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Akiko NagaoEmail [email protected]
Ryukoku University, Japan
The Transformation of EFL Classrooms to
Communities of Practice
The IAFOR International Conference on Language Learning Monday, January 9, 2017
33565 16:00-16:30 | Room: 319A (3F)
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EFL classrooms
Classrooms as
Communities of Practice
Transformations of CoPs activities patterns
Expanding of Human relationships
Sharing the common goals and difficulties
Knowing technical terms /words
distributed cognition Figure 1. Two research targets: details
3Ribeiro, 2011, p. 48
2. Theoretical Framework
1
4
Mutual Engagement
Shared Repertoire
Joint Enterprise
Communities of Practice
This list signals the existence of the three main components of a CoP:
(Wenger, 1998, p. 126)
2. Theoretical Framework
Figure 2. Elements for the CoP
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3. Teaching Framework Genre approach of language learning + Learning and Teaching cycle
Figure 3. Learning cycle and group work (Feez, 1998, p.28).
2. Modelling and deconstructing
the text
3. Joint construction of the text
4. Independent construction of the text
5. Linking related texts
1. Building the context
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(1)How do the three dimensions: mutual engagement, shared repertoire , and joint enterprise of the CoP change over time in EFL classrooms ?
(2) What are the common activity patterns of CoP’s features among three different classroom communities?
4. Research Questions
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5. Methodology Participants
Table 2 Participants for this research
Communities of Practices Class
N English Proficiencies
Research Period Start End
A 39 IM April 2013 July2013B 30 PI April 2013 July2013C 28 IM April 2013 January 2013D 35 PI September 2013 January 2014E 32 IM September 2013 January 2014F 26 UI April 2014 July 2014G 27 IM April 2014 July 2014H 27 UI April 2014 July 2014I 15* UIM April 2016 July 2016J 14* IM April 2016 July 2016
UI= TOEFL (iBT): 68-97, IM= 46-68, PI= 32-46
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• In this study, the author modified Ribeiro’s (2011, pp. 229-230) interview items into applicable quantitative questions based on Wenger’s 14 components.
• Categorization: Used Murillo (2011)’s interpretation
• 10 questions with a five-point scale were written in both Japanese and English languages.
5. Methodology
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Questions Dimentions
1 Do you have a constant relationship with your classmates? ME
2 When you have a problem do you ask a classmate for help? SR
3 Is information propagated quickly? SR
4 Do you need to explain your works' (tasks') activities before engaging in conversation with a classmate?
JE
5 Is it easy to introduce a problem that requires a discussion among your classmates? JE
6 Do you know your classmates' skills and how these can be used to achieve a common enterprise?
JE
7 Can you assess the appropriateness of an action or product for the organization? ME
8 Do you remember any shared goals or tools that you used with the members of your class?SR
9 Do you know any story, case or joke shared with your classmates?SR
10 Do you know any jargon or shortcut shared with your classmates? SR
Table 3. Questions
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Table 4.Data and data analysis for the research
1st time 2nd time 3rd time
Classroom G 2014/5/12 (Week 4)
2014/6/2 (Week 7)
2014/7/15 (Week15)
Classroom I 2016/4/11 (Week 1)
2016/5/30 (Week 7)
2016/7/11 (Week15)
Classroom J 2016/4/15 (Week 1)
2016/6/03 (Week 7)
2016/7/15 (Week15)
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6. Results and Discussions
Phase 1: To identify similar activity developmental patterns for CoP I
Phase 2: To determine commonalities between CoP I & J
Phase 3: Generalization of common activity patterns for CoP I, J, and G
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Mutual Engagement (Q1)
Shared Repertoire(Q3) (Q8)
Communities of Practice I
Beginning Middle End
Middle
Low
High
Finding: Phase 1
Figure 4. Elements for the CoP
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Q2 (SR)Human relationship expansion (asking a help from other members)
Q3(SR)Human relationship expansion (sharing the same information )
Q6: Understanding of members’ knowledge and distribute knowledge (JE)
Q8: Understanding of Semiotic resources and taking in the CoP (SR)
Q10 :Understanding of jargons(SR)
Developed / having awareness and interests at the earlier stages
Developed/ having awareness and interests at the later stages
Beginning Middle End
Finding: Phase 2Figure 5. Result
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Shared Repertoire
Joint Enter
Communities of Practice I and J
Beginning Middle End
High
Middle
Low
Q8
Q6
Q2&Q3
Q10
Finding: Phase 2
Figure 6. Elements for the CoP
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1 Always 2 Usually 3 Sometimes 4 Rarely 5 Never0
10
20
30
40
50
60
70
Week 4 Linear (Week 4)Week 7 Linear (Week 7)Week 15 Linear (Week 15)
1 Always 2 Usually 3 Sometimes 4 Rarely 5 Never0
10
20
30
40
50
60
70
Week 1 Linear (Week 1)Week 7 Linear (Week 7)Week 15 Linear (Week 15)
1 Always 2 Usually 3 Sometimes 4 Rarely 5 Never0
10
20
30
40
50
60
70
Week 1 Linear (Week 1)Week 7 Linear (Week 7)Week 15 Linear (Week 15)
Approximate curvesFinding: Phase 3
Figure 7. Result (2)
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Shared Repertoire(jargon: Q10)
Communities of Practice G + I+ J
Beginning Middle End
Low/never
Middle
High
Finding: Phase 3
Figure 8. Elements for the CoP