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Akiko NagaoEmail na00e328@gmail.com

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

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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