Critical Participatory Looping: Dialogic Member Checking With Whole Classes

Murphey, Tim; Falout, Joseph

doi:10.5054/tq.2010.237337

Cited by 27 publications

(18 citation statements)

References 5 publications

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“…We listen to our students' emotions and beliefs not in order to change them, but to "recognize them and use them to help us understand when -and how -it is appropriate to intervene" (Swain, 2013, p. 11). Having learners analyze and reflect about their own data and discuss them with others in class is also good practice as recent research has suggested (Murphey & Falout, 2010). Finally, I would add that we can ask learners to reflect on the relationship between their own beliefs, emotions, and identities, such as by asking them to work with collages, mini-autobiographies and reflective questions to help them understand their desires and emotions in EFL learning and teaching, as has been suggested by Motha and Lin (2014).…”

Section: Unveiling the Relationship Between Beliefs Emotions And Idementioning

confidence: 99%

Unveiling the relationship between language learning beliefs, emotions, and identities

Barcelos

2015

SSLLT

101

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have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.Keywords: emotions, identities, beliefs, language teacher education, language learning 1 This article is a modified version of previous talks (Barcelos, 2011(Barcelos, , 2014 and an earlier version of a manuscript in Portuguese (Barcelos, 2013

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Section: Unveiling the Relationship Between Beliefs Emotions And Idementioning

confidence: 99%

Unveiling the relationship between language learning beliefs, emotions, and identities

Barcelos

2015

SSLLT

101

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“…Mearns 2012; Sampson 2012); learners too can be motivated by involvement in classroom research as they gain insight into aspects of their own practices and thought processes (e.g. Murphey & Falout 2010;Coyle 2014). …”

Section: Teachers (And Learners) As (Co-)researchersmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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“…The researchers then developed a method in which they elicited participant feedback at multiple points in their research. In this way a survey study became a 'post-positivist dialectical activity', with Murphey and Falout (2010) concluding that CPL has potential for calibrating research instruments and for situating descriptive statistics and data tables within the participants' reality.…”

Section: Discussionmentioning

confidence: 99%

“…This information provided "insight into individual differences in changes in outcome measures that previously may have remained unexplained [and]…different perceptions of the term improvement" (2013, p.89). Murphey and Falout (2010) offer a sophisticated development of member checking for use in both quantitative and qualitative research called 'critical participatory looping' (CPL).…”

Section: Discussionmentioning

confidence: 99%

Mirrors, portraits, and member checking: Managing difficult moments of knowledge exchange in the social sciences.

Madill

Sullivan

2018

Qualitative Psychology

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Consultation is an important feature of research and, increasingly, researchers are required to work in partnership with stakeholders to increase the impact of their work. Our aim is to demonstrate what can be learned from the scholarship on, and practice of, member checking to facilitate productive knowledge exchange. Using dialogical analysis we explore three member check interactions from three different qualitative psychology projects focusing our analysis on difficult moments between researchers and participants conceptualised here as 'sore spots'. We identify two major genres in these sequences: participant ambivalence and participant challenge.We then consider passages that allow us to explore a more theoretical understanding of these two genres in terms of the metaphor of portraits and mirrors. Overall, we outline how implicit epistemologies and theories of subjectivity (uncomplicated, blank, and complex) may be linked to the way in which stakeholders approach research. We also provide a map with regard to the theories within which member checks can be undertaken, associated research practices in terms of a range of researcher responses to stakeholder ambivalence and challenge, and implications of these moments for knowledge exchange for qualitative research but also for psychological science as a whole. We conclude that sore spots in knowledge exchange process can be productive opportunities of transformational validity.

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Critical Participatory Looping: Dialogic Member Checking With Whole Classes

Cited by 27 publications

References 5 publications

Unveiling the relationship between language learning beliefs, emotions, and identities

Unveiling the relationship between language learning beliefs, emotions, and identities

The motivational dimension of language teaching

Mirrors, portraits, and member checking: Managing difficult moments of knowledge exchange in the social sciences.

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