School of Social Sciences and Public Policy

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https://hdl.handle.net/10292/2105
There is a wide range of research activity in AUT's School of Social Sciences and Public Policy. The school has an active research community, with staff and postgraduate research in areas such as psychology, sociology and public policy.

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Browsing School of Social Sciences and Public Policy by Subject "2004 Linguistics"

Now showing 1 - 3 of 3
  • Item
    A Critical Review of the Revised IELTS Speaking Test
    (Macrothink Institute, 2013-12-26) Roshan, Saeed
    The International English Language Test System (IELTS) is currently one of the English tests of repute, which is employed to assess the language proficiency of candidates planning to study or work in contexts where English is employed as the language of communication. This study is a critical review of the Revised IELTS Speaking Test (RIST) in order to highlight the strengths and weaknesses of the revised version. The findings indicate that the reduction from 5 phases to 3 phases in the structure, the introduction of an Interlocutor Frame (IF), the change of the rating system from holistic to analytic, and validity are the strong points of RIST. The weaknesses in the RIST could be subjectivity of the test, deviation from IF, and potential cultural bias. The study provides some recommendations for improvement of the Revised IELTS Speaking Test.
  • Item
    Interview With Samoan-English Specialist Mental Health Interpreter Hoy Neng Wong Soon
    Burn, Jo Anna; Wong Soon, Hoy Neng
    This interview was conducted with Hoy Neng Wong Soon, a specialist mental health Samoan-language interpreter from Aotearoa New Zealand3 . Hoy Neng combines her work as a research project manager with the Pacific Islands Families Study with interpreting and translating and also works as a health interpreter and translator educator. Her experiences offer interpreters and educators an insight into mental health settings and into the very demanding area of forensic psychiatry. She is based in Auckland, Aotearoa New Zealand.
  • Item
    The Impact of L2 Students’ Self-Efficacy on the Perception of and Approach to Their Academic Writing Practices in Their First Year of Study at an EMI University: A Longitudinal Case Study
    (Applied Linguistics in Aotearoa New Zealand (ALANZ), 2023-07-24) Shannaq, Alena; Strauss, Pat; Hocking, Darryl
    Academic writing is a key skill through which students demonstrate knowledge of their subject areas and is most often the basis for assessing students’ work (Uysal, 2010). Unfortunately, international second language (L2) students often find academic writing challenging and confusing. Students need to be able to deal with these challenges by drawing on their resources, that is by demonstrating self-efficacy. The current research aimed to explore how self-efficacy impacted on L2 students’ perception of, and approach to, their academic writing practices, in their first year of study in New Zealand (NZ) universities. The study employed a longitudinal case study as its research methodology. Four study participants were interviewed regularly during the academic year. They also provided the researcher with their assignment instructions, marking criteria, and later, with the graded assignment and lecturer feedback. Findings indicate that the L2 learners’ self-efficacy fluctuated throughout their first year of study, which, in turn, was reflected in the ways the participants approached and responded to the challenges of their written assessments at different stages of their studies.
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