Learning Learning°¶ 6w¶ 6± - ld-sig.orgld-sig.org/wp-content/uploads/2019/10/LL26.2.pdf · 2019. 10. 14. · GREETINGS AND NEWS UPDATES | 挨拶と近況報告 In This Issue:

Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>

Learning Learning『学習の学習』Newsletter of the Learner Development SIG

Autumn 2019 LL 26(2) ISSN 1882-1103

http://ld-sig.org

GREETINGSANDNEWSUPDATES|挨拶と近況報告InThisIssue:LearningLearning,Volume26,Issue2今号について…..AndyBarfield 1

GreetingsandNewsUpdate挨拶と近況報告…..YoshiNakai&KokiTomita 6

KeyLearnerDevelopmentEventsandSessionsatJALT2019JALT2019におけるLD SIG関連イベント及びセッション一覧

8

MEMBERS’VOICES|メンバーの声

FindingMyselfinSelf-Accessセルフアクセス・センターで見つけた自分自身…..ElizabethSchlingman

14

LearningandResearching,aJourney学習と研究、一つの旅…..NatachaSakamoto 16

ActiveLearninginanAcceptingLearner-centeredEnvironment学習者中心の環境の受容におけるアクティブラーニング…..LornaAsami

17

ConductingRelevantResearchwithEffectiveApplicationinElementarySchools小学校での教育に効果的に適用できるような研究を行うということ…..MikeKuziw

20

FacilitationofMotivationAmongNon-EnglishMajorStudentsThroughPracticalProject-basedLearning実践的なプロジェクトベースの学びを通し英語を専門としない学生のモチベーションをファシリテートする…..OlyaYazawa

21

STORIESOFLEARNINGANDTEACHINGPRACTICES|学習・教育実践の成功談・失敗談

ActionResearchwithJuniorHighSchoolStudents:CreatingaSupportive,CollaborativeLearningEnvironment中学生を対象にしたアクションリサーチ：支えあい、協力し合う学習環境の創出について…..JackieM.Talken

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HelpingLearnersDevelopAutonomousReadingStrategies学習者の自律的なリーディングストラテジー開発を支援する…..LoganMcCarville

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ExploringPractitionerResearchwithYoshitakaKato実践者によるリサーチを考えるーYoshitaka Katoを迎えて…..HughNicoll&YoshitakaKato

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SHORTREFLECTIVEARTICLES|小論

Ensemble:ExtendedReflectionsonActiveLearning 42

LearningAbouttheActiveElementinLearnerDevelopment学習者ディベロップメントにおけるアクティブ要因に関する学習…..KenIkeda

43

ConceptualizingtheDegreesofActiveLearningアクティブラーニングの程度の概念化…..JamesUnderwood

46

ActiveLearning–SomeObservationsBasedonInteractionistMetaphorsアクティブラーニングー相互作用説的メタファーに基づく観察…..TimAshwell

49

Coverphoto©2019JamesUnderwood

Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>

IntroducingElementsofaFour-dimensionalEducationintoanEFLClassroom4次元教育を導入したEFL教室作り…..AdrianneVerlaUchida

51

ApplyingSocioculturalTheorytotheWritingClassroominInstructionandAssessment 社会文化理論を応用したライティングの指導法と評価…..NicholasCarr&PaulWicking

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LDSIGGRANTAWARDEEREPORTS| LD SIG 研究助成金受給者レポート 65

WhatILearnedfromAttendingMyFirstConference 初参加のカンファレンスで私が学んだこと….. MikiIwamoto LOOKINGBACK| 報告 67

2019PanSIGLearnerDevelopmentSIGForumReflections 2019 PanSIG 学習者ディベロップメント研究部会フォーラムを振り返って….. RobertMorel,StaceyVye,AnitaAdenLOOKINGFORWARD|今後のイベント 69

JALTNationalConferencePreview:LDSIGRelatedPresentationsCreatingCommunityLearningTogether5CallforProposals 74

SIGMATTERS|インフォメーションLearnerDevelopmentSIGFinancialReportApril2019toAugust2019…..PatrickKiernan 76

WritingforLearningLearning『学習の学習』応定 77

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Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES

“It'srefreshingtowriteinfirstpersonwithinanacademicpaper,anditdefinitelysitsmuchmorecomfortably,”wroteonecontributorindevelopingtheirdraftforthisAutumnissueofLearningLearning.Anotherresponded,inthemidstofre-writing,“Iwishyouwereatmyuniendoftermmeeting!Peoplemighthavefallenoffoftheirchairsinshockatthesequestions.Thankyouformakingmethinkmoreaboutthemeaningofreflection.”Suchgenuinelyenthusiasticwriterperspectivestakeusintotheheartofwritingasbothaboutandforlearnerdevelopment—andofrespondingaseditorstowritersabouttheircontributionsforLearningLearning.SinceJunewehavebeenworkingwithdifferentwriters,anditisourpleasuretobringtoyouwiththisissueofLearningLearningastimulatingrangeofreflectivewritingandpractitionerresearchonlearnerdevelopment.

WestartwithYoshiNakaiandKokiTomita’swelcomingco-coordinators’GreetingsandNewsUpdateaheadoftheJALT2019internationalconferenceandofthesomewhatsmallerandmoreinformalCreatingCommunity:LearningTogether5(CCLT5)takingplaceinDecemberinTokyo.ForapreviewofmajorLDeventsatJALT2019,seeGettingConnected.HereyoucanfinddetailsoftheLearnerDevelopmentForumandLDSIGAnnualGeneralMeeting(AGM),aswellastheLDDinnerandPartyontheSaturdayeveningoftheconference.AfulllistingoflearnerdevelopmentsessionsatJALT2019willfollowinOctober.

InMembers’Voices—aspaceformembersoftheSIGtointroducethemselvestoeachother—fivemembersoftheSIGsharetheirlearnerdevelopmentinterestsanddelveintosignificantlearningexperiencestheyhavehad.FirstisElizabethSchlingmanwhoexplainsthemanydifferentrolesthatsheplaysinauniversityself-accesscentre,sharingthesatisfactionthatshefindsinworkingcloselywithstudentsoutsideofconventionalclassroomlearning.NatachaSakamotorecallshowshestartedtoexperimentwithamorelearner-centredapproachwithherseniorhighschoolstudentsaftertakingpartinlearnerdevelopmentget-togethersin2013,andconnectsthistoherdecisiontodo“afundsof

knowledge”researchprojectwithherstudentsinvolvingphotoelicitationandunstructuredinterviews.Natachaiscriticallyinterestedindevelopinggreaterinclusion,diversityandequalitywithherlearners,athemethatLornaAsamiweavesthroughhernarrativereflectiononthevariedvoicesandculturalpracticesofbothherformativeyearsinHawaiiandoftheJapanese,Chinese, Malaysian, South American, and Vietnamese studentsthatsheworkswithinherpresentuniversityteaching.BasedinelementaryschoolsinFukui,MikeKuziwshares,withsimilarpassion,hisongoingresearchandteacherdevelopmentactivitieswithhiscolleaguestoimprovethequalityoftheEnglishclassesthattheyteachtogether.InthefinalMembers’Voicespiece,OlyaYazawarecountshowshehasconfrontedthelossofmotivationthatsheseesstudentsexperiencingintheireducationbothatuniversityandinhighschool.HereOlyahasusedbothSelf-DeterminationTheory(SDT)andthenewtheoryofDirectedMotivationalCurrents(DMC)toinformherresearchandtodeveloppracticalstudentprojectsinheruniversityclasses.

StoriesofLearningandTeachingPracticesfeaturesthreeengagingnarrativesofdevelopinglearnerandteacherautonomyinexploratoryways.JackieTalkentellsthestoryofrecentactionresearchaboutidealclassmatesthatshehasbeendoingtodevelopamoresupportivelearningenvironmentandgreatercooperative,collaborativelearningandinteractionwithherjuniorhighschoolstudents.Reportingonamicro-teachingtask,LoganMcCarvilleexploresdifferentquestionsthatcameupforhimindesigningalessonthatwouldnurtureuniversitystudents’autonomousreadingstrategies.Loganfocusesinparticularonattendingtoquestionsoflearnercontrolovercontent,learningmanagement,andcognitiveprocesses,allkeyprinciplesforthedevelopmentoflearnerautonomy.InthethirdcontributionHughNicollinterviewsYoshitakaKatoabouthisjourneyoflearningthroughtohisongoingengagementwithExploratoryPractice(EP).YoshitakaseesEPasacatalystforempoweringteachersandlearners,stimulatinginnovativeresearch,andhelpingus

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understandthecentralityofprocessinlearnerdevelopment,andinthefieldofeducationmoregenerally.

Thesestoriesarefollowedbythreeshortreflectivearticles.ThefirstisanensemblepieceofextendedreflectionsbyKenIkeda,JamesUnderwood,andTimAshwellonactivelearning(AL).TheyeachlookatALfromdifferentpracticeandtheoryvantagepoints,raisingmanyinterestingquestionsaheadoftheLDForumonALatJALT2019.InthesecondreflectivearticleAdrianneVerlaUchidatellsthestoryofapplyingaFour-DimensionalEducation(FDE)frameworktodesigningacourseongrammarpracticethatshewasunexpectedlyrequiredtoteachwhenshetookupafull-timepositionatauniversityinTokyo.Then,drawingontheirexperiencesofworkinginhighschoolsanduniversitiesinJapan,NicholasCarrandPaulWickinglookathowsocioculturaltheorycanbeappliedincollaborativewritingandassessmentactivitiestopromotelearnerautonomy.

MikiIwamotoopensthefinalsetofcontributionsbysharingwithreadersofLearningLearningwhatshelearntfromattendingherfirstconference.MikiwasawardedanLDSIGconferencegrantlastyeartohelpcoverhercostsforJALT2018.Hergrantawardeeessayrevealswhatapositivelearningexperienceattendingtheconferencewasforher.Roundingthingsoff,RobertMorel,StaceyVye,andAnitaAdensharetheirreflectionsfromtakingpartintheLearnerDevelopmentForumatthe2019PanSIGConferenceinMayinNishinomiya,Kobe.Theytakeupissuesconnectedtosecondaryandpost-secondarylearners’experiencesofself-directedlearningcurricula,includingtheextenttowhichlearnersareguidedtofollowtheirinterests,settheirowngoals,useEnglishoutsideofclass,andreflectontheirperformanceandprogress.

Inclosing,PatrickKiernan’sFinancialReportletsusallkeepuptodatewithhowtheSIGisspendingwhatitreceivesfromJALTbasedonthenumberofSIGmembers(currentlyaround220).MuchofwhatLDspendsisusedfordifferentgrantstosupportLDmembers—seehttp://ld-sig.org/grants/formoredetails.

Allinall,thisissueincludescontributionsbyover20differentauthors.We’dliketothankeachandeverywriterforcreatingthisissueofLearningLearningtogether,andforworkinghardon

developingtheirwritingandfinalisingitforpublication.

AsareaderyouarewarmlyinvitedtowriteforfutureissuesofLearningLearningand/ortostepforwardandjointheeditorialteam.Sothatyoumayknowalittlemoreabouthowweworkwithwriters,letmementionbrieflywhatwedo.Inourinteractionswithwriters,aseditors,weworkcollaboratively,inclusively,andtransparently.Twoeditorsworktogetherwitheachwriter,andwerotatethepairingssothatwekeeplearningaboutanddevelopingtogetherourpracticesofrespondingtowriters.Forexample,forthisissue,KenandSeaninteractedwithBethonherwriting,whileAndyandTokikorespondedtoNatacha.Fumiko,KenandSeanalsointeractedwithMiki,whileAndyandDanielworkedwithLogan,JamesandHughwithanotherwriter,andsoon!Thus,ifyoujointheeditorialteam,youwillalwaysbeworkingwithatleastoneothereditor,aswellasthewriter,onhelpingeachcontributortelltheirstoryoflearnerdevelopmentintheirownways.

Inthiswork,weoftenmakeeditorialrequeststowriters.“Goodtointroduceyourpassionandsharemoreaboutitearlierinthetext,as,otherwise,readerswon'tknowwhatyouarereferringto,”beginsoneofourcomments.“ThisisanintriguingobservationandIhopeyoucanexpandonthis…”,startsanother.Wefrequentlyaskcontributorstowritewithan“I-voice”abouttheirpracticesandresearch.“Yourstory,however,seemsatheartapersonalone,andthe"I"voice—afirst-personnarrativevoiceisstrugglingtobreakthroughthosepassivevoice,ostensiblyobjectiveconventionsofacademicdiscourse...”,venturedaneditorinencouragingawritertotakeamorepersonalisedandvoicedposition.Perhapsmorethananything,wefindourselvesappealingtowriterstoapproachtheirwritingaspersonalstoriesinwhichtheymayre-createreflective,questioningnarrativesabouttheirlearnerdevelopmentwork.Weknowfromexperiencethatthishelpswriterstosharetheircomplexengagementswithlearnerdevelopment“close-up”,sotospeak,withreadersofLearningLearning.Forus,asaneditorialteam,inmanywaysthen,thehallmarkofwritingforandaboutlearnerdevelopmentispersonal,narrative,reflexive.That’swhatwevalueandfocuson.

Webelievethiswayofworkingwithwritershelpstogivevoicetoteachersandlearnersabout


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thedifferentpracticesandpuzzlesthatconcernthemaboutlearnerdevelopment.Wetrustthatithelpstocreateawidersenseofinclusion,community,andparticipationamongSIGmemberstoo.IfthisresonateswithyouandifyouwouldlikesimilarlytorespondtowritersaspartoftheLearningLearningeditorialteam,youarewarmlywelcometojoinusanddevelopfurtherthecommunity-orientedandcommunity-basedapproachthatwetakeinproducingLearningLearning.Justcontactusat<[email protected]>.We’relookingforwardtohearingfromyou.Manythanksinadvance!

AndyBarfield,leadeditorforLL26(2),onbehalfoftheLearningLearningeditorialteam:TokikoHori

(editor,translator),DanielHougham(editor,digitalcontent),KenIkeda(editor,grantawardeeessays),

FumikoMurase(editor,grantawardeeessays),YoshioNakai(editor,translator),HughNicoll

(editor,webmaster),SeanToland(editor,grantawardeeessays),KokiTomita(editor,translator),&

JamesUnderwood(editor,layout)Tokyo,September2019

今号は、11月のJALT第45回年次国際大会と、LD SIG 主催で12月に行われる「コミュニティーの創造：共に学ぶ 5」カンファレンスに先駆け、Yoshio Nakai と Koki Tomitaの挨拶と近況報告をまずお届けいたします。JALT年次大会でのLD SIG関連のイベントは、LD Forum、LD 年次大会、そしてカンファレンスの土曜日の夜には皆でテーブルを囲み夕食を共にする予定です。各イベントの内容は今号のつながりを求めてのセクションで紹介がありますが、年次大会でのイベントの時間や場所等の詳細は追って10月にお伝えします。メンバーの自己紹介を兼ねるメンバーの声

では、今回５人のSIGメンバーが学習者の成長に関する興味や、学びの多かった経験を紹介ます。まず、Elizabeth Schlingmanはいわゆる一般的な教室ではなく、セルフアクセスセンターという、より学生とのかかわりが密接な場で求められる様々な役割を通して見つけた達成

感について報告します。Natacha Sakamotoは、2013年のGet-Togethers ミーティングに参加した後に、高校学校レベルでの学習者主体のアプローチを模索しつづけ、映像的インタビュー、非構造化インタビューを通して行う”a funds of knowledge”というリサーチプロジェクトを立ち上げました。Natachaは生徒の内包化、多様性、そして平等性に研究的興味があり、それは、Lorna Asami が今回の物語的な振り返りで紹介している、ハワイにおける人格の形成期に、そして、彼女が現在教えている、日本、中国、マレーシア、南アメリカ、そしてベトナムの学生とのふれあいの中で得た、様々な知見と、文化的な慣習と合致するところがあります。福井で教鞭をとるMike Kuziwは、現在進行中の研究、そして英語教員向けの研修資料を同僚と作成したエピソードを紹介します。メンバーの声最後の寄稿者はOlya Yazawaです。Olyaは、高校、そして大学において学習者のモチベーションの低下を感じていました。そこで、彼女は学生を対象にSelf-Determination Theoryと、極めて新しいDirected Motivational Currrents を応用した研究をおこない、クラス内でおこなったプロジェクトベースの実践を報告しています。学びと指導方法の物語では、物語的手法を

使って３人の寄稿者が学習者、そして指導者のオートノミーを向上させる方法を模索します。Jackie Talkenは、理想のクラスメートは何かという質問を、アクションリサーチを通して、より協力的な環境、生徒間での相互作用や共同学習を促すクラスの形成を、中学生とのふれあいの中で探求しました。Logan McCarvilleは、マイクロティーチングの紹介、そして大学生が読解ストラテジーを向上させる授業の作成中に、思い当たった質問を探求していきます。Loganは、特にオートノミーを発展させるために必要な、学習者による「学習内容の選択」、「学習の管理」、そして「学習認知」に関する


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質問に主題を置きました。第三の寄稿者のHugh Nicollは、Yoshitaka Katoとのインタビューを通してYoshitakaが専門とする探究実践に関する報告を行った。Yoshitakaは探求実践を、「教員と学習者を力づける方法であり、さらに革新的な研究分野となりえ、学習者ディベロップメントを含むより広い意味での教育の根幹を認識することを助けてくれる」としている。続いては、振り返り型の小論です。まず、

Ken Ikeda、 James Underwood、と Tim Ashwell が3人で執筆したアクティブラーニングについての振り返りを紹介します。かれらは、アクティブラーニングを様々な視点そして理論から考察し、そこから湧き上がった疑問点を2019年のLD forumで発表します。次は、Adrianne Verla Uchida がある東京の大学の専任教員になった際に突然教鞭をとることになったクラスで、４次元教育の概念を元に文法指導を主とする授業を作成した時のエピソードを振り返ります。 Nicholas Carr と Paul Wicking の振り返りでは、彼らの高校と大学の教鞭をとった経験を元に、学習者オートノミーを向上させるための、社会文化論を使用した共同ライティングと評価の活動にフォーカスを当てました。本号最後の寄稿者のMiki Iwamotoは初め

て参加したカンファレスのレポートをしました。Miki は2018年年度のLD SIG補助金の受賞者で、JALT年次大会に参加しました。彼女の補助金受賞者の論文では、カンファレスで体験した経験をシェアしてくれています。締めくくりに、Robert Morel, Stacey Vye, and Anita Adenは神戸の西宮市で行われたPan SIGカンファレスの振り返りをしてくれました。中でも、中等教育やそれ以降の学習者における自律的学習のカリキュラムに関する問題で、学習者が自身の興味を追求したり、目標を設定したり、教室の外で英語を使ったり、ある

いは自分の成績や進度を振り返ったりする際に、どの程度まで教員が指導すべきかといった問題を取り上げています。締めくくりに、Patrick Kiernanのファイ

ナンシャルレポートではJALTからの助成金(会員の数220名を元に算出)の用途を説明します。LD SIGの支出は主に会員の助成金に当てられています。詳細は、 http://ld-sig.org/grants/ に掲載しています。今号の『学習の学習』では20名を超える寄

稿者が貢献してくれました。今号の『学習の学習』の作成に参加し、発刊までの道のりを共にしてくださった一人一人の著者に感謝の気持ちでいっぱいです。『学習の学習』では編集チームに参加して

いただけるメンバーを募集しています。LD SIGが行う編集に親しんでいただくために、編集工程について説明させていただきます。私たち編集者達が寄稿者との関わりの中で大切にしているのが、共同性、包括性、透明性です。寄稿者一人一人に、二人の編集者が付き、フィードバックが終わるたびに編集者は違う寄稿者にフィードバックを行います。編集者のローテーションの目的は、多方向からのフィードバックを寄稿者に提示すること、そして私たち編集者自身が寄稿者とのやり取りをとおして、新たな学びを得るためです。例えば、今号では、KenとSeanがBethと彼女とやり取りを行い、Andy と TokikoはNatachaの論文にフィードバックを返しました。変わって、Fumiko、Ken、SeanはMikiと、そして、AndyとDanielはLogan、そして、JamesとHughは他の寄稿者と意見の交換を行いました。このように、フィードバックの際には、寄稿者とはもちろんのこと、少なくとも一人以上の編集者とやり取りを行い、さらに、自身の学習者ディベロップメントの経験をシェアすることができます。本号では、編集チームが以下のようなリク

エストを寄稿者たちに伝えました。ある編集者Newsletter of the JALT Learner Development SIG <http://ld-sig.org/> 4

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は「あなたの情熱を感じ取ることができてとてもうれしいですが、序盤でもう少しそれを伝えたほうがいいですね。というのも、読者があなたが伝えたいメッセージをここでは受け取ることができないかもしれません」と切り出し、他の編集者は「これはとても面白い視点ですね。このことについてもう少し膨らませてみましょう」というフィードバックを残しています。LD SIGでは第一人称である「I」を使って寄稿者の実践や研究内容を報告してもらっています。ある編集者は、寄稿者の著作をよりパーソナルなもの、そして自身の声に耳を傾けてもらうために「この物語は今、あなたの心の奥深くを観察しているように感じます。そして、第一人称の「I」は、自己を客観視するために学術の世界で当然のように使われている受け身形を乗り越えようとしている」というフィードバックを行いました。おそらく何よりも、私たちは寄稿者達に自身の声を聞くこと、問題を個人のものとしてアプローチすることを伝えています。そうすることで、寄稿者たちは、学習者ディベロップメントを発達させた経験談を深化させ、今までと異なった角度から問題を捉え、自身にさらに発展的な質問を与えることができると信じ問います。これまでの経験から、寄稿者たちは『学習の学習』の読者と共に、学習者ディベロップメントという複雑な挑戦に真っ向から向き合うことができると思います。私たち、編集チームにとって学習者ディベロプメントの「ため」、そしてそれに「ついて」書くことに必要なことは、個人的、物語的、そして振り返りだと信じています。それが私たちの信じるものであり、大切にしていることです。このように寄稿者との関わり合いの中で、

学習者ディベロップメントに関する様々な活動や質問を声にする機会を与えることができ、このアプローチによってより多くのメンバーの声にふれることができ、さらなる包括的な環境の整備や、意識の向上、そしてさらなる参加を促

すことができると信じています。もし、私たちのこのような取り組みに賛同し、『学習の学習』の編集に参加していただけるなら、さらなるコミュニティー主導型、コミュニティーに根ざしたアプローチを発展させているけるとおもいます。もし私たちの編集チームに参加したい方は<[email protected]>にメッセージをお送りください。編集チームから心を込めて皆様の参加を楽しみにしています。ありがとうございます。

AndyBarfield,『学習の学習』26号(2)リード編集者より

TokikoHori(編集、翻訳),DanielHougham

(編集、デジタル編集),KenIkeda(編集,補助金受賞者エッセー),FumikoMurase(編集,補助金受賞者エッセー),YoshioNakai(編集、翻訳),Hugh

Nicoll(編集,ウェブ担当),SeanToland(editor,

grantawardeeessays),KokiTomita(編集、翻訳),

&JamesUnderwood(編集、レイアウト)

東京,2019年9月


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Greetings!WelcometoLearningLearning!Wehopethatthisissuealsowillbringyoualotofmeaningfulchancestogainfreshinsightsintolearnerdevelopment.

FirstandforemostwewouldliketoappreciateSIGmembers’collaborativesupportfortheLDSIGandsayspecialthankstoSIGofficersfortheircontributions.Especially,nowwewouldliketoexpressourthankstothecontributorsandeditorsofthisissueofLearningLearning.SpeakingofpublicationsoftheLDSIG,editingworkonVolume3ofTheLearnerDevelopmentJournal:LearnerIdentitiesandTransitionsisnearlycomplete.AsoneoftheeditorsIwouldliketothankthecontributors,theReviewNetworkmembers(ThomasBieri,AliceChik,MichelleGolledge,SabineLittle,FumikoMurase,HughNicoll,TedO’Neill,ColinRundle,AkikoTakagi,andKatherineThornton),myfelloweditorsChristinaGkonouandJimRonald,andtheJournalSteeringGroup(TimAshwell,DarrenElliott,andAlisonStewart)foralltheirhardwork.Volume3ofthejournalwillbepublishedsoon.

Almosthalfofthisacademicyearhasalreadypassed,butwewillhavemoreexcitingeventsinthenext6months.Thebiggestevent,the45thJALTInternationalConference,isabouttotakeplaceinNagoyafromFriday,November1,toMonday,November4.Thethemeofthisconferenceisteacherefficacyandlearneragency.AccordingtotheJALTwebsite,learneragencyisdefinedaslearners"havingownershipovertheirlearning"or"thepowertoact,"whichcanfosterlearners'abilitytolearnthroughouttheirlives—akeycharacteristicoflearnerdevelopment."Teacherefficacy"isatleastasdifficulttodefineas"learneragency”;butwhenteachersworktogether(aslearners)wearemorelikelytoconstructlearningenvironmentsinwhichlearnersdeveloptheircapacitytotakeownershipoftheirlearning.During

theconference,wewillhaveourLDforumandAGMandwelookforwardtohavingyoujoinus!

Speakingofconferences,theTokyoget-togetherteamwillorganizeanotherfascinatinginformaleventwithteachersandstudentstakingpart:CreatingCommunity:LearningTogether5(CCLT5)onSundayDecember152018atOtsumaWomen’sUniversity.Moredetailswillfollowsoon.Moreover,thePanSIG&JALTCALLconferenceswilltakeplaceinMayin2020.Althoughtheseeventswillbeheldnextyear,thedeadlineforthePanSIGwillbeinJanuary2020andinFebruary2020forJALTCALL.Wehopeyouwillconsiderparticipatingintheseconferencesandbeencouragedtoputinaproposalaboutyourinterestingresearchandpractices.

Lastyear,ourSIGcelebratedits25thanniversary.Thiswouldnothavebeenpossiblewithoutourmembers’andofficers’contributionsoverallthoseyears.ForthesakeofthecontinuingdevelopmentoftheSIG,asamemberyouareverywelcometotakepartinLDSIGactivitiesand/ortostepforwardandtakepartintheLDSIGcommittee.Weespeciallyneedpeopletohelpwithpublicityandmembership.Wewouldliketohavetwoorthreepeopleworkingtogetherasapublicityteam,soifyouareinterestedinthiskindofworkorinjoiningotherteams,pleasedoletusknow.

WecloseourgreetingsbyhopingthatwewillbeabletomeetyouattheaboveconferencesandwearelookingforwardtoyourcontributionsforfutureissuesofLearningLearning.KokiTomita<[email protected]>andYoshio

Nakai<[email protected]>LearnerDevelopmentSIGCo-coordinators


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ようこそ、みなさま。 Learning Learning をご覧いただきありがとうございます。今号も学習者ディベロップメントに関する新たな発見のある有意義な機会がお届けできることを願っています。まず初めに、LDSIGを支えてくださったメンバーの皆様の協働的なサポートに感謝申しあげるとともに、SIGの委員の皆様の多大なるご貢献にもお礼申し上げたいと思います。また、特に、Learning Learningの今号にご論考をお寄せくださった執筆者のみなさま、ならびに編集委員の皆様にも感謝したいと思います。LDSIGのジャーナルに関して言えば、The Learner Development Journalの第3号、Learner Identities and Transitionsが刊行に向けて最後の編集作業に入っています。編集者の一人として、この場をお借りして、執筆者のみなさま、査読委員のThomas Bieri, Alice Chik, Michelle Golledge, Sabine Little, Fumiko Murase, Hugh Nicoll, Ted O’ Neill, Colin Rundle, Akiko Takagi, and Katherine Thornton、そして編集委員仲間のChristina Gkonou and Jim Ronald、そして最後になりましたが、ジャーナルの委員であるAlison Stewart, Darren Elliott, and Tim Ashwellに感謝の意を表したいと思います。第3号はまもなく刊行の予定となっています。今年度ももうすでに半年が過ぎてしまいま

したが、残り半年に刺激的なイベントがいくつか開催されます。まず最大のイベントとしては、第45回JALT国際大会が11月1日から4日まで名古屋で行われます。

大会のテーマは教師効力感と学習者主体です。JALTのホームページによれば、学習者主体は自分の学習に対するオーナーシップ（自己所有感）、あるいは「行動する力を持つ」学習者のことであると定義されています。これは生涯を通して学習していく能力を育てることにつながり、ひいては学習者ディベロップメントの重要な要素の一つであるとも言えます。加えて、協働を通して得られる集合的教師効力は私たち教師にいかなる学習者も発展を遂げることができるという観点をもたらしてくれることになるでしょう。この大会ではLD SIGもLDフォーラムや年次委員会を開きますので、皆様にご参加いただければと思っています。SIGレベルでのカンファレンスについては、Tokyo get-togetherグループが12月15日に大妻女子大においてCreating Community: Learning Together 5 (CCLT5)を開催する予定です。こちらは、教師と学生が集うインフォーマルなイベントです。詳細については後日お知らせします。さらに、2020年5月にはPanSIGと

JALTCALL が開かれます。来年のイベントですがPanSIGが年が2020年1月、 JALTCALL が2020年の2月が要旨提出の期限となっています。みなさまの研究と実践の成果の発信のためにも、ふるってご応募ください。昨年LD SIGは25周年を迎えました。ひとえ

にメンバーと委員の方々のおかげであり、ご協力がなければ迎えることができなかったと思います。SIGの今後の益々の発展のためにも、メンバーとして、あるいは委員としてSIG活動にご参加いただきと思っています。　　


GREETINGS AND NEWS UPDATES | 挨拶と近況報告

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現在、広報活動とメンバーシップに関する委員を募集しています。広報委員、メンバーシップともに2、3名のチーム体制で活動を行なっております。ご関心のある方はぜひご連絡いただけますようよろしくお願いします。それでは、最後になりましたが、今年度に開催予定の学会でお会いできること、また、Learning Learningへのご投稿も楽しみにお待ちしております。

中井好男 <[email protected]>、冨田浩起 <[email protected]>

学習者ディベロプメント研究部会コーディネーター

(1) LearnerDevelopmentSIGAnnualPartyandDinner:TakingplaceontheSaturdayeveningoftheconference,withmoredetailstofollowinOctober.

(2) LearnerDevelopmentPresentations:afulllistingofLDsessionsatJALT2019areintheLookingForwardsection.

(3) LearnerDevelopmentSIGAnnualGeneralMeeting:Sun,Nov3,11:45AM-12:45PM;1103

(4) LearnerDevelopmentSIGForum:Sat,Nov2,5:00PM-6:30PM;1002.

ActiveLearningasaPolicyforTransformingLives

"TellmeandIforget.TeachmeandIremember.InvolvemeandIlearn"(Xiang,818).PresentationsintheLearnerDevelopmentSIGForumwillcriticallyexplorewhathappenstolearnerswhenparticipatinginactivelearning.Inadditiontoconsideringactiveapproachesinpractice,topicswillexamineactivelearninginpolicy,online,throughindependentresearch,experience,andasatheoreticalconcept.TimedroundsofinteractivepresentationswillbefollowedbyreflectionfortheSIG’snewsletter.

AddingPreparationTimetoActiveLearningActivitiesforIncreasedMotivationandParticipationLornaS.Asami,KeisenUniversityInatypicalEFLtertiaryclassroom,studentshavevarioustaskstocompletetoreceiveassessmentfromtheirinstructor.Evenifallthetasksincludeactivelearningactivitieswhichwouldhelpthelearnertobeengagedandresultinahigherlevelofretention,somelearnersmaybalkatcertaintasksifitisnottheirpreferenceforlearning.Inordertoovercomethisresistance,thisinstructorattemptedtoprovidemoretimetothepreparationofeachtaskwiththehopetoengagethelearnersandachieveincreasedparticipationinthetasks.Explanation,discussion,andgoal-makingwereaddedtothebeginningofacoursetoimprovelearnermotivationfortheactivelearningtasks.Adescriptionofthetasksandresultsofthisstrategywithapproximately80studentsarereportedonusingthedatafromasurvey,andfurtherimplicationsforresearchprovided.

ActiveLearningthroughBilingualGroupDiscussionTimAshwell,KomazawaUniversityInmythird-andfourth-yearseminarclassesthisyear,IhaveintroducedanewwayofworkingwhichcentresondiscussionofspecialistmaterialinbothJapaneseandEnglish.Thusfarinmyseminar


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classesIhavenotexpectedstudentstodiscussmaterialbuthavesimplyrequiredthemtotake‘readiness’testsandtoengageintasksconnectedtothetopic.Thisyear,myhopeisthatbyhavingthestudentsprepareareadinginadvance,byreadingthematerialtogetherinclass,bythendiscussingthematerialinJapaneseandEnglish,andbymakingindividualsandpairsresponsibleforleadingthediscussions,studentswillbecomemoreactivelyinvolvedinunderstandingandaskingquestionsaboutthecontentofthematerial.Inthispresentation,Iwillshowhowthestudentsevaluatedthisnewwayofworkingandwillassesswhetherthisnewformathasledtogreateractivelearning.

LookingatActiveLearningthroughtheLensofStudentFieldworkAndyBarfield,ChuoUniversityInthisposterpresentationIlookatactivelearningwithasmallgroupofundergraduatesthroughthelensofstudentfieldwork.Aspreparationforlateroverseasfieldwork,intheSpringsemester,thestudentsdidinitialfieldworkobservationsatdifferentsitesinTokyo.TheyalsodidinterviewsinJapanese,reportingbackinEnglishandJapaneseonwhattheyhadlearnt.InthesummervacationthestudentsvisitedMyanmarfortwoandahalfweekstoresearchindividuallyaparticularsocialjusticeissuethatinterestedthem.Thisincludedvisitstolocalorganisations,fieldworkobservations,andstreetinterviews,manyconductedbilinguallyincollaborationwithstudentsfromalocaluniversity.Keepingnotesandreflections,thestudentsregularlydocumentedtheirchangingunderstandingsoffieldworkandtheirresearchissues.InthispresentationIlookathowtheirfieldworkdevelopedovertimeandconsiderhowthelensofstudentfieldworkmayre-focusourviewsofactivelearning.

UsingSmartphonestoHelpCreateaMoreActiveLearningEnvironmentBlairBarr,TamagawaUniversity/OtsumaWomen’sUniversityItisnotuncommonforteacherstodeviserulestotakephonesawayfromtheirstudents.Theseteacherstypicallyfeelthatsmartphonesareadistractionfromclassroomactivitiesandlectures.However,inthispresentation,Iwilldemonstratehowthesenaturallydistractingobjectscanalsobeputtouseaspersonaldisplaysandsourcesofaccountabilitythatcanfosteramoreactivelearningenvironment,evenwithlargerclassesof30ormorepeople.Exampleswillincludelearnersusinggames,studyapplications,websites,onlineforms,recordings,andonlineflashcardstoguideindividualsandgroupsthroughtheirlanguagelearningandspeakingactivitiesatafasterpace.Thepresentationwillalsocriticallyexplorethechallengestosuccessfullymanagingon-screentimesothatthephoneisatoolratherthanthefocalpointofthelearningexperience.

VisualizingActiveLearningwithLegitimationCodeTheoryDominicG.Edsall,RitsumeikanUniversity&UCLInstituteofEducationActiveLearninghasbecomeapopularbuzzwordinJapanandelsewhere.However,thereisnoagreeddefinitionandmanyteachersarelefttointerpretthisonacasebycasebasis.Howdoweknowifourstudentswilllearnactivelyorhaveactivelylearned?LegitimationCodeTheory(LCT)offersawaytovisualizeknowledgeconstructionprocesseswithinalessonactivitythroughthelanguageusedtogiveabetterinsightintowhatactivelearningisandhowactivitiesmightbeusedtoencourageit.LCTextendsideasfromtheworkofBourdieuandBasilBernsteindevelopingtheoriesandapproachesfromgeneraleducationandeducationalsociology,andLCTallowsfortheevaluationofactivelearningwithinthesecondlanguageclassroom.UsingtheLCTconceptofSemanticdensity,severalexamples


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ofrealclassroomactivitieswillbediscussedinrelationtohowtheysupportedorfailedtosupportactivelearning.

IntroducingPeer-review:APrincipledApproachIanHurrell,RikkyoUniversityIthasoftenbeenstatedthatpeerreviewactivitiesplayanintegralpartofhelpingstudentstodeveloptheirwritingskills.However,itisalsothecasethatmanystudents,whohavenoexperienceofcommentingoneachother'swork,canstruggletogivemeaningfulfeedbacktotheirpeers.Inthisinteractivepresentation,thepresenterwillreportonongoingresearchfocusedonaidingfreshmancollegestudentstotakeanactiveroleinreviewingandcommentingoneachother'swrittenworkinanadvancedreadingandwritingclass.Particularattentionwillbepaidtomethods,principlesandactivitiesthatcanbeutilizedtoeffectivelyintroducepeerreviewtechniquestoinexperiencedlearners.Thepresenterwouldalsoliketoengagetheaudienceindiscussionandexchangeideasabouthowwemightbetterengageourstudentsinpeerreviewinamoreactiveandmeaningfulway.

EnablingStudentstoExpressOpinionsfromTheirCoreValuesKenIkeda,OtsumaWomen'sUniversityHowcanwegetstudentstouttermeaningfulopinions?BonwellandElson(1991)statetheirfifthfeatureofstudentsinactivelearninginvolvesexploringtheirownattitudesandvalues.Iproposethatthisdesiredoutcomecomesthroughhavingstudentsconstructopinionsbasedonthedegreetheyagreeordisagreetoalistofvaluestatements.Theiropinionscomefromwhattheymaybelieveandthinkareimportant,butLemke(2008)arguesarebasedontheirfearsanddesires.Afterexaminingtheirstancestothesevaluestatements,studentscanbuildtheirviewsintoorganizedmanifestosorplatforms.Throughactivedialogicalinteraction,studentsalsoengageincommunity-buildingandcreatesharedstatements.Myposter

willshowhowthiscommunity-buildinghasoccurredinaclassofuniversitystudentsofdifferingyearsandlevels.

HowDualOrientationsCanAssistUnderstandingYoungJapaneseLearners’LearnerAutonomyFumikoIshinuki,KumamotoGakuenUniversityLearnerautonomyinvolvesanindividuallearner’sgoal-setting,monitoringandevaluationoftheirownlearning.Amongthose,goal-settingplaysquiteasignificantrolesincetheothertwoelementsarebasedonthegoalssetbythelearner.Whileitappearsthatthereisimplicitsharedunderstandingthatthegoalsarerelatedtoalearner’sbecominganautonomoususerofthetargetlanguageforauthenticcommunicativepurposes,youngJapaneselearnersoftenhaveotherobjectivesrelatedtoexaminationsandschoolgrades(i.e.oftenquotedas‘dualorientationsinstudyingEnglish’(Yashima.,etal(2004)).Basedondatafromthepresenter’scurrentstudy,strengthofeachgoalorientationbyanindividuallearnercanaffectdifferentelementsoflearnerautonomydevelopmentintheprocessoflearningthroughacoursebasedonexperientiallearning.Thus,itissuggestedthatdualorientationsperspectivebeincorporatedinexamininglearnerautonomyinJapaneseeducationalcontexts.

TowardMoreEffectiveActiveLearning–AnalyzingStudents’InteractioninaDiscussionClassKioIwai,RikkyoUniversityActivelearningisdefinedbyBonwellandEison(1991)as“instructionalactivitiesinvolvingstudentsindoingthingsandthinkingaboutwhattheyaredoing.”InJapan,eversincetheCentralCouncilforEducationmentionedactivelearninginitsreportin2012,avarietyoflearningmethodshavebeenexploredinordertopromoteactivelearning.IntheuniversitydiscussionclasswhereIteach,variouswaystoinvolvestudentssuchaspair-practice,pair-opinionexchange,group-opinionexchangeareadopted.Whileinsomediscussions,students


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mechanicallyaskquestionsandanswerthem,inotherdiscussions,studentsarriveatadeeperunderstandingasaresultofcontinuouseffortstryingtounderstandeachother.Iwouldliketoillustratewhatishappeninginadiscussionwherelearnersthinkharderaboutwhattheyaredoingbyanalyzingstudents’interaction.Further,Iwouldliketosuggestawaytoenhanceeffectivenessofactivelearning.

"Mecchaactive":DeepActiveLearning,CollaborativeProject-basedlearning,andTeacherEducationNickKasparek,InternationalChristianUniversityThispresentationwillunpacktherevisedofficialbuzzword“activelearning”initsrecentofficialmeaningas“independent,dialogical,anddeeplearning”(Matsushita2018,p.8),exploringtheliteratureshapingandrespondingtoofficialJapanesepoliciesandaddressingcurriculumdesignmorebroadly.AsMatsushitanotes,activelearningwasfirstexplicitlycontrastedwith“one-sidedlectures”(p.16),whichrarelycharacterizecommunicativeEnglishlanguagecourses.However,drawinguponmyexperienceteachinganEnglishdiscussioncourseforteacher-traineeswithmandatedactivelearningassignments,Isuggestthatcollaborativeproject-basedlearningprovidesahelpfulframeworkforEnglishinstructorsnotonlytofulfillsuch“activelearning”requirementsbutalsotousetheseassignmentsformeaningful“mecchaactive”learning.Whileideallyinstitutionswouldprovideteachertrainingforhowtouse“activelearning,”Ihopetopresentclearandsimplestructuresthatteacherscanuseindependentlyandcollaborativelytocreateandscaffold“deepactivelearning”worthyofitsname.

ActiveLearninginLargeClassesPatrickKiernan,MeijiUniversityLargeuniversityclassesareoftentheepitomeofpassivelearning,wheretheteacherspeaksandthestudentslisten.Indeed,itisareactionagainstthis

traditionalarrangementwhereretentionisbelievedtobeaslittleas5%thathasledtoagrowinginterestinactivelearningapproachesinJapan(Ito,2017).Smallclassesareoftenseenasaprerequisiteforactivelearning.However,thisposterwillintroduceanactiveapproachtolearningusedwithaclassofover100students.Thecourseintroducedbeganasamuchsmallerclassofaround50studentsbutexpandedoverseveralyearstoalmost200.Duringthistime,techniqueswereevolvedtopromoteactivelearning,includinggroupdiscussion,presentations,journalwritinganduseofamobile“clicker.”Theposterwillillustratehowthesetechniqueshavebeenimplementedandmodified,studentreactionstotheactivitiesandthekindofproblemsstillfaced.

FosteringActiveLearninginCompulsoryEAPClassesforNon-EnglishMajorStudentsJennyMorgan,SophiaUniversityTeachingforthefirsttimeinacompulsoryEAPskills-drivensyllabus,Iwasuncertainhowtobalancetheinstitutionalrequirementswithamorebottom-up,learner-drivenapproachtolearningandteaching.IhadvariousconcernsabouthowtomakeacademicEnglishlearningrelevantandinterestingtofirst-yearstudentswithawiderangeoflinguisticandacademicskills.Wouldan‘activelearning’approachwhichprovideslearnerswithmanyopportunitiesfor‘interaction,autonomyanddeeplearning’(MEXTguidelinesinMcMurray,2018)beeffectiveinengagingstudentsfromdiversedepartmentsanddevelopingtheirEAPskills?Inthisposterpresentation,Iwillshareclassroomactivities,puzzlesandmaterials,andinviteparticipantstocommentandsharetheirexperiencesinfosteringactivelearning.

EffectsofIssueLogsonLearners’ActiveLearningandSpeakingSkillsImprovementSakaeOnoda,JuntendoUniversityThispresentationwillshowhowissuelogtasks,atypeofpairwork,canhelplearnersengageinactivelylisteningtoeachother’sstoriesand


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respondingtothesewithcuriosityandcriticalminds,thushelpingthembuildrapportandultimatelyimprovetheirEnglishinteractionalskills.L2literatureindicatesthattheintensiveuseofsuchtasks,whenfinelytunedtolearners’proficiencyandintellectualandmotivationallevels,canhelpL2learnersachievetheirlinguistic,affective,andsocialgoals,allofwhicharecriticaltousingEnglishintoday'sglobalsociety.Thepresenterwillfirstexplainthefeaturesofissuelogtasksalongwiththeirtheoreticalunderpinnings,thelearners’keyfeatures,andtheirfeedbackontheirownissuelogperformance,includingperceivedpedagogicalbenefits.Finally,thepresenterwillshowaDVDoflearners’performancesothatmembersoftheaudiencecanwitnesshowlearnersengagedinthetask.

LearnersasCo-Researchers:ActivelyLearningaboutActiveLearningJoeSykes,AkitaInternationalUniversityByengaginguniversitystudentsininquiryintotheiremplacedlearning,Iwasabletogaindeepinsightsintotheirexperiencesofactivelearning,whilesimultaneouslyempoweringtheminanumberofways.Asco-researchers,theydevelopedpracticalandintellectualskillsofinquiry,theuseofwhichledtogreaterawarenessoffactorsinfluentialovertheirlearningandidentityformation,andgavethemavoiceinuniversitypolicy.TheprojectIpresentinvolvedthreephases:an‘auto-ethnographic’phase,inwhichtheco-researchersreflectedontheirlearningjourneys,presentedthemasmultimodalnarrativesandconceptualisedtheuniversityasaplaceofactivelearning;an‘ethnographic’phase,wheretheyextendedtheirunderstandingbyinquiringintotheperspectivesofotherstudentsintheuniversity;and,an‘action’phase,inwhichwe(theco-researchersandI)usedourfindingstoinformevidence-basedpolicyrecommendations,madetotheuniversityadministration.

AutonomousActiveLearningthroughTeletandem:OneUndergraduate’sExperienceClairTaylor,GifuShotokuGakuenUniversityTeletandemisanactivelearningpracticewhereaproficientspeakerofonelanguagepairswithaproficientspeakerofanother,andthroughregularvoice/text/videochatmeetings(usinganapplicationsuchasSkype),eachhelpstheotherlearntheirtargetlanguage.Thelearnersexerciseanddevelopautonomyastheynegotiatethetimingandcontentofthesessions,thetoolsused,andapproachestocorrectionandfeedback.ThisnarrativestudyexploresthetandemexperiencesofoneundergraduatelearnerofEnglish,studyingataprivateuniversityinJapan,whoengagedinweeklytandemactivityfor17monthswithanAmericanlearnerofJapanese,organizedthroughtheiruniversities,whicharepartnerinstitutions.Thestoryillustratestheaffordancesoftandemactivityforthemaintenanceordevelopmentoflanguageskills,forsustainingmotivationtolearn,andforpersonalgrowththroughthebuildingofdeep,strongbondswithateletandempartner.

FeelingPressureorComfort?Students’PerceptionstowardEnglishonlyClassroomsKokiTomita,SokaUniversityThisresearchattemptstofindoutconnectionsbetweenstudents’emotionstowardspeakingEnglishandEnglishonlypolicyimplementedinfour-skillEnglishcourses.Inparticular,thisstudyexamineshowstudents’willingnesstocommunicate(WTC)inanenvironmentwheretheuseofEnglishisreinforcedbytheteacherchangesovertime.Participantsofthestudyare93freshmenstudentsstudyingataprivateuniversitylocatedinasuburbofTokyo.Theybelongtothefacultyoflaw,education,orliteratureoftheuniversityandmeettwotimesaweekfortheEnglishcourse.ThisstudyemploysthepairedsamplesT-testtomeasuretowhatextentthelevelofWTCchangesaftertakingthecoursesheldunderanEnglishonlyenvironment.Insemi-structuredinterviews,the


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researcheralsofollowsupwithparticipantstoidentifyfurtherneedsofparticipatingclassestaughtallinEnglish.

LanguageLearnerAutonomyanditsRelationwithMotivationBeyondtheClassroomFang-YingYang,NationalChiaoTungUniversity,TaiwanThisstudyaimstoexaminethenatureoflanguagelearnerautonomyinaself-directedEnglishlisteningprogramandexploreitsrelationwithmotivationbeyondtheclassroom.Amixed-methoddesignwasadopted.Thirty-sevenEFLcollegestudentsvoluntarilyparticipatedinanon-creditout-of-classself-directedEnglishlisteningprogram.Theprogramprovidedresourcesandsupportfortwoformsoflearning:self-directedlisteningpracticesusingonlinematerialsandsocially-mediatedlearningthroughonsiteandonlineinteractionswithteachersandpeers.Participantswereallowedtodevelopandimplementtheirownstudyplans.QuantitativedataincludedTOEFLlisteningtestscores,amotivationquestionnaire,andanend-of-programquestionnaire.Qualitativedataincludedlearningdiaries,end-of-programinterviews,andteacher/researcher’sfieldnotes.FindingsindicatethatparticipantswhohadhigherlevelsofpromotionalinstrumentalityoflearningEnglishshowedhigherlevelsofproactiveautonomy;thosewhohadpreventionalinstrumentalitytendedtodemonstratereactiveautonomy.Thetheoreticalconnectionbetweenautonomyandmotivationwillbediscussed.


LearningLearningEditorialTeamThoseworkingonLearningLearningshareacommitmenttoworkingtogetherinsmallteams.Weaimtolearntogetheraboutwriting,editing,responding,and/ortranslating,foroursharedpersonalandprofessionaldevelopment.SomeareaswherewewouldliketoencourageSIGmemberstotakepartandworktogetheronLearningLearninginclude:

• LayoutandDesign:workingontheformattingandpreparationoffinalisedcontentforonlinepublication

•Members’Voices(co-)coordinating:contactingnewsmembersoftheSIGandworkingwiththemtodeveloptheirwritinginavarietyofformatsandlengthsasafirststeptotakingpartintheSIG’spublicationactivities;

• LookingBack(co-)coordinating:workingwithcontributorswritingoneventsrelatedtolearnerdevelopment(conferences,forums,get-togethers,workshops,bothfacetofaceandonline)forpublicationinLearningLearning;

•ResearchandReviews(co-)coordinating:encouragingpotentialcontributorstosendinsummariesandaccountsofresearch,aswellasreviews(ofbooks,journalarticles,materials,orwebresourcesrelatingtolearnerdevelopment),andworkingwiththemtodeveloptheirwritingforpublicationinLearningLearning.LearningLearning

Ifyouareinterestedinanyoftheseareasofworkingtogether(and/oryouhaveotherareasofinterest)andwouldliketodiscussyourinterestandideas,pleaseemailtheLearningLearningeditorialteam:<[email protected]>

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Learning Learning 『学習の学習』 26 (2): Members’ Voices

FindingMyselfinSelf-Access

ElizabethSchlingmanKonanWomen’sUniversityEmail:<[email protected]>TwoyearshavepassedsinceIbecameanadvisorataself-accesslearningcenter(SALC)and,withalotmoretolearnaboutthisfield,IstillfinditabitchallengingtoexplainthiscontextandwhatIactuallydoinanunderstandableway.Putsimply,SALCsareplaceswherestudentsareencouragedtodevelopmoreautonomouslearningskills(seeGardnerandMiller,1999,forthedefinitivelookatthesespaces).Inourcenter,likemanyothersinJapanandabroad,wetrytohelpstudentsacquiretheseskillsbyofferinglanguagelearningadvising,studyresources,andsocialopportunitiesforlearnerstocollaboratewithpeers.Thoughmyofficialtitleis“languagelearningadvisor,”thatisonlyonefacetoftheworkIdo.Italsoincludesthingslikestudentstaffdevelopmentandrunningaconversationprogram.UsuallytocasualacquaintancesorrelativesIkeepitsimplebysaying“Iteachatauniversity.”TothosewhoareinterestedIprovidemoredetails,butIsometimesfeellessthaneloquentinbreakingdowntherelatedjargon.IgetcaughtoffguardbyreactionslikesurpriseatthefactthatIamnotaclassroom-basedteacherorconfusionaboutwhatself-accesslearningmeans.IappreciatethattheseexchangeschallengemetoreflectmoredeeplyonwhatIdo.Whilenotalwayseasytodefine,I’mthankfulthatIdiscoveredarolethatallowsmetoreallygettoknowstudentsandcollaboratewiththemtofindwaystoimprovetheirlearningandmakeourSALCbetter.

I’vealwayshadanaturalcuriosityaboutothers’livedexperiences—aninterestthatdeepenedafterItookpartininternationalexchangeprogramsinhighschoolandbegantostudyculturalandlinguisticanthropologyincollege.Feelinginspiredbymycoursesandtheseexperiences,Ilookedformoreopportunitiestogetinvolvedwith

internationaleducation.AsanundergraduateorientationleaderforinternationalstudentsIwasaskedquestionsthatforcedmetorethinkmyassumptions.IhadtofigureouthowtoexplainthingstogroupsofpeoplewithdifferentbackgroundsandlevelsofEnglishfluencyforthefirsttime.ThroughpositionsliketheseIlearnedtolovehelpingstudents,gettingtoknowwhatmotivatedthem,andtryingtounderstandwheretheywerecomingfrom.AsIwasinterestedinlinguisticsandwantedtocontinueworkingwithinternationalstudents,Idecidedtomakeacareeroutofitandearnedamaster’sdegreeinTESOL.Beforebecominganadvisoratmycurrentinstitution,ItaughtEnglishparttimeatauniversityinJapan.Thisreaffirmedmyinterestinteachingthisagegroup,butleftmefeelingsomewhatfrustrated.Withbigclasssizes,onlymeetingeachgrouponceaweek,andhavingalmostnoextratimeafterclasstohelpstudentswhowerestrugglingorhadquestions,IfeltthatIwasn’tabletohavemuchofapositiveimpact.Icouldgettoknowsomeofthestudentsincoursesthatincludedinteractivespeakingorwritingexercises,butitfeltlikethesemesterwasoverbeforeIknewitandthenextwouldbeginwithatotallynewbatchofstudents.Whentheopportunitycametoacceptapositionthattookmeoutoftheclassroom,Ijumpedatit.

Now,everyday,Idirectlyinteractwithstudentsinmoremeaningfulways.Ichatwithstudentswhoareusingthecenter,catchupwithfrequentusersonhowtheirstudiesandoff-campuslivesaregoing,workwithateamofdomesticandinternationalstudentstaffinfacilitatinganEnglishconversationprogram,leadone-on-onelearningadvisingsessions,helptosupervisestudentstaffwhocontributetomakethecenterbetter,andcollaboratewithotheradvisorsandteachers.Ithasbeensorewardingtobeabletoexplorethecomplexityofeachstudent’srelationshipwithlanguagelearningandobservethemchanging.Onestudent,initiallysuchareluctantSALCuserthatIdidnotknowherface,suddenlyappliedtobeaconversationpartner.Afteralotofpracticespeakingwithotherstudentsandchancesto

学習者ディベロプメント研究部会 <http://ld-sig.org> 14

MEMBERS’ VOICES | メンバーの声



exploreherinsecuritiesandsetgoalsforherselfthroughreflectivewritinganddiscussionswithfellowstaffmembersandme,shehasbecomearolemodelforotherstudents.Shenowradiatesatotallydifferentenergythanshedidbefore.AnotherstudentwhoenjoyedusingEnglish,butwasnotsatisfiedwithherclassplacementstartedtomakeahabitofcomingtothecenterregularlytostudy,oftenaskingquestionsandtellingmeandotherteacherswhatshewasworkingon.Justrecentlysheexcitedlyupdatedmethatshewasabletotestoutofremedialgrammarclassesandeagerlysharedwhathernextgoalwas.Seeingachievementslikethese,bigandsmall,hasnotonlybeengratifying,ithasalsomademereflectonmyownexperiencesandlearninghabits.Formanystudents,comingtousethecenterandtakingpartinadvisingsessionsprovidesomeofthefirstchancestheyhaveeverhadtoactuallythinkabouthowtheylearnandtomeaningfullyuseEnglishoutsideoftheclassroom.Iamgratefultobeapartofthoseexperiencesandinaspacethatenablesthemtohappen.

Takingonthisnewpositionforcedmetoreassessmyplaceinrelationtolearners.Whileadvisorslikemehaveimportanttasks,therelationshipsstudentsmakewitheachothermaybethemostcrucialtoaneffectiveSALC,adynamicIdidnotconsiderasaclassroomteacher.Studentssupportingeachotherandsharingideas,actingasrolemodels,andsocializingpeersintothecultureofthecenterhavebeenforlearnersthegreatestimpactsthatIhaveobservedinthesetwoyears.Forthistohappenorganicallyweasadvisorsmusttrytostepintosupportingrolestogivestudentsthetoolstocreateabetterenvironment.Whathasbeenespeciallychallengingformehasbeenbecomingabetteractivelistener,learninghowtoleadstudentsintherightdirectionwithoutbeingprescriptive,anddecidingwhentogivestudentstaffsuggestionsandwhentoletthemdecideanddiscoverwhatworksontheirown.

AsofwritingthisourSALCisinthemiddleofmajorrenovations.PreviouslycontainingtheEnglishdepartment’smainoffice,thenewspacewillbecompletelydedicatedtolearningandalldepartmentaladministrativefunctionswillbedoneinatotallyseparateroom.ItwasdifficulttokeeptheexpectationthatthespacebeusedpredominantlyforstudyingandusingEnglishwhile

itwasalsobeingused,withgoodreason,fortaskslikeregisteringforexamsordiscussingissueswithcoursework,usuallydoneinJapanese.Withpreviousissuesandstudentfeedbackinmind,wehopetheimprovedSALCwillenablemoreactiveEnglishuseandfeelmoreaccessibleandattractivetostudentsfromanydepartmentwithintheuniversitywhowanttoimprovetheirlanguageskills.Studentstaffwillhaveadesignatedfrontdesk,givingthemmoreofacentralrole,andtherewillbetwomainrooms:oneforquietstudyandoneformoreinteractiveactivitieslikeconversation,culturalevents,andshortpresentationsfromstudentsandteachers.Thenextchallengewillbecommunicatinghowtousethenewspace,withdifferentfeaturesandpolicies,andsupportingthecontinuingdevelopmentofthecommunitywithinitalongwithourstudentstaff.Ilookforwardtohelpingourstudentstaketheleadinmakingthesechangesandtotheopportunitytolearnmoreaboutself-accessandreflectonwhatmyroleisinthisspace.

ReferenceGardner,D.,&Miller,L.(1999).Establishingself-

access:Fromtheorytopractice.Cambridge,England:CambridgeUniversityPress.

Newsletter of the JALT Learner Development SIG <http://ld-sig.org> 15


LearningandResearching,aJourney

NatachaSakamotoNakamuraJuniorandSeniorGirls’HighSchoolEmail:<[email protected]>

“Ishouldcheckmyclassmate’swork?Well,that’stheteacher’sjob.”ThiswaswhatoneofmyseniorhighschoolstudentsmutteredunderherbreathafterIaskedmyclasstocheckeachother’sworkandunderlinethingsthattheywereunsureof.IjoinedtheLearnerDevelopmentSIGforthefirsttimebackin2013,aftermyfriendandcolleague,Caroline,highlyrecommendedittome.WhenIheardthiscomment,IwasonlyjuststartingtoexperimentwithlearnerdevelopmentandIwasalittletakenabackbyit.Icouldverywellunderstandthefeeling.Myownjourneyasalearner(languageorotherwise)didnotreallyequipmewithmuchautonomy.Ihadneverbeenaskedtoreadwhatanythingthatmyfriendshadjustwritten.Ihadneverbeenaskedtowriteanycommentsaboutapresentationaclassmatehadjustgiven,ortogrademyownperformanceafterwatchingavideoofit.NowIwasaskingmystudentstodoso,andnaturally,someofthemwerereluctant.GoingtotheSIGget-togethersinTokyohelpedmegreatlytorefinewhat,howandwhyIwasaskingmystudentstocheckeachother’sworkorwritecomments.IneededtobemorespecificaboutwhatIwantedthemtocheckfor,andguidethem,sothattheywouldknowwhattolookfor.Ialsoneededtofullyunderstandmyselfwhytheprocessofreviewingandreflectingisimportantforstudents.

Between2015and2019ItookabreakfromtheLearnerDevelopmentSIGafterbecomingaparent,twice,butmyjourneytoimprovemyknowledgeonthistopicdidnotstopthen.In2013,Ialsostartedathree-year-longpart-time,onlineMastersdegreeineducation.Duringthattime,Iundertookaninsider-ledtransformativeresearchintomyownpractice.Mymainresearchquestionswere“Howwouldstudentsasco-researchersandafundsofknowledgeapproachhelpmeconnectwithmy

students?”and“Howmightthisaffectthepowerrelationshipatplay,andpromoteinclusion,diversityandequalityinmyownpractice?”IchosethefundsofknowledgeapproachinthesamewayasMoll,Amanti,Neff,andGonzalez(1992)describeitastheknowledgethathasbeenhistoricallyandculturallyaccumulatedandevolvedforindividualuse.Inmycontext,fundsofknowledgeistheEnglishthatiseitherusedbymystudentsintheirhomecontext(forinstance,throughtextmessages,socialmedia,...)orthatisaroundthem(localsigns,foodwrappers,songs,...).IchosethisparticularapproachasIwantedtomakealinkbetweentheclassroom,andtheknowledgeandskillsthatstudentshaveaccesstointheirhomecontext.IfoundthisapproachusefulasitbuildsonthepartnershipbetweenthestudentsandtheteachersdescribedbyFielding(2004).

Inordertocarryoutthisresearch,Iusedphotoelicitation,anunstructuredinterview,andfieldnotesformymethodology.IwasinspiredbyhowNind,Boorman,andClarke(2012)useddigitaltechnologiesandfocusedonvisualmethods,ratherthantextual,sothattheiryoungparticipantscouldeasilyexpressthemselves.AsmystudentsarenotnativespeakersofEnglish,IhadhopedthatthisphotoelicitationmethodwouldhelpthemtoefficientlyshowhowEnglishispresentintheireverydaylives.Ichosetogiveanunstructuredinterview,asIwantedmyparticipantstobeinvolvedinthedirectionoftheinterviewasmuchaspossible(Costley,Elliott,&Gibbs,2010).Ialsowantedtofindoutthereasonsbehindwhytheywouldchooseparticularpictures,andtheirviewsontheEnglishthatispresentintheireverydaylives.

TomsonandGunter(2007)pointoutthatknowledgeislinkedtopower.MyexpectationswerethatthephotoelicitationwouldshowmewhatmystudentsrecognizedtobetheEnglishthattheyhaveavailablearoundthem.McLaren(1989/2013)addsthatcriticaltheoryquestionsthereasonsbehindtheconstructionofknowledgeandhowsomeconstructionsareexpectedandnotothers.Inthisregard,Ihadhopedtofindevidenceofmystudents’knowledgethroughtheirphotographs.Aninterviewwouldthensubsequentlyhelpmetodiscussandfurtherunderstandmystudents’knowledge,leadingmetoconnectwiththemandtransformmypracticebyrebalancingthepowerthatIheldwithregardsto




mydominantpositionasateacherandbeingregardedasholdingtheknowledgeofEnglish.IhavecertainlyendeavouredtokeepthisstatusquothroughrequiringmystudentstoonlyuseEnglishintheclassroom—whichIwouldcharacteriseasapersonalchoiceasmuchasaperceivedrequirementfrommycolleaguesandsuperiors.

Duringtheresearchprocess,Iexperiencedseveralsetbackssuchasthedifficultyofrecruitingparticipants,findingmyselfinfluencingthedirectionoftheinterviewthewholetimeratherthangivingmystudentstheopportunitytotakecharge(Costley,etal.,2010).Inaddition,Ididnothavethetimetoincludemystudentsintheresearchprocessbytranscribingtheinterviewsandanalysingthemtogetherwithmystudents.NowthatIambackfromthehazeofparentalleaveandcomingto“some”oftheget-togethersin2019,Iwouldverymuchliketocontinueresearchingthistopic.Itisquiteclearthatthesetbacksdescribedabovearerelatedtotheideaofpowerrelationships,andIwouldliketoaddressthisissuebothinmyresearchandintheclassroom.Ihopethatthisstudywillhelpmystudentsbecomemoreinvolvedintheirownlearning.IalsohopetoshowthatEnglishisnotthepropertyofnativespeakers.ThroughmyresearchIwouldliketofindoutmoreaboutwhatmystudentsalreadyknow,howIcanincorporatethisdiversityofEnglishlanguageuseintomypractice,andsubsequentlypreparelessonsthataremorerelevanttomystudents’everydaylives.

ReferencesCostley,C.,Elliott,G.,&Gibbs,P.(2010).Doing

work-basedresearch:Approachestoenquiryforinsider-researchers.London,England:Sage.

Fielding,M.(2004).Transformativeapproachestostudentvoice:theoreticalunderpinnings,recalcitrantrealities.BritishEducationalResearchJournal,30(2),295-311.

McLaren,P.(1989).Lifeinschools:Anintroductiontocriticalpedagogyinthefoundationsofeducation.NewYork,NY:Longmans.

McLaren,P.(2013).Criticalpedagogy.InJ.Soler,C.S.Walsh,A.Craft,A.,J.Rix,&K.Simmonds(Eds.),Transformingpractice:Criticalissuesinequity,diversityandeducation(pp.3-18).Stoke-on-Trent,England:TrenthamBooks/OpenUniversity.(Originalworkpublishedin1989)

Moll,L.C.,Amanti,C.,Neff,D.,&Gonzalez,N.(1992).Fundsofknowledgeforteaching:usingaqualitativeapproachtoconnecthomesandclassrooms.TheoryandPractice,31(2),132-41.

Nind,M.,Boorman,G.,&Clarke,G.(2012).Creatingspacestobelong:listeningtothevoiceofgirlswithbehavioural,emotionalandsocialdifficultiesthroughdigitalvisualandnarrativemethods.InternationalJournalofInclusiveEducation,16(7),643–56.

Thomson,P.,&Gunter,H.(2007).Themethodologyofstudents-as-researchers:Valuingandusingexperienceandexpertisetodevelopmethods.Discourse:StudiesintheCulturalPoliticsofEducation,28(3),327-42.

ActiveLearninginanAcceptingLearner-centeredEnvironment

LornaAsamiKeisenUniversityEmail:<[email protected]>SomethingIappreciateabouttheplacethatIgrewupisthegeneralacceptanceofpeopleofdifferentbackgrounds.Hawaiihasthelargestpopulationofmulti-ethnicpeople(peopleoftwoormoreraces)intheUnitedStatesat23.8%,farsurpassingthesecondlargestpopulationinAlaska,whichtrailsat8.5%(UnitedStatesCensusBureau,2017).EveryoneisaminorityinHawaii.Thelargestgroupat38%isAsianbutusuallyidentifiedbylocalswiththeirsubgroupsuchasJapanese,Filipinos,Chinese,andothers.ThenextlargestethnicgroupisWhiteswhomakeup25.1%.Again,localswilloftenidentifywiththeirsubgroupasGerman,Irish,orothers,furtherbreakingupintosmallerentities.NativeHawaiianorPacificIslandersfollowat10%andotherethnicgroupsrepresentedbyevensmallerpercentages.Seeingpeoplefromanarrayoflanguageandculturalbackgroundscommunicatingwitheachothercultivatestolerance,understanding,andevenasenseofhumor,whichBarackObamareferredtoasthe“Aloha




spirit”(Obama,2019;Velasquez-Manoff,2019).IneverexpectedtofindanysimilaritytothiskindofenvironmentinJapan.AfterlivinginJapanforover25years,IbecameusedtoteachingEnglishprimarilytoJapanesestudentsinexclusiveschools.ThischangedwhenIacceptedafull-timepositionseveralyearsagoatadowntownTokyojuniorandseniorhighschoolandfoundthestudentbodyincludedKorean,Chinese,andFilipinostudents.Ihadn’tknownthatschoolslikethisexisted.

Now,inmypresentpositionatafour-yearwomen’suniversity,IamonceagaindelightedtofindmyclassrosterwithVietnamese,Chinese,SouthAmerican,andMalaysiannames.Ithadn’toccurredtomethatthedecreasingJapanesepopulationwouldpromptuniversitiestoacceptmorestudentsfromabroad.Mystudentshaverespondedtomewithan“Aloha!”andasmilewhenItellthemthatourdiverseclassfeelslikealittlepieceofHawaii.IgrewupinmiddleclassneighborhoodswithChinese,Japanese,Filipino,Hawaiian,German,andPortuguesefamiliesalllivingonthesamestreet.FromthetimethatIwasachild,myfriendsandIwereusedtohearingthatso-and-so’smotheronlyspokeJapanese,orKorean,orweheardbrokenorpidgin(Creole)Englishandrespondedaccordingly.Ofcoursethefoodfromdifferentcultureswasfantasticandsharedduringvariouscelebrations.Itismyintentiontocultivatethatatmosphereofinclusionandwarmthtoencouragestudentstobeopenandtakeriskstolearn(Bonwell&Eison,1991).I’venoticedthatwhenItakethetimetopersonallytalkwithstudentsandshowthemthatIaccepttheirideasandopinions,theirattitudeinclassimprovesandtheyparticipatemorewillinglyinclass.

Oneofmypresentchallengeswillbetoteachanelectivepronunciationclassthisautumn.AsmyundergraduatedegreefromtheUniversityofHawaiiisinspeechpathologyandaudiology,Icouldn’tbehappiertobegiventhisopportunity.IhavepulledoutmyoldfaithfulLadefoged’s(1982)phoneticstextbooktogivemyselfarefresher

course,andI’llbeabletouseinformationonarticulationcharacteristicsandcommonsyntacticandmorphologicaldifferencesofAsianlanguagesfromShipleyandMcAfee’s(2016)textbookcalled“AssessmentinSpeech-LanguagePathology.”Inthislastterm,Icouldhardlyunderstandsomeofmystudents’spokenEnglish,soIanticipatedoingsomearticulationcoaching.

TherearemanythingsthatKeisenUniversityincludesinitscurriculumtofosterlearner-centeredclasses.Teachersareencouragedtosetweeklygoalsinourcourses,soIwillstartoffwithamini-needsanalysistodiscoverwhateachstudent’sthoughtsareregardingtheircurrentpronunciationabilityandhavethemsetsomefeasiblepersonalgoals.Nunan’s(2003)“NineStepstoLearnerAutonomy”isoneofmygo-topaperswhenIamsettingupacourse.Nunandiscusseshelpingstudentstoformgoalsandraisetheirawarenessoftheirlearningstylesandlearningprocesses,aswellashavestudentsteacheachotherandresearchwhatintereststhem.Inordertoencouragereflectioninacourse,KeisenUniversityrequiresstudentstokeepapaper-basedportfoliooftheirworktobeabletoreviewtheirlearningandprogress.Thisportfolioisassessedattheendofthetermaspartoftheircoursegrade.MystudentshavealsostoredsomeoftheirworkintheirGoogleClassroomfile.Toincreasetheincentivetoorganizetheirpaper-basedportfolios,Ihadmystudentstakeanopenportfoliotestwheretheycouldusewhateverwasintheirfiletoanswerbothclosedandopenquestionsoftheissueswecoveredinclass.Igaveoutalistoftopicsandquestionstothinkaboutandprepareforandhopedthatstudentswouldreviewandsynthesizeideaswediscussedinclass.Someofthosediscussionsincludethe8or10%consumptiontaxincreasecomingonOctober1,beingforcedtowearhighheelstowork,andsocialjusticeissuesofutilitarianismandlibertarianism.Inthetest,IagainaskedstudentstotellmewhatkindofsocietytheywanttohaveinJapan.Wehaddiscussedthis



questionmanytimesinclasswithstudentsoftenscramblingfortheirportfoliostoquotethingstheyhadwrittenearlier.Asformypersonalreflectionofthisterm,Ineedtoaskmoremetacognitivequestionstoencouragestudentstoevaluatetheirstudymethodsandsuccessatlearning.Ihopetoimproveandtakemoreadvantageofthisportfoliotaskbycreatingreferencematerialstofileintheirportfoliothatwillhelpthemtobecomemoreawareofhowtheycanandareimprovingtheirpronunciationskills.

Ialsohopetoinspiremyclasstothinkaboutdifferentwaystheymightbeabletodemonstratetheirprogressontheirpronunciation.KeisenUniversityrequirestheirfirst-andsecond-yearstudentstoenrollinanonlineprogramtodoextensivelisteningaswellasparticipateinaseparateonlineprogramforextensivereading.Iwantstudentstocomeupwithwaystheycanusethesematerialsfortheirpronunciation.Oneeasywayisthattheonlineprogramhasabuilt-inpronunciationpracticeforwordsthestudentselectsfromashortvideotheywatch.Theprogramjudgesthestudent’spronunciationofeachwordandgivesthemapercentageoftheiraccuracy.Ialsowanteachstudenttopickaparticularphoneme(thesmallestunitofsoundthatdistinguishesonewordfromanother)tofocusonimproving.Theycanfindabookfromtheextensivereadingsectioninourlibrary,andidentifytheplaceswherethephonemeappearsinashortreadingselection.Then,afterreceivingcoachinginclass,theycanpracticeusingthereadingselectionoftheirchoice.Iwantthemtorealizethatthephonemewillgenerallybeeasierinaninitialpositioninaword,moredifficultattheend,andmostdifficultinthemiddlebecauseofthesoundbeingsandwichedbetweentwoothers,andsotheymightbeabletosayitinoneposition,butnotinanother.Imightbreakthestudentsintogroupsaccordingtothephonemetheyareworkingonandhavethempracticewitheachother.Wewillfinishoffthecoursewithstudentsteachingeachother

howtopronouncesomething.ItwouldbeidealifastudentteachesushowtopronouncesomethinginanotherlanguagetheyspeakbesidesEnglish.HereiswherethestudentswhostruggleinEnglishbutspeakotherlanguagescanturnthetablesontheirteacherandclassmates.Iamlookingforwardtoagreattermandcan’twaittoseehowallthestudentsinmyclass(myselfincludedasIstudyJapanese)personallydevelopaslearnerswhileimprovingourlanguageability.

ReferencesBonwell,C.,&Eison,J.(1991).Activelearning:

Creatingexcitementintheclassroom.1991ASHE-ERICHigherEducationReport(pp.iv-v).Retrievedfromhttps://files.eric.ed.gov/fulltext/ED336049.pdf

Ladefoged,P.(1982).Acourseinphonetics.SanDiego,CA:HarcourtBraceJovanovich.

Nunan,D.(2003).Ninestepstolearnerautonomy.Symposium,2003.Retrievedfromhttps://www.andrasprak.su.se/polopoly_fs/1.84007.1333707257!/menu/standard/file/2003_11_Nunan_eng.pdf

Obama,B.[BarackObama].(2019,July4).I’madmittedlybiased,butthisarticlegibeswithmyexperienceaboutwhatallofusmighttakeawayfromthe“alohaspirit.”[Tweet].Retrievedfromhttps://twitter.com/BarackObama/status/1146460662832541697

Shipley,K.,&McAfee,J.(2016).Assessmentinspeech-languagepathology:Aresourcemanual(4thed.).Boston,MA:CengageLearning.

ToHawaii.comTravelGuide.(n.d.).Hawaiiethnicity.Retrievedfromhttps://www.to-hawaii.com/ethnicity.php

UnitedStatesCensusBureau.(2017).AmericancommunitysurveydemographicandhousingestimateforHawaii.Retrievedfromhttps://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=CF

Velasquez-Manoff,M.(2019,June28).Wanttobelessracist?MovetoHawaii.TheNewYork


https://files.eric.ed.gov/fulltext/ED336049.pdf



https://www.andrasprak.su.se/polopoly_fs/1.84007.1333707257!/menu/standard/file/2003_11_Nunan_eng.pdf





https://twitter.com/BarackObama/status/1146460662832541697

https://twitter.com/BarackObama/status/1146460662832541697

https://www.to-hawaii.com/ethnicity.php

https://www.to-hawaii.com/ethnicity.php

https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=CF




Times.Retrievedfromhttps://www.nytimes.com/2019/06/28/opinion/sunday/racism-hawaii.html

ConductingRelevantResearchwithEffectiveApplicationinElementarySchools

MikeKuziwFukuiCityBoardofEducationEmail:<[email protected]>ThispastspringIconductedmyfirstresearchseminarforalocalelementaryschoolinFukuiCity,whichbroughttogether13teachers,includingtheschool’sprincipalandheadofteachers.Beforeconductingtheseminar,whichfocusedonwaystouseEnglishstorybooksforchildren,thewaytobreakintotheworldofresearchatelementaryschoolsfeltlikeforeignterritory.Unfortunately,nomaporguidewasprovidedtomakeclearwhatwastrulyunfamiliar.Fellowelementaryschoolteacherswhohaveaninterestinpursuingresearchmaysharemysentiment.Bysharingheresomeinsightsintomyownexperiencesasateacher-researcher,IhopetounpacksomeoftherealitiesofresearchconductedatpublicelementaryschoolswithafocusontheavailableopportunitiesforbuddingEnglishasforeignlanguage(EFL)practitioner-researchers.

IworkwithJapanesehomeroomteachers(HRTs)onadailybasisconductingteam-teachinglessonsforstudentsages8-12acrosssevenelementaryschoolsinFukuiCity.Themainresponsibilitiesofmyworkincludeteachingskillsinthefourlanguageareas,whilealsoexposingstudentstonaturalandcommunicativeEnglishlanguage.Beyondtheclassroomhours,IhavefosteredcloserelationshipswiththeHRTsinanefforttobettermanageandexecutelessonsthroughcurriculumandinstructiondevelopment.

Movingintomycurrentrole,itbecamecleartomethatJapaneseelementaryschoolteacherstakeonmultiplerolesandteachvariousdisparatedisciplinesbesidesmanagingEnglishlessonsandtheinclusionofEnglishwithinthebroadercourseofstudy.ThisisdifferentfrommyhomecountrybasedonconversationsIhavehadwithelementaryschoolteachersinCanada,whodonotconductforeignlanguagelessons.Howteachersmanagetofulfilltheirdutiesisstillunimaginabletome,somethingItrulyrespect.Ismuchoftheworkdependentongoodtimemanagement?Ordoteacherstendtofocusthisattentiononaspectsmostappealingorpressing?Thus,myqueryofrelevantresearchanditsimplementationasitappliestotheoverallgrowthofteacherpracticeandschooldevelopmentbegan,inparticulartheimpactitmayhaveonHRTswhenitcomestoEFLteachinginelementaryschools.

WhiletheHRTsarerequiredtofulfilltherequirementofteachingEnglish,theydonotnecessarilyhavethetrainingorexperiencetodoso.Frequentprofessionaldevelopmentcanencouragenewconversationsabouteffectivepracticesintheclassroom,ineffectenablingthemtoseechangeandgrowthasteachers.Iapproachedmyinteractionswithmycolleagueswithseveralgoals.Iwantedtoappreciatehowtalentedtheyareasprofessionalelementaryschoolteachers.IhopedthatIwouldbeabletoundertakewiththemrelevantresearchaboutteacherdevelopmentwithinoursharedelementaryschoolwork.IalsowishedtoeaseanytensionoranxietybroughtonbyEnglishlanguageteaching.AlthoughIfinditchallengingtovoicemyexactthoughtsabouttheneedfortheresearchthatIfeelpassionatelyabout,Iwanttorespectmycolleaguesanddevelopanyinquiriesinclosepartnershipwiththem,fillingpotentialgapsinthepathtowardssuccessfullanguageacquisition.

WhenitcomestoEFL,inmyexperience,I’venoticedthatHRTsareopentoconsideringpracticalmethodologiesthatcanbeusedintheEnglish


https://www.nytimes.com/2019/06/28/opinion/sunday/racism-hawaii.html





classroom.Asidefromthedisciplinedobservationlessonsteachersfrequentlytakepartin,theBoardsofEducationareadamantaboutcreatingbetterteachers,onesthataremorethansimplyfamiliarwiththematerialoftheEFLdiscipline.Recently,developmenthasfocusedonthebuildingofteachers’repertoireofEnglishlanguageteachingskills,whichhasledtoanambitiousmovetoimproveoveralllanguageproficiencyandpedagogicversatility.Teachersareawareofthechallengestheymayface,andtheiropennessiscertainlyrefreshing.Ihavefoundthis,forexample,whenIhavediscussedwithmycolleaguesmyresearchprojectonEnglishstorybooksforchildren.TeachersweremovedbythepassionIspokewithregardingthebenefitsofincludingchildren’sbooksintheclassroom.Inmanyways,Ibelievemyforesightwassharedamongteacherswhofeltaconnectiontochildren’sbooksintheirownways,eitherthroughtheirstudents’interestsorthroughotherdisciplinesinwhichchildren’sbooksappear.

Bringingthisalltogether,Iwouldliketoleaveyouwithsomewordsofwisdomwhenapproachingresearchin-houseasanon-Japaneseteacher.First,taketimetotalktoyourfellowco-workersonafrequentbasis.You’llfindouttheirtruepassions;whatimpactstheirteachingonadailybasisandhowtheywanttomakeanimpactonstudents.Itoftenleadsonetofindanicheinwhichresearchcanbeapplied.Second,you’llnoticethatschoolsthemselveshavealotofleewaywhenitcomestolearninganewskillorbringingeffectivemeasuresintotheclassroom.WiththetransitionofthecurrentcurriculumandtheintroductionofEnglishasasubjectfor5thand6thgradersin2020,thetimingisfavorableforconductingsuchresearch.Whiletheremaybesomehurdlestoovercome,goodhardworkwillleadtorewardingconnectionsandimpactsthatwillservebothstudentsandteacherswell.Thisshouldalsoleadtoinvaluableresearchresultsthatwillhopefullybeincludedinfutureteaching.Giveitatry!

FacilitationofMotivationAmongNon-EnglishMajorStudentsThroughPracticalProject-basedLearning

OlyaYazawaShowaWomen’sUniversityEmail:<[email protected]>

IhavebeenanEFLteacherinJapanforalmosttwodecadesandclearlycanseethatEnglishlanguageeducationherehasfailedtofacilitatelearnermotivationandtocultivatesufficientcommunicativeEnglishabilitiesinstudents.Inmycurrentresearchonmotivation,IrelyonSelf-DeterminationTheory(SDT).Accordingtothistheory,individualsaremoreinternallymotivatedwhenthefollowingthreebasicpsychologicalneedsaresatisfied:autonomy,competence,andrelatedness(Deci&Ryan,2002).Whentheseneedsaresatisfied,studentsfeelpsychologicallyhappier,moreautonomous,andmoremotivatedtolearnintheclassroom.TherearemanywaysteacherscanprovidesupporttosatisfypsychologicalneedsintheEnglishlanguageclassroom.Autonomy-supportiveteachersfacilitatestudents’autonomybyprovidingstudentschoicesandopportunitiestotakeresponsibilityandinitiativeforthelearningprocess.Anautonomyneedisnotaneedforindependenceassomemaythink,butratheradesireforpersonalinternalacceptance,purpose,andendorsementofone’sownlearning.Ifthestudents’needforautonomyissatisfied,theyaremorewillingtoparticipateactivelyintheclassroomandshowhigherachievementandlessprocrastination.Itrytoprovidestudentswithsmallchoicesofadditionalactivitiestheyhavetodoinclassandtheirorder,forexample:playingQuizlet(anonlineeducationplatform)games,doingavideoquizorworkingonaprojectwithgroups.Ialsogivethemthechancetochoosetestdatesandprojectthemes.

Ihaveconductedtwostudiesaddressingself-determinedmotivationinhighschoolandcollege




studentsinJapan(Yazawa,2019).ThefirststudywasconductedinaTokyometropolitanhighschoolwheretheacademiclevelisrankedjustslightlyabovethenationalaverage.First-andsecond-yearstudentswereaskedtoparticipateinthisstudyattheendoftheacademicyear.Thesecondstudywasconductedinaprivatemiddlerankwomen’scollegeincentralTokyo.ThestudentsinbothstudiescompletedaquestionnaireadaptedfromanewSDTmotivationalscalecreatedbyAgawaandTakeuchi(2016).Oneofthemostdistinctivesimilaritiesbetweenthesetwostudiesisthatolderstudentsdemonstratealowerperceivedautonomyneedfulfillmentrelativetofirst-yearstudents.Second-yearhighschoolstudentsandthird-yearcollegestudentshadahigherproficiencylevelinEnglishrelatedtothefirst-yearstudents;butdespitethisfact,theyalsoreportedagreaterdropinsatisfactionwithEnglishteachersasfacilitatorsoftheirautonomyintheclassroom.

OneofthereasonswhystudentslosemotivationovertimetolearnEnglish,astheygetolder,isthechangeingoalsandprioritiesforolderstudents.Forexample,collegestudentsdonotneedtopassdifficultentranceexaminationsanymore;andmemorizationandgrammar-basedlearningthattheyreliedsoheavilyontoprepareforthetests,arenolongerusefulincollege.Atthispoint,somestudentsfailtoenvisionnewgoalsforlearningEnglishaltogether;othersarenotequippedwithenoughmeanstopursuethem.Skill-basedclassesreplacegrammar-basedinstructionsduringtheirfirstyear,butstudentscontinuetogrowmoreandmorehelplessinacquiringEnglish.

Tosatisfytheautonomyneedbetterinthird-yearstudentstakingaBusinessEnglishcourse,Ihavestartedusingapracticalspeciality-relatedproject-basedteachingandlearningapproach.Thereareusuallytwocreativeandcontent-basedprojectsthatstudentsenrolledinmyBusinessEnglishclassesmustprepareeachsemesterofstudy.Onesuchprojectiscreatinganadvertisementbrochure.Preparationfortheproject’spresentationiscarriedoutinseveralstages.Inthefirststage,studentsstudynew

vocabularybydiscoveringandfiguringoutthemeaningofnewwords.Discoveryisaveryimportantprocessforself-determination.Bynotgivingoutanswersandallowingstudentstofigureoutthemeaningsbythemselvespositivelyreflectsontheautonomyneedsupport.Inthenextstage,thenewvocabularyisreviewedincontent-basedtextsandvideosofrelevantmarketingtopics.Inthelaststage,thestudentsareinvolvedinrole-playinggames.Therole-playinggamesareindispensableforsatisfyingstudentrelatednessneedandthusenhancingtheirself-determination.Anexampleofsuchagameis“Journey:ProsandCons”,inwhichstudentsareactivelyinvolvedinteamwork.Studentsaredividedintotwogroups:thefirstgrouparetouristswholovetotravel,andthesecondgrouparethosewhodonotliketraveling.Thefirstgrouphastopersuadethesecondgroupofstudentstogowiththemonajourney.

Afterpreparation,studentsarefinallyembarkedonaproject,whichallowsthemtodoandindependentresearchandcreatesautonomysupportiveatmosphereintheclassroom.Thegoaloftheprojectistocreateanadvertisingtravelbrochureusingexistingandaccumulatedknowledge.Theypresenttheirfinalproductsintheformofapresentationonbehalfofimaginarytravelcompanies.Iallowstudentstochoosetheirtraveldestinationbythemselves,theyalsochoosethecategorieswhichtheywanttoincludeintothebrochure.Theonlyrequirementisthenumberofcategories,whichisusuallylimitedtothenumberofteammembers.Eachgroupofstudentsrepresentsindependentexpertswhodecideduringthediscussionwhichadvertisingtechniquesshouldbeused.Thedurationoftheprojectandthepresentationisusuallyaboutfourweeks.Groupworkshouldbeequallydividedbetweenallprojectparticipants:someoneisresponsibleforresearching,someoneforthedesignandsoon.Eachstudenttakesactiveparticipationinthegroupdiscussionandchoosestheareaofhisorherexpertise.Incarryingouttheproject,studentslearnhowtoberesponsiblefortheirownlearning,evaluatetheirownwork,givefeedbacktoteam



members—inotherwords,howtoactmoreautonomouslyinlearningEnglish.

WhileSDTisstilloneofthemostpopulartheoreticalframeworkscurrentlyemployedintheJapanesecontext,inthelastfewyears,anewtheoryofDirectedMotivationalCurrents(DMC)hasemergedinpsycholinguistics,andhasnotyetbeensufficientlyresearchedinJapaneseeducationalsettings(Dörnyei,Ibrahim,&Muir,2015).Byconcentratingonthisnewtheoryinmyfurtherstudies,IhopetoreachabetterunderstandingofwhatmotivatesJapaneseEnglishlearnersintertiaryeducationallevels,andhowteacherscaninfluencethismotivationingroupsettings.

OneoftheinitialproposalsoftheDMCtheoryisthatitispossibleforteacherstofacilitatedirectedmotivationalcurrentsintheforeignlanguageclassroom.Projectlearningisconsideredtobethebestframeworktolaunchandmaintainalong-termEnglishlearningmotivationaccordingtothistheory.Itconnectstherealworldwiththeclassroom,bringsauthenticity,autonomyandrelatednesstothelearningenvironment.AllofthestudentsintheBusinessDesignDepartmentoftheuniversityIworkforgoonalong-termstudyabroadprogramattheendoftheirfreshmanyear.Astudy-abroadperiodbydefinitioncanworkasatriggertolaunchgroupDMC,asstudentsneedtocommittothisgoalattheverybeginningoftheirstudies.Iamcurrentlyworkingoncreatingasuitableprojectframework,similartothestudy-abroadpreoperationalprogramdevelopedbyRoberts,Byram,Barro,Jordan,andStreet(2001)asawaytoinducemotivationalcurrentsintheclassroom.

EnglishisacompulsorysubjectforthemajorityofcollegestudentsinJapan.HavinganautonomysupportiveteachertoteachEnglishaddspositivelytothestudents’motivationtolearnthelanguage.Projectworkisoneofthemodernmethodsofteachingaforeignlanguagethatsupportsstudents’autonomyneedsandself-determinedmotivation.Themotivationalvalueoftheproject-basedlearningliesinthefactthatstudentscanseetheirrealworkresults,correctmistakes,supplementandevaluateoutcome.Itputsanewmeaningin

learningactivities.Anditismorelikelythananythingelsetotriggerdirectedmotivationalcurrents.

IhopetheresultsofmycurrentandfutureresearchandworkwillbeusefulforeducatorsandresearchersinthelearnerdevelopmentfieldtolinkthetheoryofEnglishlearningmotivationwithpracticeandfurtherexploremethodsandtechniquestofacilitatelong-termmotivationandcreateamoreautonomy-supportiveeducationalenvironmentinJapan.

ReferencesAgawa,T.,&Takeuchi,O.(2016).Anew

questionnairetoassessJapaneseEFLlearners’motivation:Developmentandvalidation.AnnualReviewofEnglishLanguageEducationinJapan,27,1-16.

Deci,E.,&Ryan,R.(2002).Handbookofself-determination.Rochester,NY:UniversityofRochesterPress.

Dörnyei,Z.,Ibrahim,Z.,&Muir,C.(2015).Directedmotivationalcurrents:Regulatingcomplexdynamicsystemsthroughmotivationalsurges.InZ.Dörnyei,P.MacIntyre,&A.Henry(Eds.),Motivationaldynamicsinlanguagelearning(pp.95-105).Bristol,England:MultilingualMatters.

Roberts,C.,Byram,M.,Barro,A.,Jordan,S.,&Street,B.(2001).Languagelearnersasethnographers.Clevedon,England:MultilingualMatters.

Yazawa,O.(2019).Researchreport:Multiplecasestudycomparisonofhighschoolanduniversitystudents’perceptionsofmotivationalfactorsinclasseswithforeignandlocalEnglishteachers.Gakuen,941,33-47.


Learning Learning 『学習の学習』 26 (2): STORIES OF LEARNING AND TEACHING

ActionResearchwithJuniorHighSchoolStudents:CreatingaSupportive,CollaborativeLearningEnvironment

JackieM.TalkenTempleUniversityJapan,TokyoCampus,TESOLMaster’sProgramEmail:<[email protected]>

TheactionresearchreportedherewasmotivatedbyadesiretocreateamorepositiveandcollaborativeclassroomenvironmentforlearningEnglish.ThejuniorhighschoolwhereIteachisfairlytypical,Ibelieve,atleastwithregardtoJapaneseclassrooms.Manystudentstryhardtodowhatisaskedofthem:theyfollowalonginclass,doingactivitiesasdirectedandpracticingforspeakingtestsinordertodowell.Othersdojustenoughtogetby,andthereareothersstillwhostruggleforonereasonoranother.Despitethisvariability,unlessspecificallydirectedtoengageinpairorgroupwork,Ihavefoundlittlestudent-initiatedcollaboration.Studentsdonotreadilyoffer,orindeedrequesthelpfromtheirpeers.Mixedabilityclassroomssuchastheseshould,however,provideamultitudeofopportunitiesforengaginginthistypeofmutuallybeneficialsupport.

Creatingamorecooperative,collaborativeenvironment,Ihoped,wouldalsoleadtomoreenjoymentandmotivationamongmystudentsforlearningEnglish.ItwaswiththeseaimsinmindthatIaskedstudentstocompleteasurvey,sharedalloftheiranonymousresponseswiththeclass,andthenaskedthemtoformgroupsbasedonwhattheyhopedtoachieve.Anecdotalfindingsthusfarpointtomuchgreaterteamwork,morenegotiationofmeaningandincreasedenthusiasm.

ConnectingtoTheoryandPracticeintheFieldTobetterunderstandtheseissues,Ilookedtotheorisationsabouthowlearnermotivationcanbeunderstood.TheL2MotivationalSelfSystemdevelopedbyDörnyei(2009)isanattempttoexplainthefactorsthatplayapartinasecondlanguagelearner’smotivationforlearning.Therearethreeaspectsofthissystem:theIdealL2Selfwhichdescribesthequalitiesthelearnerwouldliketoonedayhave,theOught-toSelfwhicharetheattributesthatalearnerthinkstheyshouldhave,andthelearningexperienceitselfcomprisedofsituationalandcontextualcharacteristicsofthelearningenvironment.Theuseoftheseimaginedpossibleselvesisapowerfultoolformotivatingalearnertotakestepsinordertoreachtheirgoal(Markus&Nurius,1986).Equallypowerfulisthelearningenvironmentwithallthatitentails,fromtheteacherandfellowclassmatestotextbooks,thephysicallocationortheculturalsurroundings(Dörnyei,2009).Clearly,someofthesefactorsaremoreeasilymanipulatedthanothers.Myinterestwasintryingtoenhancethebeneficialeffectsthatclassmates’behavioursandattitudescanhaveonalearner’smotivation.

DrawingonDornyei’s(2009)theory,Fukadaandassociates(2017)setouttoinvestigatetheeffectofvisualisinganidealclassmateratherthananidealself,andtousethatvisualisationinordertoaffecttheirownbehavioursinclass.Theyfoundthatimaginingandexpressinginwordswhatanidealclassmatemeanttolearnersledtochangesinthelearner’sownapproachtoandinteractionswithfellowclassmatesandthereforetotheclassroomenvironmentitself.

Ifoundtheirapproachinteresting,soIdecidedtousetheirmodelinanefforttomakepositive


STORIES OF LEARNING AND TEACHING PRACTICES | 学習・教育実践の成功談・失敗談


improvementsinmyjuniorhighclassroom.ThespecificresearchquestionsIhopedtoanswerwere:1. Byusingasurveypromptinglearnerstoconsidertheiridealclassmates,cantheoveralllearning

environmentbemademoresupportiveandconducivetolearning?2. Willstudentswillinglyengageinmorecollaborationandcooperativebehaviour?

MethodsThemethodsIusedinthisactionresearchwerebasedonthoseusedbyFukada,Fukuda,FaloutandMurphey(2017).Theentiresequencetheyutilisedincludedapre-survey,amid-semestersurveyandapost-survey.Asdetailedbelow,thefirstcycleofmyactionresearchusedthefirsthalfofthepre-surveycombinedwithotheractivitiesinanattempttoeffectpositivechangesinourclassroom.

ParticipantsThestudentsareenrolledinthefirst,secondandthirdyearsofaprivategirls’juniorhighschoolincentralTokyo.TheyarenativespeakersofJapanesewithvaryinglevelsofEnglishability.TheyhavefourhoursofEnglishgrammareachweek,basedonagovernment-approvedtextbookandgearedtowardspassingstandardizedentranceexaminations,taughtalmostentirelyinJapanese,andonehourofCommunicativeEnglish,aimedatimprovingtheirspeakingandlisteningskills,taughtalmostentirelyinEnglish.Withinallthreeyears,thereareconsiderabledifferencesinabilityamongstudents.

PedagogicalMaterialsMaterialsusedincludedananonymouspre-surveygiventostudentsatthestartoftheacademicyear(seeFigure1below).Inpreparingsurveymaterialsfortheseclasses,theJapaneseco-teacherfeltthatstudentswouldbeabletomoreeasilyreplyifthewordingofthetranslationwerechangedslightlyfromtheoriginal.TheoriginalEnglishpromptusedbyFukadaetal.(2017),“PleasedescribeagroupofclassmatesthatyoucouldlearnEnglishwellwith.Whatwouldyoudotohelpeachotherlearnbetterandmoreenjoyably?”(p.78)wasnotchanged,howevertheJapanesetranslationwasalteredsomewhat.

Pre-SurveyOriginal:

(EnglishEducationResearchTeam,2016)

Revised:

Classmates DescribeagroupofclassmatesthatyoucouldlearnEnglishwellwith.Whatwouldyoualldotohelpeachotherlearnbetterandmoreenjoyably?英語を一緒に学ぶのに、どのようなクラスメイトやグループメンバーが理想的でしょうか。より上手に楽しく助け合って学ぶにはどうすればいいでしょうか。______________________________________________________________________________________________________________________________________________________

Figure1.Pre-surveyadministeredatthestartoftheyear



Surveyresponseswerethenphotocopiedanddistributedtoallmembersoftheclass.Studentsalsomadegroupcardsonwhichtheywroteachosengroupname,theirgoalsforthetermandrulesfortheirgroupmembers.

ProceduresPre-survey.Onthefirstdayofthenewacademicyear,afteranice-breakeractivity,studentsweregivena

survey,whichincludedapromptwritteninEnglishandJapanese(SeeFigure1),andgiven10minutestoreflectonthequestionandwritetheirresponse,ineitherEnglishorJapanese.Studentswereaskedtoanswerashonestlyandthoughtfullyaspossibleandassuredthattheirresponseswouldinnowayaffecttheirgrades.

Looping.Students’anonymousresponseswerecollectedandphotocopiedontoahandout(seeFigure2belowforasample)thatwasgiventoeachclassmemberthefollowingweek.Phrasescommonlyencounteredinstudentresponseswerehighlightedbyunderliningthemaswell.Studentswereaskedtoreadandreflectonthecommentsoftheirpeers.

Figure2.Loopinghandout

Choosinggroups.Immediatelyfollowingtheloopingprocedure,studentswereaskedtokeepinmindallthattheyhadjustreadandtoldthattheywouldbechoosinggroups.Studentswereaskedtocometothefrontoftheclasswheretheyhadspacetomovemorefreelyandtalkwitheachother.Theywereaskedtochoosegroupsofthreeandtellmeoncetheyhaddecided.Theythensatdowntogether,andtheprocesscontinueduntilallstudentsweremembersofagroup.

Groupcards.Afterchoosingtheirgroups,Iaskedthemtodecideonagroupname,threegoalstheyhad



withregardtoEnglishConversationclassandlearningEnglish,andthreerulestheyagreedtofollowasagroup.TheywrotethesegoalsandrulesprimarilyinJapaneseasIfeltthiswouldresonatemorewithstudentsandserveasamoreaccessiblereminderinfuture.However,IdidaskstudentstowritearoughtranslationintoEnglishoftheseitemsaswell,withassistanceprovidedasneeded.

DiscussionThefindings.Iusedasimple,open-endedsurveytoelicitlearnerviewsonwhattypeofclassmatewould

mosthelpthemtolearnEnglishwell.Responsesfollowedsomegeneralthemesacrossallclasses.Learnerswantedsomeonewhocouldhelpthem.Asonestudentwrote,“Ican’tspeakEnglish,sopleaseteachme.”Theyalsowantedclassmateswithwhomtheycouldlaughandhavefun,asevidencedbythecommonresponse,“Iwantfriendlyclassmateswhoarefunny.Let’shavefun!”Learnersalsowantedtolearnwiththosewhosharedsimilarbeliefssuchas,“Weshouldlistencarefullytotheteacher”or“Asmuchaswecan,weshouldspeakonlyEnglishinclass.”

ThefirstresearchquestionIsoughttoanswerwaswhetherthesurveyandsubsequentactivitiesusedwouldresultinahealthier,moresupportivelearningenvironment,andithas.Ihaveobservedmuchmorepositivityandenthusiasminclass.Studentsareengagedandappeartoenjoyactivitiesmore,helpingeachotherasneededandworkingtogether.Ihavealsonoticedfewerinstancesofsleeping,drawingordoingothercoursework,andmoreinstancesofenthusiastic,activeparticipation.Anotherinterestingyetunexpectedeffectofthisprocesswasthatstudentsappearmuchlessdistractedbydisruptivestudents.Theysimplycontinueworkingwiththeirgrouponthetasktheyhavebeengivenwhereasbeforethesameoutburstwouldhaveaffectedandengagednearlyeveryone.

Mysecondresearchquestionaskedaboutcooperative,collaborativebehaviouramonglearners.Inthisregardaswell,Ihavenoticedpositiveimprovements.Ineveryclass,studentssitintheirgroups,andtheselogisticalchangeshaveprovidedmoreopportunitiesforconversationandworkingtogether.Therefore,understandablywehavemorechattingthanbefore.However,Ihavealsonoticedthatthischattinghashelpedthemtobuildstrongrapportwiththeirgroupmatesandcreatethebondswhichfacilitatecollaboration.Moreencouragingishowoftentheirconversationsinvolvesometypeofnegotiationofmeaningorotherformofassistancewithclassroomactivitiesorcontent.Inaddition,withregardtogroupformation,thereweretheexpectedgroupingsbasedsolelyonfriendshiporothersharedinterests.However,Ialsowitnessedseveralpairsofstrongerstudentswhospecificallysoughtoutweakeronestojointhem.Thesecollaborationsappeartohaveprovenbeneficialforallinvolved.Theweakerstudentsareparticipatingmoreandspeakingmoreconfidently,whilethestrongerstudentsappearlessboredduringeasieractivitiesbecausetheyareengagedinhelpingsomeoneratherthansimplyfinishingquicklyandhavingtowait.

Thenextsteps.Basedonmyobservationsandfindingsthusfar,myplanforthenextcycleofthisactionresearchconsistsofthefollowingthreecomponents:

● Post-survey● Self-selectednewgroupingsfornexttermaftersilentreflectiononclassmatequalities● Mid-term16-descriptorsurveyFirstly,encouragedbythesepreliminaryobservations,Iplantoadministeranothersurveyatthe

conclusionoftheterm,toascertainstudentreactionstothisprocess.Iwillbeusingthefollowingwording,asrecommendedbytheresearchteamintheir“IdealClassmatesProcedures”:

“Pleasedescribeanychangesyouhavemadeduringthissemesterinyourbehaviororattitudestowardyourclassmates.Whatinfluencesdoyouthinkthesechangesmayhavehadonyourclassmates,relationshipsinandoutofclass,andyourEnglishlearning?”(EnglishEducationResearchTeam,2016)

Ihopetofindoutwhethertheyhavenoticedchangesintheirownorothers'behavioursorattitudes.Iaminterestedaswellinanynegativereactionsorchangestheyhaveexperiencedthatcouldbeaddressedinthe



comingtermorfuturecyclesofthisresearch.Duringthisend-of-termsurvey,however,Iplantostarttheclassbysilentlydistributingthesurvey,rather

thanadministeringitafteranice-breakeractivity.Infutureaswell,whenIdothepre-survey,Iplantoletstudentsreflectonandanswerthepromptbeforedoinganactivityaimedatcreatingacommunicativeatmosphere.ThisyearIfoundthatsomeclassesquietlywrotetheiranswerswhileinotherstherewereseveralquestionswhichturnedintodiscussion.WhileIwantlearnerstounderstandsothattheycanrespondthoroughly,itisdifficulttoaddresstheirconcernswithoutmeorotherspossiblyinfluencingtheirresponsesthroughexamplesorotherinformation.

Secondly,Iwouldliketogivestudentsanopportunitytoworkwithavarietyofpartners.Asthestudentsareinthesameclassfortheentireacademicyear,theywillbechoosingfromthesamepoolofclassmates.However,overthecourseofthefirsttermtheywillhavehadtheopportunitytolearnalotabouttheirfellowclassmates.Therefore,priortochoosingnewgroups,IwillgivelearnerstimetothinksilentlyonceagainaboutwhatcharacteristicstheyappreciatemostintheclassmateswithwhomtheywillbecontinuingtolearnEnglish.ThenIwantlearnerstochoosedifferentgroupmatesfromthefirstterm.

Lastly,Iwouldliketousethe16-descriptorsurvey(Murphey,Falout,Fukuda,&Fukada,2014)atmid-term.The16descriptorsrefertothecommonqualitiesofidealclassmates(e.g.,respectforothersorwillingnesstotakerisks)thatMurpheyandhisassociatessynthesisedfromthesurveyresponsesofvariousgroupsoflearners(EnglishEducationResearchTeam,2016).UsingLikertscalescoringforeachofthe16descriptors,learnersindicate1)whethertheyfeelitisimportant,2)whethertheirclassmatesareexhibitingthesebehaviours,and3)whethertheythemselvesaredoingthesethings.

ConclusionAtthetimeofwritingintheearlydaysofthe2019schoolyear,thisinitialcycleofactionresearchhas

providedmewithampleanecdotalevidencetosupporttheuseofareflectivesurveysuchasthatproposedbyFukadaetal.(2017),alongwithself-directedgroupformationandthewritingofsharedgoals.

Learnersseemtohaveanincreasedwillingnessanddesiretoworktogethertoensuresuccess,notonlyforthemselvesbutfortheirclassmatesaswell.Theirgroupinteractionsalsomoreoftenincludenegotiationofmeaning,showingtheirdesireandwillingnesstolearn.Theirinterestandenjoymentinaccomplishingthegoalstheysetoutforthemselvesalsoseemstohavegiventhemfocus,thereforelesseningtheimpactthatdistractionshavehadfortheminthepast.

Frommyperspective,theclassroomenvironmenthascertainlybenefitedfromthisactionresearch.Ourclassroomhasafarmoreconstructiveatmosphere,withlearnersparticipatingandcollaboratingmorewiththeirpeers,resultinginamorepositive,supportiveandenergeticspaceinwhichtolearn.

ReferencesDornyei,Z.(2009).TheL2motivationalselfsystem.InZ.Dörnyei,&E.Ushioda(Eds.),Motivation,language

identityandtheL2self(pp.9-42).Bristol,UK:MultilingualMatters.EnglishEducationResearchTeam(2016).Idealclassmatesresources[Researchwebpage].Retrievedfrom

https://www3.hp-ez.com/hp/englisheducation/page3Fukada,Y.,Fukuda,T.,Falout,J.,&Murphey,T.(2017).Collaborativelyvisualizingpossibleothers.Learner

DevelopmentJournal1(1),78-93.Retrievedfrom:https://ldjournalsite.files.wordpress.com/2017/11/ldj-1-1-fukada-et-al.pdf

Markus,H.,&Nurius,P.(1986).Possibleselves.AmericanPsychologist,41(9),954-969.Murphey,T.,Falout,J.,Fukuda,T.,&Fukada,Y.(2014).Socio-dynamicmotivatingthroughidealizing

classmates.System,45,242-53.http://dx.doi.org/10.1016/j.system.2014.06.004.


https://www3.hp-ez.com/hp/englisheducation/page3

https://ldjournalsite.files.wordpress.com/2017/11/ldj-1-1-fukada-et-al.pdf

https://ldjournalsite.files.wordpress.com/2017/11/ldj-1-1-fukada-et-al.pdf

http://dx.doi.org/10.1016/j.system.2014.06.004


HelpingLearnersDevelopAutonomousReadingStrategies

LoganMcCarvilleMEdTESOLProgram,UniversityofGlasgowEmail:<[email protected]>

IamoriginallyfromAmericaandbegandevelopinginterestinautonomythroughmyteachingexperiencesinVietnamandTaiwan.InVietnam,IworkedatalanguagecenteraswellasapublicschoolandprimarilytaughtyounglearnersgeneralEnglish.WhileinTaiwan,IfurtheredmyprofessionaldevelopmentbyteachingbusinessEnglishandGeneralEnglishProficiencyTest(GEPT)preparationcourses.MuchoftheorganizationinbothteachingperiodswasstrictlyregimentedandIbegantowonderifthecoursedesigners’perceptionsofwhatthestudentsneededmatchedtheactualneedsofthelearners.ContinuingmystudiesinScotlandattheUniversityofGlasgowinaone-yearMEdTESOLprogram,Ibeganexploringtheoreticalandpracticalapproachestodevelopinglearnerautonomyandbecameinterestedinapplyingsomeoftheprinciplesthroughdesigningalessonplanforteachingreadingstrategies.InthisreflectiveaccountIsharewithyousomeofthemaindecisionsthatImadeindesigningthelesson,andreflectonthefeedbackthatmypeersandteachersgavemeinthemicroteachingwhichhashelpedmedevelopmyunderstandingofnurturinglearnerautonomy.

MicroteachingOverviewThemicro-teachingtaskwaspartofanassignmentonlessondesign,andeachstudentwasrequiredtopresent10minutesoftheir60-minutelessontothecoursetutorsandstudents.Followingthemicroteaching,verbalandwrittenfeedbackfocusingonareasofimprovementwasgiven.ThelessonthatIdesignedwasforB2levelChineseuniversitystudentsstudyingattheUniversityofGlasgow.TheyusuallyattendEnglishclassthreetimesaweekfortwohourseachlesson.Suchstudentsarepursuingavarietyofdisciplines,sothelearningoutcomesofthecoursefocusonapplyingreadingstrategiesappropriatelyinordertomanagethehighdemandofout-of-classreadingandtoenhancereadingcomprehensionforengagementinseminardiscussions.Frommyexperience,Chineselearnersareoftenoverwhelmedbytheuniversity’sreadingdemandsandstruggletocriticallyengageintheirweeklyseminars.Themaincauseisnotonlytheirweakreadingcomprehension,butalsotheirlackofexperienceinreadingstrategicallyandreflectivelythetextsthattheyareassigned.Thediscussionsareanintegralpartofthecourseastheyallowforlearningopportunitiesonthetheoreticalmaterial.Fortheseseminarstobesuccessful,learnersmustbeabletocriticallyengagewithtextsbycomprehendingandcritiquingtheauthor’sstanceaswellasdevelopingtheirownopinions.Inordertocompletethesetasks,learnersneedtoapplyvariousreadingstrategiesautonomously.Myaimwastodesignareadinglessonthatwouldhelpthestudentslearnhowtochooseandapplycertainreadingstrategiesinaself-directedwaytoovercometheseobstaclesandbecomemoresuccessfullearnersintheirundergraduateprograms.

RationalefortheLessonDesignIwantedthelearnerstobeintroducedtonewreadingstrategiesandtoevaluatetheircurrentreadingstrategiestoseehowappropriatelyandeffectivelytheyareapplyingthem.Duringclassroomreadingcomprehensiontasks,Ihavefounddifficultyinevaluatingtheapproacheslearnersaretakingtocomprehendatext.Partofthereasonisthatmanylearnersareunabletoeffectivelyarticulatethereadingprocessesthey




haveundertakenasNassaji(2007)explains:“Anyattempttoexplaintheprocesseswherebythetextisunderstoodentailsaprofoundunderstandingofthecognitiveprocessesinwhichknowledgeisrepresented,processed,andusedincomprehension”(pp.79-80).Tohelplearnersbetterunderstandtheircurrentreadingprocesses,Ihavethemevaluatethemselvesanddevelopmeta-cognitiveknowledgetodeveloptheirabilitiesindecidingwhichreadingstrategiesarebestforthemtosuccessfullycompletevariousreadingtasks.Notonlyisthisbeneficialforthelearner,butitalsoprovidesmewithinsightintothelearner’sbeliefaboutthereadingprocessandagreaterunderstandingofthemotivationbehindthestudent’sbehaviorwhichallowsformoretailoredguidanceforimprovement(Morrison&Navarro,2014)andcyclicalawarenessraising.AsVictoriandLockhart(1995)propose:“self-directedprogramme[s]…shouldinvolvecyclicdiagnosisoflearners’beliefsaboutlanguagelearning,preferredstyles,learningneedsandobjectivesinordertoendowthelearnerswithcriteriaforchoosingoptimumstrategies,resourcesandactivitiesfortheirindividualizedprogrammes”(p.223).FrommyexperiencesattheUniversityofGlasgow,manyoftheChineselearnerswerenotfamiliarwithchoosingfromdifferentreadingstrategiesanddidnotknowhowtoappropriatelyimplementtheonestheyknew.Inourseminarsmanyofthelearnersraisedquestionsregardingthecomprehensionofthetextsandtheauthor’sstanceratherthantheideasbehindit.Inaddition,muchofthecourserequiredlearnerstoworkautonomouslybyfindingarticlesandevidencethatsupportedtheirtheories.Thisprovedtroublesomeaslearnersstruggledtoformtheiropinionsofthetextthroughlackofcomprehensionwhichmadeitmoredifficulttofindreadingsthatsupportedincompleteideas.Duetotheseissues,Idecideditwasimportantforlearnerstobegintodevelopmorereadingstrategiesthattheycanapplyautonomouslyintheirreadingoutsideoftheclassroom.

Toassistlearnersinbecomingmoresuccessful,Idesignedalessonthatintroducesstudentstocomprehensionreadingstrategiesthatcanbeappliedautonomously.Thelessonbeginswiththeintroductionofthetask(seethePlan/IntroducestageofAppendixA)andaseriesofquestionsforstudentstoconsiderinordertohelpdirectthemtowardsthepurposeoftheirreading.DirectionisusedthroughoutthelessontohelpclarifyexpectationsoftasksasIbelievecompletefreedommaybeoverwhelmingforsomestudents(Morrison&Navarro,2014).Theoverallpurposeofthefirsttaskisforstudentstoimplementandmonitortheircurrentreadingstrategiestohelpdevelopanunderstandingofthelearningprocessesfortextcomprehension.Thiswasdonesothelearnerscanengageinmeta-cognitiveknowledgetohelpimprovetheirtaskandstrategyknowledge.Wenden(1998)supportsthisandstates“Inlearningtransfer,meta-cognitiveknowledgefacilitatestheappropriatechoiceofpreviouslylearnedstrategiestoachievelearninggoalsand/ortodealwithproblemsencounteredduringlearning”(p.526).InAppendixA,otherareasofdirectionareprovidedinthestagesofGroupDiscussion,IntroduceAdditionalReadingStrategies,ImplementationandMonitoringofNewStrategy,andGoal-setting.

Afterthereadingisfinished,studentsareaskedtoreflectontheirreadingexperienceandevaluatetheeffectivenessofthelearningstrategiestheyusedthroughsmallgroupdiscussion(seetheReflectandEvaluatestagesofAppendixA).ThoughtfulreflectionissupportedbyKohonen(1992)whostates“Onlyexperiencethatisreflecteduponseriouslywillyielditsfullmeasureoflearning,andreflectionmustinturnbefollowedbytestingnewhypothesesinordertoobtainfurtherexperience”(p.17).Inthisstatement,thereflectionstageisrecognizedasakeyelementinthelearningprocessasitprovidesopportunitiesforlearnerstogainmetacognitiveknowledgeaboutthereadingprocessthroughreflectingonexperienceswiththereadingstrategiesthattheytrytouse.Followingreflection,Kohonensuggestslearnerstesttheirnewtheoriesorreadingstrategiestofurthertheirunderstandingofthereadingprocessthroughpracticalexperience.Toobtainfurtherexperience,thelearnersrepeattheprocesswithadifferenttexttoreflectandevaluatethenewlearningstrategyused(seetheImplementationandMonitoringofNewStrategyandEvaluateandDiscussNewReadingStrategysectionsofAppendixA).Bydoingthis,learnershavetheopportunitytoexplore



othertacticsforcomprehendingatextwhichcouldbeusefulintheirautonomouslearningaspartofcontrollingone’sownlearningismakingconnectionsbetweenoutcomesandreadingstrategies(Candy,1991,p.389).Oncefinished,thestudentsreflectfurtherontheirexperiencesinareflectivejournalandsetlearninggoalsfortheweekaswellasplanforhowtheywillachievetheminordertobetterfocustheirlearning(seetheGoal-settingstageofAppendixA)(Benson,2011,p.106).

Theideaofreflectionstemsfrommyownteachingexperience.Ibelievelearnersneedtotakemoreresponsibilityfortheirlearningastoomanystudentsrelyheavilyontheteacher.Throughreflection,learnerscanevaluatenotonlytheamountofefforttheyareputtingforthbutalsohoweffectivetheirlearningstrategiesare.ReflectivediscussionsafterreadingcomprehensiontasksweresomethingIoriginallybegantoimplementwithTaiwaneseGEPTpreparationstudentsasitprovidedopportunitiesforlearnerstobeintroducedtoothermethodsoftacklingdifficulttasks.Asreadingcomprehensionperformancewasevaluatedthroughmultiplechoicequestions,learnershadabettersenseoftheeffectivenessoftheirreadingstrategieswhichresultedinmorethoughtfuldiscussions.Throughthesediscussionslearnerslikelyaddedtotheirrepertoireofstrategiesandfurtherdevelopedtheirmeta-cognitiveknowledge.Ialsofounditimportantforlearnerstokeepareflectivejournalofnewitemslearned.Thisservedasasourceoflearningstrategiesandalsoadevicetoencourageautonomouslearningbysettinglearninggoals.Bysettinggoals,learnersmaybemoremotivatedtoengageinautonomouslearningtoachievetheirdesiredobjectives.

Toencouragemoreautonomywithinthelesson,studentswerenotprovidedatextunlessthestudenthadfailedtobringtheirown.Thiswasdonetohelpencouragestudentstotakeownershipoftheirlearningwhichmayresultinfurtherpursuitoflearning(Morrison&Navarro,2014).Inaddition,Ididnotexplicitlyteachanylearningstrategies;studentsexplainedthesethroughinteractionwitheachother.Bytakingthisapproach,studentswerelessreliantontheteacheranditencouragedthemtobemoreresourceful.

ReflectiononMicroteachingIndevelopingthelesson,IcompletedamicroteachingtaskinwhichItaught10minutesofthelessontotheotherstudentsontheMEdTESOLprogram.Aftertheteachingdeomonstration,thetutorsandotherlearnersontheprogramprovidedfeedbackforareasofimprovementaswellaspositiveaspectsofthelesson.Manyofthecommentsfrommypeersfocusedonmyselectionofthetextforthestudentsasthiscontradictedstudentcontrolofthecontentoftheirlearning,asignificantprincipleoflearnerautonomy.Mytutorswereconcernedwiththelackofdevelopmentofmeta-cognitiveknowledgeofthereadingprocessandnotprovidingenoughexplicitattentiontoreadingstrategies.Byreflectingonthesecomments,Irealizedthatmylessonplanwasnotasautonomousasitcouldbe.BasedonCandy’s(1991)spectrumofautonomy,whereonesiderepresentsstudent’scontrolandtheotherteacher’scontrol(p.9),myoriginalplanfavoredtheteacherendofthespectrum.Toshiftthecontrol,IfurtherappliedBenson’s(2011)threedimensionsofautonomywhicharecontrolovercontent,controloverlearningmanagement,andcontrolovercognitiveprocesses.Istartedwithcontrolovercontentanddecidedtohavestudentschoosetheirownreadingbasedontheirdisciplineofstudy.Thisnotonlyallowedforstudentstofindareadingofinterestingcontent,butalsoprovidedfurtherpersonalizationoftheirlearningneedsastheywereabletousealabreport,businessplan,academicjournalarticleandsoon.Inaddition,therevisedlessonnowfocusedonthedevelopmentofunderstandingthereadingprocessalongwiththeintroductionofnewreadingstrategiesinsteadofaprimaryfocusontextcomprehension.Tofurtherpromotethesedevelopmentsandtoshiftthecontrolovercognitiveprocessing,severalreflectiontaskswereadded.Withoutincludingthesestages,opportunitiesforlearnerplanningandfurtherdevelopmentofeffectiveself-directedlearningwouldhavebeenlost.

Theprocessofdesigningthislessonplanhashelpedmerefinemyowndefinitionoflearnerautonomyandhasbroadenedmyunderstandingofhowautonomycanbesupportedtodevelophigherachieving



learners.Thefeedbackreceivedfrommyclassmatesandprofessorshasinspiredmetocontinuemypursuitofshiftingthecontroloflearningtostudentstodevelopmoreself-directedandmoreautonomouslearners.

ReferencesBenson,P.(2011).Teachingandresearchingautonomy(2nded).Harlow,England:PearsonEducation.Candy,P.C.(1991).Self-directionforlifelonglearning.SanFrancisco,CA:Jossey-Bass.Kohonen,V.(1992).Experientiallanguagelearning:Secondlanguagelearningascooperativelearner

education.InD.Nunan(Ed.),Collaborativelanguagelearningandteaching(pp.14-39).Cambridge,England:CambridgeUniversityPress.

Morrison,B.,&Navarro,D.(2014).Theautonomyapproach:Languagelearningintheclassroomandbeyond.Peaslake,England:DeltaPublishing.

Nassaji,H.(2007).Schematheoryandknowledge-basedprocessesinsecondlanguagereadingcomprehension:Aneedforalternativeperspectives.LanguageLearning,57(1),79–113.

Victori,M.,&Lockhart,W.(1995).Enhancingmetacognitioninself-directedlanguagelearning.System,23(2),223-34.

Wenden,A.L.(1998).Metacognitiveknowledgeandlanguagelearning.AppliedLinguistics,19(4),515–37.

AppendixA.RevisedLessonPlanTypeoflesson:Reading

Level:B2Agegroup:ChineseUniversityStudentsNo.ofstudents:12

Teachingcontext:UniversityofGlasgow

Lessonaimsforthestudents:Bytheendofthelessonthestudentswillbebetterableto/havehadtheopportunityto…

! introduceandraiseawarenessofvariouslearningstrategiesforreading! evaluatetheoveralleffectivenessofselectedreadingstrategies

Specificskills! Generalreadingskills–skillsmayvarydependingonwhatthelearnerchoosestopractice(possible

skills:comprehension,skimming,scanning,etc.)! Speakingaccuracyonthetopicofreadingstrategies

Anticipatedproblems&solutionsSsmayhaveforgottentobringatext,soTwillbringvarioustextstotheclass.

Assumedknowledge! Generalunderstandingofreadingstrategies

Materials(includereferences)Thelessonplanwascopiedanddistributedtotutorsandpeersforthemicro-teaching.TheycouldmakenotesintheComments/Questionscolumn.TheformatisadaptedfromMorrison&Navarro,2014.

Revisedlessonplanprocedure(practiceandmicro-teaching)

Typeoflesson:ReadingLevel:B2Date&Length:60minutes



Stage,Timing,Interaction

Aims(Why) Procedure(what) Comments/

Questions

Toraiseawarenessofthepurposeofthetaskandtheactionstotaketoachieveit

1. TexplainsthatSswillreadthetexttheyhavechosenandthatduringthereading,theSsshouldfocusonwhattheyaredoingthroughoutthereadingprocessinordertocomprehendthereading.TheSswillgiveabriefsummaryabouttheirreadinginsmallgroupsoncefinished.

2. Twritespromptsontheboardbeforereadingtohelpthemtothinkaboutthestrategiestheyareusinginthereadingprocess.Possiblepromptsare:

! Howdoyoufeelbeforereadingthetext?Why?! Whatarethefirstthingsyoudowhenthisreadingtasks

starts?! Whichpartsofthetextaretheeasiesttounderstand?

Why?! Whichpartsofthetextarethemostdifficultto

understand?Why?3. TexplainsthattheSsshouldbeasspecificaspossiblewhen

identifyingthedifficultpartofthetask(i.e.organisation,grammar,mainideas,etc.)

4. Texplainsthatstudentscanuseanythingavailabletothemtocomprehendthetext

5. TasksSstotakeouttheirtext,givesthelearnersHandout11,andsetsatimelimitfortaskcompletion

Implementandmonitorreadingtask10minutesSsworkindividually

Toraiseawarenessofthestrategiesthelearnersuseduringthereadingprocessandhelpdevelopmeta-cognitiveknowledge

1. Ssreadthetexttheyhavechosenandthinkaboutdifficultieswiththetask

2. TshouldmonitorSsandtrytoseewhatstrategiesSsareusingifpossible.TshouldnotassistlearnersincomprehensionofthetextinorderforSstofurtherdevelopself-directedlearning.

ReflectIndividualreadingreflection5minutesT–SSworkindividually

Toreflectonreadingandidentifydifficultiesduringthetaskinreadingcomprehension

1. TasksSstoreflectontheirreadingindividuallyandtonotedownanystrategiestheyused.Ssshouldalsonotewhatwasdifficult.



EvaluateGroupdiscussionandreflectiononreadingtask10minutesSs–SsorS–S

ForSstofurtherreflectonthereadingstrategiesusedandtoprovideopportunitiesforSstobeintroducedtonewstrategies.ForSstoevaluatethecurrentreadingstrategiestheyareusingandtodecideiftheyneedtochangetheirreadingstrategiesandtrysomethingnew

1. Ssbreakupintopairsorsmallgroupstodiscusswhattheydidduringthereadingprocessandgiveabriefsummaryoftheirreading.

2. Twritespossiblepointsofdiscussionontheboardwhichcouldbe:! Whatdidyoudowhenyouwerereadingtohelpyou

understandtheideasinthetext?! Howeffectivewerethesestrategies?! Whatstrategiesdidyouusethatweresimilar! Whatstrategiesdidyouusethatweredifferent?! Werethestrategiesrelatedtothetypeoftext?! Weretheyrelatedtowherethetextswerefound?

3. Ssshouldalsoconsideriftheyneedtochangetheirstrategiesorifadifferentstrategywouldhavebeenmorehelpful

Introduceadditionalreadingstrategies8minutesT–SS–T

ToraiseSsawarenessofadditionalreadingstrategies

1. TshowsSsHO1andasksthemtocomparetheirreadingprocesstotheHO

2. TasksSsquestionstohelpguidetheiruseoftheHO.Possiblequestionscouldbe:

! Whichonesdidyouuse?! Isthereanythingelseyoudidthatisnotincluded?

3. TelicitsstrategiesthatwereusedbytheSsandwritesthemontheboard.SsshouldwritethenewstrategiesontheirHO

Implementationandmonitoringofnewstrategy12minutesT–SSindividually

ToprovideSstheopportunitytotryanewreadingstrategyandevaluateitseffectivenessforpossiblefutureuse

1. TexplainsthatSswillchooseanewstrategytouseandanewtexttoreadtoevaluatetheeffectivenessofthestrategy.Sswillreadandgiveabriefsummaryaboutthenewreadingandthenewstrategytheyused.

2. Twritesquestionsontheboardtohelpguidethelearners:! Whatnewstrategydidyoutrytohelpyouunderstandthe

ideasinthetext?! Howeffectivewasthestrategy! Isthereanythingyoucoulddotomakethisstrategymore

effective?Ifso,what?3. ThasSsreadsthetexts

Evaluateanddiscussnewreadingstrategy8minutesSs–SsorS–S

Sstoevaluatethenewreadingstrategyanddecideifitiseffectiveandsomethingtheywillutilizeinthefuture

1. AftertheSshavefinishedreading,theyworkintheirsmallgroupsagainanddiscusstheirexperience.



AppendixB.Handout1

1. Checkthestrategiesyouused.

• Ireadthewholearticleandtriedtounderstandthegeneralidea.• ItooknotesinEnglish/myfirstlanguageasIwasreading.• IunderlinedthetextasIwasreading.• ItooknotesinEnglish/myfirstlanguageafterIread.• AsIwasreading,Ithoughtabouttheideasandhowtruetheyare.• AsIwasreading,Ithoughtabouttheideasandhowtheyrelatetomyexperience.• Ididsomethingelse:_________________________________.

2. IfIdidn’tunderstandaword:

• Ilookeditupinmydictionary.• Iaskedsomeone.• Iignoredit,andfocusedonthewordsIdidknow.• Iguessedthemeaning.• Ididsomethingelse:__________________________________.

3. WhenIcheckedthemeaning,usingadictionaryorperson:

• Iwrotethenewwordinmyvocabularynotebook.• Iwroteatranslationonthetext.• Ijustcheckedthemeaning,andkeptreading.• Ididsomethingelse:___________________________________.

4. IfIdidn’tunderstandasentence:

• Iguessedthemeaning.• Iignoredit.• Ireaditagain.• Ididsomethingelse:___________________________________.

5. Other:

Goal-setting4minutesSindividually

Sstoplantheirlearningfortheweeksotheycanimplement,monitor,andevaluatetheirreadingandtheircurrentuseofreadingstrategies

1.Sstakeoutareflectivejournaltowritedownwhattheyhadlearnedforthedayandthenewreadingstrategiestheywereintroducedto.

2.Otherpossiblepointsofreflectioncouldbe:! Whatdidyoulearnaboutthereadingstrategiesyouuse

(anddon’tuse)forreadingexercises?! Howcanyoufindoutaboutotherreadingstrategies?! Canyouthinkofanysimilaritiesbetweenreadingstrategies

andlisteningstrategies?3.Sswriteareadinggoalfortheweekandwritewhattheywilldotomeetthegoal



ExploringPractitionerResearchwithYoshitakaKatoHughNicoll<[email protected]>,YoshitakaKato<[email protected]>

IntroductionThefollowingtextisaneditedversionofanemaildiscussionwithYoshitakaKato,currentlyavisitingacademicattheUniversityofLeeds,UK.ThispastJune,Iwroteaskingifhewouldbeinterestedinanemailinterview/conversationabouthisexperiencesandperspectivesonExploratoryPracticeandpractitionerresearchinrelationtolearnerandteacherdevelopment.IposedthreequestionsthatIhopedwouldallowustopuzzleoutthesethemesinacollaborativefashion.

YoshitakaKatoPh.D.isalecturerintheGlobalEducationCenteratChubuUniversity,Japan.HisresearchinterestsfocusontheownershipoflearninginEnglisheducation.Heisespeciallyinterestedinpractitionerresearchthroughtheapplicationofframeworksinexploratorypractice,teamlearning,andtask-basedlanguageeducation.

Hugh:Howdidyougetinvolvedwith/interestedinExploratoryPractice(EP)(andrelatedresearchquestionsre:learnerandteacherautonomy,practitionerresearch,etc.)

Yoshi:Asaresearcher-teacher/teacher-researcher,IhavealwaysbeeninterestedinhowIcandevelopmyselfasalanguageteacherandhowImightpossiblysupporttheContinuingProfessionalDevelopment(CPD)processofotherteachersatanylevel.Myfirstprimaryattempttodosowasthroughmyresearchoninteractioninthelanguageclassroom.IwrotemyPhDthesistitledas“TheNatureofInteractionintheLanguageClassroom:TowardsOrganicCollaborationAmongParticipants”in2017,whereIarguedforthepotentialofeveryclassparticipant,includinglearnersandteachers,learningfromeachotherbeyondtheirfixedrolesas"thosewhoteach"and"thosewholearn/aretaught."Throughouttheresearchprocess,IlearnedalotfrommysupervisorDr.AkiraTajino.Iwassortof"immersed"inhisideaofteamlearning(Tajino&Tajino,2000;Tajino,Stewart,&Dalsky,2016)whereclassparticipantsmakeateaminaflexiblemannersothattheycanlearnfromeachotherbasedoncuriosityandrespect.HealsosetupawonderfulopportunityforustohearatalkbyDr.JudithHanksaboutEPatKyotoUniversityin2013,andinthesameyear,IattendedKOTESOLconferenceinSeoulwhereDr.DickAllwright,aformersupervisorofbothDr.TajinoandDr.Hanks,deliveredhisplenarytalk.Theseexperienceshavenaturallydevelopedmyinterestsinpractitionerresearch,especiallyinEP.IhavelongwantedtotaketimetobetterunderstandEP,butlastyear,mycolleaguesatChubuUniversitykindlygavemethepreciousopportunitytoapplyforresearchleaveabroad,andthenIthoughtthiswouldbeagreattimingtoseekforinsightfulguidancefromDr.HanksinLeeds.ThatiswhyIamherenow.

Hugh:HowhaveyouappliedyourresearchinterestsinEPtoteachingand/oradministrativeorcurriculumdevelopmentresponsibilitiesinJapan?

Yoshi:IhavetriedtoapplytheframeworkofEPprimarilyinmyownclassroomcontext,thoughIstruggledtodoitattheearlystagesasIwassousedtothe"problem-solution"paradigminacademia.Morespecifically,atanearlystage,Iwouldgeneratemyownpuzzlesas"how"questions(not"why"questions)andnotsharethepuzzleswithmystudentsinasufficientway.Ifeltastrongaffinityfortheideasexpressedin





EP’ssevenprinciples,butevenso,IwasnotdoingEPatthattime.ThechangeoccurredquiterecentlyinfactwhenJudithcametoKyotoasaplenaryspeakerfortheJACETJointSeminarin2018summer.Listeningtohertalkanddiscussingwithherandotherparticipants,Irealisedthatstudents(aswellasteachers)canalsogenerateandinvestigatetheirownpuzzlesas"keydevelopingpractitioners"(AllwrightandHanks,2009)inthelanguageclassroom.SoonIinvitedmystudentstocreateandexploretheirownpuzzles(as"why"questions)inclasses,findingthattheysomuchengagedinandenjoyedtheprocessofEPmorethanIhadexpected.IwasconvincedatthattimethatEPhasagreatpotentialtoremindlearnersofcuriosityinlearningand,atthesametime,remindteacherstheycan/shouldlearnfromtheirstudents.Thatwasthe"MomentsofTransition"(Hanks,1998)forme.IthencametoLeedswiththatimpressiveexperienceand,withthegenerousguidanceofJudith,IamnowalsorealisingotherpotentialsofEPasacatalystforteacher/learnerempowerment,researchinnovationandprocess-orientededucation…

Atthisstage,IhaveyettoapplyEPintoanyadministrativeorcurriculumdevelopment(exceptmyownclassrooms),whichIbelieveshouldinitiateasabottom-upapproach.IjustsimplyneedmoretimetosharetheideaofEPwithmycolleaguesandmutuallydeepenourunderstandingofitssignificanceandprocess.Likeotherformsofpractitionerresearch,IbelieveEPshouldnotbesomethingwhich"forces"somebodytoengageinit.

Hugh:WhatdoyouseeasviablestrategiesforEP/practitionerresearchforprofessionaldevelopmentintheJapaneseeducationcontext?

Yoshi:AsPrabhu(1990)oncediscussedinhispaper,Iagreethatthereisnobestmethodforlanguageteaching.Whatpractitionerscandoisprobablytoconstantlydeveloptheirown"senseofplausibility."Teachers,especiallyaftergainingexperiencesandwhentheyarebusy,arelikelytosticktotheirownstyleofteachingtomakeitefficientandminimisetheirburden(whichisnotalwaysbadofcourse)buttheyneedtoreflectontheirteachinginacontinuousway.Thatmaysoundtoughbutitisinfactworthyandfunpartofteaching.PractitionerResearch(PR),whateverformitmaytake(e.g.,EP,ActionResearch,ReflectivePractice,LessonStudy),facilitatestheCPDprocessofteachers,butEPcanbeastrongcandidateintermsofitssustainabilityasitcanbeintegratedintheirnormalteaching.AsfarasIknow,however,EPisstillnotwidelyknowninJapanwithsomeexceptionssuchas,butnotlimitedto,Tajino&Smith(2005),StewartwithCroker&Hanks(2014),Dalsky&Garant(2016),Hiratsuka(2016),DawsonwithIhara&Zhang(2017),andacoupleofvignettesencapsulatedinHanks(2017).ThesestudiesshowthatEPhasthepotentialtomakeagreatercontributiontopractitionerresearchinJapaneseinstitutionalsettings.Torealisethis,teachersandresearcherswillhavetoshareandmutuallydeveloptheseexamplesofEPwiththeircolleaguesthrougharticles,workshops,websites,andSNSplatforms.Aswrittenabove,Ibelievethesemovementsneedtobedoneinasteadilybottom-upmannerratherthanaquicktop-downone.InadditiontoexplainingEPphilosophysuchassevenprinciples,wemayneedtosharemoreconcreteexamples(casestudies)aswell.

Personalizing the discussion IrespondedtoYoshi’sanswerstomystarterquestionswithtwofollow-upquestions.Yoshi’sresponses(below)aretheproductoftwocyclesofmeaskingforfurtherelaboration.

Hugh:First,Iamcuriousaboutyouridentityasalanguagelearner,fromearlierperiodsinyourlife.Iamassuming,ofcourse,thattheremusthavebeensomething—inyourcharacter,inearlyencounterswithteachersand/orclassmatesorfriendsthatledyoutoundertakeadvancedlevelstudiesaswellasaspiretobecomingateacherandresearcherinthefirstplace.



Yoshi:Myparentswerebothpublicschoolteachers.Myfatherwasteachingscienceatjuniorhighschoolandmymotherusedtobeanelementaryschoolteacher.MyfatherthendecidedtoexplorehisinterestsineducationaltechnologyandisnowworkingatthetertiarylevelinJapan.Heoftenaskedmequestionslike"Whydoyouthinktheseaisblue?"andwaitedformyimmatureanswerswithoutgivinghisthoughtsimmediately.Hewouldalsoletmeinhisofficeattheuniversityandtakeapeekintohislifeasaresearcher.Mymother,ontheotherhand,oftentoldmehowthelifeofteacherswaslikeandgavemeasortofrealisticperspectiveonteaching.InJapan,forexample,manyteachersarenowsufferingfromdoingbothworkandhouseworkatthesametime,butIwaslearningitfromherlife.Iamsuremyparentshadagreatinfluenceonmeshapingmycareer.Naturally,Igotcuriousabouttheirjobsandtookthepathtobecomeateacher.

AfterenteringHiroshimaUniversity,however,ImetalotofgreatfriendsintheSchoolofEducation(mostofthemweregoingtobeteachersinJapan)andthoughtImightwanttocontributetoeducationfromadifferentangle.Iknewthatteachingatauniversitywouldallowmetodobothteachinganddoingresearch,whichIthoughtisanidealjobforme.

Hugh:Whyisresearchanidealjobforyou?Somethingaboutyourcharacter?Researchasawayofachievingasatisfyingkindofsolitude?

Yoshi:Afterenteringuniversity,IwasstillinterestedinbecominganEnglishteacherinJapan.Atthattime,however,InoticedIcouldnotdrawapictureofmy40-yearcareerasateacher.Teachingwasareallyattractivejobforme,butIknewitwouldbeextremelybusy(asmymotheroftentoldme)andIknewIwasthetypeofpersonwhowantssufficienttimetostopandthinkaboutthingsineducation.Iamsuregreatteachersaredoingbotheventhoughtheyaresuperbusy,butIwasnotconfidentenoughtodoso.Iwasalsoprobablycuriousinexploringthedifferentpathfrommyfriends,whoarenowup-and-comingteachersatschoolsinJapan.Beingfamiliarwiththejobofresearcher(thankstomyfather),Ithoughtataroundthistimeteachingatuniversitymightallowmeenoughtimetodobothteachingandthinking(ordoingresearch).Becomingaresearcherwasthusanidealjobforme.

Hugh:Canyousaymoreaboutthis?

Yoshi:Tobehonest,whenIdecidedtobeateacher,thesubject(e.g.,math,socialstudies,English...)couldbeanything.However,mydecisiontobealanguageteacherwasveryrightbecause,byusingEnglishwhichhasnowbecomeaninternationallanguage,Icancommunicatewithmillionsofpeopleandbroadenmyperspectives.Fortunately,Iwasalsoabletofindaspacetodobothteachingandresearchingatthetertiarylevelfrommyearlycareer.Iamnowdevelopingmyselfand(hopefully)helpingmystudentstodosoaswell,whichwaswhatIwantedtodoforalongtime.

Hugh:Second,Iwonderifyoucangivemoredetailsaboutyourstrugglestodeveloppedagogiesforlearnerdevelopment,i.e.,thelearningtogetherthatstudentsandteacherscandotogetherifweareabletotranscendstandardinstitutionalconstraints,andtheboxesthata"problem-solution"approachcanimprisonusin.

Yoshi:Thismaybeofftopic,butIwasnotoriginallyinterestedininteractionatall.Ididnotlikepairorgroupworkasastudentandalmostalwayspreferredtolearnbymyself.IthoughtitwasthemostefficientwaytolearnbymyselfalthoughwhatImeantby"learning"wasprimarilyforentranceexamsandnotforourreallifeinsociety.WhenItookacourseprovidedbyDr.YosukeYanase(anothermentorofmine)attheuniversity,however,IrealisedhowmuchIcould"learn"inarealsensefrommyclassmatesandgaindifferentperspectivesinourdiscussion.AnotherstrikingexperienceoccurredwhenIwasagraduatestudent.IwasateachingassistantofanEnglishclassatthattimeandnoticedthatstudentswouldoftenshowtheirsmiles



andenjoylearningwhiletheyweretalkingwiththeirclassmates,notwhilelisteningtolectures.Atthistime,Ifeltpeerinteractionhasagreatpotentialin(language)learningasitcertainlymakestheclassroomatmospherebrighter.Thesetwocriticalincidentsletmepursuethemeaningofinteractioninthe(language)classroom.

IthendecidedtoworkonthistopicasmyPhDproject.Duringthecourse,however,Ifacedwithanotherturningpoint.WhenIpresentedmytalkinaninformalresearchmeeting,ateacher-researcherIgreatlyrespectchallengedmewithtwoinsightfulquestions."Wherearetheteachers?Whataretheirroles?"heasked.Atthattime,Ifocusedprimarilyonstudentsworkingtogetherandalmostforgot(oratleastdidnotemphasize)therolesofteachersintheclassroom.Ithenstartedreviewingtheliteratureontheteacherroleinstudent-studentinteraction,buttherolehasoftenbeendescribedasa"facilitator,”whichwassomehownotenoughforme…orprobablynotinterestingtome(becauseitisaclichemaybe).Theword"facilitator"hasanuanceof"third-party"or"divisionoflabour"pointofview;studentslearnandtheirteacherteaches/facilitates.Thisstateofsocalled"studentsdancingonthepalmofteachers"throughteachers'facilitationwasnottheidealformofcollaborationforme.Inaparent-childrelationship,forexample,parentsoftensay,"Iamlearningfrommyownchild"or"Ourchildrenmakeustrueparents.”Thismutualityseemedessentialtomewhenpeoplelearn.IhadthiskindofideanaturallyasIwasliterally“immersed”inmysupervisorDr.Tajino’swayofthinkingatthattime,whenIbegantorealisethepotentialofTeamLearning(Tajino&Tajino,2000;Tajinoetal.,2016)andExploratoryPractice(EP)(AllwrightandHanks,2009;Hanks,2017)whereclassparticipantslearnfromeachotherbasedonrespect,trustandcuriosity.

Tryingtogetbacktoyouroriginalquestion,Ithinka"problem-solution"approachisnotnecessarilyabadapproach.Butthecurrent(language)educationworldwidetendstoseekforquickoutcomesinarelativelyshortperiod,oftenpressuredbyoutersourcesorpowersuchasprivatetestsorthegovernment.Idonotlikethepressureonteachingatall.Idonotbelievethatsortofapproachfunctionsinahealthyandsustainablemannerineducationbecauseeveryteacherandlearnerhavetheirbeliefsorvaluesabouttheirlearningandteaching.Withoutrespectforthem,nothingwillsucceed.

Inreality,however,itistruethatteacherscannotescapefromthis"problem-solution"approachorinstitutionallydefinedprograms.Teachingthuscanbedonewitheverysortofnegotiationamongdifferentvalues.Forme,forexample,asoneofthelanguageprogramcoordinatorsattheuniversity,Ialwayshavetonegotiateteaching/learningvalueswithmycolleaguesandfindacompromisedpointweagreewith.Likewise,asaclassroomteacher,Ineedtoensuresufficienttimeandspacetolistentostudentvoices/valuesandactuallyreflectontheminteachingduringthecourse.Teachingalwaysinvolvesadilemmaaseverybodyisdifferentinnature,butthatisprobablyoneofthereasonswhyweteachersneedformalandinformalpractitionerresearchsuchasEPtostepback,becomecuriousagain,andseekbetterunderstandingsofwhatwearedoingaspractitionerswiththehelpofallthoseinvolved(i.e.,learners,colleagues,teachereducators,researchers,etc.).

Hugh:…IsuspectourreaderscouldalsobenefitfromhearinghowyourprojectsintheUKaregoing.Iwonder,forexample,ifanyoftheworkyouaredoingwithJudithhasprovokedreflectionsonsimilaritiesanddifferencesbetweenJapanandUKteaching/learningcontexts.Arethereapproachestoeitherlearning,research,andteachingintheUKthatyoufeelaretransferabletoJapan?Ifso,whatlimitationsdoyouseeinbringingthoseideas/practiceshome?AnyotherpuzzlesyourcurrentexperiencesintheUKmayprovokeyoutowrestlewithasalearner?Researcher?Teacher?

Yoshi:IamnowveryhonouredtobeworkingwithDr.Hanksonpractitionerresearch,especiallyEP.Withherinsightfulguidanceaswellasconstantsupportfromadvisersinthefield,wearenowmakingaplatform



(e.g.,homepage)offully-inclusivepractitionerresearch(FIPR)includingEP,ActionResearch,ReflectivePracticeandLessonStudy.Dr.HanksandhercolleagueswillalsohostasymposiumonFIPRattheAILA2020WorldCongressofAppliedLinguisticsinGroningen,theNetherlands.Ibelievepractitionerresearchcanbecomemoremeaningfulbydisseminatingitsconceptsandframeworksandsharingempoweringepisodesinuniqueclassrooms.Ihopetheseopportunitieshelppractitionersaroundtheworldtodoso.

Also,whatIrealisedwhenlivingintheUKisthatwemighthavemoresimilaritiesthandifferencesineducation.Regardingtheenvironmentssurroundinglanguageteachers,forexample,theiroverworkandburn-outisoneofthecommonissuesinboth(andprobablyother)countries.These"problems"maynotbeabletobesolvedquicklybutatleastwecansharethesestoriesandworktogethertomakeoursituationsbetter.Itisatleastempoweringonlytoknowthatitisnotjustme/uswhois/aresuffering.

Fromanacademicpointofview,practitionerresearchincludingEPseemstofacethedifficulty/dilemmainthefieldofappliedlinguistics(morethanIexpected)assomepeopledonotregarditas"research."Inthatsense,wemayneedtoenhancethepresenceofpractitionerresearchinacademiabyredefiningthemeaningof"research"inlanguageeducationandrethinkaboutwhocreatesknowledgeinourfield.WorkingattheUniversityofLeedshasletmenoticethenecessitytothinkaboutsuchanissue.Iwouldloveto(andhavearesponsibilityto)sharewhatIamlearningnowaftercomingbacktoJapan.

Follow-up: Reflections and future steps AswewerejugglingourschedulesatthebeginningofSeptember—andtryingtowrapupourcollaborativediscussion,thelatestissueofLanguageTeaching(Volume52part2,April2019)arrivedinmymailbox.The"State-of-the-ArtArticle"isJudithHanks'scontributionofa"meta-analysis"ofexploratorypracticeandpractitionerresearch:"Fromresearch-as-practicetoexploratory-practice-as-researchinlanguageteachingandbeyond."CuriousastowhytheAprilissuehadarrivedinSeptember,IaskedYoshiiftherewasabackstory.Inshort:yes,thepublicationofthejournalwasdelayed.IalsoaskedifthereisalaunchdatefortheFully-InclusivePractitionerResearch(FIPR)websitementionedabove.Shortanswerhere:"WeareplanningtorolltheFIPRwebsiteoutthisautumn(probablyinOctober),butwearegoingtoimproveitconstantlyafterthelaunch,listeningtothefeedbackandsuggestionsfromeveryone."

Iamstillinthere-reading/processingstagewithJudith'srecentlypublishedarticle,soalsoaskedYoshiifhe'dbeinterestedincontinuingourdiscussioninafutureissueofLearningLearning.WeconcludethisstarterconversationwithanopeninvitationtomembersoftheSIGtojoinwithusinrespondingtoquestionsraisedhere,inJudith'sarticle,andinworkingtogethertoexplorewaysinwhichpractitionerresearchmightbefurtherdevelopedinJapaneselearningandteachingcontexts.

ReferencesAllwright,D.,&Hanks,J.(2009).Thedevelopinglanguagelearner:AnintroductiontoExploratoryPractice.

Basingstoke,England:PalgraveMacmillan.Dalsky,D.&Garant,M.(2016).A5,000milevirtualcollaboration.InA.Tajino,T.Stewart,&D.Dalsky(Eds.),

Teamteachingandteamlearninginthelanguageclassroom:CollaborationforinnovationinELT(pp.164-78).Abingdon,England:Routledge.

Dawson,S.J.,Ihara,P.,&Zhang,K.(2017).EAPlearnersexploringtheirownlanguagelearninglivesthroughExploratoryPractice.InT.Stewart(Ed.),VoicesfromtheTESOLclassroom:ParticipantinquiriesinHigherEducationclasses(pp.7–13).Alexandria,VA:TESOLPress.



Hanks,J.(1998).“Thethingthatpuzzledmewas...”:Implicationsofteacherperspectiveson‘problems’and‘puzzles’forExploratoryPractice(Unpublishedmaster’sthesis).LancasterUniversity,England.

Hanks,J.(2017).ExploratoryPracticeinlanguageteaching:Puzzlingaboutprinciplesandpractices.London:PalgraveMacmillan.

Hanks,J.(2019).Fromresearch-as-practicetoexploratorypractice-as-researchinlanguageteachingandbeyond.LanguageTeaching,52(2),143-87.

Hiratsuka,T.(2016).ActualizingExploratoryPractice(EP)principleswithteamteachersinJapan.System,57,109-19.

Prabhu,N.S.(1990).Thereisnobestmethod—Why?TESOLQuarterly,24,161–72.Stewart,A.,Croker,R.,&Hanks,J.(2014).ExploringtheprinciplesofExploratoryPractice.InA.Barfield&A.

Minematsu(Eds.),Learnerdevelopmentworkingpapers:Differentcases,differentinterests(pp.127-45).Tokyo,Japan:JALTLearnerDevelopmentSIG.

Tajino,A.,&Tajino,Y.(2000).Nativeandnon-native:Whatcantheyoffer?LessonsfromteamteachinginJapan.ELTJournal,54(1),3-11.

Tajino,A.,&Smith,C.(2005).Exploratorypracticeandsoftsystemsmethodology.LanguageTeachingResearch,9(4),448-69.

Tajino,A.,Stewart,T.,&Dalsky,D.(Eds.)(2016).Teamteachingandteamlearninginthelanguageclassroom:CollaborationforinnovationinELT.Abingdon,England:Routledge.


CallforContributionsDeadlinefortheSpringissue:February15th,2020

LearningLearningisyourspaceforcontinuingtomaketheconnectionsthatinterestyou.YouarewarmlyinvitedandencouragedtocontributetothenextissueofLearningLearningineitherEnglishand/orJapanese.InordertoprovideaccessandopportunitiesforLearnerDevelopmentSIGmemberstotakepartintheSIG’sactivities,wewelcomewritingindifferentformatsandlengthsaboutissuesconnectedwithlearnerandteacherdevelopment.

『学習の学習』は会員の皆様に興味ある繋がりを築きつづけるスペースです。次号の『学習の学習』への日本語（もしくは英語、及びニ言語で）の投稿を募集しています。メンバーの皆様にSIGの活動にご参

加いただきたく、形式や長さを問わず、学習者および教師の成長に関する以下のような原稿をお待ちし

ております。ターで、年に２回（春と秋）オンライン出版されています（ISSN 1882-1103）。学習者の

成長、学習者と教員の自律に関するアイディア、省察、経験や興味に関連したさまざま形式の原稿を収録

しています。SIGの多くのメンバーが『学習の学習』に寄稿し、共同体の意識を築き共に学習しています。どうぞ奮ってご投稿され、SIG内でのまたそれを超えた繋がりを築いてください

Learning Learning 『学習の学習』 26 (2): SHORT REFLECTIVE ARTICLES

Ensemble:ExtendedReflectionsonActiveLearning

AbstractThisisanensembleshortarticlewithextendedreflectionsfollowingaTokyoget-togetheronactivelearning(AL).Inthefirstpiece,KenIkedadrawsondifferentinterpretationsofALfromJapan,theUnitedStatesandEuropetolookathowstudentscharacterisetheirownlearningwithinanacademicskillscourse.HefurthermoreexplorespossibleconnectionsbetweenALandfoundationalnotionsoflearnerdevelopmentthattheLDSIGstartedwithintheearly1990s.JamesUnderwoodnextquestionshowactivelearningpracticesvaryaccordingtocontext,situation,andthecapabilitiesofthelearnersinvolved.Whatmightstrongorweakversionsofactivelearninginvolve,andwhatrolesmightlearnersbeaskedtoplayinthedesignanddevelopmentofappropriateALsystemsandcurricula?Inthefinalreflectivepiece,TimAshwellarguesthatitishelpfultounderstandthe"active"qualityofALasgroundedinwhatlearnersdothroughspeechorwritingtonegotiatewithotherlearnersastheyactuponinformationtheyhaveheardorread.TimconcludesbyinvitingreaderstoconsidertowhatextentsuchaninterpretationofALcanberelatedtotheOutputHypothesis(Swain,2000).

Keywords:ActiveLearning,academicskills,strong/weakversionsofactivelearning,learnerdevelopment,learnernegotiation,OutputHypothesis

要旨このテーマ企画は、東京で行われたアクティブラーニング（AL）をテーマにしたLD SIGの会合で話題に上ったトピックについて、さらに深堀した小論をまとめたものになります。1本目の小論は、Ken Ikedaが日本、米国、ヨーロッパにおけるALの様々な解釈を描き出し、学生たちがアカデミックスキルの授業の中で、どのように自らの学習を特徴づけているのかについて見ていきます。Ikedaはさらに、ALと学習者ディベロップメントが1990年代初頭にスタートした当初の基礎的な概念とのつながりについても踏み込んでいきます。次にJames Underwoodは、アクティブラーニングの実践が、コンテクストや場所、学習者の能力に応じて変化しているのだろうか、という点について疑問を投げかけています。本稿では、「アクティブラーニングの程度が強い、または弱いというのはどういうことか」、また「適切なアクティブラーニングのシステムとカリキュラム、それぞれの授業設計の中において、学習者はどのような役割を求められるべきか」という質問に答えています。最後の小論では、Tim AshwellがALの”アクティブ”な要素は、学習者が聞いたり書かれたものから得たインプットを、スピーチやライティングを通して、他の学生と意味の相互理解を行うプロセスに根ざしており、そのプロセスを理解することはALのより深い理解に繋がるとしています。TimはこのようなALの解釈がどの程度Output Hypothesis (Swain, 2000)と関係しているのかを読者に考えてもらえる機会を提供しています。

キーワード: アクティブラーニング、アカデミックスキル、アクティブラーニングの程度、学習者ディベロップメント、学習者間の相互作用、アウトプット仮説


SHORT REFLECTIVE ARTICLES | 小論


LearningAbouttheActiveElementinLearnerDevelopment

KenIkedaEmail:<[email protected]>

Myinterestinactivelearning(AL)wassparkedwhenmyuniversityaskedmeatthebeginningofthisyeartoteachacourseaspartofalicenserenewalprogramtoJapaneseteachersofEnglish.Idecidedmycoursewouldaimatstrengtheningstudents’languagemotivation.AnumberofteacherresponsesincludedqueriesonALandhowtobringitintobeing.IhaveoftenwonderedifALisjustlimitedtobeingapedagogicalsloganforeducatorstoguidelearnersintoseeminglyinteractivediscussions.AwarethattheteacherlicenserenewalcoursewouldendinAugust,I’veaimedtomaintainmyinterestinALbeyondthatmoment.I’vebeentryingtoactualizemyinsightsgleanedthroughanacademicEnglishskillscoursethispastsemester,theresultsofwhichI’llreportonattheupcomingLDForumatJALT2019inNagoya.

IbeginwithanexplorationofthreeviewsofAL,fromtheU.S.,Japan,andEurope.IproceedtoshowhowI’veincorporatedtheseviewsintomyteachingthisyearandclosewithmusingsontheinteractionofALandlearnerdevelopment(LD).

InapioneeringreportonAL,AmericaneducatorsBonwellandEison(1991)regardALasbasically“anythingthatinvolvesstudentsindoingthingsandthinkingaboutthethingstheyaredoing”(p.2).TheyobservefivecharacteristicsthatstudentsperforminAL:(a)doingmorethanlistening;(b)developingtheirskillsbythemselves;(c)carryingouthigherorderthinking(analysis,synthesis,evaluation);(d)engaginginreading,discussing,writingactivities;and(e)exploringtheirownattitudesandvalues(p.2).TheyencourageinstructorstopersuadetheirinstitutionsthatALiseffective(p.vi.)ForBonwellandEison,thethrustofALhereisnotreallyonactualizinglearners’skills,rather,moreonmakinginstructionstrategiesactive.Buildingonthisearlyconceptualization,theMinistryofEducation,Culture,Sports,ScienceandTechnology(MEXT)hasurgedteachersinJapantoincorporateALintheirlessons(Tahira2012),butinrecentyearshasrewordeditintoaslogan“shutaiteki,taiwatekide,fukaimanabi”(2017),translatedas“proactive,interactive,deeplearning”(Suzuki,2007,p.8).“Proactive”isbestexpressedbyIto(2017)tomean“takingactionthroughchanges”(p.1).“Interactive”appearstoinvolveactiveengagementbetweenpeople,but“dialogic”maybeabetterrendering,because“interactive”doesnotnecessarilymeanactivitythatinvolvesdialogue(HantenJugyoKenkyukai,2017).Iwouldarguethat“dialogic”fitswellwiththeZoneofProximalDevelopment(ZPD)insocioculturaltheory,bywhichlearnersengagewithotherswhoassistthemenoughsothattheycanperformatahigherlevelthanwhichtheymightdowithoutassistance(seeCarr&Wicking,2019,inthisissueforfurtherdiscussionandreferences).Whether“taiwateki”oughttomean“interactive”or“dialogic,”MEXT’sreformulationofALisanimprovementonBonwellandEison,sinceitdirectsfocusmoreonthelearners’activitiesthanonteachers’efforts.

TheEuropeanUniversityAssociation(EUA)goesfurtherandexplainsALas:

“…(consisting)ofabroadrangeofpedagogicalprocessesthatemphasisestheimportanceofstudentownershipandactivation.Itharnessesthebenefitsofcuriosity-drivenmethods,research-based/problem-basedlearninganddiverseassessmentpractices,thusstimulatingthelearner’scriticalthinkingskills.Itisdefinedbyastudent-centredapproachtolearningandteaching,inwhichteachersareseenasfacilitatorsoflearning.”(EUA,2018,p.3)

AlthoughcriticalthinkingispresentinboththeAmericanandEuropeanexplanations,theEUAplacesstresson“studentownership,”whichisabsentfromthefivecharacteristicsofAL(Bonwell&Eison,1991,p.



19).Ownershipimpliespurposefulactiontomakelearningone’sown.IagreewiththeEUAtermof“studentownership”asitinvolves“curiosity-driven”searching,whichIregardassimilartoByram’ssub-skillofdiscovery(savoirapprendre/faire)withinhismodelofinterculturalcommunicativecompetence(1997,p.99).TheEUApaperstatesthatALis“iterative,dialogicalandmostlycollaborative;itisaboutthedoingofunderstandingand,hence,abouttheapplicationofknowledgeinnewandauthenticsituations”(p.3).“Dialogical”certainlyresoundswiththe“dialogic”interpretationraisedearlierinthispaperofMEXT’staiwateki;“dialogicalandmostlycollaborative”furthermoreechoesthesocioculturalapproachtolearning.NotonlydoestheEUApapercallforencouragingstudentstotakeownershipoftheirlearning,butarguesthattherolesofinstructorsandstudentsbechanged:

“Activelearningcaststheteacherintheroleoffacilitatorandcoachandinvitesthestudenttotakeresponsibilityforlearning.Hence,theyneedtoenterintoanewcontractandrelationshipandnegotiatenewwaysofworkingandlearning.Thereneedstobeaculturalshifttoaccommodateanactivelearningstanceandthisshiftispossibleonlyinthecontextofnurturingandsupportinglearningcommunitiesforstaffaswellasstudents.”(p.3)

Iconcurwiththisculturalre-positioningofAL.Instructorsalsoneedtoregardtheirrolestobemorefacilitatorsthanevaluatorsintheirlocalclassrooms.Iinterpret“staff”toincludeinstructors,whoneedtobeactivelearnersthemselves.

Thissemester,IimplementedALprinciplesinaclasstoraiselearners’academicskillsinEnglish,butalsotodeveloptheirownsenseoftheirselves,whichisthefifthfeatureofactivelearningthatBonwellandEison(1991)identifyoccurringinclassrooms(p.19).Valuesarenotsimplyabstractions,theyare“clearlygroundedinfearanddesire”(Lemke,2008,p.27).Trainor(2008)arguesthatifpeoplebecomeclearlyawareoftheirvalues,“theeasieritistoputthemintopractice.Valuesprovidetheframeworkfordecision-making”(para.2).IwouldventurethatIamtreating"values"hereinabroadercontext,tostudentscomingtogripswithwhattheyholdimportantasmembersofsociety,notlimitedtobeinglearnersinaclassroom.

Myclassconsistedofsevenstudents,fiveofthemintheirfirstyearofuniversity,theothertworespectivelyintheirthirdyearandfourthyear.TheinstructionalapproachIcarriedout(Ikeda,inpress)hasmirroredinsignificantwayswiththeEUArecommendations.Throughcuriosity-drivenlearning,studentsfirststudiedalistofstatementsonvarioustopicstoselecttheirdegreeofagreementordisagreementonan8-pointscale.Theythenpolledeachotherindeepdiscussiontofindthosewhoagreedordisagreedtothesamedegreeononeormorevaluestatements.Theirinteractionandanalysisresultedinthembeingplacedintothreegroupsinwhichtheyweretaskedwithconstructingmanifestosbasedontheirsharedvalues.Thesegroupmanifestoswerepresentedinapubliclessonattendedbyseveralcolleaguesfrommydepartmentwhoprovidedconstructivefeedback.Thiscourseendedwiththestudentspresentingproposalsbasedontheirgroupvaluesinanotherpubliclessonattendedbyvisitinghighschoolstudents.

Asfacilitator,Iperceivedatleasttworesponsibilities:(a)toencouragestudentstoprobetheirideasandhonetheirmanifestos,and(b)refrainfromknowingtheirtestplacementscoresthatputthemintolevels.Attheendofthecourse,Igavethemaquestionnairethataskedthemaboutinitialbarrierstheyperceivedandtheextenttheyhadfoundwaystoovercomethesebarriers.IwillinterviewthestudentswhoansweredthequestionnaireandreporttheseresultsattheLDForumatJALT2019.Ihaven’tthoroughlyanalyzedtheseresultsyet,butIclosemyreflectionbycommentingontwostudents.

Oneofthemiscurrentlyafourth-yearstudentwhohasreceivedanofferforajobwhenshegraduatesinMarchnextyear.Shetransferredintothisdepartmentfromanothercollege.IaminterestedinhowsheregardsherselfasastudentinhersenioryearandviewsEnglishlearningaspartofherpersonal



development.Despitethepressuresofjobhunting,shewasabsentonlytwice,freelyadvisedanddiscussedwithothers,includingconstructinghergroupmanifesto.

Anotherstudentisinherfirstyearofuniversity.Shewroteonthequestionnairethatshefearedifshewoulddowellinmyclassprimarilyduetohersectionlevel,whichwaslowerthansheexpected.Thisfirst-yearstudenthasexcelledinthisclass,becomingoneofthemoreinfluentialmotivators.Forhergroupmanifestopresentation,sheconductedanInstagrampollonJapanesepeople’sawarenessofrefugeesandpresentedmanygraphswithprofessional-levelcitations.IlearnedfromherthatbothofherparentsgraduatedfromuniversitiesintheUnitedStates,butfinanceshavepreventedherfromhavinganextendedstudyabroad.Thisstudentisnowpreparingherapplicationforalong-termstudyabroadprogramnextyear.ThisreflectivepieceisjustaprobingforayintovariousconceptionsofALtoseehowtheycouldbeactualizedinaclass.IseektofindwaystocarryouttheseunderstandingsofALinmyacademicskillsclassthathasequippedstudentsthroughdiscoveringtheirvalues.Iclosethisexplorationwiththisquery:HowdoesALrelatetolearnerdevelopment(LD)?AsSmith(1994)hasputit:

“…learnerdevelopmentasanaimcouldbeconstruedasimplyingbothoreitherof:(1)helpingstudents“learnhowtolearn”,anddeploywhatthey’velearned,asaroutetowardsmoreeffectivelanguageacquisitionanduse;and(2)weaninglearnersawayfromanattitudeofteacher-dependenceandtowardsanassumptionofgreaterresponsibilityforandcontroloftheirownlearning,asameansofmoregeneralempowerment.”

Smith’ssecondpointofLDcertainlyrelatestoAL.“Weaning”isanaptwordtoencouragelearnerstobecomeautonomoususersofthelanguage,particularlyin“controloftheirownlearning”and“empowerment”.Tooofteninstructorsareoverlyinfluencedbytheinstitutionalconstraintsandexpectationsoftheirteachingenvironmentsandlosesightoftheiractualrolesasencouragerstowardindependentlearning.ForBonwellandEison(1991),their“strategiespromotingactivelearning”areprimarilydirectedtofaculty,notthestudentsthemselves(p.8).ReviewingthethreeconceptionsofAL,theEUA(2018)stanceonstudentownershipandencouragingstudentstotakeresponsibilityfortheirownlearningistheclearestviewofactivelearningthatcoincideswithaimsofLD.ALandLDwouldseemtomakegoodbedfellows,yet,aclearunderstandingofthesehasnotbeenentertainedinmyopinion.Ihopemyextendeddefinitionleadstofurtherexplorationintotheseseeminglycompatibleideas.AcknowledgementsIcreditAndyBarfieldforalertingmetotheEUAadvocacypaperonactivelearningforuniversities.ReferencesBonwell,C.,&Eison,J.(1991).Activelearning:Creatingexcitementintheclassroom.ASHEERICHigher

EducationReportNo.1.Washington,DC:GeorgeWashingtonUniversity.Carr,N.,&Wicking,P.(2019).Applyingsocioculturaltheorytothewritingclassroomininstructionand

assessment.LearningLearning,26(2).EuropeanUniversityAssociation(2019,January).Promotingactivelearninginuniversities:Thematicpeer

groupreport.Retrievedfromhttps://eua.eu/resources/publications/814:promoting-active-learning-in-universities-thematic-peer-group-report.html

反転授業研究会[HantenJugyoKenkyukai](2017,December17).対話的な学び（その１）:interactiveor

dialogic?問学教育研究部[MongakuKenkyubu].Retrievedfromhttps://mon-gaku.com



Ikeda,K.(inpress).Encouragingstudentstoexpressmeaningfulopinionsbasedontheirvalues.AccentsAsia.Ito,H.(2017).RethinkingactivelearninginthecontextofJapanesehighereducation.CogentEducation,4(1),

1-10.Retrievedfromhttps://doi.org/10.1080/2331186X.2017.1298187Lemke,J.L.(2008).Identity,development,anddesire:Criticalquestions.InC.R.Caldas-Coulthard&R.

Iedema(Eds.),Identitytrouble:Criticaldiscourseandcontestedidentities(pp.17-42).NewYork,NY:PalgraveMacmillan.

MEXT(2017,October24).主体的・対話的で深い学びの実現:（「アクティブ・ラーニング」の視点からの授業改善）ついて（イメージ）[Realizationofproactive,interactive,deeplearning:(Regarding

classimprovementfromtheviewpointof“activelearning”)].Retrievedfromhttp://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2017/10/24/1397727_001.pdf

Smith,R.(1994).SomethoughtsontheformationoftheJALTLearnerDevelopmentN-SIG.LearningLearning,1(1),2-5.Retrievedfromhttp://ld-sig.org/LL/1994a.pdf

Suzuki,K.N.(2017).LessonsfromPISA2015:Thefutureoflearning:Scientificliteracyandproactive,interactiveanddeeplearning.19thOECD/JapanSeminar(Englishversion).

Tahira,M.(2012).BehindMEXT’snewcourseofstudyguidelines.TheLanguageTeacher,36(3),3-8.Retrievedfromhttps://jalt-publications.org/files/pdf-article/36.3_art1.pdf

Trainor,N.(2008,December30).Expressingyourvalues.CovenantGroup.Retrievedfromhttps://www.covenantgroup.com/expressing-your-values

ConceptualizingtheDegreesofActiveLearning

JamesUnderwoodEmail:<[email protected]>

ThemoreIreadaboutactivelearning(AL)themoreInoticedparallelswithEverhard’s(2016)proposedmodelfortheAssessmentAutonomyResearchProject(AARP).Hermodelgraphicallyshowsthedegreesofautonomyinforeignlanguagelearning.Itoutlinesvariouscharacteristicsthatcoursesexhibitfromnoautonomythroughtohighautonomyinthefollowingfourcategories:

● contentknowledgeandskills● motivationandcontext● strategiesandprocess● feedbackevaluationandassessment.Fornoautonomy,sheproposesthatthelanguageteachercontrolsthecontentofthecoursethroughthe

syllabusthatdeterminesthematerialusedandtheskillsthatwillbedeveloped.Thelearnersareextrinsicallymotivatedbytheirdesiretopasstheassessmentdesignedandevaluatedbytheteacher.Successinpassingisbasedonthelearners'abilitytoreproducetheknowledgeimpartedbytheteacherduringthecourse.Todoso,theycompletetasksdesignedbytheteacherintheordertheteacherprescribes.Inhighautonomy,thelearnersareincontrol.Theydecidethecoursecontent,materialsused,andtheskillsthatwillbedevelopedbasedontheirneedsandobjectives.Thelearnersdecidehowtheywillrealisetheirobjectivesthroughtheselectionofappropriatestrategies.Andastheylearn,theymonitortheirperformanceandadjusttheseifnecessary.Throughouttheirlearning,thelearnersareintrinsicallymotivatedbytheircuriosityandinterest.Inbetweenthesetwoextremeslielowandmediumautonomy,whichvaryaccordingtothedegreethatthelearnerisincontrolandgraduallybridgethegapbetweenlowandhighautonomy.

AsItriedtoconceptualizewhatactivelearninginvolvesthroughexaminingtheliterature,Istartedtowonderifitwouldbepossibletorealizeactivelearningnotasafixedorstaticconceptbutaprocessthatvariedaccordingtothecontext,situation,andthecapabilitiesofthelearnersinvolved.Andfurthermore,



couldthisvariationbecontextualizedonascalethatdescribeddegreesofactivelearningfromweaktostrong?Afterall,thereseemstobeawidegapbetweentheoriginaldescriptionofactivelearningdescribedbyBonwellandEison(1991),andthatdescribedbytheEuropeanUniversityAssociation(2019),especiallywhenitcomestostudentinvolvementincurriculumdevelopmentandbeyond.

IntheinterviewwithKatherineIsbell(1999)itseemsthatforEisontheteacheror“activelearnerpractitioner”isstillverymuchincontrolofthisprocess.Inthisinterviewhehypothesizedthatduringtheplanningstagesthepractitionerwillaskthemselvesthefollowingthreequestions:

(1)Whatknowledge,skills,andattitudesdoIwantstudentstoexamineandemploy?;(2)WhatexercisesorassignmentscanIhavestudentscompletetodemonstratetheirunderstandingof,skillswith,andbeliefsaboutimportantcoursecontent?;and(3)WhatinstructionalmaterialsmightIpreparetohelpmaximizestudenteffectivenessandefficiencyinachievingtheseimportantlearningoutcomes?(p.4,emphasisadded)

Withthefociofthesequestionsveryclearlyonthepractitioner,itisclearthatEisonbelievesthestudentisnotapartofthisprocess(Isbell,1999).Incontrast,theEUA(2019)proposesthatthestudentsshouldbeinvolved“inalllevelsinredesigninghighereducation,i.e.,academicstrategies,thedesignofthelearningspaceandtime,assessmentpracticesandtheuseoftechnology”(p.6).Formanyinstitutions,thislevelofinvolvementmaybeunfeasible.ThustheEUAmodelofactivelearningcouldbeseenas“strong”activelearning,with"no"activelearningattheotherendofthescale.TakinginspirationfromEverhard’s(2016)model,Iwonderediftherecouldbealowandmediumversionofactivelearningthatwillbridgethegapbetweenthetwoextremes.

Atthestartofthescalelies“noactivelearning”orasitismorecommonlyknown“passivelearning.”Forthistypeoflearningtheteacherisverymuchincontrolasthemainsourceofinformation.Theyoftenrequirethatthestudentsreproduceanalmostexactcopyoftheinformationthattheyprovidethroughtheassessmentthattheydesign.Oftenthisassessmentwilltakeplaceattheendofthesemester,meaningthatthestudentisunabletousethisassessmentasanindicatoroftheirstrengthsandweaknessesandworkonfine-tuningthesesothattheycanimproveintheshortterm.Followingonfrompassivelearningislowactivelearningwherethestudentsareslightlymoreinvolvedinthelearningprocess.Asthestudentsgraduallybecomemoreinvolved,theyare,asChickeringandGamson(1987)claim,ableto“makewhattheylearnapartofthemselves”(p.5).

Inlowactivelearning,thestudentswillbedoingmorethannote-takingandwillbeactivelyprocessingwhattheyhavelearntthroughreadingordiscussion.Althoughtheteacherisstillthemainsourceofinformation,thestudentswillbemoreabletosupplementthiswiththeir(andotherstudents’)knowledgeandexperiencethroughworkingcollaborativelywithotherstudentstounderstandthematerial.Throughoutthiscollaborativeinquiry,theteacherwouldhavesomedegreeofcontrolastheywillbedecidingnotonlywhenitwillhappen,butoftentheformitwilltake.Oneexampleofthiscouldbethe“pauseprocedure”describedbyEisonintheinterviewwithIsbell(1999)whereduringateacher-frontedlecture,theteacherpausesthedeliverytogivethestudentstimetodiscussandshareunderstandingevery12-18minutes.Anotherwaytheteacherwouldbeabletocontrolthesharingactivitywouldbebypreparingdiscussionquestionsorwritingtasksandessayquestions,whichwoulddirectwhatisshared.Inthislowactivelearningstage,thecontentwouldnotallcomefromtheteacher,andtheteacherwouldassignreadingsforhomeworktoaddtothestudents'understanding.Byassigningthesereadingsforhomeworkaspreparationforthelectureandthesharingsessions,theteacherwouldbesupportingtheactivelearningprocess.Mori(2018)suggeststhatittakesatleastoneweekforthelearnerstointernalizethecontentsothattheycaneffectively



sharetheirunderstanding.Intermsofassessment,thestudents’performanceintheseactivitieswillbestillassessedsolelybytheteacher.Andintermsofreflection,thestudentswillprobablycompletetasksdesignedbytheteacherduringthetimeallocated.Takingallthesecharacteristicsintoaccount,thelevelofstudentinvolvementismuchlikethatinEverhard’s(2016)descriptionoflowautonomywherethestudentsaredevelopingskillswiththeframework,andmaterials,designedbytheteacher.Inthenextstageofactivelearning,theseresponsibilitiesareshared.

Inmediumactivelearning,theteacherandstudentsworktogethertonegotiateaframeworkforthelearningthatwilltakeplace.Unlikestrongactivelearning,whichIwilldescribelater,thisframeworkwillbeputinplaceonacourselevel,notonauniversity-widelevel.Intermsofmaterialsused,therewillbemorevariety,andthestudentswouldbefreetochoosethosethatarerelevantandofinterestthem.Thisvarietywouldenrichthequalityofthecollaborativeinquiryasthestudentswouldnotallbereadingorlisteningtothesametexts,andwouldthusbeabletosharemorevariedperspectivesonthecontent.Theimpetusforthissharingthroughpresentation,discussionorwritingassignmentswillcomefromthestudentsthemselvesastheycreatediscussionquestionsorwritingpromptswithguidancefromtheteacher.Unlikelowactivelearning,thesetaskswillbeassessedcollaborativelythroughacombinationofself,peerandteacherassessment.Therewillalsobemoreroomforthereflectionwhichwouldbein-depth,andcould,forexample,includebothaself-assessmentoftheirperformanceandasectiondevotedtooutliningtheirweaknessandaddressinghowtheywillplantoovercomethese.ConsideringallthecharacteristicsIhaveoutlinedabove,thisqualityofactivelearningcouldbeseenasaninterimortransitionphaseasthestudentstakemoreandmorecontrolinthelearningprocess.AsIhavesaidabove,exactlyhowmuchcontrolthelearnershavedependsonthelearningcontextandtheinstitution’sreadinessandwillingnessforthe“culturalshift”thattheEUAreportisadvocating.Formanyinstitutions,themediumactivelearningIhavedescribedmaybethebesttheycandogiventheinstitutionalconstraints.

Forthestrongversionofactivelearning,learnersandinstructorsarenotonlyco-creatorsofthecoursecontentbutarealsoco-creatorsofthecurriculumandlearningspaceitselfastheybothareredesignedtorealizethefullpotentialofactivelearning.TheEUA(2019)reportadvisesthatwhenredesigningtakesplaceitshouldbedonewithdesignthinkingprinciplesand“includeneedsanalysis,anexperimentationandevaluationphaseandenoughflexibilitytoadjustifneeded”(p.6).Whensuggestingwayshowthisflexibilitycouldbeintroduced,theEUAreportsuggestsusinge-learningplatformstoaddresstheproblemoflimitedphysicalresources.AlthoughtheselearningmanagementsystemsarealreadyinplaceinmanyuniversitiesinJapan,Ifounditinterestingthatinrelationtothedevelopmentofthesethereportsuggeststhattheuniversities“acknowled(ge)thepotentialofstudentstoprovidesmart,creative,functionalandtargetedsolutionsforabetterwayoflearning”(ibid.).

AlreadytheinstitutionsIworkatacknowledgethestudentsinthecurriculumandcoursedesignprocesstosomedegreewhentheycollectfeedbackfromthestudentsthroughthecoursequestionnaire.Howeverasthisfeedbackisoftenclosedinnature,withthelearnerevaluatingthecoursebyreadingapre-preparedstatementandsignallingtheirlevelofagreementtothisonaLikertscale,thereislittleroomforthestudentsto"provide"theirsolutions.Addedtothedesignofthecoursequestionnaire,thetimingofwhentheteachersseetheresultsbecomesimportantsothattheteacherscanadjustifnecessary.Anotheraspectthatbecomesimportantiswhetherornottheinstructorscanrespondtothequestionnaire.Furthermore,iftheteacherandstudentaregoingtobetrue“co-creators,”thereneedstobeachannelofdialoguethatisopenthroughouttheyearandbeyond.

ThroughthisextendedreflectionIhaveattemptedtoconceptualizedegreesofactivelearningfrom"no"activelearningto"strong"activelearning.WhenIreflectonthedifferentcontextsIhavetaughtatthroughthelensofthisscale,itappearstomethatteachersatdifferentlevelsofeducationaremoreablethanothers



toincorporateahigherdegreeofactivelearning.WhenexaminingmycurrentcontextanduniversitiesIteachat,IrealisedIammorelikelytoimplementahigherdegreeofactivelearningatthoseinstitutionsthatsupportandencouragelearnerandteacherautonomythroughouttheircurriculum.Bysupportingandencouragingboth,theyfacilitatetheteachers'andlearners'"potential...toprovidesmart,creative,functionalandtargetedsolutionsforabetterwayoflearning”(EUA,2018,p.6).Withthe2019autumnsemesterabouttostart,IhopetoallowahigherdegreeofactivelearningtotakeplacebyinvolvingthelearnersmoreinthoseclasseswhereinthepastIhavebeenverymuchincontrolduetothecultureoftheinstitution.IhopethescalethatIhaveproposedcanhelpotherSIGmemberstodosoatalevelapplicabletotheircontexts.

ReferencesChickering,A.W.,&Gamson,Z.F.(1987,March).Sevenprinciplesforgoodpracticeinundergraduate

education.AmericanAssociationforHigherEducationBulletin.Retrievedfromhttp://www.lonestar.edu/multimedia/SevenPrinciples.pdf

Bonwell,C.C.,&Eison,J.A.(1991).Activelearning:Creatingexcitementintheclassroom.ASHE–ERICHigherEducationReportNo.1.Washington,DC:TheGeorgeWashingtonUniversity,SchoolofEducationandHumanDevelopment.Retrievedfromhttps://files.eric.ed.gov/fulltext/ED336049.pdf

EuropeanUniversityAssociation(2019,January).Promotingactivelearninginuniversities:Thematicpeergroupreport.Retrievedfromhttps://eua.eu/resources/publications/814:promoting-active-learning-in-universities-thematic-peer-group-report.html

Everhard,C.(2016).Whatisthisthingcalledautonomy?Findingadefinitionandamodel.InM.Mattheoudakis&K.Nicolaidis(Eds.),SelectedPapersofthe21stInternationalSymposiumonTheoreticalandAppliedLinguistics(ISTAL21)(pp.548-568).Retrievedfromhttps://pdfs.semanticscholar.org/16ee/6727617245af0064d69979b832cf3e2cae04.pdfIsbell,K.(1999).AnInterviewonactivelearningwithDr.JamesEison.TheLanguageTeacher,23(5),4-5,9.Retrievedfromhttps://jalt-publications.org/tlt/articles/2504-interview-active-learning-dr-james-eison

Mori,T.(2018).Theflippedclassroom:Aninstructionalframeworkforpromotionforactivelearning.InMatsushita,K.(Ed.)Deepactivelearning:Towardgreaterdepthinuniversityeducation.Singapore:SpringerNature.

ActiveLearning–SomeObservationsBasedonInteractionistMetaphors

TimAshwellEmail:<[email protected]>

ReadingtheinterviewwithJamesEisonbyKatharineIsbellinthe“SpecialActiveLearningIssue”ofTheLanguageTeacher(1999)inwhichtheydiscusshowactivelearning(AL)canbeusedatthetertiarylevel,IwasstruckbyhowtheALactivitiesmentionedinvolvelearnersinproducingoutputinoneformoranotherinspeechorwriting.Unfortunately,thisdoesnotmeanthatsolongasstudentsarespeakingorwritingtheyareinvolvedinAL.Theymightappeartobeactive,butthismaynotbethe“active”weareseeking.ForALtohappen,studentsneedtobespeakingorwritinginordertoprocess,interpret,translate,ortransforminformationtheyhaveheardorread.Whentheyactonthatinformationinsomewayandtransformitsothatitbecomesunderstandableandmanageableforthem,theyareengagedinAL.Ultimately,theaimisforstudentstotransformtheinformationsothatitisrenderedinsuchawaythatitcanbecomepartoftheirownunderstanding.Thisrequiresmakingconnectionstopreviousknowledgeandexperiencesandfindingwaystointegratenewideasintoexistingframeworks,aprocessthatisnegotiatedthroughspeechorwriting.Ofcourse,itishighlylikelythatmanystudentsareactivelearnerswithouttheneedtoverbalizeanditisclear


http://www.lonestar.edu/multimedia/SevenPrinciples.pdf

http://www.lonestar.edu/multimedia/SevenPrinciples.pdf


https://eua.eu/resources/publications/814:promoting-active-learning-in-universities-thematic-peer-group-report.html



https://pdfs.semanticscholar.org/16ee/6727617245af0064d69979b832cf3e2cae04.pdf

https://pdfs.semanticscholar.org/16ee/6727617245af0064d69979b832cf3e2cae04.pdf

https://jalt-publications.org/tlt/articles/2504-interview-active-learning-dr-james-eison


thatmuch(most?)learningcanoccurimplicitlyandunconsciously.However,onewayweasteacherscanencouragestudentstobeactivelearnersistorequirethemtoverbalizetheirunderstandingofthematerialtheyencounterandtherebytriggerprocesses,consciousorunconscious,thatmayleadtoareconfiguringoftheirknowledgeorskills.

TheinterviewarticlealsomakesitclearthattheinformationcontainedincoursematerialsmaynotbetheprimaryfocusforateacherwhowishestopromoteAL.InpromotingAL,theteacherisprobablyjust,ifnotmore,concernedwiththewayactivitiescancontributetothedevelopmentofparticularskills,attitudes,anddispositions.Workingthroughone’sunderstandingofmaterialisanexerciseintakingcontrolofthelearningprocess.Byseekingtoengagewiththematerialthroughspeechorwriting,thestudentsarebeingencouragedtotakeacriticalstanceandarebeingshownthatindividualunderstandingscanbevalideveniftheydifferfromonestudenttothenext.Theyarebeingencouragedtotakeupapointofviewandtoacceptthattheremaynotbeadefinitiveanswer.Theyarethusbeingshownthatknowledgeandunderstandingaremutableandthatitis,infact,sensibleandmaturetodrawouttentativeandtemporaryinterpretationsthatcanberefinedandrevisedandevenrejectedthroughfurtherroundsofnegotiation.

Thereisadangerofmakingthelearningprocessseemlikeapurelymechanicalactivitybyusingtermssuchas“input”and“output,”butsometimestheseinformation-processingmetaphorscanhelpusclarifywhatwemean.Inthiscase,IthinkitisusefultorevisitSwain’s(2000)OutputHypothesistogainadeeperunderstandingofwhatwemeanbyAL.Swainhasfamouslypositedtheneedforlearnerstobepushedtoproduceoutputaspartofthesecondlanguageacquisitionprocess.Describingoutput,shewrites:“Withoutput,thelearnerisincontrol.Inspeakingorwriting,learnerscan‘stretch’theirinterlanguagetomeetcommunicativegoals.Toproduce,learnersneedtodosomething.Theyneedtocreatelinguisticformandmeaning,andinsodoing,discoverwhattheycanandcannotdo”(p.99).IfIcantakeanalmightyleaphereandextendtheargumentbeyondsecondlanguageacquisitiontolearningingeneral,Swain’sdescriptionsoundsverymuchlikeALtome.Bybeingpushedtorespondtosomeformofinputbyspeakingorwritingaboutit,learnersaremadetoseewhattheydoanddonotunderstand.Myfeelingisthattheinputmaynotbelimitedtosecondlanguagegrammar,vocabularyorpragmatics,butmayextendtootherformsofinput.

IhavechosentodiveintothedebatefromaninteractionistviewpointtoseewhatlightthiscancastonAL.IthinktheideaofoutputhighlightstheimportanceofspeechandwritinginALandhowthesecanhelppushlearnerstoworkontheideastheyhavebeenpresentedwithtorendertheminaformwhichtheycanintegrateintotheirownframeworkofunderstanding.Ihavedeliberatelyusedtheterm“negotiation”abovebecauseIthinkthisisalsoausefulwayofthinkingaboutAL.

ReferencesIsbell,K.(1999).AnInterviewonactivelearningwithDr.JamesEison.TheLanguageTeacher,23(5),4-5,9.

Retrievedfromhttps://jalt-publications.org/tlt/articles/2504-interview-active-learning-dr-james-eisonSwain,M.(2000).Theoutputhypothesisandbeyond:Mediatingacquisitionthroughcollaborativedialogue.

InJ.P.Lantolf(Ed.),Socioculturaltheoryandsecondlanguagelearning(pp.97-114).Oxford,England:OxfordUniversityPress.


https://jalt-publications.org/tlt/articles/2504-interview-active-learning-dr-james-eison


IntroducingElementsofaFour-dimensionalEducationintoanEFLClassroom

AdrianneVerlaUchidaNihonUniversityEmail:<[email protected]>

AbstractThisshortreflectivearticleintroducestwoclassroomactivitiesthatIimplementedwhenIbegananewfull-timeteachingpositionlastspring.Thepositionallowedmetheautonomytodesignmysemester-longcourseusingtherequiredtextbook,project-basedlearning,andtheCenterforCurriculumRedesign’sFour-DimensionalEducationFramework(Fadel,Bialik,&Trilling,2015).TheframeworkaddressedtheneedtofocusbeyondjustteachingEnglishbyfocusingontheneedsofa21stcenturylearner.Astheseactivitieswereimplemented,Ireflectedoneachactivitycriticallytoseeifitachievedmydesiredpurposeintheclassroom.Ialsodocumentedhowstudentsrespondedtotheactivities.Inthisshortreflectivearticle,Iwillintroducetwooftheactivitiesthatthestudentsfoundparticularlyengaging,outliningthepreparations,procedures,andstudentresponsestotheactivities.IalsoevaluatehowwelltheseactivitiescorrespondedtoprinciplesoftheFour-DimensionalEducationFramework.Keywords:Four-DimensionalEducationFramework,reflectivepractice,tasked-basedlearning,project-basedlearning,flippedlearning概要本稿は、今春から始まった専任教員の業務において筆者が試行した二つのアクティビティの内省に関する論文である。一学期完結型のコースの構想にあたり、大学からは多くの権限が与えられ、所定の教科書やプロジェクトベース学習に加え、The Center for Curriculum RedesignがすすめるFour-Dimensional Education Framework (Fadel, Bialik, & Trilling, 2015)を基に授業を構成した。このフレームワークは英語のニーズに焦点を置くだけではなく、21世紀で生きていくためのスキルを持った学習者の育成も同時に行うものである。これらの活動が授業に導入に伴い、筆者はそれぞれの活動が授業の目的を実際に達成できているのかについて、導入された活動に対しての学生の反応も書き留めながら、批判的に内省を行った。本稿では、学生が特に熱心に参加した二つの活動を取り上げ、学生のアクティビティへの反応も含め活動の導入から終わりまでを紹介する。さらに、これらの活動がどのようにFour-Dimensional Education Frameworkに関連しているかについての評価も行う。

キーワード: Four-Dimensional Education Framework、省察的実践、タスク型学習、プロジェクト型学習、反転学習

IntroductionLastspring,Itransferredfromafull-timepositionataprivateuniversityinTokyoacceptanotherfull-timepositionataprivateuniversityinShizuoka.Mynewpositionrequirednotonlymoreface-timewithstudentsbutalsomorepressuretoresearchandpublish.Themajorityofmyrequiredteachingtimewasallottedtoteachingrequiredfirst-yearEnglishcoursestonon-Englishmajors.EnglishII,oneoffourrequiredEnglish




coursesinthefirst-yearcurriculumisanintegratedskillscoursewithafocusonthedevelopmentofreadingandwritingskills.Thestudentsarestreamedintoleveledclassesbasedontheirscorefromastandardizedtesttakenduringorientation.Moreover,eachclasshasamandatorytextbookdecidedbythefull-timeEnglishfaculty.TherequiredtextbookformyclasswastheOxfordEnglishGrammarCourseIntermediate(Swan&Walter,2011).Thetextbookisdividedinto22sectionseachcoveringaspecificgrammartopic;forexample,sectionfourprovidesexplanationsanddrillsreviewingpasttense;sectionsixplacesitsfocusonexplanationsanddrillsusingmodalverbs.Eachsectionisdividedintotwoparts,“review”coveringareviewofthebasicgrammarrulesandavarietyofgrammardrills,followedby“level2”whichintroducesmoredifficultgrammarpatternsanddrillstopractice.SimonBorg(2016)lamentsthatwhileinrecentyearsvariouscommunicativestylesoflanguageteachinghaveemerged,inmanyclassrooms,“grammarremainsthedrivingforceandthewayitistaughthaschangedverylittleovertheyears.”ThismirroredmyinitialreactionwhenIlearnedthatIwouldberequiredtouseagrammartextbooktoteachthecourse.WhileIacknowledgethatgrammarcomprehensionisessentialforlanguageacquisition,Ifearedtheintensefocusongrammarwouldhaveanegativeeffectonmystudents’motivationandsenseofautonomy.Borg(2017)furtherexplainsthatfocusingonthecompletionofdiscrete-itemexercises,similartotheexercisesfoundintherequiredtextbook,hasthepotentialtoreduceEnglishlearningtotheabilitytoanswerandcompletesuchstyledquestionswhichisquiteremovedfrommyteachingbeliefsandpractices.Toalleviatemydiscomfortwithteachingacoursefocusedonthedrillingofdiscretegrammarpoints,IsetouttodesignacoursethatalignedmorecloselywithmyteachingbeliefsasaTESOLprofessional(Farrell,2015)byincorporatingacommunicativeapproachtolearningEnglishthroughtheimplementationoftask-basedandproject-basedlearning.CourseDesignandImplementationWhileIfelttrepidationatusingthegrammar-focusedtextbookforthecourse,Irecognizedthatthetextbookisaworthwhileresourceforstudentstouseasareviewofthegrammartheylearnedinsecondaryschoolaswellasameanstodeepeningtheirknowledgeofgrammar.Toblendthetextbookintothecourse,Iassignedeachsectionofgrammarasahomeworkassignmentbyflippingtheclassroom(Bergmann&Sams,2012;2014).Byassigningthegrammarsectionsashomework,itallowedthestudentstoreviewandprepareattheirownpace.Astheanswerswereincludedinthebackofthetextbook,studentscouldarrivetoclasswiththeirhomeworkcheckedandthestartofclasscouldbereservedfordiscussionaboutthehomework.Italsoprovidedmetimetomeetwithstudentsindividuallyasneededtoanswerquestions.BergmannandSams(2012)statethatthetimespentindividuallywithastudentis“verypowerfulbecauseitrequiresallstudentstointeractwiththeteacher”(p.98).ThiscouldbeseenintherapportmystudentsandIdevelopedthroughoutthesemester.

Inadditiontoflippingtheclassroom,theCenterforCurriculumRedesign’s(CCR)Four-DimensionalEducation(FDE)framework(Fadel,Bialik,&Trilling,2015)providedthegroundingforthecoursedesign.WhiletheFDEframeworkwasnewtome,IranacrossitasanAmazonbookrecommendationafterpurchasing21stCenturySkillsLearningforLifeinOurTimes(Trilling&Fadel,2009).Itwasoriginallydesignedtobeacross-curriculumframeworkbasedontheUnitedStateseducationmodel,buttherewerestrongconnectionstomyteachingphilosophyandtothecoreskillsthatIwasalreadyattemptingtofosterinmyclassroom(e.g.,collaboration,creativity,anddigitalliteracy).Additionally,inmypreviousteachingcontext,Ioftenrequiredmystudentstoreflectontheirperformancetodeveloptheirmeta-cognitiveskills,soincludingthemeta-learningdimensionoftheFDEframeworkseemedagoodfitaswell.Therefore,itwasquitenaturaltoimplementtheframeworkinmynewEnglishcourse.

Fadeletal.(2015)explainthatrecently,thepurposeofeducationhasevolvedtoequiplearnerswithstrongcharacterskillsandavastbreadthofknowledgetothriveprofessionallyintoday’ssociety.Thisshiftin



educationalfocusaimstomovethelearnerawayfrompassivelearning,suchasmemorizingfactsandrepeatingthemonanexamination,tolearnerswhohaveanactiveinvestmentintheirlearningwhocantakewhattheyhavelearnedandapplyittowardavarietyofdifferentsituations.ThisfocusonthedevelopmentofthelearnerasawholereallyspoketomybeliefthatteachingandusingEnglishismorethanjustanactivitytobecarriedoutintheclassroomandalsoconnectedwithmybeliefthatEnglishisatoolthatcanbeusedinvariouswaysinalearnerslife.Moreover,thetraitsthattheframeworkutilizesareadaptabletomanydifferentsituationsandcontextsandcanevolvewiththelearner.Forexample,Fadeletal.(2015)incorporateelementsofthemindandbodybyemphasizingqualitiessuchasmotivation,leadership,andmindfulness.Furthermore,theyaimto“balancecontentknowledgeandunderstandingwithskillsthatapplythatknowledgetotherealworld;characterqualitiesthatbuildmotivation,resilience,andsocial/emotionalintelligence;andmeta-learningstrategiesthathelpstudentsbecomereflective,self-directed,andexpertlearners”(pp.48-9).ThesethemesmatchedthequalitiesthatIhopedmystudentswoulddevelopthroughtheirEnglishstudiesandprovidedaframeworkformetofocuseachofthetasksandprojectsIbegancreatingduringthespringbreakandintothebeginningofthespringsemester.

OnceImadethedecisiontobasethecourseontheFDEframework,Ibegandesigningthetasksandprojectsthatwouldincorporateeachofthe22grammarunitsfromthecoursetextbook.Thetasksweredesignedtoconnectonegrammarsectiontooneclass,whereasprojectsweredesignedtoincorporatemultipleunitsofgrammarovertwotofourclasses.Inthispaper,Iwillintroduceoneofthetasksandoneoftheprojectsthatstudentscompletedduringthecourse.Itishopedbysharingthesetwoactivities,thatotherEnglishlanguageteacherswillbeinspiredtointegratesimilaractivitiesandpossiblytheFDEframeworkintheirownclassroomsandcontexts.ActivityOne:MyFirstDate:AStoryIdesignedthisactivitytoincorporatethepasttensegrammarunit.Theclasswasheldatthebeginningofthesemesterduringthesecondweekbeforestudentshadachancetobondwiththeirclassmates.Theactivitywasdividedintothreetasks.First,studentsweregivenanauthenticstoryaboutacouple’sfirstdate.ThestorywasaboutafirstdatebetweenAmericancollegestudentsandincludedculturalreferencestopiquethestudent’sinterestandmakethemwanttoreadthestorytotheend.Tomakethestorymoreinteractiveandtointegratecriticalthinking,communication,andcollaborationskills,thestorywasdividedintochunks,andstudentsworkedingroupstoputthestoryinthecorrectorder.Thisforcedeachgrouptonotonlyscaneachsectionforkeywordsbutalsodiscussandthinkcriticallyaboutthestoryorderwhilealsocomprehendingtheoverallnarrative.Astheinstructor,IchosethetopicbecauseIfeltthatitwouldsparkmystudents’curiosity,andcautionthemtobemindfuloftheirgroupmembersreadingspeedsandideas,whilealsofosteringasmalldoseofresiliencewhenItoldthem,oftenrepeatedly,thattheorderwasincorrectandtheyshouldtryagain.Additionally,thisactivityallowedgroupstohaveautonomyinexecutingthetask.Insomegroups,aleaderwaschosenbythegroupmembersfromthebeginning,whileinothers,aleadercameforwardnaturallytohelpfacilitatethetask.Alloftheseelementsweretargetelementsdevelopedinrelationtotheframework.

Whilethemainthemeoftheactivitywasapersonalstorywritteninthepasttense,Ididn'taskthestudentstowritetheirownstoriesbecausetimewaslimitedandIfeltthiswouldbeoverlydifficultforthestudentstodosoearlyinthesemester.Idecidedinsteadtohavethestudentsusethestorytodesignalivinggraphbasedonthestory’stimelineofeventsandtheprotagonist’sfeelings.Studentswereaskedtousethetimemarkersplacedthroughoutthestoryandplotthemalongthex-axisonthegraph.Theythenhadtoworkasateamtochoosethemostinfluentialemotionstheprotagonistfeltandplotthemonthey-axisofthegraph.Finally,eachgrouppresentedthegraphthattheycreatedtotheirclassmatesusingpasttenseverbs



theyhadstudiedforhomework.Eachgroupproduceddifferentlivinggraphsbasedontheeventsandemotionstheyfoundtobemostimportanttothestory.

ActivityTwo:AdviceColumnsThesecondactivityIdesignedwasathree-partprojectthatwasbasedontwosectionsfromthetextbookthatintroducedmodalverbsandrelativepronouns.Theprojectwasdesignedaroundgivingandreceivingadviceandwascarriedoutovertwoconsecutiveclasses.Inthefirstclassthestudentsweregivenasetofadvicecolumns.Tobegin,theywereonlygiventheproblemsandwerethendividedintosmallgroupsbasedontheproblemeachstudentfoundmostinteresting.Someofthetopicsincludedwereaboutajealousboyfriend,atroubledgrandmother,andausedgiftcardgivenasapresent.Oncestudentswereingroups,eachgroupdiscussedtheproblem,workedtogethertocheckeachother’sunderstanding,andthenwrotearesponseusingthemodalverbsfromtheunitassignedashomework.Thisdrewonall4Cs(communication,collaboration,criticalthinking,andcreativity)intheskillssectionoftheFDEframework.Thestudentswerethengiventheoriginaladvicecolumnwrittenintheoriginalposttoreadandcomparedtheirgroup’sresponsewiththeoriginalresponse.

Forhomework,eachstudentwastaskedwithwritinganoriginalletteraskingforadvice.Theywereencouragedtowriteabouttruesituationsastheletterswouldbesharedandreadanonymously.ThestudentspreparedtheassignmentusingGoogleDocssothatonlyIwouldknowtheauthorofeachletter.

Thefollowingclasswasheldinthecomputerroom,andeachadvicecolumnwasassignedtothreedifferentstudents.Thisrequiredmetodosomeadvancepreparationtoensurethatthestudentsdidnotreceivetheirownadvicecolumn.Oncethestudentsreceivedtheirassignedletters,theyweregiventimeinclasstoreadeachletterandwriteathoughtfulresponse.Thisactivityplacedheavyemphasisonmindfulness,courage,andethicsasthestudentswerereadingabouttheirclassmates’problemsandgivingadvicethatwas,hopefully,meaningful,relevant,anduseful.AftereachstudentsubmittedthecompletedassignmenttoGoogleClassroom,Icopiedeachresponseandpasteditintheoriginalstudent’sadvicecolumnfiletoprotecttheanonymityofeachstudent’sresponse.Ithenreturnedthecompleteddocumenttoeachstudent.Itmustbenotedthatwhilethisactivitywascarriedoutusingdigitaltechnology,itisnotanecessity.Therationaleforusingcomputersforthisprojectwastopromotedigitalliteracyandstudentanonymity.DiscussionBothactivitiesweredesignedspecificallyforthiscourse,connectedtorelatedgrammarunitsinthetextbook,andcarriedoutinmyclassroomforthefirsttime.Toreflectandanalyzeeachactivity,IreliedonmyteachingjournalbasedonthedefinitionsofreflectionandreflectivepracticebyMann(2005)andFarrell(2013,2018)andclassobservations.Additionally,mystudentswrotereflectionsattheconclusionofeachactivity.Usingthosedata,IreviewedtheactivitiestodetermineiftheyincorporatedthedesiredtraitsfromtheFDEframeworkandmetthedesiredgrammarneedsofthestudentsforthesectionsofthetextbookthatwereassigned.ActivityOne:MyFirstDate:AStoryLookingback,IbelievethatactivityoneprovidedstudentswiththeopportunitytoreadalongtextwrittenbyafluentEnglishspeaker.Moststudentsnoteditwasthefirsttimeforthemtoreadsuchalongtext.Additionally,manystudentscommentedthatputtingthechunkedtextinorderwaschallengingandthattheywerethankfultoworktogether.Onestudentsummarizedtheactivitybywriting,“Iusedmybraintoreadandthinkaboutmanysentences”(StudentReflections).Therefore,basedonstudentopinionsandmyin-classobservations,Ithinkthisactivityrequirednotonlycriticalthinkingbutalsocommunication,collaboration,



andcooperationforeachgrouptosucceed.Quiteafewstudentscommentedintheirendofclassreflectionsthatitwas“fun”toworkwiththeirclassmates.Moreover,throughclassroomobservation,Icouldseethatthestudentsalsoexhibitedvariouscharactertraitsincludingmindfulness(e.g.,beingrespectfulofclassmatesreadingspeedsandcomprehensionability),leadership(e.g.somestudentsnaturallycameforwardasleaders,otherswerechosenbymeansofrock-paper-scissors),andresilience(e.g.,studentsbeingtold,oftenrepeatedly,thattheorderoftheirchunkedstorywasincorrectandtheyneededtotryagain)astheyworkedtogethertocompletethetasksandmakedecisionsregardingthedesignandcontentoftheirlivinggraphs.Inthisregard,Iconcludethattheactivitysuccessfullyintegratedelementsfromtheframeworkandachievedmydesiredoutcomes.

However,whilethestudentsenjoyedmakingandsharingtheirlivinggraphs,themajorityoftheircommunicationhappenedinJapanese.IattributethistotheactivitybeingdoneinthesecondweekofthesemesterwhenstudentshadnotyetformedaclassroomatmospherewheretheyfeltcomfortablespeakinginEnglishtogether.Additionally,manystudentsstuckwithusingsimpleemotionaladjectivesthattheywerefamiliarwithsuchashappy,sad,andangry,insteadofincorporatingmoredescriptiveadjectivesthattheyhadcomeacrossinaprevioushomeworksectionandthetextitself.Despitetheseshortcomingsfrommyperspective,thestudentswrotepositivelyabouttheexperienceintheirreflectionswithquiteafewstudentscommentingthatitwasagoodactivityforcommunicatingandworkingwithpeopletheydidn’tknowwell. ActivityTwo:EnglishIIAdviceColumnsThesecondactivitytookplacetowardtheendofthesemester,roughlytenweeksafterthefirstactivity.IplannedforthisinhopesthattheclassroomenvironmentwouldbemuchmoreinclusiveandconducivetostudentsspeakinginEnglishandsharingpersonalinformationalbeitanonymously.Forthisprojecttorunsmoothly,Ifeltitnecessaryforstudentstofeelsafeandaccepted.Whilegivingadvice,theyalsoneededtobeabletothinkcriticallyandobjectivelyabouttheirclassmates’problemsandprovidemindfuladvicewhilesometimesthinkingaboutproblemsthattheyhadneverexperiencedinacreativeandcriticalmanner.Tosoftenthesenseofresponsibility,Idesignedtheentireactivitytobekeptanonymoustoeveryoneexceptmyself.Overall,Ifeltthatthisprojectwasveryeffectiveatgettingstudentstoincludemodalsintheirwritinginadditiontoprotectingstudentsanonymity.Moreover,thestudentsreportedbeingvery“thankful”and“happy”thattheirclassmatesgavethemadviceandtooktimetothinkabouttheirproblems.Somestudentsreportedtakingtheadvicetheyreceivedfromclassmatesandimplementingit.Onestudentevenreportedaboutbuyingabookaboutpetcarethataclassmaterecommendedwhileanothersaidtheydecidedtocalltheirmotherandapologizefordisparaginghercookingskills.Anothermentionedthattheyweregoingtostarteatingoutlessandtryingtobudgettheirmoneybetter.Overall,thestudentswereverypositiveabouttheexperience,writingcommentsintheirreflectionlogssuchas“Ireallyappreciatethateveryonegavemegoodadvice;”“Icouldreadtheletter,thinkabouttheproblemofthatpersoninmygroup,andgiveadvice;”and“Ireadmyclassmates(advice)columns.Thereweresomeuniquestories,soIenjoyedreadingthem”(StudentReflections).AfewcommentedthatwritingadvicecolumnstostrangerswasnotcommoninJapaneseculture,butthattheyappreciatedthenewandchallengingexperience.Onestudentsaidtheyenjoyedthefactthattheexperienceallowedthemachancetocommunicatewithclassmatesthroughwritingratherthanspeakingbecausetheyhadmoretimetothinkdeeplyabouteachresponse.ConclusionThispractitionerresearchbeganasIfeltmisgivingsanddiscomfortaboutbeinginanewteachingcontextandbeingrequiredtouseagrammartextbookasthecoursetextbook,howeverafterdiscoveringtheFDEframework,IbecamemotivatedtodesignavarietyoftasksandprojectsthatIbelieveenabledmystudentsto



useEnglishinanauthenticway.Lookingback,whileIpersonallywouldnotchoosethetextbookforthecourse,IamsatisfiedwithhowIintegratedthetextbookintothecourseandthewayinwhichmystudentsinteractedwithit.IstronglybelievethattheFDEframeworkbecameatouchstoneforreflectivepracticethatIusedduringindividuallessonplanningaswellastheoverallcoursedesign.Asnotedineachindividualactivityabove,studentreflectionsoftheactivitieswerequitepositive.Overallreflectionsonthecoursewerealsopositive.Moreover,itcanbesaidthatthestudentsexhibitedandexperiencedvariouselementsfromtheframeworkbyparticipatingintheclassroomactivities.Mostnotably,thestudentsreflectedthattheylearnedhowtocollaborateandcommunicatewiththeirclassmatesthroughworkingtogetherontasksandprojects.Additionally,manystudentscommentedattheendofthecoursethattheyhadgainedtheabilitytoreflectonthemselvesandtheirperformancethroughparticipatinginthiscourse.Moreover,despitetheflippedclassroomrequiringmorehomeworkcomparedtootherEnglishclasses,thestudentswroteandspokepositivelyofengagingintheactivitiesduringclasswithstudentswritingcommentssuchas,“I[will]missthisclass.Ienjoyedtalkinganddoinganything.I'msohappy;”“Allclasseswereveryfun.Groupworkwasdifficultandhard,butIgotconfidence.Thankyousomuch;”and“IthinkthatthisclasschangedmeintolovingEnglish”(StudentReflections).Therefore,theframeworkappearstobeaneffectivewaytodesigntasksandprojectsforEFLlearnerswithvaryingEnglishabilities.Itshouldbenotedthatwhiletheseactivitieswerecarriedoutatatertiarylevelforstudentswhowerenon-Englishmajors,theframeworkandactivitiesareversatileenoughthattheycouldbeutilizedinavarietyofEnglishlanguagesettingstodevelopwell-rounded21stcenturyEnglishlearners,whichisagoalIthinkmanyEFLeducatorsdesirefortheirlearners.ReferencesBergmann,J.,&Sams,A.(2012).Flipyourclassroom:Reacheverystudentineveryclasseveryday.Eugene,

OR:InternationalSocietyforTechnologyinEducation.Bergmann,J.,&Sams,A.(2014).Flippedlearning:Gatewaytostudentengagement.Eugene,OR:

InternationalSocietyforTechnologyinEducation.Borg,S.(2016,October19).Longlivegrammarteaching(or‘Itain’tovertillthefatladysings’)[Blogpost].

Retrievedfromhttp://simon-borg.co.uk/long-live-grammar-teaching-or-it-aint-over-till-the-fat-lady-sings/Borg,S.(2017,November21).WhydoteachersassessEnglishthewaytheydo?[Blogpost].Retrievedfrom

http://simon-borg.co.uk/why-do-teachers-assess-english-the-way-they-do/Fadel,C.,Bialik,M.,&Trilling,B.(2015).Four-dimensionaleducation:Thecompetencieslearnersneedto

succeed.Boston,MA:CenterforCurriculumRedesign.Farrell,T.C.S.(2013).Teacherself-awarenessthroughjournalwriting.ReflectivePractice,14(4),465-71.Farrell,T.C.S.(2015).Promotingteacherreflectioninsecondlanguageeducation:AframeworkforTESOL

professionals.NewYork,NY:Routledge.Farrell,T.C.S.(2018).ResearchonreflectivepracticeinTESOL.NewYork,NY:Routledge.Mann,S.(2005).Thelanguageteacher'sdevelopment.LanguageTeaching,38(3),103-18.Swan,M.,&Walter,C.(2011).OxfordEnglishgrammarcourse:Intermediate.Oxford,England:Oxford

UniversityPress.Trilling,B.,&Fadel,C.(2009).21stcenturyskills:Learningforlifeinourtimes.SanFrancisco,CA:Jossey-Bass.


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http://simon-borg.co.uk/why-do-teachers-assess-english-the-way-they-do/


ApplyingSocioculturalTheorytotheWritingClassroominInstructionandAssessment

社会文化理論を応用したライティングの指導法と評価

NicholasCarr(correspondingauthor),DeakinUniversity

Email:<[email protected]>

PaulWicking,MeijoUniversity

AbstractKeytenetsofsocioculturaltheory(SCT)currentlyshapemanyaspectsofEFLeducationinJapan.Whilepracticessuchasuniversitystudentscollaboratingtorefinetopicsforgraduationtheses(seeIkeda,2014)andcontent-basedseminarclasses(seeAshwell,2014)havebeenreportedon,webelievetheregularwritingclassroomisoneareawhereSCThasbeenrelativelyignored.InthisshortarticlewepresenttheargumentforincreasedattentiontobegiventoSCTinwritinginstructioninordertopromotelearnerautonomy.WedothisbyfirstlyreviewingthefundamentalsofSCT.Followingthat,welookathowthistheorycaninformkeyelementsofthewritingclassroom.Finally,weaddresstheissueofassessmentandlookatpracticalwaysitcanbeapproached.

Keywords:socioculturaltheory,writing,collaboration,interaction

概要

今日の日本の英語教育現場において、社会文化理論の影響が多々見受けられる。例えば、大学の卒業論文の主題選択のための共同学習（Ikeda,2014）、コンテンツベースのセミナー（Ashwell,2014）などの実践が報告されている。しかしながら、通常のライティングの授業においては、社会文化理論が用いられることはそれほどまでにはなかったであろう。本稿では、学習者の自主性を育むためには、ライティングの指導においても社会文化理論にもっと目を向ける必要があることを論じる。そのためにまず、社会文化理論の基本事項について再考察する。次に、どのように本理論がライティングの授業における重要な要素に影響を与えることができるかについて考察する。最後に、アセスメントに関する問題への解決策を探り、実用的な方法について検討する。

キーワード:社会文化理論、ライティング、協力、相互作用

Writingiscommonlyconsideredanindividualactivity(Wigglesworth&Storch,2009)despitetherebeingevidencethatcollaborationinwritingisnotonlybeneficialforlearners(Storch,2005;Swain&Lapkin,1998)butalsoreflectiveofreal-lifepracticeintheworkplace(Ede&Lunsford,1990).Furthermore,groupworkiswidelyusedasassessmentinuniversitiesglobally(Wigglesworth&Storch,2009).Regardlessofthesereal-lifepractices,ourexperiencewithinbothuniversitiesandhighschoolsinJapanhasbeenthatwritingcontinuestobepracticedandassessedasanindividualactivity.AnoverviewofcommonwritingtextbooksdisplayssomesmallshiftstowardsacknowledgingthebenefitsofworkingcollaborativelyintheEnglishlanguagewritingclassroom.However,thesetextstendtolimitcollaborationtopre-writingactivities,peerreviewofindividuallywrittentexts,orincludepair/groupworkasalternativeactivitiesratherthancollaborationbeing




affordedacentralroleinthepedagogicalapproach—forexample,EngagingWriting2(Fitzpatrick,2011),FocusonWriting4(Beaumont,2011),andLongmanAcademicWritingSeries1(Butler,2014).Inthisshortarticleweoutlinethetheoreticalargumentsinsupportofcollaborationinthewritingclassroomandprovideaframeworkforitsimplementationinbothclassroominstructionandassessment.

ABriefOverviewofSocioculturalTheoryOurscopeheredoesnotfacilitateacompletediscussionofSCTandassuchonlyabriefoverviewispresented.AkeytenetofSCTisthatthehumanmindismediated(Vygotsky,1934/2012).SCTadvocatesthatjustaswedonotactonthephysicalworlddirectlybutinsteadusetoolstomediate,orassist,ourinteractionswithourphysicalenvirons,sotooweusesymbolictools—suchaslanguage—tomediateourhighermentalfunctions(Lantolf,2000).Thismediationtakesthreeforms:object-,other-,andself-regulation(Lantolf&Appel,1994).Forlanguagelearnersobject-regulationdepictssituationsinwhichresourcessuchasadictionaryortranslationtoolsmediatealearner'sbehaviour(Lantolf,Thorne&Poehner,2014).Lantolfandcolleaguesdescribeother-regulationassituationsinwhichthelearnerreceivesassistancefromanotherperson—assistancewhichLantolfandAppelargueprimarilytakestheformofparticipatingindialogue(Lantolf&Appel,1994).Self-regulationreferstoalearnerinternalisingsuchobject-andother-regulationsoastobecomeabletoperformthetaskwithoutexternalassistance.WithinaSCTframework,languagelearningshiftsthefocusawayfrommasteringlinguisticitemsinanindividual’smindandemphasizes“dialecticinteraction”tocreatemeaning(Lantolf&Pavlenko,1995,p.110).

Theprocessofalearnerreducingtheamountofobject-orother-regulationandshiftingtowardsself-regulationissaidtotakeplaceinthezoneofproximaldevelopment(ZPD)(Lantolf&Appel,1994).TheoriginaltranslationofVygotsky’sZPDisasfollows:“Itisthedistancebetweentheactualdevelopmentallevelasdeterminedbyindependentproblemsolvingandthelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers”(Vygotsky,1930-1934/1978,p.86).

AsVygotskyonlyexplicitlyreferredtotheZPDonafewoccasionsinhiswritings(Wertsch,2010),therearecontroversiesoverhowtheZPDistobeconceptualised.Forusaslanguageteachers,wearguethereisaneedtoincorporateOhta’s(2005)argumentthatassistancecancomeintheformofutilisingliteraryresourcessuchasdictionariesortextbooks;thatpeersofvaryinglevelscanassisteachother(Ohta,2000);andDonato’s(1994)findingsthatpeerscanconstructacollectiveexpertwhenpeersofasimilarproficiencylevelpooltheirresourcestogethertoperformatahigherlevelthantheycanindividually.ThisleavesuswithaworkingdefinitioninthefieldoflanguageeducationthatconceptualisestheZPDaslearnersutilisingtheminimumamountofassistancerequiredtoperformatalevelhigherthanwhichtheycouldperformwithoutassistance—withtheassistancebeingintheformofeitherobject-regulationorother-regulation,oracombinationofboth.

AfinalkeyconceptofSCTisthatdevelopmentissaidtohaveoccurredwhenthereisareductionorchangeinthequalityofassistancerequiredforalearnertoperformatthehigherlevel.Forexample,iftheassistancebecomeslessexplicit,thendevelopmenthasoccurred.Therefore,whenworkingwithinaSCTframework,learningshouldnotbelimitedtooutputonly(Lantolfetal.,2014)butalsoconsiderthemediationrequiredtoperformthetask.

FrameworkofImplementationApplyingSCTtoanEnglishlanguagewritingclassresultsinlearnershavingadditionalresources,intheformofbothobject-andother-regulation,availabletothemwhenproducingtexts.Facilitatingaccesstoobject-regulationcanbeachievedbysimplyensuringlearnershaveaccesstoliteraryresourcessuchasonline



dictionariesandexampletextswhilewriting.Theprovisionofother-regulation,however,requiresagreatershiftfromatraditionalpedagogicalapproach.

Itisimpracticalforoneteachertobeavailabletoprovideother-regulationtoalllearnersinclass.Therefore,bydrawingonDonato’s(1994)notionthatlearnerscancreatenewknowledgethroughcollaboration,other-regulationcanbemadeavailablebymakingcollaborativelywrittentextsthelocusofthepedagogicalapproach.Fortextstobetrulycollaborative,learnersneedtoworkinpairsorgroupsthroughoutthewholewritingprocess,includingplanning,researching,writing,andrevision.

Afterlearnershavepooledtheirresourcestoproduceatext,furthersupport,orother-regulation,canbeprovidedintheformofteacherfeedback.Thispracticedrawsonthegrowingevidenceoflearnersbeingabletoco-constructknowledgewhencollaborativelyprocessingfeedback(Storch&Wigglesworth,2010;Swain&Lapkin,1998).Furthermore,thisfeedbackisbestconceptualizedasacontinuousengagementindialogue,inwhichalllearnersandteachersparticipate,ratherthanasanisolateduni-directionalproduct(Price,Handley&Millar,2011).Takingthisideaonestepfurther,Carless(2018)hasarguedfortheamplificationoftheconceptofthe‘feedbackloop’intothatofthe‘feedbackspiral’(seeFigure1furtherbelow).Whereasaloopsuggestscompletion,aspiralrecognisestheongoinganddevelopmentalnatureoffeedbackinthelearningprocess.ThesespiralsfitveryneatlyintoanSCTassessmentmodel,asstudentsengagewithobject-,other-,andself-regulationinordertodeepentheirknowledgeanddeveloptheirlearningstrategies.

Werecommendthatfeedbackmaintainsomelevelofimplicitness;inotherwords,providehintsbutnottheanswer.FeedbackwhichistooexplicitwillnotallowlearnerstopooltheirresourcesandworkwithinaZPD.Theaforementionedpedagogicalapproachshiftstheactofwritingfromtestingwhatwaslearnttobecominglearningitself.Furthermore,itreducesthemarkingloadforteachers,withtheprovisionofWCFhavingbeenreportedasverytimeconsuming(Lee,2014).Ourexperiencewiththereducedmarkingloadisitfacilitatedadditionaltimetospendoneachcollaborativelywrittentext,thusenablingfeedbackofahigherqualitytobeprovided.Whentimeislimited,itistemptingtofocusonthemoresurfacelevelerrors,suchasspelling,grammarandpunctuation,astheseareeasytopointout.Whenmoretimeisavailable,wefeltwecouldgivefeedbackondeeperlevelstructuralissues,suchasthewaylearnersexpressedtheirideas,supportedtheirarguments,andwroteinastyleappropriateforthegenre.

Figure1.SCTandthefeedbackspiralinawritingcourse.



Theframeworkofimplementationdescribedallowslearnerstoworkasateam,whichallowslearnerstofeelasenseofachievement,withdiscussionspotentiallyleadingtodiscoveringnewideas(Ashwell,2014)andfosteringlearnerautonomy(Fitzgerald&Mullen,2014).Wealsobelievethatiflearnersbecomemoreaccustomedtopairworkinwritingclasses,itmayhelpthemtomakebetteruseofcollaborationinothersubjectareas.Forexample,Ikeda(2014)reportedthatlearnerswerenotabletofullyutilizethebenefitsofcollaborationinaprojectwhichinvestigatedcross-institutionalcollaborativelearningwhendevelopinggraduationthesisideas.Iflearnershavebeenexposedtoandmorefullyunderstandthebenefitsofcollaborationinotherregularclasses,theymaycollaboratemoresuccessfullywhenworkingtogethertodeveloptopicsfortheirgraduationtheses.

AssessmentAnumberofmodelsofassessmentfoundedonSCTprincipleshavebeendevelopedwhichcanbeusedtoguideassessmentinthewritingclassroom.Dynamicassessment(DA)isonesuchmodel,whichseekstointegrateinstructionandassessmentsoseamlesslythatanoutsideobserverwouldbeunabletodistinguishwhereonefinishedandtheotherbegan,asinstructionalandevaluativefunctionswouldbeembeddedineveryinteraction(Poehner,2007).Inthisway,thereisafundamentaldifferencebetweentheconceptualizationofassessmentfromaDAperspectiveasopposedtoatraditionalperspective.Assessmentistypicallyunderstoodineducationalprocessesasbeingconcernedwithinferringlearnerabilitiesbyrecordingandmeasuringindividualperformance.DA,however,promotesadialogiccollaborationbetweenlearnersandteacher-assessorssothatlearnerabilitiesaregrownanddeveloped(Poehner,2007).Inthisway,themediationoftheexaminee'sperformanceisessentialtoassessment.

However,duetotheintenseinvolvementoftheteacher,whichoftentakestheformofone-on-oneinteractions,DAisoftenconsideredunfeasibleinlargeeducationalcontexts.Evenso,itispossiblefortheprinciplestobeadoptedandusedinlargerclasses(James,2012).OnesuchattemptatthisisthebranchofDAknownasGroupDynamicAssessment,orG-DA.WhileproponentsofDAhavefavouredadyadicmediator-learnermodel,G-DAproposesasystemfordealingwithmultiplelearnersatatime.Whenthegroupisconceivedasapsychologicalentityinitself,itcanbeclaimedthatitsownZPDcanemerge,withinwhichindividuallearningtakesplace.Poehner(2009)proposestwoformsofG-DA,namely,concurrentG-DA(whentheteacherdialogueswiththeentiregroup);andcumulativeG-DA(whentheteacherengagesinaseriesofone-to-oneDAinteractionsasthegroupworkstogether).Inthewritingclassroom,thiscouldconceivablytaketheformofgroupconferencingatallstagesofthewritingprocess,orthroughwrittenfeedbackoncollaborativelyproduceddrafts.

AsSCTadvocatesthatknowledgeiscreatedandtransformedthroughinteractions,encouraginglearnerstoparticipateindiversecommunitiesofpracticeisseenasbeneficial.Oneofthemosteffectivewaysthiscanbeachievedishavinglearnersperformtheroleofassessor,therebyenablingthemtobecomepartofanassessingcommunityofpracticeaswellasaproducingcommunity.AssessmentpracticeguidedbySCTwouldworktowardsincreasingstudentknowledgeaboutassessmentprocesses,criteriaandstandards,givingjustasmuchattentiontotheseasthecoursecontent(Rust,O'DonovanandPrice,2005).Inpracticalterms,thiscouldbestbeaccomplishedthroughpeerreviewandfeedback,astakingontheroleofevaluatorwouldnecessarilyentaillearnershavingadeepunderstandingoftheseaspectsofassessment.Peerassessmentcanbedonewithcollaboratively-producedworkorwithindividualwork.Whenlearnersengageinpeerassessment,theyareabletoseegradationsinqualitythroughviewinganumberofdifferentpiecesofwork,thenapplyastandardrubrictoidentifystrengthsandweaknessesinthework.Thus,“peerassessmentseemstopromoteself-assessmentbymakingotherwiseinvisibleassessmentprocessesmoreexplicitandtransparent”(Reinholz,2016,p.303).Inthisway,theactofprovidingother-regulationtopeerscreatesa



symbolictoolwhichcanfeedintoprocessesofself-regulation.IntheJapanesecontext,thebenefitsofpeerassessmentinhighschoolandpost-secondaryeducationhavebeensupportedbyanumberofstudies.Forinstance,AsabaandMarlowe(2011)arguedthatpeerassessmentincreasesstudentinvolvement,responsibilityandmotivation,whileSato(2013)foundthatnotonlydoJapaneselearnershaveapositivebeliefaboutpeerfeedback,buttrainingingivingcorrectivefeedbackfacilitatestrustandboostswillingnessandconfidenceinprovidingfeedback.(SeealsoMatsuno,2009;Saito,2008;Taferner,2008;Wakabayashi,2008.)

Animportantissuethatisboundtoariseintheassessmentofcollaborativeworkconcernsthatoffairness.MulliganandGarofalo(2011)conductedacollaborativewritingcoursewithJapaneseuniversitystudents,andoverallreceivedverypositivecommentsfromlearnersastothebenefitsofthatapproach.However,whenconsideringthesmallnumberofnegativecomments,themaincomplaintwasthatgradingwasunfair.Inparticular,somelearnersfeltcheatedbecausetheyhaddonemostofthework,andyettheyreceivedthesamegradeastheirpartner.Wehavenotfoundthistobesuchamajorproblem,perhapsbecauseourstudentswereingroupsofthreeormore,ratherthanpairs,whichcreatesadifferentdynamic.However,anyattempttousecollaborativeworkforassessmentpurposeswillneedtotakethisissueseriously.

Whenconsideringalltheabove,thereareanumberofoptionsforteacherswishingtoimplementaSCTinformedapproachtowritingassessment.Firstly,studentscouldworkinpairsorgroupstoproduceapieceofwrittenwork,ratherthanworkingontheirown.Greaterlearningwouldbeexpectedifcollaborationoccurredatallstagesofthewritingprocess,frombrainstormingandplanning,throughtoorganising,draftingandediting.Althoughawardingajointgradeforthefinishedproductwouldlikelyleavesomestudentsfeelingcheated,thiscanbeassuagedbyhavingstudentschoosetheirownpartnersandalsobychangingpartnerswitheachnewassignment.Studentswouldthenbeabletopairupwithsomeonetheyfeltcomfortableworkingwith,andyetiftroubledidarise,theywouldhaveachancetoswitchpartnersforthesubsequentassignment.

Whengivingfeedbackonthesegroupassessmenttasks,effortshouldbemadetokeepthefeedbackimplicit(seeAppendixAforanexample).Doingsoprovideslearnerswiththeopportunitytoengagewiththeirpeersandpooltheirresourcestoidentifythespecificsofeacherror.Whilecorrectivefeedbackshouldbeimplicit,thecriteriaandstandardstobeappliedinassessmentneedtobeclearandexplicit.Rubricsareperhapsthemosteffectivewayofdoingthis.Witharubric,theoftenhiddengoalsofthecurriculumaremadeclearer,andstudentsareabletoevaluatetheirownprogressandmakeplanstoprogresstowardsthenextlearninggoals(Jonsson&Panadero,2017).

Afinal,perhapsradical,optionistoallowtheuseofdictionariesandsmartphonesduringexams.HavingaccesstothesetoolswouldfacilitateopportunitiesforaZPDtoemergeaslearnersutiliseobject-regulation,thustransformingapurelysummativeexamintoopportunitiesforlearning.

ConclusionSinceitsintroductiontothewestinthe1960s,SCThasbeeninformingandguidingmucheducationalresearchandpractice,providingaclearparadigmthroughwhichteachingandlearningcanbeunderstood.ThepreponderanceofcommunicativelanguageteachingapproachesinclassroomsacrossJapanhasitsrootsinSCT.However,whileSCThasundergirdedtheteachingofmanylanguageskills,itscontributiontothewritingclassroomhasbeenrelativelymuted.Furthermore,fromourextensiveexperienceinJapanesehighschoolsanduniversities,writingis,forthemostpart,taughtandassessedasanindividualactivity.Asidefromtheprevailingeducationaltraditioninwhichwework,thereisnoreasonwhythisshouldbethecase.Collaborativewritingandassessmentisnotonlysupportedbytheorywhichsuggeststherearemanybenefitsforlearners,butitisalsomorereflectiveofreal-lifepractice.Itisnotouraiminthisshortarticletoarguethat



suchanapproachissuperiortoothers,butratherwehopethattheideaspresentedherewillcontributetopromotingthetheoreticalbenefitsofcollaborativewritingforlanguagelearnersandassistinprovidingteacherswithaframeworkbywhichtoimplementsuchanapproach.

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Jonsson,A.,&Panadero,E.(2017).Theuseanddesignofrubricstosupportassessmentforlearning.InD.Carless,S.Bridges,C.KaYukChan,&R.Glofcheski(Eds.),Scalingupassessmentforlearninginhighereducation(pp.99-111).Singapore:Springer.

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Lantolf,J.,&Appel,G.(1994).Theoreticalframework:AnintroductiontoVygotskianperspectivesonsecondlanguageresearch.InJ.Lantolf&G.Appel(Eds.),Vygotskianapproachestosecondlanguageresearch.NewJersey,NJ:Ablex.

Lantolf,J.,&Pavlenko,A.(1995).Socioculturaltheoryandsecondlanguageacquisition.AnnualReviewofAppliedLinguistics,15,108-24.

Lantolf,J.,Thorne,S.,&Poehner,M.(2014).Socioculturaltheoryandsecondlanguagedevelopment.InB.VanPatten&J.Williams(Eds.),Theoriesinsecondlanguageacquisition:Anintroduction(pp.207-26).NewYork,NY:TaylorandFrancis.

Lee,I.(2014).RevisitingteacherfeedbackinEFLwritingfromsocioculturalperspectives.TESOLQuarterly,48(1),201-213.

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AppendixAImplicitWCF

Thesentenceishighlighted,indicatingthatagrammaticalerrorhasoccurredwithinthesentence.Thecorrectformoftheerrorisnotprovided.Thetypeoferroranditslocationmay,ormaynotbeprovided.Inthefollowingexample,ithasnotbeenprovided.

Igotothebankyesterday.

Inthefollowingexample,thetypeoferrorandlocationisprovided:

ExplicitWCF

Thelocationandcorrectformoftheerrorisprovided.


Learning Learning 『学習の学習』 26 (2): LD SIG GRANT AWARDEE REPORTS

WhatILearnedfromAttendingMyFirstConference

MikiIwamotoEmail:<[email protected]>Master’sProgram,TempleUniversity,JapanCampusBeforeattendingmyfirstconference,Ihadnoideaaboutwhataconferencewouldbelike,andthereweremanythingsIwantedtoknowanddothere,suchaspresentingatthepostersession,meetingnewpeople,andlearningaboutusefulideasformylessons.ThebiggestthingIwantedtodowastolearnusefulandeffectiveactivitiesformylessons.AsanEnglishteacherinapublichighschool,Ifacesomeconstraints,suchasnotenoughequipmentintheclassroomoralargenumberofstudentsinoneclass.Ihavetriedsomeactivitiesinmylessons,suchasdictationsorpairconversations,andtheseactivitiesusuallyworkedwellatfirst,butstudentswereboredafterseveraltimesbecausetheywantedtotrynewthings.Therefore,atthisconference,Iwantedtofindoutaboutmoreactivitiesthatareespeciallyusefulforgrammarorvocabularylearning,andalsoIwantedtotalkabouteffectivelearner-centeredactivitieswithotherEnglishlanguageteachers.

Overall,themostinspiringaspectoftheconferencewaslisteningtothevariouspresentations.Becauseofmycontext,Iusuallyshareideasforlessonsonlywithotherhighschoolteachers.Forexample,evenwhenIjoinin-servicetrainingprograms,whichareusuallyorganizedbymyBoardofEducation,onlyhighschoolteachersarepresent.Thatkindoftrainingshowsususefulclassroomtechniques,suchashowtousetechnologyeffectivelyorhowtoconductlessonsforpresentations.Thesearealsogoodopportunitiestoimprovemyteachingskills,butwhatwediscussinthetrainingisfocusedononlyhighschool,andIwantedtoheardifferentideasoropinionsfromteachersoutsideofthehighschoolsystem.ThroughouttheJALT2018conference,Icouldnotonlymeetpeoplefromvariousteachingcontexts,butIcouldalsolistentovariouspresentationsfromthesepeople.EventhoughIwasnotsurewhatIwasinterestedinspecifically,thereweremanydifferenttypesofpresentations,soIcouldlearnalot.Thereweremanypresentationsconductedatthesametime,soitwasdifficulttochooseone.Amongthemanypresentations,Ifocusedontheonesaboutclassroomactivities.Asaresult,Icouldlearnaboutusefulactivitiesforgrammarpracticeandlistening.

Intermsoftheactivityforgrammarpractice,Ilistenedtotwointerestingpresentations.OnewasapresentationbyImogenCustance,SentenceTennis:PushingComplexityinProduction,whoexplainedanactivityinwhichstudentsaredividedintotwogroupsandtrytomakelongersentencesthantheothergroup.Whenwetriedthisactivityduringthepresentation,Inoticedthatbecausepeoplefocusondifferentpartsofthesentencetomakeitlongerandmoredetailed,studentscanlearnfromeachother.Ithoughtthisactivitycouldbeeffectiveformystudentstooifthefirstprovidedsentenceisnottoodifficult,especiallyconsideringmystudents'proficiencylevel.Inaddition,throughthisactivity,studentscannoticethattheyhavedifferentpointsofviewanditcanhelpthemtounderstandthedifferencesbetweeneachother.

Intheotherpresentation,AResearch-BasedApproachtoTeachingGrammarbyTomokoNemotoandDavidBeglar,Ilearnedausefulideaaboutcheckingstudents'answers.Becausethereare40studentsinmosthighschoolclassrooms,checkingallthestudents'answersisnotrealistic.Inthispresentation,thepresenterexplainedhowtoconductpeercheckingeffectivelyeveninabigclass.Firstly,studentsworkonthegrammar


LD SIG GRANT AWARDEE REPORTS | LD SIG 研究助成

Learning Learning 『学習の学習』 25 (2): LD SIG GRANT AWARDEE REPORTS

questionsfromtheirtextbooks.Secondly,studentschecktheiranswersinpairs,andiftherearedifferences,studentscanasktheteacherforthecorrectanswer.Therefore,theteachercanunderstandwhichquestionsstudentscannotanswercorrectlyandfocusonexplainingtheseanswers.

Inaddition,Ialsolearnedaneffectiveactivityforlistening.Inthepresentation,ASystematicApproachtoTeachingListening,AndrewBlythpresentedanactivitywithdetailedproceduresandmanyrepetitionsofthesamedialogue,soitwouldbeeasytoadaptitformyownstudents'proficiencylevel.Thoughwedidnothaveenoughtimetotrythisactivityforourselves,itwaspossibletoconductthesameactivitywithhandoutsfromthepresentation,orwecoulddownloadslidesfromthepresenterwebsite.

Iwassurprisedattheopennessofthepresenters.Ihadanimagethatpresenterswouldbedistantfromme,buttheywereallfriendlyandmanyofthemgavemetheircontactinformation,socommunicatingwiththemoraskingquestionsismucheasierthanIthought.Moreover,Icouldgetusefulmaterialsformyownteachingcontext.

Duringtheposterpresentations,IhadanopportunitytolistentooneposterpresentationaboutusefulappsforclassroomlearningattheApps4EFLwebsite(https://www.apps4efl.com).Oneapponthewebsiteshowsagrammarorvocabularyquestionwithfourmultipleanswersonthescreen,andstudentscanusetheirphonestoanswerthequestions.Withthisparticularapp,manystudentscanworkonthesamequestiontogether,andteacherscanunderstandhowmanystudentsgetcorrectanswers.EventhoughtherearesomeconstraintssuchasnointernetornoTVinmosthighschoolclassrooms,IreallywanttotrytheseappsforgrammarorvocabularylearningwithmystudentsifIhaveanopportunity.Becausethepostersessionwas90minuteslong,Icouldtalkwiththepresentersmorethanatotherpresentations,whichwereonly20minuteseach.

TheothergoodexperiencethatIhadattheconferencewasmeetingnewpeople.Forhighschoolteachers,becausetherearenotmanyopportunitiestotalkwithpeoplewhoteachindifferentcontexts,itwasanewexperienceformeandagoodchancetocreateconnectionsanddeepenmyknowledgeaboutlanguagelearning.Inaddition,thepeopleImetattheconferencewereallfriendly,andopen-mindedwhenlisteningtootherpeople'sopinions.Therefore,itwaseasyformetoexpressmyopinion.

Overall,IamreallygladIcouldjointheconferenceandI’dliketothanktheLDSIGforgivingmethisopportunity.DuringthosetwodaysatJALT2018,Iwasabletogetsomeusefulideasformyhigh-schoollessonsandmeetpeoplepassionateabouteducation.Nexttime,Iwouldliketotakepartintheconferencemoreactively,listentootherinterestingpresentations,andtrytodoapresentationbymyself,aswell.


https://www.apps4efl.com

Learning Learning 『学習の学習』 26 (2): Looking Back

2019PanSIGLearnerDevelopmentSIGForumReflections RobertMorelLDSIGProgramsTeam

Thisyear’sPanSIGLearnerDevelopmentForumatKonanUniversityinNishinomiyahadaselectionofthought-provokingpresentationsrelatedtosecondaryandpost-secondaryeducation.TheforumkickedoffwithStaceyVye’spresentation“UniversityStudentsBringUstoTheirSecondaryEnglishClassroomsinJapan,”addressingstudentperceptionsoftheirsecondary-schoolEnglishclasses.Next,AnitaAdenillustratedtheimportanceofgivingstudentsspaceforout-of-classEnglishcommunicationin“DevelopingCommunicativeCompetenceinSocio-CulturalSettings.”Inthethirdandfinalpresentation,“DrawOutYourGoal:AutonomousGoal-settinginanEnglishSelf-directedCourse,”IvanLombardiandChristopherHennessyshowedthepotentialofastructured,self-directedlearningcoursetoincreasestudentautonomy.Theforumendedwithanopendiscussionofideasandlearner-developmentissuesrelatedtothepresentationsthatcontinuedwellintolunchtime.

AsamemberoftheLDSIGprogramsteam,theonlydownsidewasthesmallnumberofattendees.Itissomewhatfrustratingtohaveasmallcrowdforsuchwell-researchedandputtogetherpresentations.DrawingmoreattendeestotheLDSIGforumsatPanSIGandJALTCALLconferences,atleastthoseoutsideofTokyo,remainsachallengewearetryingtoaddress.

Onapersonalnote,themostinterestingexperienceformewasaftertheconference.Sincethethreepresentationsseemedtoflowintooneanothersowellwedecidedtowriteapaperbasedontheforum.This,myfirsttimeworkingonapaperwithateam,hasbeenagreatlearningexperience—jugglingnotjustschedules,but(overthesummer)timezones.Iamluckytohavehadagreatgroupofpeopletodothispaperwith.ItspeakstowhatIfeel

isoneofthestrengthsoftheLDSIG,andJALTingeneral:thesupportiveandconstructivewaysinwhichpeoplegetinvolvedandcollaborate.Itmakesmehappytobeinaprofessionandfieldwherecollaborationandhelpingcolleagues,aswellasstudents,isthenorm.

StaceyVye,UniversityStudentsBringUstoTheirSecondaryEnglishClassroomsinJapan AttheKobePanSIGForum,Iwasinterestedinthecontrastsbetweenthelearnersinmystudywhodidnotexperienceaself-directedcurriculumandthelearnersdescribedintheothertwoForumworkshopswhowereprovidedsupportivelearnerdevelopment.ForumparticipantsChrisHennesseyandIvanLombardi,andAnitaAdenbothofferedscaffoldedframeworksforuniversitystudentstoexploretheirlearnerautonomyandengagedinactivemeasurestosupportlearnerstocommunicateinEnglishatthelearners’specificinterestlevel.Mymini-Forumworkshopretrospectivelydetailedeightlearners’perceptionsabouttheirsecondaryschoolexperiencesintheirEnglishclassroomsbeforetheyentereduniversity.Theselearnersexplainedtheirclassesweretightlycontrolledbytheteachers,werenotlearner-centered,andprimarilytaughtintheJapanesewithfewopportunitiestocommunicateoruseEnglishinEnglish.TheirperceptionsabouttheirsecondaryEnglishlearningexperiencestodifferentdegreesnegativelyimpactedtheirperceptionsabouttheirEnglishproficiency.

WhenpreparingfortheLDSIGForum,IenvisionedthatIwouldbringoutmoretheindividualvoicesoftheparticipants.However,thequestionsthatcameupintheforumdiscussionsrelatedtothegeneralconcerns,theperceptionsofthelearnersinthestudy,andmyrecommendationsbasedontheresearchchangedmyfocus.Therefore,IprovidedmoredetailsfirstabouthowthestudentsandIidentifiedindependentlythattheirlearningmaterialsandclassroomactivitieswerenot,forthemostpartwerealignedwith


LOOKING BACK | 報告

Learning Learning 『学習の学習』 26 (1): Looking Back

learner-focusedcommunication.Second,IreportedthatthelearnerswantedmoreopportunitiestocommunicateinEnglish,whichwouldbeincloserkeepingwiththeMinistryofEducationinJapan’s2020curriculumreforms.Third,Iadvocatedformoreteacher-traininginsizeandscope,withamplematerialsforteachersandstudentstofacilitateactivecommunication.MoreeffortonaconsiderablescaleisneededbytheMinistrytoboostmetacognitivelearning,robustlearnerandteacherself-efficacy,andpositiveepistemicopportunitiesforstudentslearningEnglishtoreducepotentialforeignlanguagelearninganxietyinsecondaryschools.Subsequently,IhavebeenworkingonpapersandprojectsthathighlightthevoicesofthelearnersinthestudybecausetheywentatgreatlengthstocommunicateinEnglish.

Afterpresenting,IlearnedabouttwoinvaluableframeworkswhereuniversitystudentsengageinlearningEnglishbasedonAnita’s,andthenChris’sandIvan’sForumpresentations.Anitahasbeenfacilitatingmeaningfulandauthenticsocialinteractionsbypromotingcommunicativecompetenceviaout-of-classlunchexchangeswithspeakersofEnglish.Speakingwithinternationalstudentsandteachersbyallindicationshasboostedthelearners’efficacyandself-confidencethroughtheexperiences.ChrisandIvandetailedaself-directedlearningcoursewherethestudentshaveadedicatedclasstolearnEnglishthattakesintoaccountthelearners’preferencesinaself-accesscenter.Thewell-thought-outactivitiesChrisandIvansuggestedfortheirstudentswerechosenbasedonlearnerinterestandwerecategorizedbythefourskillsoflistening,speaking,reading,andwriting.Attheconclusionofthecourse,thestudentsreflectedontheirlearninggoalsandcreatedelaborateandcolorfulpostersthatdetailedtheirlearningjourneyforfurtherstudy.WhenIattendedbothpresentations,IwishedtheuniversitystudentsinmyresearchcouldhavejoinedAnita’sandChris'sandIvan’sEnglishcoursestoexperienceautonomousandauthenticlanguagelearning.

AnitaAden,DevelopingCommunicativeCompetenceinSocio-CulturalSettings AmongthepositivetakeawaysthatIexperiencedfromtakingpartinthePanSIGLDforumwereinsightfuldiscussionswithLDSIGcolleaguesandconferenceattendeesonthethemeofautonomouslanguagelearning.Wediscussedcurrentconditionsrelatedtouniversitystudents’needsformorelanguageoutputopportunities,citingspecificapplicationsofautonomouslanguagelearninginStaceyVye’sresearchfindingsonstudents’perceptionsoftheirlanguagecompetency,andChrisHennessyandIvanLombardi’semphasisonactivelearningtasksinaself-accesssetting.Thesepresentationscombinedwellwithmyownsocioculturallyinformedprojectofcreatinganout-of-classspaceduringlunchbreaksforuniversitystudentstotalkabouttheirpersonalinterests.Isharedaboutthebenefitsofpreparingasemi-structuredplanthatcanbeeasilyadaptedtowhoeverparticipatesinthelunchsession.Feedbackfromstudentsthroughanonymoussurveysattheendofeachsessionstrengthenedtheirvoicetoexpresspointsforimprovementandsatisfactionwiththelunchtimeformat.

FromtheprofessionaldevelopmentdiscussionsduringtheLDSIGforum,Iwalkedawaywithnewideasofhowtocollaboratemorewithuniversitystudents,suchasaddingQRcodestolessonsforfeedbackandlinkingfollow-upactivitiestoassignmentsforfurtherstudy.Specifictoautonomouslanguagelearning,theemphasisonincreasingstudents’opportunitiestocommunicateinEnglishneedsfurtherdiscussion.Ibelievestudentsneedmorecommunicativecompetence-stylechancestouseEnglishintheirdailylivesduringuniversity.Encouragingstudentstofindwaystouselanguageout-of-classhelpsthembecomeautonomouslearners.

.


Learning Learning 『学習の学習』 26 (2): Looking Forward

LearnerDevelopmentSessionsatJALT2019

ValidatingtheLanguageMindsetsInventoryCollett,Paul-ShimonosekiCityUniversity;Berg,Michael-UniversityofLiverpoolSat,Nov2,11:00AM-11:25AM;1104IFormat:Research-OrientedShortPresentationThepresenterswillprovideanoverviewofthelanguagemindsetinventory(LMI)(Lou&Noels,2017),outliningthedevelopmentandtestingofaJapanese-languageversion.Factoranalysis,validity,andreliabilityoutcomessuggestpositivefunctionalequivalencebetweenthetwoversions.Resultssuggestthisisaneffectivemeasurementtoolforlearneragencyandbeliefs.WewilldiscusshowtheLMIcanhelpprovideabetterunderstandingoftheapplicabilityofthemindsetconstructtoFLLinJapan.

TheImpactofTutoringonESLLearners'WritingSchaffer,Seneca-CaliforniaStateUniversity,ChicoSat,Nov2,11:35AM-12:00PM;1104IFormat:Research-OrientedShortPresentationToenhanceESLtutoring,thismixed-methodresearchexaminedtheimpactonesemesterofone-on-onetutoringhadonlinguisticerrorspresentinthewritingofthreecollege-levelESLstudents.Datagenerallyshowedthattheemployedtutoringapproachesencouragedtheacquisitionoflinguisticfeaturesanddecreasedtheirerroroccurrence,especiallywithincreasedtutoringsessions.However,differingparticipantoutcomespromptedtriangulationofquantitativeandqualitativedatawhichfurtherilluminatedvariablescrucialtotutoring'slanguageacquisitionpotential.


LOOKING FORWARD | 今後のイベント


Re-Examining"Silence"inMulticulturalClassroomsItoi,Kiyu-RitsumeikanAsiaPacificUniversitySat,Nov2,12:10PM-12:35PM;904IFormat:Research-OrientedShortPresentationThispresentationreportstheresultsofaqualitativestudythatusedsemi-structuredinterviewstoexaminetheoralandnon-oralparticipationofaculturallydiversegroupofstudentsinaninternationalgraduateprograminCanada.Thevariousmodesofparticipationemployedbythestudentswillbediscussed,aswellasthepedagogicalimplicationsofthesefindingsformulticulturalclassrooms.

DifferentiatedInstructioninthePhil.ClassroomAtendido,Editha-DepartmentofEducation,Gen.TriasCity;Columna,Ma.Glecita-DepartmentofEducation,Gen.TriasCitySat,Nov2,12:10PM-12:35PM;1108IFormat:Practice-OrientedShortWorkshopThispractice-orientedworkshopisintendedtosharethepracticesofFilipinoteachersinutilizingdifferentiatedinstructioninteachingEnglish.ItsmaingoalistoprovideanoverviewofhowdifferentiationmaybedoneinaclassroomwithdiverselearnersandsharethepracticeofFilipinoteachersinusingtheapproachinaPhilippinesclassroom.

ANewsletterProjectforSelf-AccessLearningParsons,Andre-HokkaidoUniversityofEducationSat,Nov2,12:10PM-12:35PM;1110IFormat:Practice-OrientedShortWorkshopWhileself-accesslanguagelearningisoftenassociatedwithaphysicalspace,itisnotnecessarilyrequired.Thispresentationwilldescribeanexternalself-accesslanguagelearningactivityintheformofanewsletterwrittenanddesignedbystudentswiththesupportofthepresenter.Attendeeswilllearnwhatisinvolvedincarryingoutsuchaprojectandbeabletoviewsamplenewsletters.

TeachersandLearnerAutonomy:AMetaphorAnalysisElliott,Darren-NanzanUniversitySat,Nov2,12:45PM-1:10PM;1104IFormat:Research-OrientedShortPresentationThismixed-methodsstudyexaminestheconnectionsbetweenlanguageteachers'metaphorsforlanguagelearning,andtheirbeliefsandbehavioursinfosteringlearnerautonomywithtwomainresearchquestions;Whatarethepersonalandinstitutionalfactorswhichaffecthowlanguageteachersfosterautonomouspracticesintheirlearners?How,ifatall,dothemetaphorsteachersusecorroboratetheirself-reportedbeliefsandpracticesinregardtolearnerautonomy?

SMARTGoalsandTransferofPresentationSkillsHaugh,Denise-KyotoUniversityofForeignStudiesSat,Nov2,12:45PM-1:10PM;1109IFormat:Research-OrientedShortPresentationSpecific,measurable,attainable,relevant,andtimebased(SMART)goalstrackandprovidestructuretogoalsetting.Theyconsistoftheintermediarystepsthatunderliesuccessfuloutcomes.Thistool,inadditiontoDornyei's(2005,2009a)L2motivationalselfsystemisthebasisofonecoursedesignonhowpresentationskillscouldcultivatethe"Icandothis!"attitudeforspeakingEnglish,notonlyinanacademiccontextbutintheworldatlarge.

VisibleThinking:RoutinesforEngagingLearnersHealy,Rhian-SouthMetropolitanTAFE;Atkinson,Antony-LexisPerthSat,Nov2,1:20PM-1:45PM;1104IFormat:Practice-OrientedShortWorkshopVisiblethinkingroutinesprovideESLteacherswiththetoolstocreateamoreengaginglearningexperienceforstudents.Theseroutineshelptomakelearningmorerelevant,deepenunderstanding,andencourage



studentstoengagewithcontentinamoremeaningfulway.Makingtheseroutinesapartofeverydayclassroomactivitieswillfostercollaborationandincreasestudentmotivation.Thisworkshopwilldemonstrateusefulroutinesthatshouldbeapartofeveryteacher'stoolkit.

WhatWeKnowAboutSelf-AssessmentButler,YukoGoto-UniversityofPennsylvaniaSat,Nov2,4:25PM-5:25PM;901IFormat:Research-OrientedLongPresentationSelf-assessmenthasreceivedincreasingattentionamongeducators.Despiteitspopularity,concernshavebeenraisedregardingitssubjectivityandaperceivedlackofaccuracy.Idiscussthestatusofourunderstandingofself-assessment.Iarguethatcommonlyaddressedconcernsregardingsubjectivityandaccuracystemprimarilyfromameasurement-orientednotionofassessmentoflearning.Drawingfrommyresearchamongyounglearners,Idiscusshowself-assessmentcanbeusedtodirectlyassiststudents'learning.SponsoredbyTokyoJALT.

ActiveLearningasaPolicyforTransformingLivesBarr,Blair-OtsumaUniversity/TamagawaUniversity;Asami,LornaS.-KeisenUniversity;Ashwell,Tim-KomazawaUniversity;Barfield,Andrew-ChuoUniversity;Edsall,DominicG.-RitsumeikanUniversity&UCLInstituteofEducation;Hurrell,Ian-RikkyoUniversity;Ikeda,Ken-OtsumaWomen'sUniversity;Ishinuki,Fumiko-KumamotoGakuenUniversity;Iwai,Kio-RikkyoUniversity;Kasparek,Nick-InternationalChristianUniversity;Kiernan,Patrick-MeijiUniversity;Kojima,Hideo-BunkyoUniversity;Morgan,Jenny-SophiaUniversity;Onoda,Sakae-JuntendoUniversity;Sykes,Joe-AkitaInternationalUniversity;Taylor,Clair-GifuShotokuGakuenUniversity;Tomita,Koki-SokaUniversity;Yang,Fang-Ying-NationalChiaoTungUniversitySat,Nov2,5:00PM-6:30PM;1002ILearnerDevelopment(LD)SIGFORUM"TellmeandIforget.TeachmeandIremember.InvolvemeandIlearn"(Xiang,818).PresentationsintheLearnerDevelopmentSIGForumwillcriticallyexplorewhathappenstolearnerswhenparticipatinginactivelearning.Inadditiontoconsideringactiveapproachesinpractice,topicswillexamineactivelearninginpolicy,online,throughindependentresearch,experiences,andasatheoreticalconcept.TimedroundsofinteractivepresentationswillbefollowedbyreflectionfortheSIG'snewsletter.

PracticalTeachingStrategies:AcademicSourcesChambers,Jeremy-TempleUniversitySun,Nov3,9:15AM-9:40AM;1104IFormat:Research-OrientedShortPresentationWhenstudentsareaskedtofindsourcestosupporttheirwriting,theprocesstheygothroughtofindsomethingworthwhilewillgreatlydifferbetweenindividuals.Thereisadifferencebetweenasimple"Googling"ofsomethingandtheprocessoffindingqualityinformation.Thispresentationwillhighlightpracticalteachingstrategiestohelpstudentsnavigateonlinedatabasesmoreeffectively.

Peer-ModelledVideoforLanguageLearningLivingston,Matthew-TokaiUniversity;Shrosbree,Mark-TokaiUniversitySun,Nov3,9:50AM-10:15AM;1104IFormat:Practice-OrientedShortWorkshopVideofeaturingactualstudentsperforminglanguage-learningactivitiescanproviderealisticandrelatablepeermodelsofbehavior.Whenstudentswatchstudentsperformingwell,theyarelikelytolearnmoreandgainagreatersenseofself-efficacy.ThisworkshopwilloutlinewhyandhowvideosfeaturingstudentshavesupportedlearnersinaGlobalSkillscurriculum.Inordertohelpteachersinterestedinmakingtheirownvideos,eachstepofthevideocreationprocesswillalsobeexplained.

LearnerDevelopmentSIGAGMNakai,Yoshio-DoshishaUniversity;Tomita,Koki-SokaUniversitySun,Nov3,11:45AM-12:45PM;1103IFormat:Meeting



AcceleratingLiteracyGrowthforELL/EALStudentsHousley,LeeAnne-ACHIEVE3000;Goodman,Harris-ACHIEVE3000Sun,Nov3,3:25PM-4:25PM;906IFormat:Practice-OrientedLongWorkshopIPromotionalPresentationWeexplorehowonline,differentiatedliteracyinstructioncreatesacceleratedliteracygrowthwhilepromotinglearneragency.Weprovidestrategiestoengageallstudentsintheirownlearningprocessthroughprovisionofpersonalizedlearning,engagingresourcesattheirprecisereadinglevel,opportunitiestoreflectonwhattheyarelearning,andindependentpracticesdrivenbydata.Wediscusstheimportanceofstudentsreadingavarietyoftexts,havingcollaborativediscussionsaboutcontent,andwritingaboutconnectionstheymade.

DevelopingWritersandTheirMetaphorsHead,Ellen-MiyazakiInternationalCollegeSun,Nov3,5:10PM-6:40PM;1002IFormat:PosterSessionThisposterpresentationdescribesaprojectdesignedtoenhancefirstyearstudents'creativityandengagementbyteachingthemasetofpeercoachingquestionsrelatedtouncoveringtheirmetaphorsforlearning.Thepresenteraskedstudentstopeercoacheachotherinasmallgroupandrecordtheprocessinlearningjournals.Theclasswasencouragedtoreflectontheimplicationsoftheirmetaphors.Theprocessofpeerinfluencewillbeanalyzedascomplexdynamicsystem.

PassionProjectJournalingintheEFLClassroomKambara,Judith-OkayamaUniversitySun,Nov3,5:10PM-6:40PM;1002IFormat:PosterSessionAfterobservinglacklusterresultswithstudentjournalingonprescribedtopics,Iintroducedpassionproject-stylejournalinginmyfirst-yearuniversityEnglishclassesforgenerallisteningandspeaking.Studentswereaskedtojournalfortheentiretermaboutatopicinwhichtheyarealreadyinterestedoronetheywouldliketoexplore.Resultsshowedmarkedincreasesinaveragewordsperentryandtopicengagement.Thishasimplicationsforpromotingliteracyandlearnerautonomyinlanguagedevelopment.

TheSALCSeries:PromotingIndependentLearningKirchmeyer,Branden-SojoUniversitySun,Nov3,5:10PM-6:40PM;1002IFormat:Practice-OrientedShortWorkshopThisposterprovidesanoverviewofaprogramcalledthe"SALCSeries"whichwasdevelopedtostrengthentheconnectionbetweenauniversity'sEnglishprogramandtheself-accesslearningcenterbysystematicallyincorporatingexplicitinstructionofindependentlearningstrategiesandresourcesintothepre-existingcurriculum.Theposterwillgraphicallyillustratetheprogram'sdevelopmentalhistory,theseries'structure,keyconceptsandtasks,andstudentusagedata.

TranslanguagingPracticeinEFLClassroomsSato,Manami-ECCForeignLanguageInstituteSun,Nov3,5:10PM-5:35PM;1104IFormat:Research-OrientedShortPresentationTranslanguagingistheprocesswheremultilingualspeakersusetheirlanguagesasanintegratedcommunicationsystem.InEFLclassroomsinJapan,learnersuseEnglishorJapanesewhensummarizing,opinion-sharingoractivitiesinallthefourskills,whichisquitedifferentfromtranslationorcodeswitching.Translanguagingcanbemoredynamicandfluid.Withtranslanguagingpractice,learnersmightacquiredeeperunderstandinganddevelopfluency.



EffectsofAnxietyonEngagementandEfficacyMurrell,Hudson-BaikoUniversity;Case,Stephen-BaikoUniversitySun,Nov3,5:45PM-6:10PM;1104IFormat:Research-OrientedShortPresentationThispresentationexaminesthelinkbetweenstudentanxietylevelsregardingdifferentaspectsofafour-skillslanguagecourseandhowtheiranxietylevelsaffecttheirengagementwithandperceivedefficacyoftasks.

ACloserLookatLanguageLearningStrategiesWood,Joseph-NanzanUniversityMon,Nov4,9:15AM-9:40AM;1108IFormat:Research-OrientedShortPresentationThispresentationwilldiscusssurveyandinterviewdatafromanadvanced-levelEnglishclassof18second-yearJapaneseuniversitystudentsconcerningtheiruseofLanguageLearningStrategies(LLSs).Itwillalsodiscussdataresultsfromalower-levelclasswhowereintroducedtotheLLSsthattheadvancedclassreportedtohaveusedandrecommended.Itwillendwithadiscussionconcerningtheimportanceofstrategytrainingandprovidepracticalideasonhowtodoit.

LessonsFromSuccessfulLearnersKiernan,Patrick-MeijiUniversityMon,Nov4,9:50AM-10:15AM;1108IFormat:Research-OrientedShortPresentationThispresentationintroducestheattitudesofaclassofadvancedEnglishlearnersatuniversitytolanguagelearning.Thestudentsconductedhour-longpeer-peerlearninghistoryinterviews.Theinterviewswereexploredthroughadetailedqualitativemultimodalanalysisoftheinterviewsthatfocusedoncommunityvaluesusingacommunitiesofpracticeframework.Thefindingssuggestapositionatoddswiththetypicalprioritiesoflanguageeducationatuniversitybutinsupportofstudyabroad.

UsingConceptMapstoFacilitateEAP/EFLSpeakingWang,Yu-Xi'anJiaotong-LiverpoolUniversityMon,Nov4,10:25AM-11:25AM;1108IFormat:Practice-OrientedLongWorkshopThisstudyaimstoreportanattempttoinvestigatethecorrelationbetweenreflectivelearningandEFLlearners'speakingproficiencyfromanempiricalresearchonusingconceptmapinEAPcourses.Thepresenterwillfirstlyintroducehowandwhyconceptmapshavebeenusedfromthreeaspects:L2knowledgereflectionandconsolidation,Confidencebuilding,andLearnerAutonomyRaising.ParticipantswillalsolearnhowtodesignanddevelopaCM-relatedspeakingactivity/curriculumfromahands-onpractice.

AutonomyandICT:TheCurriculumReforminFinlandYoshimuta,Satomi-KwassuiWomen'sCollege(April,2019-);Sugihashi,Tomoko-ShowaWomen'sUniversityMon,Nov4,11:35AM-12:00PM;1108IFormat:Research-OrientedShortPresentationThispresentationwilldescribeFinland'scurriculumreformandclassroompracticefromAugustof2016,whichendeavorstomaximizelearnerautonomy.Itwillfirstoutlinetheissuesaroundtherecentrevisions,nextillustratehowhighschoolteachersputthemintopracticewithanemphasisontheuseofICTandflexibleassessment,andlastlypresentpracticalimplicationstotheJapaneseeducationalsettings,whichwilloffernewinsightsforteacherswhovalueautonomy.

UsingWordCardstoFosterCreativeThinkingSkillDavis,R.Alan-McGraw-HillEducationMon,Nov4,12:10PM-12:35PM;1108IFormat:Practice-OrientedShortWorkshopCreativityiscriticalforsuccessin21stcenturyprofessionalandacademicenvironments.Duetothis,teachersaresometimesaskedtoincorporatecreativethinkingdevelopmentintotheirlessons.Thismaybechallengingforteacherswhodon'tseeanaturallinkbetweencreativethinkingandtheirEnglishlessons.Inthis



workshop,wewillexplorethislinkandlearnsomepractical,easy-to-useactivitiestomakevocabularylessonsmorefocusedondevelopingcreativethinkingskills.

ExploringStudents'LearningBeyondtheClassroomMurase,Fumiko-RyukokuUniversityMon,Nov4,12:45PM-1:10PM;1108IFormat:Research-OrientedShortPresentationAlthoughlanguagelearningbeyondtheclassroomandclassroomlearningareequallyimportant.Theformercanoftenbeinvisibletoteachersasitliterallytakesplaceoutsidetheclassroom.Thisstudyaimstoexaminetherealityofstudents'Englishlanguagelearningbeyondtheclassroom,whicheventakesplaceoutsidetheinstitution,byadministeringanonlinequestionnairetofirst-yearandsecond-yearstudentsatauniversityinJapan.

CreatingCommunity:LearningTogether5(CCLT5)SundayDecember15th2019

CallforContributions(DEADLINENOVEMBER15th)CreatingCommunity:LearningTogether5”(CCLT5)isaninformal,supportiveconference,takingplaceonSunday,December15,from11:00-17:30atOtsumaWomen'sUniversity,Chiyoda-ku,Tokyo.この度の開催で５回目を数える「コミュニティの創造：共に学ぶ (CCLT 5)」は12月15日 11:00-17:30に東京都千代田区にある大妻女子大学行われるカジュアルでサポーティブなカンファレンスです。 Thisyear,weaimtohave“learningactively”asourcentralthemeandinviteyoutotakepartandexplorehowthisislinkedtolearnerdevelopment.今年のテーマを「アクティブに学ぶ」に設定しました。私たち主催者は、参加者の皆様が「どのようにLD SIGのテーマである『学習者の発達』と今年のテーマ『アクティブに学ぶ』を関連付けるのか」というワクワクした心でカンファレンスの準備を行なっています。 WewarmlyinviteproposalsfromstudentsandLearnerDevelopment(LDSIG)memberswhoareinterestedinreflectingontheirteachingandlearningexperiencesthisyearandsharinghowtheyhavedevelopedthroughtheseexperiences.そして、今回のイベントを通して学生、そしてLDSIGのメンバーが、学習者の（としての）発達を行なってきたかという振り返りを行う機会を得ることができれば幸いです。



WewouldliketohearfromLDSIGmemberswhohaveencouragedtheirlearnerstobemoreactiveinthelearningprocessandtakegreaterresponsibilityintheirlearning.Presentersmayfocuson:->Howtheyencouragetheirlearnerstolearnactivelyand/ortakeresponsibilityfortheirlearning?->andanychallengestheyfacedorinsightstheydiscovered?プレゼンテーションの作成する際に、LD SIGのメンバーには、「学習の積極的な参加を促す方法」、そして、「学習者が自身の役割を認識してもらう方法」を以下の点から考えていただければと思います。

1. 学習者に積極的に学習に取り組んでもらう方法や、自身の学習者としての役割を認識してもらう方法

2. 上記を達成する過程で経験した困難や、知見等。 Wewouldalsoliketohearfromtheirlearnerswhohavebeenabletolearnmoreactively.Presentersmayfocuson:->Howtheywereabletolearnactivelyand/ortakeresponsibilityfortheirlearning?->andwhattheylearntfromdoingso?学習者の皆様には、「より積極的に学習に取り組む方法」を聞くことができればと考えています。プレゼンテーションの中では以下の点を考慮に入れていただければ幸いです。

1. 学習者に積極的に学習に取り組む方法や、自身の学習者としての役割を認識する方法。 2. 上記を行なった過程で何を学んだか等。

Participantswillbeencouragedtotakepart,throughcommentingandaskingquestionsactively,andpresenterswillbeabletogainnewinsightsfromthis.Aftereachroundofpresentations,therewillbereflectioncirclesandpresentersandparticipantswillhavetheopportunitytodeveloptheirunderstandingtogether.参加者の皆様にはプレゼンテーション中にコメントや質問を聞くなど積極的に参加し、このイベントを通して少しでも多くの新たな知見を得ていただくことができれば幸いです。プレゼンテーション終了時には、振り返りグループをその場で設け、プレゼンターと参加者が扱われた内容に対する相互理解を深める予定です。 Bothstudentandteacherpresenterswillreceiveacertificateofparticipation,andtherewillbeanopportunityforbothtoshareawrittenreflectionoftheirexperiencesofparticipatingintheconferenceintheLDSIG’snewsletterLearningLearning.参加者の皆様には参加証として証明書が授与され、最後には今回のイベント全体の振り返りを行なっていただきます。また、LD SIGが発刊するニュースレター Learning Learning でその振り返りをシェアしていただければ光栄です。 Toregisterasapresenterandtosubmitaproposal,pleasecompletethefollowingform<https://forms.gle/idsS6CTkYkXBzNvw6>.Ifyouhaveaquestionorwishtocontacttheorganizers,pleasesendanemailto<[email protected]>,andwewillgetbacktoyouassoonaswecan.

プレゼンターとしてご参加を希望の方、またはプロポーザル提出の方は次のリンクをご確認ください <https://forms.gle/idsS6CTkYkXBzNvw6>。疑問や主催者への質問がある際には、次のメールアドレスにご連絡下さい<[email protected]>。


https://forms.gle/idsS6CTkYkXBzNvw6



Learning Learning 『学習の学習』 25 (2): Sig Matters

LearnerDevelopmentSIGFinancialReportApril2019toAugust2019 ThefirstpartofthisfinancialyearfromApril2019toAugust2019hasbeenprettyquietfinancially,withthemainfinancialtransactionbeingthereceiptofthepaymentfromJALTNational.Thispaymentisslightlyuponlastyear’spaymentbyalmost20,000yen(150,269->170,607).

Themainoutgoingsareupandcomingprincipallyintheformofpaymentstothisyear’sfivegrantrecipients,andexpensesfortheJALTnationalconference.FurtherdetailsoftheseexpenseswillbereportedattheSIG’sAnnualGeneralMeetingatJALT2019andinthenextissueofLearningLearning.

PatrickKiernan,SIGTreasurerEmail:<[email protected]>

Revenues:April,2019–August,2019/収入：2019年4月～2019年8月

JALTNationalPayment 170,607

Totalrevenue/収入合計 170,607

Expenses:April,2019–August,2019/支出：2019年4月～2019年8月

PAN-SIGPostage 5,908

Bankfees 108

TotalExpenses/支出合計 6,016

SIGfundbalance,August31,2019/SIG資金残高2019年8月31日

Balanceinbankaccount/銀行口座残高 326,735

Reserveliabilities/JALT本部預け金 200,000

Cashinhand/現金 4,804

Balance/合計 531,539


SIG MATTERS | インフォメーション


Writing for Learning Learning『学習の学習』応募規定

Deadline for Contributions to the Spring issue: February 15th

Learning Learning is the Learner Development SIG newsletter and is published online bi-annually, in the Spring and Autumn. It has a specific ISSN number (ISSN 1882-1103), and features cutting edge articles in various formats that relate to people’s ideas, reflections, experiences, and interests to do with learner development, learner autonomy, and teacher autonomy. Many different SIG members contribute to each issue of Learning Learning, and, by doing so, create a sense of shared community and learning together. Please feel free to contribute too and make connections within the SIG and beyond. 『学習の学習』はLD

SIGのニュースレターで、年に２回（春と秋）オンライン出版されています（ISSN 1882-1103）。学習者の成長、学習者と教員の自律に関するアイディア、省察、経験や興味に関連したさまざま形式の原稿を収録しています。SIGの多くのメンバーが『学習の学習』に寄稿し、共同体の意識を築き共に学習しています。どうぞ奮ってご投稿され、SIG内でのまたそれを超えた繋がりを築いてください。

Contributions / 寄稿

We encourage new writing and new writers and are happy to work with you in developing your writing. We would be delighted to hear from you about your ideas, reflections, experiences, and interests to do with learner development, learner autonomy, and teacher autonomy. これまでにない形式のもの、また新しい方々からのご投稿をお待ちしております。内容についてもぜひご相談ください。みなさまのご意見やお考え、ご経験、そして学習者の成長、学習者と教師の自律性に関することなど、ぜひお聞かせください。For

more details about formats and lengths (形式と長さ) of writing suitable for Learning Learning, please see

below. To upload your writing to the editorial team of Learning Learning, please use this link.

Formats and lengths / 形式と長さ

Learning Learning is your space for continuing to make the connections that interest you. You are warmly invited and encouraged to contribute to the next issue of Learning Learning in either English and/or Japanese. In order to provide access and opportunities for Learner Development SIG members to take part in the SIG’s activities, we welcome writing in different formats and lengths about issues connected with learner and teacher development, such as:『学習の学習』は会員の皆様に興味ある繋がりを築きつづけるスペースです。次号の『学習の学習』への日本語（もしくは英語、及びニ言語で）の投稿を募集しています。メンバーの皆様にSIGの活動にご参加いただきたく、形式や長さを問わず、学習者および教師の成長に関する以下のような原稿をお待ちしております。

Short articles on issues to do with learner/teacher development and autonomy /

学習者と教師の成長・自律に関する小論

#1: short individual articles (1,200 – 2,500 words)：小論（単著） (約3,600-7,500字)


http://ld-sig.org/learning-learning/

https://goo.gl/forms/shxkCIYvPnSM1DDs1

http://ld-sig.org/learning-learning-archives/


#2: short group-written articles (1,200 – 4,000 words)：小論（共著）(約3,600-12,000字)

Reflective writing about learning for learner/teacher development and autonomy /

学習に関する省察ー学習者と教師の成長・自律を目指して

#1: particular puzzles that you and/or your learners have about their learning, practices, development, autonomy, and so on, and inviting other Learning Learning readers to respond (1,000 words or more)：ご自身や学習者の悩み（学習、実践、成長、自律など）に関して、LL読者と一緒に考えましょう。(約4,000字)

#2: dialogue with (an)other SIG member(s) (1,000 to 2,000 words)：SIGメンバー同士の対話 (約4,000

字-8,000字)

#3: stories of learners becoming autonomous (about 500 to 1,000 words)：自律・成長する学習者に関する話 (約2,000字-4,000字)

#4: stories of your learning and teaching practices: success and failure (about 500 to 1,000 words)：学習・教育実践の成功談・失敗談 (約2,000字-4,000字)

Members’ voices / メンバーの声

#1: a short personal profile of yourself as a learner and teacher and your interest in learner development (about 500 to 1,000 words) ：学習者・教員としての自身のプロフィールと学習者の成長に関する興味 (約2,000字-4,000字)

#2: a story of your ongoing interest in, and engagement with, particular learner development (and/or learner autonomy) issues (about 500 to 1,000 words) ：学習者の成長や学習者の自律に関する興味や取り組み (約2,000字-4,000字）

#3: a short profile of your learner development research interests and how you hope to develop your research (about 500 to 1,00 words) ：学習者の成長に関する研究内容と今後の研究の展望 (約2,000字-4,000

字）

#4: a short profile of your working context and the focus on learner development/learner autonomy that a particular institution takes and/or is trying to develop in a particular curriculum (about 500 to 1,000 words)：教育環境の紹介、所属機関やカリキュラムにおける学習者の成長や自律に関する取り組み (約2,000

字-4,000字）



Research & reviews / 研究 & レビュー

#1: summaries and accounts of new graduate research (1,200 – 2,500 words) ：大学院での研究内容の要約やその振り返り (約2,400字-5,000字）

#2: proposals for a joint project/joint research (about 500 to 1,000 words)：協働プロジェクト・リサーチの提案 (約2,000字-4,000字)

#3: reports (of a conference presentation, research project, particular pedagogic practice, and so on, to do with learner development) (about 500 to 1,000 words)：レポート（学習者の成長に関する学会発表、研究プロジェクト、教育実践など）(約2,000-4,000字)

#4: reports of research in progress (about 500 to 1,000 words)：研究中間報告(約2,000字-4,000字)

#5: book, website, article reviews (about 750 to 1,500 words)：書籍、ウェブサイト、論文の批評(約3,000

字-6,000字)

Free space / フリー・スペース

#1: photographs, drawings, and/or other visual materials about learner development, and/or related to learner autonomy：学習者の成長や自律に関する写真、絵、視覚資料

#2: activities and tips for learner development/autonomy (about 500 to 1,000 words) ：学習者の成長・自律を促す活動やヒントの紹介 (約1,000字-2,000字)

#3: some other piece of writing that you would like to contribute and that is related to learner development ：その他の学習者の成長に関する執筆

#4: poems… and much more：詩、その他。



Learning Learning Editorial Team <[email protected]>

Those working on Learning Learning share a commitment to working together in small teams. We aim to learn together about writing, editing, responding, and/or translating, for our shared personal and professional development. Some areas where we would like to encourage SIG members to take part and work together on Learning Learning include:

• Layout and Design: working on the formatting and preparation of finalised content for online publication

• Members’ Voices (co-)coordinating: contacting news members of the SIG and working with them to develop their writing in a variety of formats and lengths as a first step to taking part in the SIG’s publication activities;

• Looking Back (co-)coordinating: working with contributors writing on events related to learner development (conferences, forums, get-togethers, workshops, both face to face and online) for publication in Learning Learning;

• Research and Reviews (co-)coordinating: encouraging potential contributors to send in summaries and accounts of research, as well as reviews (of books, journal articles, materials, or web resources relating to learner development), and working with them to develop their writing for publication in Learning Learning.Learning Learning

If you are interested in any of these areas of working together (and/or you have other areas of interest) and would like to discuss your interest and ideas, please email any member of the Learning Learning editorial team:

Tokiko Hori: <[email protected]> (editor, translator)

Ken Ikeda: <[email protected]> (editor, grant awardee essays)

Fumiko Murase: <[email protected]> (editor, grant awardee essays)

Yoshio Nakai: <[email protected]> (editor, translator)

Hugh Nicoll: <[email protected]> (editor, webmaster)

Koki Tomita: <[email protected]> (editor, translator)

James Underwood: <[email protected]> (editor, layout)

Many thanks!









Documents

Learning Learning°¶ 6w¶ 6± - ld-sig.orgld-sig.org/wp-content/uploads/2019/10/LL26.2.pdf · 2019. 10. 14. · GREETINGS AND NEWS UPDATES | 挨拶と近況報告 In This Issue: