Role models in HEI language learning
Critical incidents as a way to language competences and learner autonomy
Vol.13,No.2(2023)
People interact as part of social encounters within varied educational, professional, or free time contexts. These interactions breed numerous opportunities to meet people who become an important source of inspiration, motivation, and learning. This text explores critical incidents as an effective means of capturing these interactions for future reflection in the learning process in the context of HEIs’ language education. Critical incidents are vivid memorable life events that have significance for a person concerned. Retold or rewritten in the form of narratives, they have enjoyed wide application in a range of disciplines from medicine, nursing to education as well-established, tested methodologies. This paper introduces the use of the Critical Incident Cycle (CIC) in the context of a Master’s degree course in Business English at Škoda Auto University (SAU) as a tool for enhancing students’ reflection on their learning experience so as to consolidate their language proficiencies and learning.
From the critical incident narratives collected, role models emerged as one of the dominant factors influencing the students’ learning and personal growth. This study provides empirical evidence of how the role models in these cases contribute to the formation of young people’s ideals, behaviors, and actions vis-à-vis self-development, language and communication skills set, and life-long learning. This paper argues that CIC provides a methodologically robust means for learners to actively enhance their learning outcomes through critical self-reflection of key aspects of their individual learning process.
critical incidents; role model; personal development; higher education institution; language education; learner autonomy; life-long learning
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