This study aimed to improve the well-being of international students studying in English by exploring their language learning experiences. It combined approaches from human resource development, education, participatory action research, and other fields. The research had three main objectives: to be a change initiative, conduct an inquiry into students' personal experiences, and create a model to improve language instruction and help students develop interlanguage communities. The overall goal was to bridge gaps between theory, practice, experience, and development in language pedagogy.
This study aimed to improve the well-being of international students studying in English by exploring their language learning experiences. It combined approaches from human resource development, education, participatory action research, and other fields. The research had three main objectives: to be a change initiative, conduct an inquiry into students' personal experiences, and create a model to improve language instruction and help students develop interlanguage communities. The overall goal was to bridge gaps between theory, practice, experience, and development in language pedagogy.
This study aimed to improve the well-being of international students studying in English by exploring their language learning experiences. It combined approaches from human resource development, education, participatory action research, and other fields. The research had three main objectives: to be a change initiative, conduct an inquiry into students' personal experiences, and create a model to improve language instruction and help students develop interlanguage communities. The overall goal was to bridge gaps between theory, practice, experience, and development in language pedagogy.
This study aimed to improve the well-being of international students studying in English by exploring their language learning experiences. It combined approaches from human resource development, education, participatory action research, and other fields. The research had three main objectives: to be a change initiative, conduct an inquiry into students' personal experiences, and create a model to improve language instruction and help students develop interlanguage communities. The overall goal was to bridge gaps between theory, practice, experience, and development in language pedagogy.
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PURPOSE OF THE STUDY
The purpose of this study was to improve the well-being of glocal students using English as a Medium of Instruction (EMI) by exploring their institutional language experiences. To do this it was important to move beyond the rational, cognitive computational approach to classroom language teaching that includes;
1. Shared Intentionality using three voices;
2. View language as a cultural tool; 3. Focus on student development.
This research focused on three different voices: first-person subjective found in
individual intentionality, second-person subjective found in joint intentionality, and third-person objective found in collective intentionality.
This was explored by combing two fields of study; Human Resource Development (HRD), and Education. The HRD perspective emerged from the tradition of Kurt Lewin’s Action Research, and Reg Raven’s Action Learning. While Education emerged from Paulo Freire’s participatory action research.
When combining these perspectives or approaches they naturally merge under a heuristic approach to inquiry. using a form of participatory action learning and action research, combined with heuristic inquiry, hermeneutic phenomenology, and ethnography. second language learners to become participating members in an interlanguage (English) community by improving classroom language instruction while exploring the various interconnections between interlanguage communication, development, and academic learning among language learners in an EMI setting. that are in need of sustainability in the form of Interlanguage communities of practice. Three major objectives can be identified: 1) To be a change initiative; 2) for the research- practitioner to conduct a heuristic or ethno-methodological inquiry into the first-person learning experiences of the selected students; 3) for the students to gain personal insight from their first- person learning experiences; 4) for students to initiate a program to change; thus 5) creating a Praxial Interlanguage model.
The aim is to merge theory and practice into a praxis that improves interlanguage instruction for students involved in EMI. Overall, this research is intended to be pragmatic by bridging the gaps in language pedagogy between theory, practice, experience, and development. Theory deals mainly with the nature of language and learning, as Practice deals with instruction, while Experience deals with student participation, and Development deals with the progress of student transformation.
This can be accomplished by using Kurt Lewin’s change model, the fundamentals of autopoiesis and neuroscience, and the ancient practice of mindfulness. To investigate the nature of second language development using the five aggregates of experience: 1 forms, 2 feelings/sensations, 3 perceptions/impulses, 4 dispositional formations, 5 consciousness.
The purpose of this research is to explain why acquiring, or learning, or developing a second language is so very difficult. purpose is to find what needs to be transformed. attention and awareness, but how can we?
The purpose of this research is to foster transformation in students, the groups they socialize in, and the campus community of English lingua franca where they socialize, by creating the proper context. According to Kurt Lewin, there can be forces in society that maintain a certain mindset, and to initiate change requires a specific approach. Define the change you want to see. Write down the goal or vision of a future desired state. Or you might prefer to understand the present status quo or equilibrium. Brainstorm or Mind Map the Driving Forces - those that are favourable to change. Record these on a force field diagram. Brainstorm or Mind Map the Restraining Forces - those that are unfavourable to, or oppose change. Record these on the force field diagram. Evaluate the Driving and Restraining forces. You can do this by rating each force, from 1 (weak) to 5 (strong), and total each side. Or you can leave the numbers out completely and focus holistically on the impact each has. Review the forces. Decide which of the forces have some flexibility for change or which can be influenced. Strategise! Create a strategy to strengthen the driving forces or weaken the restraining forces, or both. If you've rated each force how can you raise the scores of the Driving Forces or lower the scores of the Restraining Forces, or both? Prioritise action steps. What action steps can you take that will achieve the greatest impact? Identify the resources you will need and decide how to implement the action steps.Hint: Sometimes it's easier to reduce the impact of restraining forces than it is to strengthen driving forces. Unfreeze, change and freeze
Current teaching approaches focus on mainly on content when it is clear that students should be considering their own experiences and how to construct knowledge and meaning from these experiences. Contemplative education allows students to perform such practices. The purpose of this study is to explore the classroom context and develop a model that can improve the students’ chances of success while attending the University in America.
