Offsetting the Affective Filter: A Classic Grounded
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Transcript Offsetting the Affective Filter: A Classic Grounded
Offsetting the Affective Filter: A Classic
Grounded Theory Study of Post-Secondary
Online Foreign Language Learners
Barry Chametzky, B.S., M.A., M.A., M.Ed., Ph.D. Candidate
Northcentral University
School of Education
Prescott Valley, AZ
April 2013
Chairperson: Dr. Phillip Schnarrs
Committee Member: Dr. Adrian Zappala
1
Introduction
Educational tools may help learners …
◦ … understand the course material and
◦ …make important linguistic and cultural
connections.
Online learning is not like traditional
learning
◦ New challenges exist to overcome: But how?
2
Research Problem
Comprehending learner experiences is
vital for …
◦ … assimilation of material and
◦ … development of necessary skills
Not understanding learner experiences
poses a disadvantage (Arend, 2009)
3
Purpose
To discover a theory explaining learners’
patterns of behaviors
To give a “theoretical foothold” (Glaser &
Strauss, 1965, p. 268) for action regarding
the perception of learners and the online
experience they had (Blake, 2008).
4
Theoretical Framework
Andragogy (Knowles, 1975, 1980)
Transformative learning theory (Mezirow,
1978)
5
Significance of the Study
Offer insights into the learning
experiences of learners
◦ Why do some learners not succeed?
6
Terms
Affective filter
Code
Grab
Fit
Target language
Theoretical sampling
7
Literature Review
Positive experiences with technology
◦ Outperformance of traditional learners
◦ Comfort and enjoyment with reduced stress
◦ Inter- and intracultural “communicative competence”
(Blake, 2008, p. 71)
◦ Reflection
Negative experiences with technology
◦
◦
◦
◦
Unknown best practices (Tanaka-Ellis, 2010)
Rapid advances in technological tools (Lafford, 2009)
Learner impatience (Meister & Willyerd, 2010)
Complex environment (Salcedo, 2010)
8
Research Questions
What are the experiences that learners have in an
asynchronous, post-secondary, online foreign
language class?
How do these experiences affect foreign language
acquisition?
How do learners in an asynchronous, postsecondary, online foreign language class use
different technology in their class vis-à-vis foreign
language acquisition and its components such as
communication, construction of knowledge, and
development of cultural identity?
9
Participants and Materials
Interviews
Observation
Discussions and lectures
Snowball sampling
10
Grand Tour Question
What were your experiences with foreign
language learning online?
11
Classic Grounded Theory
No predetermined theory
Advance ideas
Understand the issues
12
Data Analysis
Notes
Data
Abstracted codes were compared
Memos
Saturation
The core variable: Offsetting the affective
filter
13
Offsetting the Affective Filter: The
Theory
Anxiety occurs because …
◦ … the online learning environment is lessthan-ideal
◦ … misguided expectations exist
◦ … no proficiency
14
Offsetting the Affective Filter: The
Theory
The big picture
15
Offsetting the Affective Filter: The
Theory
Conditions
◦ Stepping out of the comfort zone
◦ Incompatibility
16
Offsetting the Affective Filter: The
Theory
Consequences
◦ Isolating
◦ Overloading
17
Offsetting the Affective Filter: The
Theory
Balancing
18
Offsetting the Affective Filter: The
Theory
Interacting
◦ Venting (because of misalignment)
◦ Verbalizing
◦ Communicating and clarifying
19
Offsetting the Affective Filter: The
Theory
Andragogic elements
◦ Valuing
◦ Self-directing
◦ Feeling motivated
20
Offsetting the Affective Filter: The
Theory
Comporting
◦
◦
◦
◦
Plodding through and accepting the situation
Focusing on coursework
Adapting
Giving up
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Offsetting the Affective Filter: The
Theory
Responses to Research Questions
◦ RQ1: What are the experiences that learners have in an
asynchronous, post-secondary, online foreign language
class?
◦ RQ2: How do these experiences affect foreign language
acquisition?
◦ RQ3: How do learners in an asynchronous, postsecondary, online foreign language class use different
technology in their class vis-à-vis foreign language
acquisition and its components such as communication,
construction of knowledge, and development of cultural
identity?
22
Recommendations for Practice
Communicate more
Modify the environment
Add a 6th C to the ACTFL (2012)
requirements: Conation
23
Recommendations for Future
Research
Conduct a Formal Grounded Theory
Investigate and develop new technology
Examine the Personal Learning Lifecycle
(PLL)
• Becoming anew
• Conflicting
considerations
10.
Reintegration
• Modifying
oneself
6. Planning
7. Acquiring
8. Trying new
roles
9. Building skills
1. Disorienting
dilemma
2. Selfexamination
3 Assessment
4. Recognition
5. Exploration
• Making
discoveries
Quantitative study involving the FLCAS
24
Questions or Comments
Thank you.
25
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