Comprendiendo el sentido de comunidad en los estudiantes de inglés como lengua extranjera en ambientes virtuales

Abstract

This thesis reports a qualitative netnographic study aimed at understanding students' sense of community. The study involved a heterogeneous group of students from a language institute who reconstructed their sense of community in virtual environments. Considering community-based pedagogies, students carried out a set of activities which helped them to recognize their lives and their communities. Autobiographies, virtual community presentations, community profiles, and interviews with community members were part of this pedagogical intervention. The data included field notes, students' artifacts (autobiographies, presentations, and interactions) and two group interviews. Data analysis results suggest that community and place-based pedagogies enable students and teachers to become aware of virtual communities’ potential; indeed, students acknowledge themselves and others as relevant assets. These pedagogies strengthen their sense of belongingness as members of different communities. Furthermore, students build their sense of community, being aware themselves as human beings who are part of different communities. At the same time, they were aware of those community members around them, valuing the learning process they have forged throughout their relationships and knowledge. Finally, those emotions such as love, gratitude, empathy, and compassion for the members of their communities emerged.