Cultural voices and representations in EFL materials design, pedagogy, and research
This study presents a multi-faceted analysis of EFL learnersâ voices in a Thai context, aimed at testing a hypothesis that the discourse of foreign, western-compiled textbooks project identities disconnected from EFL learnersâ lived experiences, adversely affecting their meaning-making during discursive practices. I employ a multi-modal, multi-case study for data collection: 1) the use of two sets of materials in mini-course action research with two groups of learners â one group using published materials selected from New Headway Elementary Course (Soars & Soars, 2000) and the other using modified, parallel âThird Spaceâ materials; 2) audio- and video-recordings of classroom interactions and their transcriptions; 3) post-lesson and post-course questionnaires; 4) semi-structured interviews; and 5) video-based stimulated recall interviews. Drawing from Bakhtinian-Vygotskian sociocultural theories, I show through a microscopic analysis of learnersâ interactions and utterances how dialogic relations between Other-discourse and Self-discourse shape learnersâ meaning construction during their appropriation of mediating discourse for activities such as role-play. A macroscopic analysis of learnersâ
Boriboon, Phaisit
Linguistics ; EFL
Cultural voices and representations in EFL materials design, pedagogy, and research. This study presents a multi-faceted analysis of EFL learnersâ voices in a Thai context, aimed at testing a hypothesis that the discourse of foreign, western-compiled textbooks project identities disconnected from EFL learnersâ lived experiences, adversely affecting their meaning-making during discursive practices. I employ a multi-modal, multi-case study for data collection: 1) the use of two sets of materials in mini-course action research with two groups of learners â one group using published materials selected from New Headway Elementary Course (Soars & Soars, 2000) and the other using modified, parallel âThird Spaceâ materials; 2) audio- and video-recordings of classroom interactions and their transcriptions; 3) post-lesson and post-course questionnaires; 4) semi-structured interviews; and 5) video-based stimulated recall interviews. Drawing from Bakhtinian-Vygotskian sociocultural theories, I show through a microscopic analysis of learnersâ interactions and utterances how dialogic relations between Other-discourse and Self-discourse shape learnersâ meaning construction during their appropriation of mediating discourse for activities such as role-play. A macroscopic analysis of learnersâ
cultural voice representation efl material design pedagogy research study present_multi analysis efl_learner voice thai context aim_test hypothesis discourse foreign western textbook project identity efl_learner live_experience adversely affect meaning_making discursive_practice employ multi_modal multi case_study data_collection use two_set material course action two_group learner group use publish material select new headway elementary course and use modify parallel third space material audio video recordings classroom_interaction transcription post lesson post course questionnaire semi_structured_interview video based stimulate_recall interview drawing sociocultural theory show microscopic analysis learner interaction utterance dialogic relation other discourse self discourse shape learner mean construction appropriation mediate discourse activity role_play macroscopic analysis learner