Ethnographies of Self-Access Language Learning

Abstract

In this short overview, I discuss how ethnographies could be considered an appropriate yet under-utilised research methodology for exploring the field of self-access learning. We could consider ethnographies of self-access spaces, autoethnographic accounts of language learning or professional development, and also collaborative and duoethnographies. An ethnographic approach will allow us to develop a deeper understanding of the experiences of people in the field and a privileged insight into the learning process.

Modeling a Community of Practice for Global Competence : A Collaborative Autoethnography of College EFL Learners

“…The researcher being the research participant, autoethnography allows easy access to the participants' emotions, motivations, and sense-making, offering unique contribution to the understanding of human experiences within a specific context (Chang, 2013). As such, it has become an increasingly popular methodology in the field of education, and naturally in second language education (Keles, 2022;Mynard, 2020).…”

“…In a collaborative autoethnography (Chang, 2013;Mynard, 2020), multiple researchers collaboratively investigate shared autoethnographic experiences. The degree of collaboration can vary, ranging from full to partial collaboration, throughout the stages of data collection, analysis, and the writing process (Chang, 2013).…”

“…The participants of this study, comprising the authors of this collaborative autoethnography, consist of five undergraduate students and two professors (first and second authors), both of whom teach the General English course based on the proposed model of this research. Such a co-authorship is relatively uncommon in the existing literature on autoethnography in second language education, which mostly involves researchers with PhDs writing about their own experiences of language learning/ teaching, teacher training, or research (Keles, 2022;Mynard, 2020).…”

Why I Utilize Autoethnography to Promote Learner Development: A Reflexive Narrative of English Teacher Development

“…The education field, specifically, has seen a shift in the focus of this method from largely professional development purposes for educators (Bayne et al, 2005;Lee et al, 2020;Long, 2008;Spenceley, 2011) to inquiry around learner development. For example, Mynard (2020) recommends autoethnography as a method to investigate student self-access language learning; Alm & Ohashi (2020) use autoethnography to analyze the interrelationship of their experiences as foreign language learners, educators, and researchers; and Sah's (2019) critical autoethnographic study explores his English language learning and adjustment difficulties in the UK. Aoki (2012) explains above that a teacher's professional knowledge is said to be storied.…”