Psychology of English Learning for Japanese Senior High School StudentsFujieda Nishi High SchoolKareem Douglas and Mai Saavedra

How can I find out what they’re thinking…?

What are they thinking?

What are they talking about…?

Focus of the Conversation.

•Psychological framework behind our teaching and students’ thinking.

•How to uncover what the students are thinking and feeling.

Task for students.

Repeat after me. Imitate me.

1

Thoughts and feelings of students 1

Thoughts and feelings of students

Who am I?Framework: Major

Researchers:Self- Concept, Self-Efficacy, and Self-Esteem

A. Bandura,H.W. Marsh,S. Mercer

Identity B. Norton, N. Morita

Personality Jean-Marc Dewaele, Costa-McCrae

Task for students.

Read the textbook, try to understand

the story, and fill in the blanks!

2

Thoughts and feelings of students 2

Thoughts and feelings of students

How do learners view their language learning?

Framework: Major Researchers:Motivation Z. Dornyei, E. Ushioda Implicit theories B. Norton, N. MoritaAttribution theory P.S. Hsieh, D. SchunkAffect E. Horwitz, R. GardnerWillingness to Comm. T. Yashima, P.D. MacIntyre

Task for students.

Present a speech to the class about a given topic!

3

Thoughts and feelings of students 3

Thoughts and feelings of studentsWhat do learners do to

learn a language?Framework: Major Researchers:Strategies A. Cohen, A. ChamotLearning Styles Z. Dornyei, J. ReidMetacognition J. H. Flavell, Z. DornyeiGoal Orientations L. Woodrow, R. GardnerSelf Directed Learning H. Holec, P. BensonGroup Dynamics T. Murphey, J. Fallout

How do we know what our students are thinking?

Rese

arch

Met

hods Quantitative

Longitudinal Studies

Questionnaire

Qualitative Case studiesJournal Entries

InterviewsMixed Methods

Journal Entries

Benefits•Highly personalized, specific responses.•Easy for students to reflect on later.•Can raise student’s awareness of various constructs.

Questionnaire

Benefits•Generalized data.•Easy for students to learn about others.•Wide range of questions at once.

Questionnaire

Example:FLCASForeign Language Classroom Anxiety Scale• Developed by Horwitz, E. K., Horwitz, M. M., & Cope, J (1986).• Adapted by Kareem Douglas

Now it’s your turn to create a tool to better understand you students.

Self-Efficacy• A person’s belief in their own

ability to attain specific goals. • 4 sources of self-efficacy…

①Mastery Experiences

②Vicarious Experiences

③Verbal Persuasions

④Emotional Indicators

How to make an efficacy question

1. Choose a situation.2. Choose a domain.3. Choose a task.4. Think of activities, routines, or practices that can provide

efficacy from sources to…5. Complete the main efficacy question:

How confident I am that I can … ?

How confident I am that I can … ?

• For example…Domain: Adult Educational conference. • I am confident that I can say my speech to

my partner without looking at the script. • I am confident that I can use hand gestures

when I say my speech.

(1-10)

_____

_____

Self-Assessment tasks

•Aid in metacognitive awareness.

•Aid in pedagogy.