Researching L2 learner investment: Using techno-reflective narrative interviews in EFL and ESL contexts

Researching L2 learner investment: Using techno-reflective narrative interviews in EFL and ESL contexts

• Zhang, Yue Ellen The Chinese University of Hong Kong

International Conference on Learning and Teaching for Future Readiness 2023 (2023: Hong Kong)

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBA 教學目標、課程及評鑑

• Hong Kong

• 1997.7 onwards

• 專上教育

A techno-reflective narrative interview (TRNI) aims to elicit learners' investment in the language practices in a course — their stories, participation, and ways of participation (Zhang, 2023). This presentation elaborates on the notion of TRNI and how it can be adopted to investigate EFL and ESL learners' L2 investment in a given course. Drawing from Darvin and Norton's (2015) investment model, two examples are provided as two cases: 1) how a Mainland Chinese EFL learner invested in her EFL learner, gender, and role identities (Zhang, forthcoming), and 2) how a Hong Kong undergraduate ESL student invested in her Hong Kong English, multilingual, and Hongkonger identities (Zhang & Gonzales, forthcoming).The study highlights how TRNI helps to provide a reflective account of L2 learners' investing trajectories and empowers them by amplifying their own voices and self-positioning. Overall, the findings reveal the 1) concomitant effects of participants' English learning experiences and life histories on their investing patterns; 2) the interconnectedness of identities, capital, and ideologies; and 3) their combined effects in shaping Chinese English learners' investment in two courses. It provides specific guidelines for lecturers to adapt TRNI in their own courses and pedagogical implications for L2 practitioners and universities. Copyright © 2023 HAAL.

[Paper presentation].The 8th Hong Kong Association for Applied Linguistics Conference (HAAL 2023), Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/501e8979

2024-08-08