Mediating Educational Transitions with Near-Peer Role Models in the Language Classroom

Abstract

Moving from one educational setting to another is often accompanied by various psychological and emotional stressors. In the case of English education in Japan this is exacerbated further by an enduring ideological division in the field between English for test-taking and the use of English as a communicative tool. In order to explore potential avenues for mitigating transitional stress, this study examines the ways in which near-peer role models (NPRMs) might mediate the challenges faced by first-year English students in a Japanese university. Written reactions to two videos of NPRMs discussing their experiences in university were collected from 39 first-year students. This data was then thematically coded and subsequently analyzed for any ways in which listening to the NPRM videos may have aided students in adjusting to their new educational environment. Student responses indicated the NPRMs were considered impressive role models due to their L2 proficiency and positive attitude. They also served as sources of knowledge for learning resources and strategies and offered relatable examples of how to handle language learning challenges. These findings suggest that similar pedagogical interventions utilizing NPRMs may represent a valuable social and symbolic resource providing psychological or emotional support while socializing students transitioning into a new learning environment.