Self-Regulation Through Self & Other Modeling With Video Conversations Tim Murphey

1. Self-Regulation Through Self & Other Modeling With Video Conversations Tim Murphey Dokkyo University, Japan

2. Outline • Defining terms • Providing examples • A study in progress • Preliminary findings • Video examples • Questions

3. Self-Regulationother & object & the Zone of Proximal Development

4. Self modeling: admiring one’s self (e.g. on video) or one’s productions (e.g. writings and material products) and processes and gaining confidence that they can be replicated • Other modeling: admiring others and their skills, behaviors, and attitudes to the extent that we want to be like them in some ways. As our eyes are pointing outward, this is the principal way of modeling and learning.

5. LSEVLongitudinal Self Evaluated Videoingcharacteristics • Weekly (or frequent) video recording over a semester or longer (compiling 8 to 12 clips) • Of performances of over a few minutes in length (conversations or speeches) pseudo-spontaneous • Which students can take away from the class to self-evaluate or have others evaluate • MECO Multiple Extended Conversational Opportunities while not videoing

6. Examples Other Modeling • Bandura—Social Learning Theory (imitation) • Murphey—Near Peer Role Modeling • Judith Rich Harris—Group Socialization Theory • “Wild” children studies • Physiologically, we are looking out, not in SELF Modeling • Olympic athletes • Actors and Politicians • Peter Dowrick and Video Futures • Reflective practices (meditation)

7. Present Study in *Progress • April thru July 2004 – Data Collection • 1. Classroom observations • 2. Three sets of SAOMing questionnaires (SPSS) • 3. Class Newsletters of comments from action logs • 4. Students’ Language Learning Histories, June 2004 • 5. Three case studies (10 conversations each on video)   • 6. Interviews with the 3 case study participants (July/Sept) • 7. Participant reactions to findings Sept 04 (PAR) • 8. Final semester papers by students comparing their first and last transcriptions and describing how they improved and changed (rec’d July)

8. Preliminary findings SELF MODELING Opportunities for self modeling seem rare. Self viewing is embarrassing and uncomfortable at first and then it becomes positively motivating. Regular videoing and self observation soon tends to increase one’s confidence (main benefit). Showing videos to friends and family and getting comments from them usually enhances confidence. Students are impressed with their comments from action logs published in a class newsletter anonymously. They report a boost of confidence and pleasure at seeing their words “broadcast” for others.

9. OTHER MODELING findings 1. Other modeling goes on all the time; our eyes look out from us to others. • 2. Near peer role modeling seems to be more powerful than modeling native speakers or distant role models (although this depends on the intensity of experiences with others.) • 3. Teachers can point students to notice certain NPRM traits and increase motivation and identification and eventually performance in the newsletters. • 4. Increased motivation seems to be theimmediate benefit of other modeling (main benefit). • 5. The eventual benefits are more effective attitudes, beliefs, skills, and confidence.

10. Other and Self Modeling observations • 1. Both can be useful for language learning. • 2. Other modeling is parallel to the intermental processes described in SCT in which we learn in social interaction first and then gradually internalized information and skills into our self-image and identity, which may become our intrinsic motivation (Deci & Ryan 2002). • 3. However, it seems that, many times, one’s own skills and behaviors are not “seen” or students are not aware of them and thus they may continue to have a low evaluation (low self-esteem) of their own abilities. Watching themselves on video, or others watching and commenting, can greatly increase self-confidence. This also happens with newsletter postings. These are public validations that lead to more self-confidence.

11. The Videoing Process • 1.Preparation is crucial. Prepared performances are usually at a better level than spontaneous ones and can be an i+1 performance that leads one to have more confidence and motivation. • 2.Transcribing conversations leads to more awareness of micro problems, focus on form and forms (monitoring) and an appreciation of others’ skills. • 3.Multiple Extended Conversational Opportunities. While others are videoing, the students are changing partners every 5 minutes and getting huge amounts of repetitive focused interaction. • 4. Immediacy! “I am not learning for ‘using it some day,’ but next week!”

12. Student’s Action Logs Self & Other Modeling [M] I said that I couldn’t believe I was standing there and giving a speech in front of people. But, I can believe it because I watched my video. I was talking why I started to study English in English. Who could expect that I would speak English like now? But it’s real!! I changed! [selfM] [H] I was really impressed with M’s story. I couldn’t believe that she was not interested in English until she entered this school. Now she is the good English speaker, and she is confident. I think she is a hard worker and respect her. Her story stimulated my motivation for study very much. [otherM]

13. [M2] As HW, I showed the video to my mother…She said that she relatively easily understood what my partners were saying because their pronunciation was a little Japanese…she didn’t understand what I was saying because my English was less Japanese…she said this activity was very good .. And she felt relief and pleased to let me enter Dokkyo where I can attend such a nice class and learn a lot. She said she wanted to learn English.[self&otherM]

14. {A} As mentioned in the NL, I am embarrassed to show my video to my family or friends, too. I’m relieved to know other classmate’s feelings. On NL about NL[part], [a] good comment moved me. “Good preparation makes content of class for me more substantial and fun.” I think I’ll pretend to be the [that] classmate. [otherM]

15. Stimulated recall of one student History of 2nd year class Remembered before reviewing action log, NLs, & video (21 conv.) • I had never experience such a long conversation in English both with a native speaker and Japanese students, especially taping and videoing. • I was encouraged by the comments in the NLs, action logs, and Language Hungry. I noticed that most students in class felt just like me (being afraid of mistakes, tensed up, and so on)!…I could also learn interesting skills such as shadowing, repeating, and summarizing.

16. 3. These changes brought a breakthrough in my speaking ability at the end of the spring term at last! Before I knew it, I found that I could speak English really fluently and enjoyably especially when I talk about my favorite topics like movies, arts, and vacations. Moreover, I got much more confidence after I dictated [transcribed] my conversation because I could confirm how long and natural my English were and how effective the skills and thoughts I got from Honors 2 class.

17. 4. After I obtained a real confidence, my natural desire to learn started to overflow and begun to imitate other’s good model more actively in many points to my surprise. For example [ gestures and asking questions]. . . I could speak English without any hesitation at the interview of the first semester ends and at the same time, I could take part in the other classes really positively.

18. Video Excerpts • Mia & Akihiro • Taka (Mistake Story) • Near Peer Role Modeling (Yukari) • Nami (NPRMs) • Katsuhiko (for teachers)

19. Some people do not riskenough & don’t try & don’t learn

20. When you want to be happy, there’s (1) thing you can do…1. Smile from ear to ear2. Breathe in deep3. Look up at the sky sing4. Sing a melody5. Dare to show your lov