EFL Self-Concept in an English Drama Club: A Case Study of Two English Language Education Department Students

Mardiningrum, Arifah

doi:10.2991/icosihess-19.2019.3

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…The core of her methods addressed self-concept from its most basic definition: evaluation of oneself. Mardiningrum [91] produced a case study on two participants in a university student theater club. The collaborative nature of this environment made social interaction a focal aspect of the participants' self-concepts.…”

Section: Self-conceptmentioning

confidence: 99%

“…The studies above provide insight for how we might apply self-concept to a computation-integrated physics setting. The construct has not been used in this type of environment before, but we know that to apply it we need to focus on moments of self-evaluation [90], accounts of social interactions [91], and nuances in how students see themselves in relation to computational activities, computation, and physics as a whole [88,89]. This construct adds to our study because it can help us frame the way students discuss their feelings about computational experiences in a way that involves perceiving their role, as opposed to perceiving their ability (self-efficacy) or perceiving the malleability (or rigidity, in the case of fixed mindset) of their role and/or ability (mindset).…”

Section: Self-conceptmentioning

confidence: 99%

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Students' perspectives on computational challenges in physics class

Hamerski¹,

McPadden²,

Caballero³

et al. 2022

Preprint

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High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom or about how to help students overcome these challenges. This case study explores these challenges from the perspectives of students in a high school physics classroom with a newly revamped, computation-integrated curriculum. Focusing mainly on interviews to center the perspectives of students, we found that computation is a doubleedged sword: It can make science learning more authentic for students who are familiar with it, but it can also generate frustration and an aversion towards physics for students who are not.

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Section: Self-conceptmentioning

confidence: 99%

Section: Self-conceptmentioning

confidence: 99%

Students' perspectives on computational challenges in physics class

Hamerski¹,

McPadden²,

Caballero³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…More specifically, this study focused on one of the aspects that determines individual differences in a foreign language learner -self-concept. Many attempts to study the role of self-concept in education were conducted (see Badgujar & Madnawat, 2017;Chen, X., & Xu, 2015;Mardiningrum, 2019;Mardiningrum, 2017;Modecki, Blomfield, & Barber, 2018;Marsh et al, 2019;Mercer, 2011a;Mercer, 2011b). However, studying self-concept bears some challenges.…”

Section: Introductionmentioning

confidence: 99%

External Factors Affecting EFL Self-Concepts of Students in Two Drama Clubs

Mardiningrum

2020

Eralingua

Self Cite

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The study focused on the external factors inside the drama clubs affecting the EFL self-concept. The current study used a Comparative Case Study (CCS) design to compare the EFL self-concepts in two drama clubs through six participants. The study was a qualitative study, and the data were collected through interviews. The interviews were transcribed, coded, and analyzed by presenting the finding per drama club and then comparing between the two. The external factors affecting the EFL self-concept in Drama Club 1 were comparison to peers’ English skills, people perceived as more competent in English, feedbacks from senior members and lecturer(s), play rehearsals, and on-stage performances. Meanwhile, the external factors in Drama Club 2 were preparation, feedback from peers and/or seniors, play-script, on-stage performances, feedback from a lecturer, and audiences’ identity. Comparatively, the factors found hold some similarities in that significant others, their feedbacks, and the activities prior to and during the play had certain roles in affecting the participants’ self-concepts. Meanwhile, the two clubs differ in the number of specific activities and the attitude that resulted from the presence and absence of a teacher figure

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