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Community of practice (CoP) is often seen as a practical application of sociocultural theory, as it provides a space for individuals to engage in collaborative learning and knowledge creation through social interaction and participation. Alike any other educational entity, it is critical to determine the effectiveness of any CoP program; therefore, providing a model for its evaluation becomes prominent. To do so, this study tries to explore a model by asking the staff involved in running a speaking association (SA) in a language school in Turkey to evaluate its effectiveness as a type of CoP. Hence, two administrators, three teachers, and five facilitators of the SA filled out a narrative frame about the evaluation criteria for the success and effectiveness of an SA. Then individual semi-structured interviews were conducted for closer scrutiny of the criteria and their reasons. Thematic analysis was employed with an eye on the sociocultural mediators to explore the themes of an effective CoP and the emerging themes were classified into three sociocultural mediators&rsquo; categories, namely psychological, material, and peer mediators. The findings of the study can inform the policymakers and teachers of learning CoPs to integrate these aspects into their programs to produce more effective results.

ltrq.2026.55.03.pdf

Original Research 

ltrq.2026.55.03.xml

(Re)visiting a Community of Practice Evaluation Framework in a Students’ Speaking Association: The Role of Sociocultural Mediators

This study attempts to explore the teachers&rsquo; beliefs on the causes of learners&rsquo; misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners&rsquo; misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study&rsquo;s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the &ldquo;tool&rdquo; component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the &ldquo;rules&rdquo;, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the &ldquo;community&rdquo; component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the &ldquo;division of labor&rdquo; the emerged themes were overwhelming responsibilities, family issues, and executives&rsquo; dereliction. The findings suggest a new look at language learners&rsquo; misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.

ltrq.2024.42.05.pdf

ltrq.2024.42.05.xml

An Activity Theoretic Exploration of the Causes of Language Learners’ Misbehavior: Teachers’ Belief in Focus