Learning students’ given names benefits EMI classes

Murdoch, Yvette Denise; Lim, Hyejung; Kang, Alin

doi:10.1080/04250494.2018.1509673

Cited by 6 publications

(5 citation statements)

References 26 publications

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“…Addressing someone by name establishes individuation (for a review, see Goodwin and Frame, 1989), which is likely amplified by the uniqueness of usernames in digital environments. Furthermore, extrapolating from research about classroom interactions, it is likely that being recognized by name makes participants feel valued by their favorite streamer and contributes to relationship and community building (Cooper et al, 2017; Murdoch et al, 2018). The participatory format allows for a ‘more effective interactivity’ (Lim et al, 2020, section 2.4) and facilitates the development of fans’ parasocial affinity.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of parasocial affinity and gender on live streaming fans’ motivations

Kneisel

Sternadori

2022

Convergence: The International Journal of Research into New Med

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Gaming livestreams have seen unprecedented growth on platforms such as Twitch.tv and YouTube Live, especially since the start of the COVID-19 pandemic. This study examined fans’ motivations for watching and supporting their favorite streamers. The results of an online survey showed that the time spent watching livestreams was positively associated with the degree of parasocial affinity they feel toward that streamer. Parasocial affinity strength was, in turn, a significant predictor of the likelihood of sending virtual gifts or donations to streamers. Some gender differences in motivations also emerged. Women reported being more likely to watch a particular gaming stream because of the streamer’s characteristics rather than the game being played, while men were equally likely to watch because of the streamer or because of the game being played.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of parasocial affinity and gender on live streaming fans’ motivations

Kneisel

Sternadori

2022

Convergence: The International Journal of Research into New Med

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“…Learning Students' Given Names Benefits EMI Classes by Murdoch, Y. D., Lim, H., and Kang, A. (2018).…”

Section: A Commentary Onmentioning

confidence: 99%

“…Murdoch et al ( 2018 ) contributed to an important yet inconspicuous concept associated with teaching—using students' given names. The authors' article focused on the use of English as the medium of instruction (EMI) in university classes in Korea and the use of student names as a precursor to student engagement and satisfaction and to success in the classroom.…”

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confidence: 99%

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Commentary: Learning Students' Given Names Benefits EMI Classes

Jepson

2020

Front. Psychol.

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“…Through ethnographic research encounters in an Australian multicultural primary school setting, Tualaulelei (2021) shows that teachers' willingness and efforts to learn students' Samoan names can transform learning spaces into empowering spaces for those students. Similarly, in English medium instruction education class contexts, teachers' initiatives to learn and use students' personal names that carry cultural meanings are seen to elevate student confidence and performance (Murdoch et al 2018).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

"My Name Is..."

Thomas

Samjose

2022

names

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A child’s personal name is an integral part of their identity. Names and name negotiation in children’s picturebooks can explore this connection by narrativizing the impact of positive and negative experiences involving name-carriers, name-givers, and name-users. In this study, we began with a framework combining a socio-onomastic perspective with the children’s literature metaphor of “mirrors and windows” (Bishop 1990) and the educational research concept of “damage and desire” narratives (Tuck 2009). Our content analysis of twelve picturebooks featuring characters with culturally and linguistically diverse names led to a coding scheme of six common episodes of name negotiation in the picturebooks’ narrative arcs: (1) inflicted damage; (2) internalized damage; (3) supplying desire; (4) internalized desire; (5) asserting the desire; and (6) joining the desire. Our findings highlight how episodes of damage focus on the pain, sadness, and struggle name-carriers undergo, while episodes of desire center the support of parents and teachers as well as detailed cultural and familial information about names. We conclude that while both “damage and desire” episodes contribute to the narratives, too heavy a focus on damage could lead to the perpetuation of a “single story” (Adichie 2009) that normalizes pain and struggle as an inevitable experience for children with linguistically and culturally diverse names.

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Learning students’ given names benefits EMI classes

Cited by 6 publications

References 26 publications

Effects of parasocial affinity and gender on live streaming fans’ motivations

Effects of parasocial affinity and gender on live streaming fans’ motivations

Commentary: Learning Students' Given Names Benefits EMI Classes

"My Name Is..."

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