James 59 Tim 59 Researcher Role 60 Data Collection 61 Data sources 61 Data Management 63 Data Analysis 63 Analysis process 64 Categories Constructed from Analysis 67 Trustworthiness 67 Study Limitations 68 CHAPTER 4: FINDINGS .............................................................................................. 69 INTRODUCTION........................................................................................................... 69 Category One: Identity Shaping, Developing, and Shifting 70 Changes in NNSs identity 71 Changes in NSs identity 73 Agency 74 Social versus academic identity 78 Category Two: Power Relations 85 ix UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION Power reducing discourse 86 The sense of being challenged 91 Third space and self-efficacy 93 Scaffolding and language socialization 96 Category Three: Meaning Negotiation and Collaboration 97 Meaning negotiation 102 Confirmation checks and definition requests 103 Native speakers’ comprehension checks 108 Self-efficacy 109 Responsibility as agency 110 Summary of Findings 112 CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS .................................. 116 ERROR! BOOKMARK NOT DEFINED.INTRODUCTION ..................................... 116 Answering Question One 118 Answering Question Two 121 Implications for ESL learning and ESL Teacher Education 123 Implications for Online Learning and Education 124 Implications for Exchange Programs 125 Suggestions for Further Research 126 Conclusion 127 REFERENCES .............................................................................................................. 130 x UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION APPENDIX A: IRB PROTOCOL ............................................................................... 140 APPENDIX B: CONSENT FORMS ........................................................................... 143 APPENDIX C: INTERVIEW GUIDE ........................................................................ 146 APPENDIX D: FACEBOOK DISCUSSION TRANSCRIPT .................................. 147 APPENDIX E: AUP PHOTOS .................................................................................... 154 xi UNDERSANDING POWER AND IDENTITY IN ONLINE INTERACTION CHAPTER 1: Introduction Though Web 2.0 technologies received considerable attention in foreign language education since they provide wider space for ESL learners, few studies focus on the interactional patterns of NNSs and NSs in an out-of-class setting. Research is limited on the intrinsic sociocultural factors that surround online social and professional use of those technologies especially when it comes to the interaction between NSs and NNSs. Studies, however, have
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