Speaker
Abstract section 1: Relevance
An ethic of care is widely recognized as foundational to effective teaching, emphasizing relational trust and authenticity in classroom practice (Palmer, 1998). Consistent with this view, recent research shows that perceived teacher engagement and strong teacher–student relationships are positively associated with student involvement and academic achievement in EFL contexts (Wang et al., 2024; Wang et al., 2022), suggesting these outcomes are difficult to sustain without genuine instructor care. Supporting pedagogical inquiry grounded in an ethic of care, autoethnography offers a well-suited framework for examining classroom experiences by systematically connecting personal narrative to broader theoretical contexts (Ellis et al., 2011).
Abstract section 2: Contribution/research questions
The purpose of this presentation is to demonstrate how simple and sustainable outreach strategies grounded in an ethic of care can support struggling EFL university students while remaining realistic within heavy teaching loads. Drawing on classroom-based cases analyzed through autoethnographic reflection, the session outlines a practical, adaptable framework that lecturers can implement to enhance student engagement and academic outcomes without increasing workload or creating unsustainable demands on instructor time.
Abstract section 4: Outcomes/results
Participants will be introduced to the ethic of care and the role of autoethnography in teaching contexts. They will engage with three anonymized classroom cases and examine the outreach strategies employed, including timing, tone, and sustainable communication adjustments. Attendees will analyze why these interventions appeared effective, evaluate how similar approaches might function within their own institutional contexts and workflows, and assess possible unintended effects, such as disproportionate attention across learner groups. Participants will leave equipped with a reflective framework, adaptable outreach templates, and practical guidelines for ethically implementing care-based strategies in large EFL programs.
Abstract section 5: References
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum: Qualitative Social Research, 12(1), Article 10. https://doi.org/10.17169/fqs-12.1.1589
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey-Bass.
Wang, J., Zhang, X., & Zhang, L. J. (2022). Effects of teacher engagement on students’ achievement in an online English as a foreign language classroom: The mediating role of autonomous motivation and positive emotions. Frontiers in Psychology, 13, 950652. https://doi.org/10.3389/fpsyg.2022.950652
Wang, Y., Wang, L., Yang, L., & Wang, W. (2024). Influence of perceived social support and academic self-efficacy on teacher–student relationships and learning engagement for enhanced didactical outcomes. Scientific Reports, 14, 78402. https://doi.org/10.1038/s41598-024-78402-6
Abstract section 3: Content/method
The presentation begins with an overview of care-based pedagogy and some challenges faced by Japanese students in university EFL settings. It then introduces autoethnography and examines, through this methodology, three anonymized classroom cases: two previously failing students who later met course requirements following intentional outreach, and one whose attendance improved from minimal to consistent engagement. The session concludes with discussion of scalability, workload constraints, and balancing relational support alongside the needs of higher-performing learners.
| Title | The Ethic of Care: An Autoethnographic Reflection on Action |
|---|---|
| Teaching Context | College and university education |