커뮤니티 구축, 협력적 실천 및 정체성 형성: EFL 프레젠테이션 수업 내?외 학습 역동성 연구 = Community Building, Collaborative Practices, and Identity Formation: A Study of Learning Dynamics Within and Beyond an EFL Presentation Classroom

다국어 초록 (Multilingual Abstract)

This qualitative study investigates how students in an English as a Foreign Language (EFL) presentation classroom build learning communities through collaborative practices within and beyond the classroom, and how they negotiate and shape their identities in the learning dynamics. Using a multiple case study methodology, the study draws heavily on Lave and Wenger’s model of Community of Practice (CoP), Smith and MacGregor’s Collaborative Learning (CL) as well as Norton’s identity theory as the conceptual frameworks to guide the study and for data analysis.
The research was conducted at an EFL presentation class in a national university in South Korea from April 2023 to January 2024. Three participants voluntarily participated in this study, allowing the researchers to collect first - hand data. The collected data were various, including observations within and beyond the classroom where the participants collaborated and negotiated. Participants were also interviewed for personal perceptions, forming a deeper understanding of their learning dynamics. Furthermore, documents such as course syllabuses, student assignments, written feedback from the instructor, and student report cards of the course were examined as supporting evidence. The data were then coded and categorized, allowing the themes to emerge. To ensure reliability and validity of the data and their analysis, triangulation and member checking were conducted.
By probing into the classroom observations, in-depth interviews, and related documents, we suggest that mutual trust, individual accountability, and intensive interaction are elements essential in CL to guarantee the success in building a CoP. Meanwhile, students’ identity formation is a fluid process, constructed across time and space along their interaction dynamics while they are collaborating and building learning communities. The data also reveal that their identity negotiation process is profoundly influenced by communication styles, trust dynamics, and conflict mediation. Moreover, by examining the dynamic interplay between community building, collaborative practices, and identity formation in an EFL presentation class context, the study shows that the quality of interpersonal relationships and academic performance are in a dynamically constitutive relationship. Finally, the study provides pedagogical recommendations. Educators are supposed to recognize the multifaceted nature of student identity and the diversity of sociocultural backgrounds, fostering inclusive and collaborative learning communities that facilitate identity development, international relationships and academic success.

목차 (Table of Contents)

• Chapter 1 Introduction 1
• 1.1 Background and Purposes 2
• 1.2 Reserach Questions and Objectives 5
• 1.3 Significance of the Study 8
• 1.4 Outline of the Dissertation 10
• Chapter 2 Literature Review and Theoretical Framework 13
• 2.1 Community of Practice (CoP) 14
• 2.2 Collaborative Learning (CL) 19
• 2.3 Identity and Investment 22
• 2.4 Bridging CL, CoP and Identity 25
• 2.5 Clarification of Key Terms 29
• Chapter 3 Research Methodology 35
• 3.1 Research Design 35
• 3.1.1 Qualitative Research 36
• 3.1.2 Multiple Case Study 37
• 3.2 Research Context 38
• 3.3 Participants 43
• 3.4 Researcher's Role 49
• 3.5 Data Collection 52
• 3.5.1 Observation 53
• 3.5.2 Field Notes 55
• 3.5.3 Semi-structured Interviews 56
• 3.5.4 Documents and Artifacts 58
• 3.6 Data Analysis 60
• 3.7 Validity and Reliability 66
• 3.7.1 Triangulation 66
• 3.7.2 Member Checking 67
• 3.7.3 Solo Coding and Reflexive Memos 68
• Chapter 4 Building a CoP via CL 70
• 4.1 Trust as a Precondition for CoP Formation in CL 70
• 4.1.1 Vignette: LiaHyman Trust Rupture (Blindfold Task) 71
• 4.1.2 Vignette: Unresolved Trust Gaps Escalate In-Class Collaboration Tension 73
• 4.1.3 Cross-case Pattern: What Helped Trust Repair 75
• 4.2 Interaction Intensity inside/outside Class 77
• 4.2.1 Vignette: Hyman-Koren Female Collapse Communication (Failed Celebrity Speech Presentation) 78
• 4.2.2 Vignette: Hyman-Reis-Lia Diverse Communicative Styles 80
• 4.3 Accountability and Role Clarity 82
• 4.3.1 Vignette: Reis as the Primary Contributor 83
• 4.3.2 Vignette: Reis as the Mediator between Lia and Hyman 84
• Chapter 5 Interpersonal Relationship and Academic Performance 88
• 5.1 Collaborative Experiences Strengthen Interpersonal Relationships 88
• 5.2 Strained Interpersonal Relationships Led to Weak Presentation Performance 91
• 5.3 Desired Academic Performance Enhance Interpersonal Relationships 93
• Chapter 6 Identity Negotiation Within CoPs 96
• 6.1 The Blindfold Game Community: Negotiating between Trust and Resistance in Teamwork (Lia) 96
• 6.2 In-Group Discussion Community: Negotiating between Listener and Speaker (Hyman) 101
• 6.3 The Part-Time Job Experience Sharing Community: Negotiating Between Mediator and Boundary Setter (Reis) 104
• Chapter 7 The Role of Constructed Identity in Collaborative Practices 110
• 7.1 The Blunt and Self-Reliant IdentityBarriers to Trust and Collaboration (Lia) 110
• 7.2 The Default Mediator IdentityStrengths, Burden, and Learning Boundaries （Reis） 113
• 7.3 The Reserved and Culturally Constrained IdentitySilencing and Gradual Empowerment (Hyman) 115
• 7.4 Cross-case Pattern: Constructed Identities as Mediators of Learning 118
• Chapter 8 Discussion 122
• 8.1 RQ1: Building Learning Communities with Collaborative Practices 123
• 8.2 RQ2: Boosting Academic Performance and Interpersonal Relationships 127
• 8.3 RQ3: Constructing and Negotiating Identities Within CoPs 131
• 8.4 RQ4: Impacting Collaborative Practices through Formed Identities 134
• Chapter 9 Conclusion and Implications 140
• 9.1 Conclusion 140
• 9.2 Implications 143
• 9.3 Limitations 148
• References 150
• Appendix: Example Interview Questions 165