It's turning out pretty cool & interesting. Just trying to fine-tune some stuff and try to explain how the findings/implications should be described. So much of academic writing is creatively leaving things out -- I'm looking for the balance between describing all the data and actually giving it a shape that's interesting and useful.
Some interesting stuff came up -- and keep in mind I am, for the most part, no longer "leading the witness" the way I did during my MA research when I didn't know any better. Students said stuff about Chinglish and varieties of English totally independent of anything I thought.
Some student quotes:
"I think teacher should know what the students really need. Then help them to write that things and judge. For example, many students want to learn how to write resume. The teacher should give suggestions on how to write and tell the students what the HR suppose in one’s resume. The teacher may get all the resumes, tell the students which students will he/she take if he/she is HR. I think people will be interested in what they need. Many useful English writings are not difficult, but Western people have different way to write it…Teachers should let students know it."
"A teacher regard exams as the final aim of writing would never attract students. So his task is not only teaching how to use words or sentences but also the culture.”