The English language as a reflective judgement component in the intercultural Erasmus exchange to and from Poland

  • Author: Anna Odrowąż-Coates
  • Institution: Maria Grzegorzewska University in Warsaw
  • ORCID: https://orcid.org/0000-0002-2112-871
  • Author: Anna Perkowska-Klejman
  • Institution: Maria Grzegorzewska University in Warsaw
  • ORCID: https://orcid.org/0000-0003-4601-9877
  • Year of publication: 2021
  • Source: Show
  • Pages: 178-192
  • DOI Address: https://doi.org/10.15804/em.2021.01.10
  • PDF: em/14/em1410.pdf

In the empirical study of intercultural exchange presented in this paper, we assessed Erasmus students for knowledge of English as a foreign language (EFL) and their level of reflective judgement, to test for correlation between the two variables. The basic theoretical framing was derived from King and Kitchener’s (1994) reflective judgment model (RJM), based on 3 different levels of reflectivity, connected to progressive cognitive development of adults: pre-reflective, quasireflective and reflective. The results of the study show that the students displayed high levels of reflective judgment and importantly, we found a correlation between their standard of English and their level of reflectivity. The ability to communicate in English is a prerequisite to participation in the Erasmus programme, therefore it was expected that the students would score well for English knowledge. However, the results of the study suggest that being competent in the use of English as a foreign language may be a predictor of higher reflectivity amongst students in higher education. This creates a controversial pedagogical implication suggesting that learning English as a foreign language to a high standard fuels reflectivity.

REFERENCES:

  • Badanie wpływu programu Erasmus 2018. Research of Erasmus Programme Influence. https://issuu.com/frse/docs/erasmus_impact_study_pl (14.10.2019).
  • Bauman, Z. 2000. Liquid modernity. Cambridge: Polity Press.
  • Ballatore, M. and Ferede, M. 2013. The Erasmus Programme in France, Italy and the United Kingdom: Student Mobility as a Signal of Distinction and Privilege. European Educational Research Journal. 12 (4), pp. 525–533.
  • Boyd, L.D. 2008. Development of reflective judgement in the pre-doctoral den­tal clinical curriculum. European Journal of Dental Education. 12, pp. 149–158.
  • Broughton, J. 1978. The development of concepts of self, mind, reality, and knowledge. New Directions for Child Development. 1, pp. 75–100.
  • Dao, P. 2020. Effect of interaction strategy instruction on learner engage­ment in peer interaction, System, 91, https://doi.org/10.1016/j.system.2020.102244.
  • Dewey, J. 1933. How we think. Boston, MA: D.C. Heath & Co Publishers.
  • EACEA 2014. The Erasmus Impact Study. https://eacea.ec.europa.eu/sites/eacea-site/files/erasmus-impact_en.pdf (14.10.2019).
  • EC 2019. Erasmus+: a turning point in the lives of 5 million European stu­dents. https://ec.europa.eu/programmes/erasmus-plus/news/erasmus-impact-studies_en (11.10.2019).
  • ESN 2012. The Erasmus Impact Study, Effects of mobility on the skills and employability of students and the internationalization of higher education institutions. https://esn.org/erasmus-impact-study (14.10.2019).
  • European Commission 2013. Report to the European Commission on Improv­ing the quality of teaching and learning in Europe’s higher education insti­tutions. Luxembourg: Publications Office of the European Union.
  • Erasmus+ Key figures 2018. https://ec.europa.eu/programmes/erasmus-plus/about/key-figures_en Accessed (14.10.2019).
  • Erasmus+ 2020. Coronavirus – essential practical advice on Erasmus+ and European Solidarity Corps mobility https://ec.europa.eu/programmes/erasmus-plus/resources/coronavirus-practical-factsheet_en (26.05.2020).
  • Fischer, K.W. 1980. A Theory of Cognitive Development: The Control and Construction of Hierarchies of Skills. Psychological Review. 87 (6), pp. 477–531.
  • Fischer, K.W. and Pruyne, E. 2002. Reflective thinking in adulthood: Emer­gence, development, and variation. In: Demick, J. and Andreoletti, C. eds. The Handbook of Adult Development. New York: Plenum, pp. 169–198.
  • Flavell, J.H. 1976. Metacognitive aspects of problem solving. In: Resnick, L.B. eds. The nature of intelligence. Hillsdale, NJ: Lawrence Erlbaum, pp. 231–235.
  • Gaertner, S. and Dovidio, J. 2000. Reducing Intergroup Bias. Philadelphia, PA: Psychology Press.
  • Guthrie, V.L., King, P.M. and Palmer, C.J. 2000. Cognitive capabilities under­lying tolerance for diversity among college students. https://www.diver­sityweb.org/digest/sp (14.05.2019).
  • Han, Z. 2019. Profiling learner language as a dynamic system. Clevedon: Mul­tilingual Matters.
  • Kalocsai, K. 2009. Erasmus exchange students: A behind-the-scenes view into an ELF community of practice. Journal of Applied Language Studies. 3 (1), pp. 25–49.
  • Kaypak, E. and Ortaçtepe, D. 2014. Language learner beliefs and study abroad: A study on English as a lingua franca (ELF). System, 42355 367. https://doi.org/10.1016/j.system.2014. (14.05.2019).
  • Kegan, R. 1982. The evolving: Problem and process in human development. Cambridge, MA: Harvard University Press.
  • Kennworthy, J., Turner, R., Hewstone, M. and Voci, A. 2005. Intergroup Con­tact: When Does It Work, and Why? In: Dovidio, J.F., Glick, P. and Rud­man, L. eds. On the Nature of Prejudice. Oxford: Blackwell, pp. 278–292.
  • King, P. and Kitchener, K. 2002. The reflective judgment model: Twenty years of research on epistemic cognition. In: Hofer, B. and Pintrich, P. eds. Per­sonal epistemology: The psychology of beliefs about knowledge and know­ing. Mahway, NJ: Lawrence Erlbaum, Publisher, pp. 37–61.
  • King, P. and Kitchener, K. 2004. Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood. Edu­cational Psychologist. 39 (1), pp. 5–18.
  • King, P., Kitchener, K., Davison, M., Parker, C. and Wood, P. 1983. The justi­fication of beliefs in young adults: A longitudinal study. Human Develop­ment. 26, pp. 106–116.
  • King, P., Kitchener, K. and Wood, P. 1994. Research on the reflective judg­ment model. Developing reflective judgment: Understanding and promot­ing intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • King, P., Wood, P. and Mines, R. 1990. Critical Thinking Among College and Graduate Students. The Review of Higher Education. 13 (2), pp. 167–186.
  • Kitchener, K., Lynch, C., Fischer, K. and Wood, P. 1993. Developmental range of reflective Judgment: The effect of contextual support and practice on developmental stage. Developmental Psychology. 29, pp. 893–906.
  • Kitchener, K. and King, P. 1981. Reflective judgment: Concepts of justifica­tion and their relationship to age and education. Journal of Applied De­velopmental Psychology. 2, pp. 89–116.
  • Kitchener, K., King, P. and DeLuca, S. 2006. Development of Reflective Judg­ment in Adulthood. In: Hoare, C. ed. Handbook of Adult Development and Learning. New York: Oxford University Press, pp. 73–98.
  • Llanes, À., Arnó, E. and Mancho-Barés, G. 2016. Erasmus students using Eng­lish as a lingua franca: does study abroad in a non-English-speaking country improve L2 English? The Language Learning Journal. 44 (3), pp. 292–303.
  • Maiworm, F. and Teichler, U. 2002. The Students’ Experience. In: Teichler, U. ed. Erasmus in the Socrates Programme. Bonn: Lemmens, pp. 83–115.
  • Murphy-Lejeune, E. 2002. Student Mobility and Narrative in Europe: The New Strangers. London: Routledge.
  • Odrowąż-Coates, A. 2017. Przekonania studentów pedagogiki w pryzmacie dominującej formacji światopoglądowej. Edukacja Międzykulturowa. 2 (7), pp. 225–239.
  • Odrowąż-Coates, A. 2019. Socio-educational Factors and the Soft Power of Language: The Deluge of English in Poland and Portugal. Lanham, New York: Lexington Books, Rowman & Littlefield.
  • Odrowąż-Coates, A. and Perkowska-Klejman, A. 2017. A preliminary study of Polish students’ aptitude for thinking reflexively, differentiated by higher education faculties and the level of study. Society Register. 1 (1), pp. 97–106.
  • OECD 2005. The definition and selection of key competencies. https://www.oecd.(21.10.2019).
  • Perkowska-Klejman, A. 2014. Osądzanie refleksyjne – ocena intelektualnego rozwoju uczniów, studentów i absolwentów. Ruch Pedagogiczny. 4, pp. 69–84.
  • Perkowska-Klejman, A. 2018. Jak rozwiązywać trudne poznawczo problemy? – refleksyjność studentów programu Erasmus. Pedagogika Szkoły Wyższej. 1, pp. 55–70.
  • Perkowska-Klejman, A. and Odrowąż-Coates, A. 2019. Measuring the un­measurable? Differences in reflexive thinking amongst polish students, The New Educational Review. 55 (1), pp. 77–88.
  • Perry, W. 1981. Cognitive and Ethical Growth: The Making of Meaning. In: Chickering, A.W. ed. The Modern American College. San Francisco: Jossey-Bass, pp. 76–116.
  • Pettigrew, T.F. 1998. Intergroup Contact Theory. Annual Review of Psychol­ogy. 49, pp. 65–85.
  • Serrano, R., Llanes, À. and Tragant, E. 2011. Analyzing the effect of con­text of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. 39 (2), pp. 133–143,
  • Stangor, C., Jonas, K., Stroebe, W. and Hewstone, M. 1996. Influence of Stu­dent Exchange on National Stereotypes, Attitudes and Perceived Group Variability. European Journal of Social Psychology. 26 (4), pp. 663–675.
  • Stroebe, W., Lenkert., A. and Jonas, K. 1988. Familiarity May Breed Contempt: The Impact of Student Exchange on National Stereotypes and Attitudes. In: Stroebe, W., Kruglanski, A., Bar-Tal, D. and Hewstone, M. eds. The So­cial Psychology of Intergroup Conflict. London: Springer-Verlag, pp. 167–187.
  • Szubert, T. 2013. Program Erasmus w opinii polskich studentów. Warszawa: Fundacja Rozwoju Systemu Edukacji.
  • Ścigała, O. 2014. Pokolenie Erasmusa – przykład tożsamości europejskiej w praktyce? In: Osiński, J. and Popławska, Z. eds. Oblicza społeczeństwa obywatelskiego. Warszawa: Oficyna Wydawnicza SGH.
  • Teichler, U. 2002. Erasmus in the Socrates Programme. Bonn: Lemmens.
  • Tullock, B. and Ortega, L. 2017. Fluency and multilingualism in study abroad: Lessons from a scoping review. System. 71, pp. 7–21.
  • Van Tine, N.B. 1990. The development of reflective judgment in adolescents. Dissertation Abstracts International. 51, pp. 26–59.
  • Walczak, D. 2017. Za i przeciw międzynarodowej mobilności studentów i naukowców. In: Siemieńska, R. ed. Uniwersytety, naukowcy i studenci w zglobalizowanym świecie. Warszawa: Scholar, pp. 123–144.
  • Ward, C., Bochner, S. and Furnham, A. 2001. The psychology of culture shock. Hove: Routledge.
  • Wood, P. and Kardash, C. 2002. Critical elements in the design and analysis of studies of epistemology. In: Hofer, B.K. and Pintrich, P.R. eds. Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, pp. 231–260.

study abroad higher education EFL English as a foreign language reflective judgement

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart