Learner Awareness as Core, Active, and Peripheral Group Members: How First-Year Japanese University Students Become Experienced Learners in a Community of Practice

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This study utilizes a sociocultural approach to investigate how first-year Japanese university students become experienced learners by participating in a language-learning classroom community, and introduces a text mining methodology for the examination of texts based on learner self-reflection. Learning occurs through participation in communities that students belong to, dubbed Communities of Practice (CoPs) by Lave and Wenger (1991). The pair further asserts that CoPs categorize participants of different proficiencies into "peripheral," "active," or "core" groups. To comprehend communities of social practice, novices must familiarize themselves with the meanings and appropriate uses of different semiotic community resources (Halliday, 1978; Mickan, 2006). The textual data from 28 learners’ self-reflections written at different times throughout a one-year period were collected, and co-occurrence network analysis was applied in conjunction with the KH Coder software application to extract and diagram words that appeared most frequently in the texts.

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