Accessing a global community through L2 learning: a comparative study on the relevance of international posture to EFL and LOTE students

Amorati, Riccardo

doi:10.1080/01434632.2020.1850746

Cited by 3 publications

(1 citation statement)

References 60 publications

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“…Fostering a sound school-community ties will provide a sturdy bedrock to students' total development contributory to nation building and achieving quality instructional outcome (Chatman, 2019;Dones et al, 2023;Gatcho & Bautista, 2019;Johnston-Josey, 2017). To substantiate, several studies along CoP as a pivotal component of education and less explored in L2 context have been undertaken such as with King (2019), andWang, et al (2023) communicating positive results toward professional development of teachers (de Carvalho-Filho et al, 2020;Xue et al, 2021) as well as successful L2 learning (Amorati, 2023). In a related study by Wang and Ma (2017) they accentuated that one of the key features in creating an efficacious learning community is to deliberately involve wholeheartedly willing participants in the community.…”

Section: The Community Of Practice (Cop) Theory To Language Learningmentioning

confidence: 99%

The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development

Estremera

2024

JETM

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The Community of Practice (CoP) theory is principally anchored on active involvement of members of the community with one common shared purpose. They foster camaraderie and preform a common practice. In applied linguistics, CoP is a less explored area of language learning. By highlighting the benefits of CoP, school administrators will be able to solicit active involvement from stakeholders. A phenomenological approach was adopted to investigate the independent and dependent variables under qualitative research design. One hundred five L2 learners and 2 teacher participants served as a bridge to offer philosophical findings to the framed RQs. Features such as consultation conferences, orientation to the internal and external stakeholders and commitment to the school-based intervention are the essential features of CoP and REP. Presence of parents, donation of instructional materials, reading follow-up at home, financial support of LGU & NGO as well as close monitoring of school administrator paved the way for the increase in the academic performances. Researcher concludes that CoP theory has been found efficient in implementing REP incorporating principles of pragmatism to language development.

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Section: The Community Of Practice (Cop) Theory To Language Learningmentioning

confidence: 99%

The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development

Estremera

2024

JETM

View full text Add to dashboard Cite

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“I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan

Calafato

2021

System

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Understanding young high-achieving Chinese L2 learners’ experiences: a case study in an Australian primary school

Zeng,

Ehrich

2024

Journal of Multilingual and Multicultural Development

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Accessing a global community through L2 learning: a comparative study on the relevance of international posture to EFL and LOTE students

Cited by 3 publications

References 60 publications

The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development

The CoP Theory in Reading Enhancement Programme(REP) from Pragmatic Lens of Language Development

“I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan

Understanding young high-achieving Chinese L2 learners’ experiences: a case study in an Australian primary school

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