Learner Activity Systems and Investment in a Virtual Community of Practice: A Study of Five Focal Participants in an Online, Introduction to Spanish Linguistics Course

The onset of the COVID-19 crisis in March 2020 gave way to a precipitous transition to online learning in colleges and universities across the globe. Learners and teachers alike were forced to adapt to new procedures and norms within a matter of days. Among the many questions regarding the development of rigorous courses that can adequately replace face-to-face learning, there was a need to examine and understand the complex ties between identity and second language (L2) classroom discourse in the ever-expanding sphere of online learning. Thorne et al.'s (2015) study demonstrates that there is a considerable body of work that sheds light on the role of L2 identity in online contexts, with some studies focusing on platforms that are not entirely synchronous but that contain synchronous capabilities (Thorne et al., 2015). Despite this, few studies have focused on the manifestation of learner identity using exclusively synchronous video communication for L2 instructional purposes in educational contexts. The present study aims to fill this gap in the literature on L2 identity in synchronous online courses that utilize video web conferencing platforms using qualitative methodological approaches. This study relied on data from one-on-one interviews with five focal participants, classroom transcripts, and weekly written reflections to demonstrate relationships between recurring themes in their data to theoretical constructs that were relevant to the research questions being examined. The theoretical constructs that were used to interpret the data were activity theory (Engestrom, 1987, 2001), Lave and Wenger's theory of communities of practice (Lave & Wenger, 1991; Wenger, 1998), and Norton's theories of identity and imagined communities (Norton-Peirce, 1995; Norton, 2000, 2001, 2013; Norton & Toohey, 2011). Activity Theory was used to understand how learners made use of the affordances of the online classroom to accomplish their individual goals of learning about Spanish linguistics. The communities of practice (CoP) framework was used to examine how learners negotiated their identities within this community and how their identity or role within the online classroom community impacted their participation. Regarding investment and imagined communities, this research focused on how learners were able to draw connections between class activities and their personal and professional goals. Theoretical and practical implications for this study outline how instructors can constructively negotiate the use of technological affordances for communication in the online classroom to meet the learning goals of their courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]