Socio-dynamic motivating through idealizing classmates  

Oleh:

Murphey, Tim ; Falout, Joseph ; Fukuda, Tetsuya ; Fukada, Yoshifumi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 45 (2014), page 242-253.
Topik: Group dynamics; Possible selves; Ideal L2 self; Imagined social capital; Ideal classmates; Reciprocal idealizing; Group framing of motivation; Near peer role modeling; Belonging; Critical participatory looping (CPL)
Fulltext: System_45_2014_Murphey.pdf (388.92KB)

Isi artikel

This action research study reports results from students (449 in phase one; 341 in phase two) in conversation-based, EFL classrooms. In phase one, we asked students, “Please describe a group of classmates that you could learn English well with. What would you all do to help each other learn better and more enjoyably?” Then in phase two, we coded their answers into 16 general descriptors and returned these to students, asking them to respond to three Likert questions: (a) this is important, (b) my classmates are doing this, and (c) I am doing this. We found that sharing these descriptors of Ideal L2 Classmates among and across classrooms enabled students to imagine further how they could help their classmates' learning. Quantitative and qualitative results indicate a resonating groupframed motivation effect in which students tend to become more helpful and resourceful for each other. We hypothesize this effect occurs through first formulating ideals about others and then identifying self-reflexively with these ideals, which we call reciprocal idealizing. Findings suggest that pedagogical applications of possible selves theory would do well to include active participation of imaginings within a lived experience, proximal peers and environments, past and present self guides, and possible others

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