1. Introduction
2. Research Question
3. Theoretical Framework
3.1 The Theory of Investment
3.2 The Theory of Power, Identity, and Positioning
3.2.1 Power Relations
3.2.2 Identity and Positioning
3.3 The Theory of Communities of Practice (CoP)
4. Literature Review
5. Research Methods
5.1 Setting
5.2 Participants
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5.3 Data Collection and Analysis
5.3.1 Data collection
5.3.2 Data analysis
6. Findings
6.1 Analysis of Students’ Individual Differences
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”I already know how to speak English…I’m confident…They (other students) don’t influence my speaking performance” (Hannah’s interview, Nov. 25, 2019).
”They (international students except Chinese and Korean) don’t care about other people and answer freely. They even don’t [sic] embarrassed when they give the wrong answers. I think the reason is the culture of education and students’ mind” (Joy’s interview, Mar. 13, 2020).
”I want to find a job quickly…I’m trying to survive in a country which is so far from where I was born. I have to work hard for it. I like to be active in society. I think to be at home and to except (expect) for somebody to bring you money, food etc. makes women a second-class citizen. I have respect to [sic] myself” (Hannah’s interview, Nov. 25, 2019).
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”I feel nervous and uncomfortable when I speak with strangers because I worried [sic] too much about my mistake or English ability” (Joy’s interview, Nov. 14, 2019).
”Korean education culture is usually one-sided. Most classes were [sic] taught by teachers... students are awkward to speak [sic] their opinion. Also, Koreans are too conscious of people around them” (Joy’s interview, Mar. 9, 2020).”There are many classmates who can speak good English...(Silence is) a tradition in all (Korean) classes...I’m introverted.” (Adam’s interview, Nov. 15, 2019).”If they (international students except for Chinese) speak up [sic] wrong answers during the class, it’s not embarrassing. But in Korea, things are opposite. So, students are not willing to express their thoughts or feelings during the course” (Adam’s interview, Mar. 16, 2020).”I admire students with good language competence... my inactive [sic] in the class is mainly because of limited speaking competence” (Caro’s interview, Mar. 9, 2020).
6.2 Analysis of the Disjuncture between the Course Goal and Students’ Desires
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Caro mentioned she liked this class because the professor was so nice and tolerant, and allowed the diverse ideas and voices expressed in the class (notes of Caro’s interview, original Chinese, Nov.10, 2019).
”I like A’s (the instructor) style. It’s because he respects and accepts the student personal opinions even these are different with his opinion...” (Joy’s interview, Nov. 21, 2019).
6.3 Analysis of Students’ Power Relations and Identity Positioning Within Class
6.3.1 Class Community Groups
6.3.2 Power relations and identity positioning in the official classroom group
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”I read hundreds of pages in literary English...It obviously helps to develop my English” (Hannah’s interview, Oct. 18, 2019).
”I intentionally try to participate in the class...If I don’t participate in the class, I feel like I can’t learn everything” (Hannah’s interview, Nov. 22, 2019).”My goals are motivating me. I have to work hard for it” (Hannah’s interview, Nov. 25, 2019).
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”I don’t know about American period background and Christian symbolism very well. So sometimes, I’m given some discussions that I really don’t know. There is much more I don’t know and feel apart from the class…” (Joy’s interview, Nov. 21, 2019).
”I’m not sure what can I say. I have a hard time understanding the background of the text (Adam’s interview, Dec, 10, 2019).