2020 Fiscal Year Research-status Report
Interactions between language learner emotion, feeling and identity
| Project/Area Number |
19K13258
|
|---|
| Research Institution | Rikkyo University |
|---|
Principal Investigator |
SAMPSON RICHARD 立教大学, 外国語教育研究センター, 准教授 (50585320)
|
|---|
| Project Period (FY) |
2019-04-01 – 2022-03-31
|
| Keywords | Emotions / Feelings / Identity / Language learning / Complexity theory / Humanistic education / Case study / Discursive psychology |
|---|
| Outline of Annual Research Achievements |
During AY2020 I continued to conduct a review of literature from language learning psychology (especially emotion/feelings and identity), humanistic education and psychology, and complexity theory. In particular, I gathered more information useful for guiding the kind of observational methods and conversation analytic approach I am meshing with introspective methods. My approach to transcription of group interaction discursive data has changed based on understandings from the literature: rather than blanket transcription, I have focused in more detail on specific cases of emotional significance. Based on ongoing analysis of such cases from the data collected in pilot form in 2019, I have presented tentative results at the Japan Association of Language Teachers College and University Educators Conference (online) and Trends in Language Teaching Conference (online), to gain feedback from language teaching professionals and academics. Moreover, in order to foster discussion about the theoretical foundations of the study (complexity), I was involved in a roundtable discussion (online) organized by the International Association for the Psychology of Language Learning. I additionally organized an online webinar around complexity with speakers from Japan and Britain, and attended by educators from around the globe.
|
| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
Despite the current situation in the world with COVID-19, I was able to adapt the research in a mostly satisfactory fashion. Although I had initially planned to collect the main data in the 2020 academic year, this was not possible in the original classroom form. I was, however, able to collect data from one online class (video-recorded discussion sessions and reflections). This data has been made secondary data, however. Instead, I have focused on the data collected in pilot form in 2019 in a classroom setting. Additionally, two of the planned outlets for presenting preliminary findings from the study and theoretical conceptualizations (the JACET conference in Kyoto, and the AILA conference in Groningen) were respectively cancelled and postponed. As noted in 5 above, I was able to present in a number of alternative forms, at both organized, public conferences, and a webinar organized by myself and colleagues.
|
| Strategy for Future Research Activity |
Due to the widespread problems in the world at the moment with the novel Coronavirus, and ongoing restrictions, the initial plan to collect additional data focusing on classroom interaction has had to be abandoned. The data initially collected in pilot form in 2019 is being more thoroughly analyzed in case-study form. This analysis is continuing, with a number of publications planned for 2021. The principal research will investigate the potential of insights from data collected via online discussion sessions in 2020 - if this data appears useful, it will be transcribed and analyzed more fully. Although lessons have returned to the classroom at present (mid-April, 2021), it appears increasingly likely that they will need to return to an online fashion due to the continued spread of COVID-19. Nevertheless, there may be potential to collect classroom data from the fall semester. Finally, one of the conferences that the principal researcher was due to present at in AY2020 has been rescheduled to AY2021, with other sessions planned (e.g., an online plenary talk at the Argentina TESOL convention).
|
| Causes of Carryover |
One of the main reasons for this amount being surplus concerns the fact that the academic conferences at which I had intended to present in 2020 were cancelled or postponed. A surplus in this area is likely to be the case for the coming academic year, also, as conferences are now tending to be online (hence, no travel expenditure is necessary). On the other hand, expenditure on a new computer with faster processing speed for data analysis will be necessary in the coming year in order to analyze more intricate cases in a timely fashion. I will also continue to investigate the possibility of purchasing newer 360-degree video cameras, on the off chance that teaching can return to the classroom context from the fall semester of 2021.
|
