CLUBHOUSE AS VIRTUAL COMMUNITY OF PRACTICE FOR NON-NATIVE ENGLISH SPEAKERS TO PRACTICE

Fatimah Az Zahra; Shierly N. Yappi

doi:10.47200/aoej.v14i2.2054

Fatimah Az Zahra STKIP PGRI Sidoarjo
Shierly N. Yappi STKIP PGRI Sidoarjo

DOI: https://doi.org/10.47200/aoej.v14i2.2054

Keywords: Clubhouse, Virtual community of practice (VCoP), Non-native English speakers (NNES)

Abstract

Clubhouse application, since it is found, becomes the popular application to practice English. It is because it is easy to use worldwide as well as provides good features and a community system. This case study investigated whether the Clubhouse application could become a virtual community of practice (VCoP) and motivate non-native English speakers (NNES) to speak within the community system. The data were collected through questionnaires with a Likert scale and semi-structured interviews. The participants were the members of the Smart and Easy English club, one of the biggest English clubs in the Clubhouse, who come from Morocco, Afghanistan, and Indonesia. The results revealed some points including 1) Based on the club system, Clubhouse can become an ideal IDLE for VCoP; 2) Clubhouse application motivates the NNES to practice English in the VCoP depending on the features and system used by the club or community; 3) The leadership role in the club does not influence the NNES to practice on Clubhouse as VCoP. The study concluded that Clubhouse is a virtual community of practice which features and community system motivate non-native English speakers to practice English regularly. The findings suggested that the Clubhouse application can be used by English instructors to enable their learners to have English-speaking practice in VCoP. The results of this study may be advantageous for English-speaking course developers with contemporary channel practice.

Downloads

Download data is not yet available.

References

Aydin, S. (2012). Factors causing demotivation in EFL teaching process: A case study. Qualitative Report, 17, 101.

Diaz Larenas, C., Alarcon Hernandez, P., & Ortiz Navarrete, M. (2015). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education.

Hafni, N. (2021, February 19). Using clubhouse online application to improve speaking skills. A Proceeding Paper. Retrieved November 3, 2022, from https://www.academia.edu/45153397/A_Proceeding_Paper_Using_Clubhouse_Online_Application_to_Improve_Speaking_Skill

Heale, R., & Twycross, A. (2018). What is a case study? Evidence-based nursing, 21(1), 7-8.

Lee, J. S., & Drajati, N. A. (2020). Willingness to communicate in digital and non-digital EFL contexts: Scale development and psychometric testing. Computer Assisted Language Learning, 33(7), 688-707.

Lousada, L. (2021). The Rise of Social Audio Apps: a Tool for Language Learning. In Conference Proceedings. Innovation in Language Learning 2021.

Nagao, A. (2018). Can the EFL Classroom Be Considered a Community of Practice? IAFOR Journal of Language Learning, 4(1), 93-108.

Nematzadeh, A., Haddad Narafshan, M., & Tajadini, M. (2021). Impact of intercultural movie clips on EFL learners’ social and cultural identity in virtual communities of practice. International Journal of Foreign Language Teaching and Research, 9(37), 205-224.

Peeters, W., & Pretorius, M. (2020). Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL, 32(3), 291-306.

Wenger-Trayner, E. & Wenger-Trayner, B. (2015). Communities of practice: A brief introduction. 1-8. Retrieved 26 October, 2022, from http://wenger-trayner.com/wpcontent/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pd

Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage.