A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning.

Sachiko Nakamura,Pornapit Darasawang,Hayo Reinders

doi:10.1007/s10936-022-09839-x

Abstract

This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students in an English oral communication course. Using a whole-class survey and focus group interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modified version of constant comparative analysis suggested seven thematic factors as the antecedents of epistemic curiosity and positive affect linked to its experience. Utilizing descriptions of the lessons kept in the teacher's record, we provide contextualized accounts of how and why the students experienced epistemic curiosity in class. We conclude by offering pedagogical suggestions for creating learning environments that inspire language learners' epistemic curiosity.

Highlights

In the second/foreign language (L2) classroom, learners experience a wide variety of emotions, ranging from being anxious about presenting their ideas in class to feeling proud of their accomplishments
The analysis suggested six thematic factors as the antecedents of epistemic curiosity, three groups of underlying desires behind the manifestation of epistemic curiosity, and positive affect linked to the manifestation of epistemic curiosity
It emerged from the analysis that certain types of classroom activities were frequently mentioned in relation to epistemic curiosity experiences

Summary

Introduction

In the second/foreign language (L2) classroom, learners experience a wide variety of emotions, ranging from being anxious about presenting their ideas in class to feeling proud of their accomplishments. These emotions–both positive and negative–are suggested to be a driving force behind L2 learning (Dewaele, 2015). A wide range of students’ emotions in the educational context has been researched, and their potential advantages and disadvantages in learning have been discussed. One emotion that receives increasing attention for its positive role in learning is epistemic curiosity. Epistemic curiosity has been widely described as “the drive to know'” Epistemic curiosity should be distinguished from other types of curiosity such as interpersonal curiosity (Litman & Pezzo, 2007), self-curiosity (Aschieri, Durosini, & Smith, 2018), and social curiosity (Renner, 2006)

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Conclusion