Whole-Class Self-Referential Feedback from University EFL Contexts to the World: Extending the Social Life of Information by Looping It Forward

Autor/inn/en	Falout, Joseph; Murphey, Tim; Fukuda, Tetsuya; Fukada, Yoshifumi
Titel	Whole-Class Self-Referential Feedback from University EFL Contexts to the World: Extending the Social Life of Information by Looping It Forward
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-015-0227-4
Schlagwörter	Feedback (Response); English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Student Motivation; Interpersonal Relationship; Metacognition; Educational Environment; Teacher Researchers; Language Teachers; Interpersonal Communication; Social Networks; College Students; Classroom Communication; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schulische Motivation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerforschung; Language teacher; Sprachunterricht; Interpersonale Kommunikation; Social network; Soziales Netzwerk; Collegestudent; Klassengespräch
Abstract	Educational systems endemic of demotivation might signify a stagnating rather than nurturing ecology of learning, due in part to an obstruction in the loops of shared information between the organisms within these systems, i.e., teachers, educational researchers, teacher educators, school administrators, and educational policymakers. Working within the ecology of English as a foreign language education in Japan, we have been endeavoring over several years to open loops of communication with students through a learning-teaching-researching process we call critical participatory looping (CPL). We reported successes in various publications about how CPL has improved our students' motivations, and this paper elaborates upon two recent examples to provide a grounding of CPL in practices that support activating ecological adaptability. First, we theorize that individuals and groups (classes) can be seen as socially intelligent dynamic systems, and examine this perspective in relation to intrapersonal and interpersonal dynamics of students needing nurturing loops of open communication in order to foster greater self-awareness and mutual care. Then we suggest that through soft assembling expansive learning, students and teacher-researchers might open communications explicitly about themselves and their contexts, deepen mutual appreciation and understandings, and act purposefully as agents toward promoting healthy qualities in themselves. Finally, we show with two examples that the social life of valuable information can be extended by looping it not only back to those that created it but also by looping it forward (similar to paying it forward) across expanding networks that might benefit from it with ecological adaptability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01