Students' appropriation of class interaction practices was mediated by prior sociohistorical educational experiences¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Students accustomed to in-class questioning and discussion in their home countries continued those practices, while students from less interactive backgrounds had difficulty appropriating them, though they slowly moved toward more whole-class interaction. → Nelson 2001

Evidence¶

Nelson 2001¶

Nelson, Charles P.; Kim, Mi-Kyung. (2001). Contradictions, Appropriation, and Transformation: An Activity Theory Approach to L2 Writing and Classroom Practices. Texas Papers in Foreign Language Education. https://eric.ed.gov/?id=ED464497

q2 · i? · qualitative · r2

Participant-observer analysis of a first-year composition course for international students, drawing on interviews, observations, and Online Learning Records. Students from Mexico, Brazil, and India reported frequent class discussion at home, while an Indonesian student said people in Asia "kind of embarrassed ... or shy or something when asking a question in front of the all people".

"Those students accustomed to in-class questioning and discussions continued their previous practices, and those from less interactive backgrounds continued their practices, although they did slowly move toward more whole-class interaction due to the class setting's influence."

Discussion¶

Related Claims¶

• Collaborative Learning Improves Outcomes — the general claim this finding bears on, with the studies behind it
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• Participation in composing the Midterm OLR moved students from appropriating labels and surface features toward conceptual underpinnings — related
• Past and present sociohistorical influences led two similar students in the same class to work toward different grades — related
• Classroom interactional structures such as questions, recasts, and feedback influence students' processing of targeted content — related
• In a networked second-language classroom, different small groups of students evolve alternative approaches to appropriating a representational tool during collaborative L2 writing — related
• Some students expanded and generalized class tools and rhetorical concepts into their own activities beyond the course — related
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