Carolyn Tait

Qualifications

PhD, MA (Applied Linguistics), Dip TESOL, Dip Teach, B. Agr. Sc.

Profile

Carolyn Tait has experience teaching English, Science and Economics to secondary school students, both in New Zealand and in international schools in Asia. She joined the College of Education (now Te Herenga Waka Victoria University of Wellington Faculty of Education) in 1998 and worked in teacher education to prepare teachers to understand the strengths and needs of bilingual learners in education. She has a particular interest in international education and completed her PhD in the impact of assessment on Chinese university students in New Zealand. She has designed and implemented professional learning for student teachers and teachers from Hong Kong, Korea, Malaysia and China.

In 2020, she retired after three years as Head of the School of Education and now works as an adjunct with the Faculty. She supervises PhD and Masters students in the area of foreign language learning and bilingual education, as well as working on special projects.

PhD supervision completed:

Huong Vu Thi (2022). English for Crop Science in Vietnam: Taking perceptions from the workplace to the university teachers. Supervised by Carolyn Tait and Gillian Hubbard

Hoang, Ha Thi Thu (2020). Vietnamese EFL teacher self-efficacy. Supervised by Carolyn Tait and David Crabbe

Phan, Thi Van Anh (2020).  Questioning in English as a foreign language university classes. Supervised by Margaret Gleeson and Carolyn Tait

Gao, Jie (2019). Chinese undergraduate students’ motivation profiles: Identification and significance. Supervised by Flaviu Hodis and Carolyn Tait

Viygan, B (2019). Investment and reading practices in EAP classrooms in Malaysia. Supervised by Carolyn Tait and Gillian Hubbard

Prapunta, Sudatip (2017). Pieces of the Puzzle: Stories of the EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities. Supervised by Carolyn Tait and Margaret Gleeson

Biswalo, U.P. (2015). Exploring intercultural communicative competence among English language teachers in secondary schools in Tanzania: A post colonial perspective. Supervised by Catherine Manathunga and Carolyn Tait

Syahrin, S. (2015). Literacy uses and practices in English : Six cases of Malay primary schoolchildren’s experiences in a contemporary Malaysian context. Supervised by John Dickie and Carolyn Tait

Astuti, Sri Puji (2015). Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context. Supervised by Carolyn Tait and Cedric Hall

Alzaanin, E.I. (2014). Investigating the pedagogical practices of EFL writing teachers in Palestinian universities: A cognitive-ecological perspective. Supervised by Carolyn Tait and Luanna Meyer

.Piyawan Rungwaraphong (2012). The promotion of learner autonomy in Thailand tertiary education: Lecturers' perspectives. Supervised by Carolyn Tait and Jeff Sigafoos

Mohd Zahidi, A.B. (2012). Self regulation in English language learning: Case studies of six Malaysian undergraduates. Supervised by Stephanie Doyle and Carolyn Tait

Masters thesis supervision completed:

Petrovic, Biljana (2018). International students’ academic learning in mainstream classrooms: A case study (supervised with Margaret Gleeson)

Kane, (2017). Internationally qualified nurses’ perceptions of patient safety : New Zealand case studies.

King, L. (2016). “Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. (supervised with Margaret Gleeson)

Wang, X. (2015). An interpretative phenomenological analysis of Chinese students’ satisfaction with postgraduate University study and life in New Zealand (supervised with Judy Lymbery)

Flavell, M. (2014). Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting (supervised with Margaret Gleeson)

Tate, A (2014). What are the perceptions of stakeholders of an online ESOL programme: The case of one intermediate school in New Zealand (supervised with Margaret Gleeson)

Pepper, K. (2014). What bilingual police students perceive as facilitators and barriers to their learning during initial police training (supervised with Margaret Gleeson).

Kassing, Rachmania Bachtiar (2012). Perceptions of motivational teaching strategies in an EFL classroom: the case of a class in a private university in Indonesia (supervised with Margaret Gleeson)

PUBLICATIONS

Journal Articles and Chapters in books

Gao, J., Hodis, F. A., & Tait, C. F. (2022). University students' regulatory focus-mode profiles and their relationships with grit, critical thinking, effort regulation, and perceptions of academic success. Personality and Individual Differences, 189, 111474.

Tait, C. (2020). Motivations and disincentives in studying the languages of the Asia-Pacific region in Aotearoa New Zealand. New Zealand Studies in Applied Linguistics (Online), 26(1), 20–47.

Kane, A., Tait, C., & Arcus, K. (2019). Internationally qualified nurses’ perceptions of the competencies that pertain to patient safety. Nurse Education in Practice, 38, 105-111.

Tait, C., Horsley, J., Tait, K. (2018). The contextual teaching-learning mapping of academically successful Pasifika students. Asia Pacific Education Review, 19(3) 353-361.

Sika-Paotonu, D., & Tait, C. (2018). The incorporation of self-directed learning for English second language learners within postgraduate clinical health sciences Immunology Education. 200(1), 6.

Sika-Paotonu, D., & Tait, C. (2018). Immunology Education for English Second Language learners within a Postgraduate Nursing Science Program in New Zealand. Immunology Education 200 (1), 18.

Takemoto, M., Tait, C., Gleeson, M. (2017). Much more than talking: An emergent bilingual learner’s interactions in a New Zealand early childhood centre. New Zealand Annual Review of Education 22, 95-111.

Tait, C., & Gleeson, M. (2917). Linguistically Inclusive Pedagogy. In L. Meyer (ed) Oxford Bibliographies in Education. New York: Oxford University Press.

Hodis, F. A., Tait, C., Hodis, G. M., Hodis, M. A., & Scornavacca, E. (2016). Analyzing student motivation at the confluence of achievement goals and their underlying reasons: an investigation of goal complexes. Social Psychology of Education, 19(3), 643-660.

Tait, K., Horsley, J., & Tait, C. (2016). How do academically successful Pasifika students perceive task value?. Australasian Journal of Gifted Education, 25(1), 47-57.

Tait, C. (2012). The Chinese learner in the New Zealand university environment. New Zealand Annual Review of Education, 21, 165-184.

Gleeson, M., & Tait, C. (2012). Teachers as sojourners: Transitory communities in short study-abroad programmes. Teaching and Teacher Education 28(8), 1144-1151.

Tait, C. (2012). The impact of the perceptions of the language demands of essay and multiple-choice questions on examinations on the learning strategies of Chinese students. In J. Avery & M. Stewart Language learning: New Research. (pp.151-168) New York, Nova Science.

Tait, C. (2010) Chinese student perceptions of the effects of western university examination formats on their learning. Higher Education Quarterly, 64(3) 261-275.

Doyle, S., Gendall, P., Tait, C., Meyer, L., Hoek, J., McKenzie, L., & Loorparg, A. (2010) An Investigation of Factors Associated With Student Participation in Study Abroad.Journal of Studies in International Education, 14(5) 471-490.

Gleeson, M., & Tait, C. (2010) Interaction for learning. In P. Dam & M. Cowart (eds)Teaching English Language Learners: An International Perspective. (pp. 172-191) Texas: Texas Women's University.

Tait, C., & Gleeson, M. (2010) Teaching linguistically diverse learners in secondary and tertiary education: students and teachers speak out. In V. Green & S. Cherrington (Eds.). Delving into diversity: an international exploration of issues of diversity in education. (pp. 71-81) New York: Nova Science.

Tait, C. (2009). Assessment and Chinese university students in New Zealand: the impact of perceptions of assessment types on the study habits and motivation of Chinese undergraduate students in a New Zealand university. In L. Meyer, S. Davidson, H. Anderson, R. Fletcher, P. Johnston, M. Rees (Eds). Tertiary assessment & higher education: student outcomes: Research, Policy & Practice. Wellington, New Zealand: Ako Aotearoa.

Bishton, S., Gleeson, M., & Tait, C. (2009). The mathematics teacher as a teacher of language. In Averill, R. & Harvey, R. (Eds). Teaching secondary school mathematics and statistics: Evidence based practice. Wellington: New Zealand Council for Educational Research.

Current research projects

• Student teacher self efficacy
• Motivation
• Profession development of teachers of linguistically diverse students

Research interests

My research is primarily focused on:

• inclusive pedagogy especially for culturally diverse students
• motivation and curriculum development through culturally appropriate assessment
• internationalisation of education
• Pre service teacher education and professional development for teaching linguistically diverse students

Supervision interests

I currently supervise doctoral students in the area of language learning motivation, English as a second and foreign language, self-efficacy in practice, and motivation of linguistically diverse students. I supervise Master of Education students in the area of the experiences of language learners in schools and tertiary institutions both in New Zealand and abroad.

Recently completed supervisions

Doctoral thesis completions

Piyawan Rungwaraphong (2012). The promotion of learner autonomy in Thailand tertiary education: Lecturers' perspectives. Supervised by Carolyn Tait and Jeff Sigafoos

Alzaanin, E.I. (2014). Investigating the Pedagogical Practices of EFL Writing Teachers in Palestinian Universities: A Cognitive-Ecological Perspective. Supervised by Carolyn Tait and Luanna Meyer

Mohd Zahidi, A.B. (2012). Self regulation in English language learning: Case studies of six Malaysian undergrads. Supervised by Stephanie Doyle and Carolyn Tait

Biswalo, U.P. (2015).Exploring intercultural communicative competence among English language teachers in secondary schools in Tanzania: A post colonial perspective. Supervised by Catherine Manathunga and Carolyn Tait

Syahrin, S. (2015) Literacy Uses and Practices in English : Six Cases of Malay Primary Schoolchildren’s Experiences in a Contemporary Malaysian Context. Supervised by John Dickie and Carolyn Tait

Astuti, Sri Puji (2015). Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context. Supervised by Carolyn Tait and Cedric Hall

Master’s thesis completions

Kassing, Rachmania Bachtiar (2012). Perceptions of motivational teaching strategies in an EFL classroom: the case of a class in a private university in Indonesia (with Margaret Gleeson)

Flavell, M. (2014). Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting (with Margaret Gleeson)

Tate, A (2014): What are the perceptions of stakeholders of an online English language learning programme? (with Margaret Gleeson)

Pepper, K. (2014) What bilingual police students perceive as facilitators and barriers to their learning during initial police training (with Margaret Gleeson).

Wang, X. (2015). An interpretative phenomenological analysis of Chinese students’ satisfaction with postgraduate University study and life in New Zealand (with Judy Lymbery)

King, L. (2016). “Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. (with Margaret Gleeson)

Publications