|Published online: November 14, 2014||$US5.00|
Learning has been and remains a major topic of interest for educational researchers. Much of this research has described learning according to the discrete, cognitive attributes of an individual. Yet, learning is often designed for classroom or group environments, wherein the dynamic and multi-nodal nature of this process has not been studied nearly as often. This paper explores the issue of applying Wenger’s (1998) theory of communities of practice for EFL teacher research purposes. This article seeks to provide a clear set of considerations to guide EFL teacher researchers in developing a study of communal learning in EFL teaching, according to the framework established by Wenger. It is hoped that teachers can gain in their understanding of learning through consideration of it as a social activity and using Wenger’s theory as a means of analysis.
|Keywords:||EFL Teacher Research, Community of Practice, Social Language Learning, Identity Formation|
Assistant Professor, Department of International Business, Ling Tung University, Taichung, Taiwan