Contradictions in a distance course for a marginalized population at a Middle Eastern university

Abstract

<p>This study explores six cases of non-native English speaking students engaged in a distance English-medium course on critical thinking at a university in Iran. Framed within activity theory, the study investigated students’ course-related activity systems with a particular focus on contradictions that underlie any human activity. The construct of contradictions provides a theoretical lens to understand a web of relationships among a number of elements in course-related activities situated in a cultural-historical setting beset with political controversies, technological challenges, and needs for a bilingual curriculum. The findings indicate that all student participants had multiple activity systems within the course environment. Most participants had primary, secondary, and quaternary contradictions that had positive and negative consequences on the expansion of their activity systems. Discussion also includes practical implications for the distance university under study that could potentially be applied to similar distance schools.</p>

Value Orientations and Off-Topic Interactions: Contradictions in American–Japanese Intercultural Telecollaboration

“…The findings also suggest that different learners have different levels of orientations to use value and exchange value, as illustrated by Hikari being more acceptive of redefining the rules than Toru. From a pedagogical perspective, it is important to note that learners' priority is always in negotiation with multiplicity in the configuration of their motivation and context (Madyarov, 2008).…”

“…At one point, some may emphasize the use value of the target language in their lives, while others may prioritize the exchange value, or the orientation towards earning a grade (Engeström, 1987;Madyarov, 2008). One learner or group of learners may have a certain balance of these two values at one point, which may be different from others both in quantity and quality.…”

“…On this account, Madyarov (2008) analyzed different types of contradictions informed by Engeström's work in untangling the complex configurations of contradictions in a distance English-medium course on critical thinking at a university in Iran. Madyarov examined activity systems of student participants motivated by multiple objects, some of which were oriented towards academic and others non-academic.…”

“…Individuals can learn languages for many reasons, such as an immediate need in their socioeconomic environment. Different learners value different aspects of target language proficiency, and their motivation and priority are inherently multifaceted and always negotiated in a given context (Madyarov, 2008). With technological advancements expanding the avenues of language learning via digital media, intercultural telecollaboration is recognized as a meaningful mode of language learning to accomplish intended learning outcomes via online exchanges.…”

“…To better understand the complex human activities in the context of telecollaboration, the unique potential of activity theory was acknowledged in recent years for the in-depth analysis of tensions in telecollaborative projects (Antoniadou, 2011;Basharina, 2007;Madyarov & Taef, 2012). Activity theory is rooted in the work of Vygotsky (1987) and was developed by modern scholars such as Engeström (1987;2001), often referred to as Cultural Historical Activity Theory (henceforth CHAT).…”