NUFS TEACHER DEVELOPMENT SYMPOSIUM PROCEEDINGS

Autonomous Learning: A Case Study of Four University EFL Learners andTheir Self-Study Skills alongside English Language Academic Courses
RICHARD HILL
Nagoya University of Foreign Studies
Abstract
In this case study students were to balance courses with self-study when attempting to improvetheir skills of speaking, listening, reading and writing in English. However, with the emergence ofthe novel coronavirus and subsequent restrictions related to on-campus learning, students have had
to study English online and have been unable to access their tutors for one-to-one council in person.
As teachers and students alike adapt to online classes it is important to still look at students’ selfstudy. Students’ opinions from reflections, questionnaires and interviews are offered withinformation that shows a self-study planner has helped students continue with their self-study. Thisis a preliminary study that was conducted over two semesters. The results show that asking students
to reflect after they have studied has an impact on their planning process for future self-study.
Learner autonomy is the ability to take charge of one’s own learning (Holec,1981). More recently
autonomy refers to the learner’s broad approach to the learning process, rather than to a particularmode of teaching or learning (Benson, 2011). If students enter a mandatory course or program,then they are deprived the freedom of choice essential to the development of autonomy (Riley,1986). However, autonomy does not directly mean independent study where a student isolates
themself (Benson. 2011). Kohenen (1992) explains that autonomy can include independent study,
but also can be when a student is responsible for their own conduct in the social context. Blidi(2017) and Lai (2017) recognize that students fostering autonomy can begin with educators orteachers. Therefore, autonomy can be utilized when a learner uses a particular mode of learning,social or independent study and could utilize freedom of choice in language development; orsupported learning such as teacher-suggested handouts or materials. If a student uses a handout
shown to them by a teacher autonomous learning can still develop. Kershaw et al. (2010) explainthat students may feel overwhelmed by choices and may not have a clear idea of themselves ofwhat they want or need. Benson (2001) adds that promoting autonomy is not leaving students on
their own but that they are actively encouraged or assisted. Kershaw et al. (2010), referring to aself-access center, explain that materials can be extremely motivating resources and give additional
support to learners. Perhaps materials given to a student with instructions is not autonomous
learning but can encourage students to plan and reflect in their self-study. This ongoing study
examines how a self-study planning and reflection sheet supported four first-year students
pursuing their private language goals as they dealt with an online mandatory English course. Thisis research that will continue beyond the current study however this paper looks at the first twosemesters in which the self-study planner is trialed and used. The following section includes
context on the participants, background into the self-study planner and data collection.

A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLS

Participants
The participants of this study were four first-year university students enrolled in a mandatory
integrated skills course called ‘Core English’ (CE). I chose these learners from among my CE
students as they consistently attended a voluntary English club online over the year. Having a good
rapport with the students helped with the interviews, questionnaires, reflections and generalparticipation as explained below in the self-study planner section. Each student’s self-study
planner usage is described in the profiles below.
Kana
1 year Female Core English Student
Information received from the study planners:
Used the study planner 22 (times) weeks out of 24
Filled out the planning part (top half) 22 (times) weeks out of 24
Filled out the reflection part (bottom half) 20 (times) weeks out of 24
Successful Planning (planning that was accomplished or more) 16 times out of 24Mikist

1 year Female Core English Student
Information received from the study planners:
Used the study planner 17 (times) weeks out of 24
Filled out the planning part (top half) 17 (times) weeks out of 24
Filled out the reflection part (bottom half) 0 (times) weeks out of 24
Successful Planning (planning that was accomplished or more) 5 times out of 24Sarast

1 year Female Core English Student
Information received from the study planners:
Used the study planner 24 (times) weeks out of 24
Filled out the planning part (top half) 24 (times) weeks out of 24
Filled out the reflection part (bottom half) 24 (times) weeks out of 24
Successful Planning (planning that was accomplished or more) 24 times out of 24
Keisukest

1 year male Core English Student
Information received from the study planners:
Used the study planner 11 (times) weeks out of 24
Filled out the planning part (top half) 11 (times) weeks out of 24
Filled out the reflection part (bottom half) 11 (times) weeks out of 24
Successful Planning (planning that was accomplished or more) 7 times out of 24
st

Data Collection and Procedures
In English Club, the students and I regularly talked about the pandemic and its effect on theirpersonal and academic lives. It became apparent that the students were unhappy (see questionnaire
and interview highlights in results below) about the amount of homework they were receiving andfelt that it was due to the changed circumstances of their English courses from the classroom to

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A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLS

online. They were particularly concerned with being unable to continue with their self-study,
achieving personal goals and general English language acquisition and development. I introduced
the students to a textbook by Ellis and Sinclair (1990) titled ‘Learning to Learn English’. The bookis designed to help teachers train learners of English as foreign or second language from lowerintermediate level upwards (Ellis & Sinclair, 1990). This book outlines two goals for learners: 1)
to become effective language learners, and 2) to take on more responsibility for their own learning.
Although dated I believe this textbook still holds relevant self-study ideas and teaching suggestions
relevant to present day. Furthermore, the book has all the components that help students to makea self-study planner. After all the students were shown the textbook, and through collaboration
online during an English club in May 2020, we made the self-study planner included here as
Appendix A.
The top of the handout contains a planner so students can choose and plan how to achieve their
desired goals. In English club, they shared their study planning habits and often talked about
different study methods to achieve their respective goals. The handout is a simple planner splitting
the days into three parts—morning, noon and evening—designed so as not to put more pressure
on the students. For example, studying at a specific time might cause a student to feel hinderedrather than motivated (Rovai & Wighting, 2005). Once the planned studying had occurred or not
as the case may be students were asked to fill out the second half of the handout which is areflection. As with all plans, some things do not occur as intended, so students would specificallydescribe how they studied and made note of when the studying took place. This would encourage
students to accurately see what they did and to show them whether their plans were realistic or not.
Filling this out weekly would hopefully further encourage students to more realistically adjust theirplans and goals. The students, lastly, also directly stated how they were feeling. After a few weeks,
they were able to check and make educated judgements as to why plans did or did not work. Thus,
the next time they make a goal autonomously, it may have a better chance of success . The planner
was designed to be simple so I could instruct or remind students to use it if they stopped and they
could start again without feeling burdened or overworked. They received one example (alreadyfilled in) when I introduced the planner to the students and in English club they were offeredexplanations anytime they had any questions.
The self-study planner was utilized by the four participants from June 2020- November 2020. In
this six-month period I received the planners by email every week after completion. Some planners
were submitted late, and some weeks students did not write a plan. As this is an ongoing study, I
would suggest that all of my classes use these planners in the future and to cover different goals.
The longer the study-planner is used for the more data would be collected and a student’s language
learning journey could be traced. However as stated above this paper will cover early findings ofstudents’ usage with the self-study planner.
In addition to the Self-Study Planner, I also collected data from two interviews with eachparticipant and questionnaires. The students were individually interviewed twice, once at the
beginning of June and once after November. The June interview took place three weeks after the
study-planner was distributed. All interviews were recorded online with the participants’permission and were all conducted in twenty minutes each on average. In the questionnaires all
students were asked the same initial questions, but received different follow-up questions intended
to allow them to elaborate further. Questionnaires were made and filled out in Google Forms.
Students received four questionnaires each, once in June, July, September and October. Regarding
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A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLS

data below, only relevant highlights are presented in this paper below with reference to the students’usage of the study-planners.

Research Questions
1)While students conduct their university studies (online or in adapted programs) what impact
does the self-study planner have on students’ private study?
2)What are the effects of reflection on future planning?
Students’ Narratives
Below are student narratives which show highlights from interviews, questionnaires andreflections. They show insight into the students’ feelings and thoughts while using the self-study
planner. Although students consented to data collection, to maintain their privacy I have replaced
all names with pseudonyms.
Kana
Study Planner Highlights:
I have (a) part time job most nights and so when I get home I feel so sleepy and I am unable
to study.
I think my vocabulary study is too little. I need to study vocabulary in the morning and theevening and not just one time.
I am not motivated on the weekends. I never do my plan on the weekends.
Kana using the self-study planner is thinking about her part-time jobs or other commitments thattake time or effort. Furthermore, I am happy to see that the students feel certain study, such as
vocabulary, is more effective at certain times of day. I hope Kana continues to reflect on whatkinds of study she feels would be more effective at particular times of the day. This could enable
her to successfully achieve her goals with more informed planning.
Questionnaire Highlights:‘It made me feel guilty when I didn’t study.’‘I feel I have studied more because I write a plan on Sunday that I wouldn’t do (have done)
if I hadn’t used the sheet (study planner).’
Perhaps Kana would not feel guilty or reflect without the study planner.
Interview Highlights from December:‘I had not considered planning my own study before only school study.’‘One time after studying I used English in my part time job, like, naturally, and my boss
praised me. After that I planned a lot to study the next week on my sheet (study planner)because I felt good…I felt motivated.’32

A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLS

Kana shows that motivation is related to how she plans. Having received praise Kana noticed how
motivated she felt the next week. Furthermore, the students show that they prioritize planningschool study over personal study.
Yes. There were weeks I did more because I wanted to write reflections.
It is interesting to me that the students wanted to do more to have more to write about whenreflecting. I believe if Kana were to continue with the self-study planner for another semester at
least she may learn more about reflecting. It is positive though that through using written
reflections Kana studied more.

Miki
Study Planner Highlights:
Miki never reflected on the study planner. She reflected in the interviews and there is an excerpt
below explaining her feelings on why she did not write a reflection. Miki did not understand how
reflections could be useful. In future research I will spend more time with participants on thepositives and various outcomes that could occur through reflection.
Interview Highlights from December:
I didn’t know what to write to be honest. I wasn’t really happy studying online so my
motivation was always...kind of…hesitant? Yes. Like low.
In early English clubs I showed different examples of reflections. In hindsight, this was insufficientand students needed more from me to show how reflections are more than just a writing exercise
but used to guide future planning. This is something I would like to address in the 2021-2022
academic year.
I want to keep using the study planner for vocabulary but I want to learn how to reflect. It
made me study more but I think I can do much more…much. I want to use different study
planner(s) for speaking, listening, reading…writing.
I am encouraged by Miki’s desire to change or use the study-planner more. If the students adapt
the study-planner for their own needs, I believe it can only increase their awareness of their own
studying. I will encourage Miki to keep using the study-planner into a second year and to try
various goals. Hopefully she will learn more about her studying effectiveness and thus improve
future planning.
Sara
Study Planner Highlights:
I like this because before I planned my studying on my phone but this (study planner) feels
more real or more serious.
My listening is getting better but I don’t know why. I am listening to podcasts more (timethan she had planned) than my planning. I like English (British) comedians.

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A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLSI want to use this planner for homework too. And make homework red and self-study blue
(Sara is referring to color coding her planning time-table).
These reflections could lead to Sara changing her future planning. Sara explained she will listen
to more British comedians or podcasts after reflecting. Furthermore, she desired to improve herplanning time-table.
Questionnaire Highlights
Definitely. Before (before the pandemic) I wanted to go to abroad this summer but I can’t.
So I will study more…I will speak more. I want to use the planner to speak to my friends
and practice speaking…I will practice English conversation.
Sara did note that she wanted to use the study-planner for more speaking, but she did not. Perhaps
further discussion for the study-planners’ possible different uses is needed.
Interview Highlights from December:
I like the study planner but I want to do debate more in English Club. I don’t think the
study planner helps me with debate or some other speaking skills. I think it helps with time
but I don’t know how to write about speaking skills. Please teach me!
This was the most direct comment I received with regards to speaking and the study-planner.
Clearly, the students have the desire to incorporate speaking skills in their personal language
development. Sara explained that she did not know how to write about speaking skills so in future,
I need to provide some expressions or more examples of reflections so students have the tools to
precisely express their feelings. They were writing reflections every week so without a variety of
expression it could feel repetitive which may be damaging to their motivation to continue with
self-study planners.
KeisukeStudy Planner Highlights:
I am bored of reflections. Thank you Richard for helping me but I don’t know what to write
except good or bad.
This student does not see the use or benefit of reflections. As I have stated before, I believe this is
an area I can address in English Club.
I like that I can that I write something and I know you (myself) will read it. It makes me
think more about my work and studying.
Some students were not independent enough and still needed some guidance from their teacher
involved in their self-study programs. Perhaps knowing a teacher will read their thoughts
encourages them to be more considerate in their writing. However, I would like them to feel thatthe self-study planner is their own. This latter comment does contradict the previous comment, so
Keisuke perhaps had mixed feelings on reflections in this study.

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A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLSInterview Highlights from December:
I think this (study planner) helped me talk in English club. I always could check and speak
about something I studied.
If the study-planner helps with English club or other aspects of the students’ language learning
world then I feel it is a benefit more than a chore or hindrance. Also checking previous planners
does have benefits for students such as Keisuke to have records of what they have studied. Keisuke
has explained above that the planner gives him content to talk about in conversations at English
club. As this study is ongoing, there may be more benefits that are unforeseen in the planning
process. More data and more research are needed.
Summary
The students’ study-planner usage feels more positive than negative. More research is needed todetermine an answer to the first research question, however the students have made it clear they
are thinking about planning more. I intend to keep using and analyzing study-planners withstudents to see the effects on their planning and reflections. Reflection perhaps needs moreguidance or support as one student never reflected and another seemed discouraged at reflecting
weekly. I believe that planning then reflecting consistently has impacted the students’ futureplanning to be more obtainable and realistic. There are also comments made by the students thatsuggest they are thinking about the time they have allocated to study and what they are studying.
Additionally, students have expressed opinions on their study-life balance and questioned theirmotivation for studying while keeping part-time jobs and other commitments.
Conclusion
The self-study planner and its usage have contributed to students thoughtfully considering the way,
how and amount of time spent studying. The thought and self-analysis that occurred particularlyin the interviews, questionnaires, and reflections is very promising. Furthermore, this research willcontinue in the 2021-2022 semesters. I would like to revise the study planner with English Club
members (new and existing) and investigate the relationship between planning and reflecting selfstudy. This study will also be extended to participants who do not attend English club, but inregular university classes as more data is needed to determine how effective the self-study planner
can be.

BIO DATA
Richard Hill holds an MA in TESOL and has experience in English language teaching ranging
from kindergartens, junior high and high schools, colleges and universities. He currently teaches
integrated courses at NUFS having previously been a Learning Advisor at Meijo University.

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A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLS

References
Benson, P. (2001) Teaching and researching autonomy in language learning. London: Longman.
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.).
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Blidi, S. (2017). Collaborative learner autonomy. Springer. https://doi.org/10.1007/978-981-102048-3
Ellis, G., & Sinclair, B. (1989). Learning to learn English: a course in learner training.
Cambridge: Cambridge University Press.
Holec, H. (1981). Autonomy and foreign language learning. Cambridge: Pergamon Press.
Kershaw, M., Mynard, J., Promnitz-Hayashi, L., Sakaguchi, M., Slobodniuk, A., Stillwell, C., &Yamamoto, K. (2010). Promoting autonomy through self-access materials design. In A.
Stoke (Ed). JALT2009 Conference Proceedings: The Teaching-Learning Dialogue: An
Active Mirror (pp. 151–159). JALT.
Kohonen, V. (1992) ‘Experiential language learning: Second language learning as cooperative
learner education’. In D. Nunan (Ed.) Collaborative language learning and teaching (pp.
14–39). Cambridge: Cambridge University Press.
Lai, C. (2017). Autonomous language learning with technology: beyond the classroom.
Bloomsbury.PLACE
Riley, P. (1986). Who’s who in self-access. TESOL France News, 6 (2), 23-35.
Rovai, A. P., & Wighting, M. J. (2005). Feelings of alienation and community among higher
education students in a virtual classroom. The Internet and Higher Education, 8(2), 97–
110. https://doi.org/10.1016/j.iheduc.2005.03.001

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A CASE STUDY OF FOUR UNIVERSITY EFL LEARNERS AND THEIR SELF-STUDY SKILLSAppendix
Name:

Date :

What I would like to focus on this week :What will I use to achieve this:When I can do it:
Mon
A.M
Noon
P.M

Tues
A.M
Noon
P.M

Wed
A.M
Noon
P.M

Thurs
A.M
Noon
P.M

Fri
A.M
Noon
P.M

Sat
A.M
Noon
P.M

Sun
A.M
Noon
P.M

Date:
What did I study:
How I did it:
When I studied:
Mon
A.M
Noon
P.M

Tues
A.M
Noon
P.M

Wed
A.M
Noon
P.M

Thurs
A.M
Noon
P.M

Fri
A.M
Noon
P.M

Sat
A.M
Noon
P.M

Sun
A.M
Noon
P.M

How did you feel about this week of studying?

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