Modeling a Community of Practice for Global Competence : A Collaborative Autoethnography of College EFL Learners

In our increasingly interconnected contemporary society, the imperative of nurturing global citizenship and competence is evident when it comes to addressing the multifaceted challenges stemming from globalization. This study explores strategies for bridging the gap between in-class and out-of-class learning while expanding the reach of global competence into out-of-class learning settings. Building upon the General English course model by Oh (2021), which focuses on fostering global citizenship and competence, this research investigates the feasibility of implementing a supportive Community of Practice (CoP) model tailored for out-of-class learning environments. This study specifically assesses the potential of an online CoP model as a platform for the continuous cultivation and application of global citizenship and competence. Employing a collaborative autoethnographic approach, the research delves into the experiences of five university-level English as a Foreign Language (EFL) learners actively participating in this CoP. The research scrutinizes various dimensions of their engagement, encompassing their experiences within the CoP, prospective enhancements to the model, and the impact of digital tools on their learning journey, such as machine translation and ChatGPT on their learning journeys. The findings of this study illuminate the transformative effects of CoP activities on learners' attitudes, learning strategies, and the development of global citizenship and competence. Furthermore, it underscores the pivotal role of learners proactively harnessing technology, such as the ones mentioned above, in advancing both their level of global citizenship and their language proficiency. Additionally, the research underscores learners' comprehension of the rationale behind learning activities as a critical factor in fostering meaningful engagement. Ultimately, this research offers a blueprint for nurturing the essential skills and perspectives necessary for learners to evolve as engaged global citizens in an interconnected and interdependent world. It aligns with the imperative of fostering global competence in response to the pressi ng demands of our globali zed era.