Speakers
Description
This study examines the transitory nature of learner archetypes within heterotopic spaces of language learning using a replicated Q-methodology design.
Building on an earlier investigation that identified three archetypal learner roles within the heterotopic space of the EFL classroom, the present study tests the viability of these roles in a new setting. Participants completed a Q‐sort instrument capturing perceptions that shape their learning experiences. Factor analysis revealed both convergence and divergence with the original archetypes, indicating that while certain learner positions remain stable, others shift in response to contextual features.
The findings highlight the value of heterotopia as an analytic lens for understanding how learners negotiate identity and agency in pedagogical spaces that juxtapose competing norms and possibilities. By replicating the Q study in a parallel context, this research provides evidence on the robustness of learner archetypes. It lays a foundation for future comparative and longitudinal work on the heterotopic dynamics of language learning.
| Presentation location | Online |
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