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Growth: The Relationship Between Metanoia and Additional Language Learning in EAP 

 

Samantha Ranson 

University of British Columbia (Okanagan Campus) 

 

Abstract 

 

Taken from ancient Greek philosophy, metanoia refers to a fundamental shift in habits of the 

mind. Until now, the connection between metanoia and additional language learning has not 

been fully examined, particularly in higher education contexts. This study explored the 

progression of metanoia in the additional language learning of international students enrolled in 

an English for academic purposes (EAP) program. The research question for this study related to 

how EAP students experienced metanoia, and what the relationship was with their additional 

language learning. Employing a socio-cognitive theoretical framework, qualitative research 

methods were used to combine an online questionnaire (n = 9) and follow-up interviews (n = 5) 

to collect data. Meaningful responses in the data were coded, and the codes were gathered 

together into emergent themes. A major theme emerging from the data in connection to metanoia 

and additional language learning was that of growth, particularly in terms of confidence, 

language learning, younger life, academic skills, organization, tolerance, community, and 

awareness. This study provides insight into the lives of English language learners in academic 

settings, and offers suggestions related to fostering an EAP environment that supports English 

language learning. 

 

Introduction 
 

There is currently an influx of international students learning English as an additional language 

(EAL) in Canada, with the Government of Canada (2013) publishing a report that stated in 2012 

it “was the first time in Canadian history that Canada has welcomed over 100,000 international 

students, an increase of 60% since 2004” (n.p.). In addition, the Canadian government has 

recently made initiatives to “double the number of international students choosing Canada by the 

year 2022 without displacing Canadian students” (Government of Canada, 2014, n.p.). As a 

result, there are growing numbers of students from non-English speaking backgrounds seeking 

entry to higher education in Canada. As international students learn English, there are specific 

moments of achievement which occur within additional language learning, and these moments of 

sudden transformation can be referred to as moments of metanoia. Moments of metanoia are 

imperative as they assist in the cultural, social, emotional, and academic transition into Canadian 

life for international students acquiring EAL.  

 

 The relationship between EAL learning and metanoia has not been extensively examined, 

particularly in higher education settings. The current study explores the role of metanoia in the 

additional language learning experiences of English for academic purposes (EAP) students. It is 

proposed within this study that metanoia occurs within EAP learning experiences and 

environments, and that learning environments that facilitate and encourage cultural and academic 

growth (both inside and outside of the EAP classroom) help to create the most ideal situations for 

metanoia to occur. It appears that EAL students consciously and subconsciously transform 

through learning and growth, it is possible to experience metanoia as an epiphany or a higher 



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moment of thinking. The data also point to metanoia being impacted by the EAP environment 

and having a relationship with additional language learning. 

 

Background 

 

A Socio-Cognitive Framework for Additional Language Learning 

 

A socio-cognitive theoretical framework was employed to explore how participants experience 

metanoia and the nature of the relationship between metanoia and additional language learning 

for academic purposes. For the purposes of this study, a socio-cognitive framework holds that 

humans learn via a combination of both social and cognitive factors. For Atkinson (2011), a 

socio-cognitive approach to additional language acquisition integrates the mind, the body, and 

the wider world. Additional languages are learned through social action and are embedded in the 

surrounding environment in which learners find themselves. The social side of this perspective 

understands language learning to take place through interaction between people who desire to 

communicate with each other. It involves collaborating with others to create meaning. The social 

side of this framework is based on the way individuals interact with each other, with languages 

being learned in a social context (e.g. Vygotsky, 1978). Use of the target language can take place 

in what Vygotsky (1978) has called the Zone of Proximal Development (ZPD). Vygotsky (1978) 

defined the ZPD as the metaphorical space between what an individual can do independently and 

what an individual can learn in collaboration with others. From this perspective, it is through 

interaction and collaboration that additional language learning takes place.  

 

 The second part of this framework can be referred to as cognitive, meaning additional 

language acquisition also involves an innate human process related to additional language 

learning. Related to a cognitive perspective, Krashen’s (1982a) maintained that “we acquire [an 

additional language]…by focusing on meaning” (p. 97). Krashen theorized that the majority of 

learning takes place from comprehensible input such as listening, reading, or communicating 

with other individuals in the target additional language (Krashen, 1982a). For Krashen (1982a), 

“if the input is understood [i.e. comprehensible], and if there is enough of it and if it is somewhat 

varied, it will contain all the grammatical structures necessary, and expose the language acquirer 

to everything he [or she] needs” (p. 98). Along with comprehensible input, Krashen (1982b) 

coined the term the affective filter to describe how students need to proceed in a calm emotional 

state to acquire an additional language. The affective filter can act as metaphorical block to the 

model of comprehensible input. By feeling “affected” learners can experience negative emotions 

such as anxiety, stress, boredom, or other negative attitudes that would inhibit their ability to 

acquire the target language, possibly resulting in poor additional language learning outcomes.  

 

 In addition to learners acquiring an additional language through comprehensible input in 

low anxiety environments, the interaction hypothesis (Long, 1996) can be described as a way 

language learners interact with interlocutors to grow their additional language abilities. The 

interaction hypothesis maintains that learning takes place through a combination of instinctual or 

innate abilities and moments in which the learner engages in conversation. Willing interlocutors 

who participate in conversing with additional language learners may use modified input to 

improve the interaction experience by adapting or modifying their language level (vocabulary, 

speed, and pronunciation for example) to meet the needs of the additional language learner. 



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Thus, additional language acquisition is facilitated when learners interact with willing 

interlocutors to negotiate meaning (Long, 1996).  

 

What is EAP? 

 

The current study focused on EAL learners in an EAP program on a smaller campus of a 

research-intensive university in western Canada. To protect the identity of the participants, for 

the purposes of this study, the campus will be referred to as Pacific Interior University (PIU). In 

programs such as the EAP program in this study, students have come from other countries to 

Canada to gain a university education, acclimate to a new culture, and learn an additional 

language. EAP programs typically focus on the social, academic, and linguistic demands of post-

secondary studies in English and prepare students for the specific needs they will have in order to 

be successful at university (Hyland & Hamp-Lyons, 2002). The EAP program from which 

participants were recruited for the current study was designed for international students from 

non-English speaking backgrounds who were academically admissible for studies at PIU, but 

who did not have the English language proficiency evidence otherwise required. EAP programs 

generally focus on the social, cultural, and academic aspects of studying and living in an English 

speaking country. The program site for the current study combined English language courses as 

well as involved students in the wider PIU community. It focused on academic study involving 

collaborative, experiential, and cross-cultural learning.  

 

What is Metanoia? 

 

In a literary context, metanoia is a Greek term defined as “after thought, change of mind” 

(Cuddon, 2013, p. 432). Within the context of educational leadership in organizations, it was 

further defined by Senge (1990) as a process of shifting one’s learning and thought process to 

reach deeper moments of realization. Therefore, when metanoia was defined for the purposes of 

this study, it was conceptualized as a mind shift, a moment of realization or an epiphany of an 

additional language learner. In other words, metanoia was defined as an “aha” moment, a 

moment in which a learner becomes aware of the evolution of new knowledge in an educational 

environment. One more way to think about metanoia is as a progression in the learning process. 

An individual could experience metanoia once, or multiple times throughout his or her life; in 

addition, metanoia occurs in a variety of different situations, scenarios, and learning 

environments, like an EAP class or any organizational structure. For the purposes of this study, 

the focus was on the emergent new experiences of additional language learning. Metanoia could 

be considered anything from a life-changing event to a small success that caused a participant to 

feel achievement and empowerment. Moments of metanoia may cause an individual to gain a 

stronger awareness and understanding of themselves, their limitations, and their abilities. For 

English (2016), metanoia engenders a new vision or a new perspective for individuals that 

maximizes their abilities. Essentially when metanoia has occurred, an individual becomes more 

enlightened, having seen the world through a different lens, and having learned from his or her 

experience; this in turn allows an individual to become more aware. Metanoia fosters “a new or 

different perspective on things” (English, 2016, p. 79), and it can help to resolve problems or 

tensions that could not be solved without the shift that occurs with metanoia (English, 2016). 

Also within an educational leadership context, Senge (1990) further explained the relationship 

between metanoia and learning when stating, “to grasp the meaning of ‘metanoia’ is to grasp the 



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deeper meaning of ‘learning,’ for learning also involves a fundamental shift or movement of 

mind” (p. 13). To paraphrase, Senge equated learning to be the cause of redefinition of the 

human identity, to see reality through different lenses. In turn, individuals would become aware 

and see things that they never thought were possible; they would recreate their identities and gain 

more awareness of reality and the world. This was another layer added to the definition of 

metanoia in the context of additional language learning.  

 

Despite these definitions of metanoia, scholars to date have not made a specific 

connection between additional language learning and metanoia. In considering a language 

learning context, such as EAP, metanoia can be conceived as a learning process that occurs 

quickly and suddenly. This notion is a powerful concept as it is transformative and has the 

potential to change not only one’s learning abilities and processes but assist in growth while 

acting as a catalyst for additional language learning. It may be that metanoia involves conscious 

realization of changes occurring subconsciously. It is possible that when an individual becomes 

aware of the learning process, it can be a process of discovery and exploration that facilitates 

additional language learning.  

 

Research Questions 

 

The primary research questions explored in this study are twofold: How do the EAP students in 

the current study experience metanoia? What is the relationship between the participants’ 

experiences of metanoia and their experiences related to additional language acquisition? 

 

The Study 

 

The aim of this qualitative study was to explore the relationship between metanoia and additional 

language learning in EAP settings. The researcher was influenced by the qualitative research 

tradition, allowing individuals to describe their lives via story and experience (Gay & Mills, 

2016). Collins and O’Brien (2011) have defined qualitative research as “a form of social inquiry 

that takes reality as socially constructed rather than given and where the data are primarily 

textual rather than numerical” (p. 383). As a result, the participants in this study could interpret 

questions to have different meanings based on their relationship with English language learning 

and their personal backgrounds.  

 

Participants 

 

All of the participants in this study had attended the EAP program at PIU. There were nine 

participants who took part in the online portion of the study and five who participated in the 

interview section, Table 1 provides demographic information related to the five participants who 

took part in the interviews. All of the names provided are pseudonyms. The participants were 

between the ages of 18-23 years of age and were either immigrants or international students from 

non-English speaking backgrounds. The participants had not achieved PIU’s English language 

proficiency requirements; however, they did have the academic requirements for their specific 

programs of study and general admission to PIU. To further meet the English language 

proficiency requirements, the participants choose to complete the EAP program at PIU.  

 



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Table 1 

Interview Participant Information 

Pseudonym Age Gender L1 Nationality English 

Studies 

Time in 

Canada 

Ann 20 Female Chinese China > 5 years 4 years 

Betty 23 Female Mandarin China > 5 years 3 years 

Meg 18 Female Spanish Peru > 5 years < 1 year 

Pat 19 Female Spanish Mexico 5 years 1 year 

Tim 21 Male Mandarin China > 5 years 3 years 

 

Procedures 

 

After obtaining a certificate of approval from the appropriate institutional research ethics board, 

data collection took place via an online questionnaire created with Fluid Surveys (Fluid Surveys, 

2015), and semi-structured interviews. The online questionnaire gathered demographic 

information as well as participant reflections related to metanoia, experiences as additional 

language learners, and possible moments of identity change (see Appendix 1). As part of the 

online questionnaire, participants were further invited to provide their e-mail addresses if they 

would like to be contacted further for volunteer participation in the follow-up interview portion 

of the study. The follow-up to the questionnaire was a voluntary open-ended semi-structured 

interview session. The questions were created specifically in mind to elicit in further detail the 

opinions, thoughts, emotions, initial reactions, and experiences that create moments of metanoia 

and how language learning occurs (see Appendix 2). The data were triangulated via comparing 

the online questionnaire and semi-structured interview results, and the combining of the two to 

find resulting patterns. 

 

 Due to this being a qualitative study that honoured participant perspectives in relation to 

the topic under investigation, it is important to note that the researcher gathered and interpreted 

data in as unbiased a manner as possible. Gaining the opinions, observations, and emotions from 

the point of view of the participants themselves was extremely important to this study. The usage 

of non-standard English was not changed as this may create a bias, and interpretations of the 

material could be altered; therefore, exact wording was used from the participants’ interviews.  

 

 Relying on a qualitative approach to analyzing the data, the results next reported were 

found through the coding and categorizing of meaningful data units in the participants’ 

responses. Participant responses were examined for units of meaning, made up of phrases or 

sentences that could informatively stand on their own. Each unit of meaning was assigned a 

descriptive code. Coding was carried out by the researcher, with the researcher’s graduate 

supervisor double checking the codes to promote validity and reliability in the analysis. Similarly 

coded units of meaning were gathered together into categories. As the categories converged 

through the coding process, salient themes emerged from the data (Gay, Mills, & Airasian, 

2012).  

  



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Results 

 

Growth 

 

The most predominant and prevalent theme related to metanoia and its relationship with 

additional language learning throughout the results was growth. The major subthemes noticed 

throughout the overall category of growth were confidence, language learning, younger life, and 

academic skills. In addition there were some minor subthemes arising in the data, which included 

organization, tolerance, community, and awareness. Within this study the overarching theme of 

growth represents the development or lack thereof mentioned by the students (whether 

consciously or subconsciously) about both their personal and academic lives. The majority of the 

results deal with their university life or their period of life as young adults; however, some of this 

information is developed around their goals in the future or their experiences in subthemes such 

as “younger life”. The diagram in Figure 1 represents the theme of growth with its accompanying 

major and minor subthemes.  

 

 
Figure 1. Theme 1: Growth major subthemes and minor subthemes. 

 

 Confidence. Confidence, as it relates to metanoia and additional language learning was 

the most prevalent subtheme in the growth category. This subtheme dealt with growth in 

confidence or lack of confidence with identity; school work; mental, emotional, and physical 

abilities. The results relate to the importance of confidence to the participants in both an 

academic learning environment and in a personal environment. 

 

 Growth in confidence was most prevalent in Ann’s answers. Ann mentioned the jump 

between EAP and first year university English. First year university English lowered her 

confidence as the instructors had higher expectations, and she was now immersed in a complete 

university class environment (whereas EAP functions in a much smaller community setting made 

Growth

Major 
Subthemes

Confidence

Language 
Learning

Younger Life

Academic 
Skills

Minor 
Subthemes

Organization

Tolerance

Community

Awareness



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up of only EAP students and the instructors). She mentioned, “when I was in EAP … the 

instructor gave me a lot of confident…she encouraged me like to be a better person just learning 

English.” However she gained confidence in her abilities in first year English classes when she 

stayed focused, organized, and was able to present and obtain a high mark within her course. 

These achievements boosted her confidence and provided consistency in what she should expect 

of both herself and future university courses. Ann used to think that she “never really thought of 

[herself] as a good student”, constantly comparing herself to her peers and local Canadian 

English speakers and their level of proficiency. She said, “[I was] really shy and I was quiet…I 

wasn’t the person like be the leader”. She mentioned how a high school concert and conference 

not only raised her confidence but helped her gain awareness of her potential. She realized she 

could be a leader. Her abilities were higher than she realized, and this realization caused a shift 

in her personality leaning to a gain in confidence and a stronger sense of identity. She mentioned 

how she had a high language proficiency level (giving her confidence) as she could use English 

without translating from her native language and could comprehend and take part in advanced 

language activities (for example reading Shakespeare). As an example of her overall feelings, 

she said, “I was always really quiet, like always shy. So I think now I became a little bit a little 

bit more like outgoing, like I can just open my mind a little bit just in order to improve my 

English.” 

 

 The subtheme of changing levels of confidence also came up in Pat’s data. To her, 

studying and academics were an extremely large part of her confidence. It was clear in the results 

that being intelligent or “smart” was related to her confidence. As she began developing skills, 

such as studying strategies and more time management skills, she felt she was gaining 

confidence in her English abilities, including speaking skills. It seemed in the results that she had 

become much more confident of who she was. For example, she said, “I felt…proud.” She 

mentioned how studying and being prepared for tests is one of the best ways to gain confidence 

and achieve goals, equating grades to success and confidence. Transitioning into a different 

culture was difficult for her; however, now with her newfound confidence, Pat was able to 

communicate without hesitation and would engage in conversations in places such as restaurants, 

“I feel more confident and ya I don’t feel that panic.” She even laughed as she spoke this last 

quote, showing her confidence in her identity and abilities.  

 

 In Tim’s results there were also instances related to confidence and growth. EAP and the 

community made a large impact on his confidence. Tim felt his “personality … is a big change 

from where I where I started till now…that’s like a personality shift from a little bit shy to like a 

really outgoing and be confident and talk to people with like no fear.” He said this shift took 

place due to his experiences in EAP. He mentioned how he experienced a gain in confidence, 

simultaneously at multiple times: 

 

 I feel like it’s like…suddenly everything make makes sense now…It’s more like a small 

thing that makes sense to me now, and then another thing is that makes sense to me now, 

and then like…at the end of the day like a lot of things all make sense to me and then 

like…it just makes sense. 

 

 A lot of this occurred due to his motivations, wanting to learn and asking instructors or 

using appropriate resources to gain a better understanding of the language. Tim also mentioned 



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how hard work pays off; an individual gains confidence and joyfulness by getting compliments 

and realizing the progress they have made in their language learning abilities throughout the 

year. Lastly, a powerful moment of metanoia as it relates to English language learning was 

revealed when Tim was unable to fully describe his emotions when he experienced a moment in 

the community saying he didn’t: 

 

 even know like how to talk to…the cashier or how…to say things but I just observe and 

stuff. And then I realized one day when I just like go to the restaurant I just…like I’m in 

China so it’s like nothing really surprising or nothing really odd happened and then so it 

just like it just ya…like the the feeling so I don’t know. 

 

 Confidence and growth were also an important theme in relation to metanoia and 

additional language learning for Meg. Meg emphasized the importance of growth and 

communication in gaining confidence. When successfully communicating with a staff member at 

the university she felt “like I improved my English ya”. Meg mentioned how she felt “in my 

exams I always like did really good like almost one hundred percent so I think it was like ya like 

a sign I was good student…like the level of my peers was lower”. She adds to this by mentioning 

“writing like I usually do good in writing”. In Meg’s opinion, not only are academics important 

but also competitiveness or getting higher grades than an individual’s peers showcasing an 

indication of abilities. 

 

 The theme of confidence as it relates to growth also recurred in Betty’s results, showing 

the relationship between metanoia and additional language learning. She put an emphasis on the 

relationship between academics and a personal interest. For example she felt confident when 

receiving the challenge of editing other students’ work as it was not only a great learning 

opportunity but it showed her motivation, her confidence in her abilities, and her interests in 

editing and writing. Additionally, when living in Canada and learning English, she felt she had 

gained so much confidence that she wanted to immigrate saying “learning English here actually 

change my some of my personalities…It makes me more open, more talkative to people, and 

more brave to speak publicly.… Ya when I when a person is not good at English he or she will 

be very shy to speak out.” Because of her confidence using English, she said, “I was quite proud 

of myself entering such a English university because this university is higher rank”. Lastly, the 

results show she had confidence in her intelligence and abilities stating “when I was in China I 

was always the top students, highest mark … And when I came here ya I still get a very high 

mark in EAP course, but I’m not satisfied how it’s a give us the experience because I think it was 

too simple…Ya too easy for me.” It seemed that Betty’s confidence in her abilities were related 

to her high marks.  

 

 Language Learning. There were a number of instances in the data related to how 

additional language learning seemed to be connected to metanoia by the participants. This 

subtheme addressed issues of gains or lack thereof in additional language learning. The growth 

in language acquisition promoted development in both the academic abilities and emotional and 

lifestyle progression of the participants. It appeared in the results that growth in additional 

language learning allowed participants to transition into an independent lifestyle in a new culture 

more efficiently and effectively.  

 



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 At times, Pat appeared to notice changes in her English language proficiency. She 

seemed to realize that she had naturally gained a stronger comprehension of the English language 

and, related to that increase in proficiency, had developed a stronger ability to time manage. As a 

result of this, she could comprehend the language at a higher level and mentioned feeling both 

more efficient and intelligent. Pat gave an example and expressed how she felt. In this instance 

she referred to “her,” a friend who had spent three years in Canada and three in the United States 

who Pat asked for advice:  

 

 But then I was doing like a homework for the EAP course and then I ask her about a 

sentence. The meaning of the sentence because I couldn’t understand it, and then she said 

I don’t understand these word. But then I ask her for another word that I didn’t 

understand and then I actually realized that I knew something that she doesn’t, so that’s 

when I that’s how I felt successful [laughs] because I’m actually learning so ya…. So I 

feel like I am learning fastly, so ya maybe in two years I will be able to speak like a 

native speaker. 

 

Not only did she mention that her goal is to a fluent user of English, but she was also able to 

recognize what she wanted to aspire to, how she wanted to measure her growth, and how she had 

changed due to such instances as expressed above. Additionally, she later mentioned that 

attending EAP courses assisted in the development of her language acquisition abilities. She also 

discussed how her process for learning English allowed her to grow in a social environment and 

communicate more effectively in the local culture. 

 

 In addition to Pat, Meg also referred to additional language learning in a way that 

illustrated the concept of metanoia. She felt that EAP had “improved my English skills for sure 

and then I also could like appreciate other like cultures in my classes.” Here she seemed to 

indicate that language acquisition created a newfound appreciation in her life of other individuals 

and cultures; therefore, assisting in both her academic and social life. In the data, she also 

mentioned moments where she suddenly realized she had a better comprehension of the English 

language, explaining it as “I don’t know I was just speaking at that time.” Additionally, there 

were specific time periods when cultural activities assisted her in comprehending language; for 

example, when out with her sister in Vancouver there was a “moment like like I realized oh I’m 

in Canada [laughs], like everyone speaks English and this is different ya…. I was just like a new 

change in my life that I should be ready for.” Meg was laughing during this part of the interview, 

as she reflected on how language acquisition had been a type of growth in her life.  

 

 Along these lines, Tim and Betty also mentioned ideas connected to the theme of 

additional language learning. It is important to recount Tim’s experiences as he explained how 

others noticed his growth in language acquisition. Tim expressed how his growth in English 

language proficiency occurred with an example in which he attended the fall orientation program 

for new students at PIU. A year later, friends noticed his English language progress, and Tim 

said that it amazed them. Others noticed a dramatic change, but Tim felt “the moment…was 

contributed by slowly learning…I don’t really see it as a like…sudden changes.” This is an 

example of how metanoia can occur slowly or in small installments within the learning process. 

Tim went on to explain how other individual’s opinions of his learning acted as a measure of 

additional language learning and achievement for him.  



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 Younger Life. Also related to the theme of growth and how it connects to metanoia and 

additional language learning, the theme of younger life is defined as a way to grow based on 

reflections related to previous experiences in life. Three participants (Ann, Betty, and Tim) 

discussed their younger lives, and how they had grown since this previous time period. It 

appeared in the data that the participants were strongly impacted in their growth by their own 

personal stories and history. Additionally, it was apparent that the participants used their younger 

lives as a method of comparison to their contemporary lives. 

 

 Ann in particular referred to her younger life, revealing moments of metanoia and 

additional language learning. Ann had attended a Canadian high school as an international 

student and described how it impacted her social environment. She described how the lack of 

multiculturalism in the particular Canadian high school she attended caused her to gain a 

stronger understanding and appreciation for different cultures when attending EAP and 

university stating, “because in my high school there wasn’t like that many international students 

so I met lots of friend here that were from like different countries.” Further, she mentioned how 

she felt more at ease staying within her comfort zone in high school, “I kind of prefer like to 

talking to people having I think my spoken English was okay. But I didn’t really focus on written 

English which is definitely like more important than speaking English.” She mentioned how she 

mainly focused on one type of additional language learning (speaking) in high school and now at 

the university level, she was open to growth and learning new aspects of language (such as 

writing and challenging her English abilities). Later in her interview, Ann discussed how her 

experiences in high school, such as attending a special event in Vancouver, allowed her to 

change as an individual. Ann also reflected on her childhood and life in China, allowing her to 

measure her growth: 

 

 Ya I would say I started learning English like when I was really little like probably grade 

one or even before so but still since our country’s not like the official language is not 

English…So even though we can’t like started in English when I was really little but still 

it’s quite different from China to Canada. So I think when I was in my home country I 

didn’t really know how to learn English properly. It was okay for me to speak to write but 

it’s different not enough for me to write a nice essay, be a like nice university student.  

 

Reflecting back on her younger life, Ann was exploring what she saw as differences between 

Chinese and Canadian cultures and the learning processes within these different countries.  

 

 The subtheme of younger life as it relates to metanoia and additional language learning 

also arose in Betty’s results. She described how her perspective changed based on experiencing 

what she saw as a cultural shift between Canadian culture and Chinese culture. She described a 

concept she thought of during her EAP studies that she dubbed the “international citizen 

concept.” This concept involves caring about the world in a global context; whereas, she felt that 

she used to focus, as she said, on “[making a] contribution to my own country”. She also thought 

about her previous experiences learning English before coming to Canada. In Canada, learning 

English with the assistance of fluent speakers of English helped in her growth: “English by 

English is still the way it change my learning style because in the past I learn English by Chinese 

logistics and translation.” Further, thinking about her younger life and her present life, she 

identified as an outsider as she said she is “not whitewashed because I was born and then grew 



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up in China and at that time English was not very popular there”. As Betty reflected on her 

younger life, there appeared to be a tie between viewpoints and mind shifts, being an outsider, 

and learning processes. 

 

 Academic Skills. Another example of a subtheme related to growth occurred when both 

Pat and Meg expressed ideas related to the subtheme of academic skills in connection to 

metanoia and additional language learning. These participants both put an emphasis on academic 

skills, which was related to the importance of academics and success in academic growth. Pat 

described the feeling as “I change even from the first week until now that was from the 

beginning and now I think I am improving a lot of academic skills just like writing I feel like I 

write better.” Pat explained she felt she had changed, grown, and accomplished something 

throughout the year. She further explained that her comprehension had improved and gave an 

example: 

 

 When I was in my in my theatre course they ask me to do some improvisation [laughs] so 

I can because I start thinking in English more faster. So sometimes I just…come up with 

a situation and I think about it quickly so I don’t have to think I don’t have to think that 

much on the words or whatever I just do it quickly, how can I say I improvise it… I am 

more like it’s like if a part of me was more aware of the language, but I ya, like I don’t 

know what I am doing but I do it and then I realize that I did it 

 

It appeared that Pat felt a sense of accomplishment by growing in an academic sense but also 

could communicate in her class more naturally as a result. Along these lines, Meg also described 

how improving her academic skills helped her in different aspects of language learning such as 

writing and listening.  

 

 Organization. Organization here is expressed as growth in learning to develop a routine 

related to metanoia and additional language learning. Tim expressed an experience in which 

organization was important to his additional language learning and growth. Talking about an 

incident in a restaurant, Tim mentioned, “just like I just read the menu and then like I talk like 

feel like there’s no problem nothings strange like just like just like a routine.” For Tim, this 

experience was an important moment as he came to a realization that everyday life in a Canadian 

and English-speaking culture had become routine for him. 

 

 Tolerance. With the emergence of this theme, tolerance appeared to be the ability to 

accept others and their opinions even if they were different from a personal view. This concept 

of tolerance appeared to be something the participants learned within their new educational 

setting. Pat and Meg each experienced moments that related to the subtheme of tolerance. Both 

Pat and Meg expressed how their tolerance of other people increased due to the multicultural 

setting of EAP and Canada. By experiencing a more multicultural environment within Canada, 

they were both exposed to different cultures and viewpoints, and as a result they felt they had 

experienced new learning moments that supported their developing English language 

proficiency. 

 

 Community. The subtheme of community in relation to metanoia and additional 

language learning was most connected to Meg and Betty. To Betty, community meant becoming 



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BC TEAL Journal Volume 1 Number 1 (2016): 51-66 

a global citizen, developing her identity as a member of the global community, and gaining a 

better understanding of this concept via her EAP class. To Meg, the community setting within 

EAP assisted her in improving her “English skills for sure and then I also could like appreciate 

other like cultures in my classes.” 

 

 Awareness. Awareness appeared to develop as participants gained a greater 

understanding of their surroundings; assisting in growth in moments of metanoia and additional 

language learning. This subtheme particularly arose in both Meg and Ann’s answers. Meg 

developed a stronger awareness of her surroundings due to her use of the English language. For 

Ann, she developed an awareness of her downfalls, for example, realizing that her weakness in 

academics was group work. 

 

Discussion 

 

Personal and Academic Development and Growth Based on Metanoia 

 

Reviewing the data, it appeared that the overall goal of participants was to become good English 

language learners who would not be held back from success by their language skills while 

attending an English medium university in Canada.  

 

 Confidence was a major subtheme within the overall theme of growth. For example, 

Time mentioned how hard work and consistency boosted his confidence and motivation to 

communicate and learn. As his confidence increased, Tim appeared to be having moments of 

metanoia. As a result, he felt more aware of who he was and his surroundings personally. He felt 

he had a stronger comprehension of academics, and he felt he was able to communicate more 

effectively with instructors and other individuals within the English language. All of this 

awareness was related to a growth in confidence. By gaining awareness and confidence, the 

participants often grew in positive ways. Metanoia tended to act as a catalyst for confidence, 

which lead to a concomitant sense of self-awareness. Awareness in turn promoted academic and 

personal growth. 

 

 Participants were experiencing these moments of metanoia both inside and out of the 

classroom; hence, they also seemed to be growing in a cultural, social, emotional, and academic 

sense. The accomplishment of communication within another language acted as an enlightening 

moment, appearing to encourage participants to commit to gaining further awareness and growth. 

When growth occurs, participants often became effective additional language learners. This sets 

the proverbial stage for further moments of metanoia to occur and further development in the 

academic and social lives of the participants. 

 

The Development of Moments of Metanoia 

 
Throughout the data, there appeared to be moments of metanoia related to additional 
language learning. In particular, it is interesting to note that although moments of metanoia took 

place both inside and outside of the EAP classroom, it seemed as though most of the moments of 

metanoia took place outside of the classroom. In particular, metanoia appeared to occur when the 

participants were being active additional language learners. Participants whose language skills 



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BC TEAL Journal Volume 1 Number 1 (2016): 51-66 

grew were finding sources of comprehensible input (Krashen, 1982b) and meaningful interaction 

(Long, 1996). By becoming active additional language learners, the participants put themselves 

in the position to practice and make use of their English skills. At times, the participants were 

placing themselves in a vulnerable state, but mitigated their anxiety and allowed themselves to 

engage with other users of the target language. This engagement seemed to support additional 

language learning. An example of this was when one participant was ordering something at a 

restaurant. At this point, the participant realized not only had she achieved metanoia, but felt 

comfortable as if she was speaking within her first language and within her home town. The 

findings seemed to suggest that communicating with willing interlocutors and observing others 

in the target language afford additional language learners gains in awareness and confidence, 

moments of metanoia, and growth in their English language proficiency. These results seem to 

indicate that EAP programs can foster metanoia through encouraging interaction with other users 

of the target language, particularly in settings outside of the classroom.  

 

 Despite these findings, it is important to take into account that students learn differently 

and additional language learning is not a consistent learning process. At times, all language 

learners improve and then decline or worsen at other points, typically while learning something 

new. Essentially, no one learns language at a consistent and stable rate. There are jumps and 

dives to the learning pattern (Larsen-Freeman, 1997), Therefore, each participant experienced a 

varying number of experiences of metanoia, which occurred at different rates in differing 

environments.  

 

Conclusion 

 

The results for this study seem to show that metanoia is important in relation to the growth of 

participants within the EAP classroom. It may be that metanoia was important for the 

participants as they attempted to reach higher and newfound levels of understanding in their 

target language. The participants not only became stronger learners, but they also built stronger 

communities and relationships as a result of experiencing moments of metanoia. The participants 

also seemed to gain confidence and their identity changed and grew as they went through these 

moments of epiphany. Overall, metanoia appeared to be an ingredient in the additional language 

learning process for the participants.  

 

 This research addressed an area of education that is little explored: additional language 

learning in EAP contexts and the relationship with metanoia. To achieve higher levels of 

thinking and thought processes such as metanoia, the participants seemed to indicate that being 

taught as whole learners, during which their instructors and institutions pay attention to their 

cultural, social, emotional, and academic needs, will support their overall growth. As EAL 

teaching and learning continues to increase in Canadian post-secondary institutions, studies such 

as this one will become more important so as to gain insight into the minds of English language 

learners. The results from this study may provide insight into how to improve or change the ever-

growing EAP environment.  

 

 It is recognized, however, that this study had a number of limitations. Although a number 

of interesting insights related to the experiences of the participants could be gleaned from this 

study, it is important to remember that this is a qualitative study, and as such, does not make any 



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BC TEAL Journal Volume 1 Number 1 (2016): 51-66 

generalizable claims that go beyond the particular research site and the particular research 

participants. Furthermore, the researcher comes to this project with EAP teaching experience, 

and had to actively work to bracket her bias and lessen the influence of her own personal 

experiences as she was gathering and interpreting the data. Future studies may seek to gain a 

larger number of participants from a wider range of research sites. For example, more 

participants completing the online questionnaires may lead to deeper insights. Future studies 

could also consider the inclusion of frequency counts related to the coding of the data. In 

addition, the study could be widened beyond the online questionnaire and semi-structured 

interviews. Focus groups could be held, along with classroom observations, interviews with 

instructors and other individuals involved with EAP students, and data gathering in the form of 

students’ academic work could be included to gain a greater understanding of the participants’ 

experiences.  

 

Acknowledgements 

 

This paper reports findings from my MA thesis (Ranson, 2016). Many thanks go to the 

participants, my graduate supervisory committee, and the anonymous reviewers.  

 

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Appendix 1 

 

Section 1: Demographic Questions 

1. How many years have you been studying English? 

2. How old are you? 

3. What is your gender? 

4. What your country of origin? (For example, Switzerland) 

5. What is your first language? If it is a language with more than one dialect, please state 

your dialect. (For example, Mandarin) 

6. How long have you been living in Canada? 

Section 2: Short answer questions 

1. How has EAP helped you in improving your academic English skills? 

2. How has EAP changed how you study English? Please describe. 

3. Describe a time that you felt you were really successful at using English on campus. 

4. Since arriving in Canada, describe your most memorable moment, either positive or negative, 

when you were using English. 

5. Do you feel like you have ever made any sudden progress learning English during your EAP 

courses? Please explain. 

6. Since arriving in Canada, has there ever been a time when English suddenly made sense to 

you. If yes, please describe. 

7. Since arriving in Canada, has there ever been a time when you surprised yourself with your 

English abilities. If yes, please describe. 

8. Do you have anything else you would like to share? Please use the space below for any 

additional comments. 

 

Appendix 2 

 

Semi-Structured Interview Questions 

1. How has EAP changed who you are as a person? 

http://www.sdkrashen.com/content/books/principles_and_practice.pdf
https://open.library.ubc.ca/cIRcle/collections/ubctheses/24/items/1.0306926


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BC TEAL Journal Volume 1 Number 1 (2016): 51-66 

2. How has EAP helped you in improving your academic English skills? 

3. How has EAP changed how you study English? 

4. Describe a time that you felt you were really successful at using English on campus. 

5. Since arriving in Canada, describe your most memorable moment, either positive or 

negative, when you were using English. 

6. Do you feel like you have ever made any sudden progress learning English during your 

EAP courses? Please explain.  

7. Since arriving in Canada, describe a time when English suddenly made sense to you. 

8. Since arriving in Canada, describe a time when you surprised yourself with your English 

abilities. 

9. Is there anything else you would like to share? 

 

 

 
The BC TEAL Journal is licensed under a 

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 
Copyright rests with the authors. 

 

http://creativecommons.org/licenses/by-nc-nd/4.0/

