Conference Review
Perspectives on Learner Motivationand Autonomy: The 2013 Kusatsu
Summer Seminar
Ryan W. Smithers
Osaka Institute of Technology
The 2013 JACET Summer Seminar took place from August 20 through August
23. The seminar delivered on its theme, “Motivation and Autonomy: Research andMethodological Perspectives in Language Learning,” and heralded the fortiethanniversary of the seminar. Gunma University’s Seminar House in Kusatsu
was host to about 50 participants who gathered to hear a series of lectures by
keynote speaker Dr. Ema Ushioda from the University of Warwick and a coupleof lectures by invited speakers Dr. Osamu Takeuchi of Kansai University and Dr.
Yasuo Nakatani from Hosei University. In addition, there were ten presenters
who presented papers on EFL motivation. Although this was my first time toattend the seminar, I am pleased to report that the Summer Seminar greatly
surpassed my expectations. I appreciated the fact that the keynote and invited
speakers were available and willing to interact with attendees, and in addition
to stimulating discussions on motivation, we were given unlimited networking
opportunities, valuable insights from researcher-practitioners, and a glimpse ofthe future of motivation research.
Dr. Ushioda led off the conference with a lecture that highlighted how English
as a lingua franca has created motivational dissonances. She argued that this has
resulted in motivation problems with teachers as well as students because English
is being taught, not as a communication tool, but as a subject that needs validation
through student performance on tests. Her second lecture, a continuation of the194

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first, sought to address the complexity of learner motivation. She proposed thatteachers need to get students to transition from their L2 learner identities to
one of their transportable identities (i.e., tennis player, Lady Gaga fan, computergamer), so that they will become more motivated to “speak as themselves”, which
she says is more conducive to learning and subsequently promotes autonomy. Her
third lecture was on how motivation alone is insufficient at propelling learners
toward fluency. She stressed the need for teachers to help students develop
metacognitive skills that will enable them to become autonomous.
She closed off the seminar with a lecture about the gaps in the literature
on motivation and autonomy and suggested many avenues for future researchthat need to be conducted by researcher-practitioners; this was truly a treasure
trove of future research ideas. Some such suggestions included (1) the need forfocused group discussions with students outside of the classroom to learn more
about students’ understandings and perspectives on autonomous learning; (2)qualitative studies that focus on language learning stories or histories; and (3)analyses of motivation in local contexts to learn more about the relationshipbetween motivation and classroom dynamics and classroom events. Overall, her
presentations did what they were likely designed to do—educate and motivate. I
personally came away feeling good about the fact that there are still many avenues
that need to be investigated by researcher-practitioners like myself. However, if
you had read her newest edited book International Perspectives on Motivation,
you might have been disappointed, since the contents of her lectures were takenfrom it.
The two invited lecturers were excellent choices for the conference. Dr. Osamu
Takeuchi and Dr. Yasuo Nakatani demonstrated that they were conversant on
their respective topics by not clinging to or reading scripts. Both speakers did not
try to hide behind the podium like so many presenters do, but stood in front of
their audience while speaking confidently with positive body language. On top ofthis, they tried to keep everyone’s attention by seeking eye contact with attendees
and had their slides created with some interesting flash media that popped up
from time to time to provide a little comic relief.
Dr. Takeuchi’s lecture on “Motivation, Autonomy and Metacognition: A195

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Self-regulatory Approach to L2 Learning” drew upon his twenty years of learnerstrategy research to demonstrate how some language learners are successful
because they not only possess a strong sense of self-efficacy, but are good at using
metacognitive, cognitive and social strategies. Moreover, he advocates that thesefour aspects of L2 learning, as incorporated in a self-regulatory approach to SLA,
are the best predictors of successful language learning because, as he emphasized,
self-regulated learners maximize opportunities for learning, practice regularly,
and have vivid goals for L2 learning. In addition, he stressed that self-regulated
learners use strategies effectively, hold positive beliefs about their own abilities,
and produce environments that are conducive to learning. Out of all the lectures,
Dr. Takeuchi’s impacted me the most because he left me with a desire to study selfregulated learning more. Unfortunately, he did not give us any concrete examples
on how researcher-practitioners can go about studying it in our classrooms.
The title of Dr. Nakatani’s presentation was “Motivating EFL Students: Focuson Oral and Written Communication Strategies.” In his paper, he addressed aqualitative gap in the literature in regards to how strategy use contributes to oral
EFL proficiency. He stressed the need for teachers to engage students in activities
that require them to use metacognitive strategies. Specifically, he recommendedteachers have students (1) reflect on the learning that took place in prior lessons;(2) recognize learning goals and procedures for tasks; (3) collaborate withpeers to develop communication strategies appropriate to a given task; and (4)reflect on the learning experience. His conclusion was that when pedagogies
incorporate these kinds of practices, students can learn to avoid and repair
miscommunication.
In addition to attracting first-rate lectures, the seminar scheduling was also
one of the strengths of this event, and I believe this was evidenced by the factthat the majority of the attendees I met were repeaters. Registration was a brief
but warm affair and included personal greetings from the seminar chair Leo
Yoffe (Waseda University). The conference began on a Tuesday at 3:30 p.m. withwelcome remarks and an orientation by Prof. Yoffe. Sessions started on time andhe made sure that presentations did not go over time.
The start of every day involved no fanfare and began promptly with a lecture
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from Dr. Ushioda from 9:00 to 10:30 a.m. The second morning sessions on
Wednesday and Thursday were occupied by the invited speakers’ lectures, andafter lunch at 1:00 p.m. a select number of attendees gave 30-minute paper
presentations. Time for the three afternoon presentations on the second day
passed by fairly quickly, but the seven presentations on the third day were a bitmuch. I am sure glad that there was one cancellation on this day. Dinners were at
6:30 p.m., and there were no evening sessions, so we were free to either engage inconversations with others or head to one of the local hot springs. I really liked thisbecause it gave me a chance to get to know some of the attendees better than if wehad been attending evening sessions. In fact, the connections I formed because ofthis extra social time have transpired into some lasting professional relationships.
Of note, scheduling on the second day included an option to attend the Kusatsu
International Summer Music Festival.
The location of the Kusatsu Summer Seminar is a mixed blessing. At anelevation of 1,200 meters, nestled in the mountains of Gunma Prefecture,
the Seminar House is surrounded by lush forest and temperatures in August
around the mid-twenties. Unfortunately though, the abundant green and cooler
temperatures involved four train rides, two buses and nearly six hours to reachfrom Osaka.
For four days and three nights, the Seminar House became our home awayfrom home. As it is a student dormitory, there were no maids to clean our rooms;
we needed to bring our own towels, and there was no room service. This may be
a sore point for some, especially if you do not relish the thought of staying ina student dormitory, but being lodged in small rooms with two or three otherattendees, eating in a cafeteria, and using communal bathrooms is something that
I learned to appreciate when I noticed how friendships developed more quickly
and deeply than at other conferences. In addition, because the rooms were small,
we all tended to congregate to a lounging area in the lobby when we were not insession, which allowed for greater interaction with other attendees—somethingthat does not typically transpire when staying at a hotel. The cafeteria with its set
meal times also gave us the chance to network, not only with the other attendees,
but also with the invited speakers.
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Some disappointments with regard to the venue were the Wi-Fi andaccessibility. The Wi-Fi was slow and reception was limited to the lobby, andI was surprised to notice that the venue was not barrier-free. Individuals withspecial physical needs will be unable to move around unimpeded, especiallyconsidering that all of the sessions took place in the same room on the second
floor.
The cost of the conference—36,000 yen—was very reasonable, consideringthat accommodation for three nights and all meals were included. Although thefood would not have won any gourmet awards, I found all the meals to be quite
palatable, and the complementary wine and entertainment by Dr. Ushioda on
the last night of the seminar were a treat.
In conclusion, if the hot and humid days of August have brought on a caseof cabin fever or the all too familiar natsubate, the JACET Summer Seminar inKusatsu just might be the cure, because if the 2013 Seminar is any indication of
the kind of event that is put on every year, you will be treated to an event withhigh quality lectures, educational presentations, participatory discussions meant
to stimulate thought, and fellowship with leading scholars and peers.

Author’s bio:
Ryan Smithers of the Osaka Institute of Technology is passionate about teaching
and researching. His 16 years of TEFL experience have inspired his research interestson learner motivation, autonomy theory and project-based language learning.
He is also interested in helping EFL learners develop fluency through writing.
ryanwsmithers@gmail.com
Received: March 27
Accepted: July 8, 2014 dates.
Editor’s Note: One of the primary aims of the CUE SIG is to support and recognize
the distinctive work of our members through a variety of awards and grants. For
outstanding articles in the OnCUE Journal or excellent conference presentations we198

The 2013 Kusatsu Summer Seminar, OnCUE Journal, 7(3), pages 194-199

offer the member or attendee nominated Reader’s Choice and Best of CUE Awards.
CUE also supports our members’ interests in professional development through theNew Member Conference Grant, Member Support Conference Grant, and Member
Research Grant, which aim to help members with little or no institutional funding.
To find more information about CUE awards and grants and learn how to apply,
please see our website. http://jaltcue.org/content/cue-grants-and-awards-2014
In this issue, we welcome the conference review written by Ryan
Smithers. He is a recipient of the New Member Conference
Grant and consequently applied his grant to a conference trip.
Here, he shares some of their experiences attending the event.

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