名古屋外国語大学論集

第10号

2022年2月

Research Note

The Self-Learning Log: A Tool for Aiding Learners’
Autonomy, Confidence, and Motivation
Mina HIRANO

Jessica ZONI UPTON

Abstract
Holec (1981) defines Autonomy as “the ability to take charge of one’s own
learning”. With the sudden surge of COVID-19 pandemic and the consequent
shift to online learning, more pressure is put on students to manage their learning
time and style. However, some guidance is still needed for students to succeed indoing so (Litzler & Bakieva, 2017). This research, conducted at university levels
during the academic year 2020–2021, introduces ‘Self-Learning Logs’, tools
created to aid the development of learners’ autonomy. This research explores
the use and effects of self-learning logs as well as how students perceived theirusefulness. Hopefully, this tool will inspire more educators to introduce selfassessment tools in their classrooms.

INTRODUCTION
Today, due to the COVID-19 pandemic, we are all facing drastic changes
in the learning environment without choice. It has been challenging for bothteachers and learners at university to communicate and learn in L2 from homethrough the use of new functions such as Zoom and Google Classroom. Being
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EFL lecturers at a Japanese foreign language university, we wished for such achallenge to turn into an opportunity to explore and develop the awareness oflearners towards autonomy. We created a learning log called Self-Learning Log
as a tool for learners to reflect on their individual learning both inside and outsideof the “classroom”. The purpose of this study is to see the emic view of learners
towards autonomous learning and the usefulness of the Self-Learning Log as atool to develop autonomy.

LITERATURE REVIEW
Learner Autonomy
The most famous definition of learner autonomy was first introduced by
Holec in a report by the Council of Europe, as follows:
To take charge of one’s learning is to have, and to hold, the responsibility
for all the decisions concerning all aspects of this learning, i.e.: determining the objectives; defining the contents and progressions; selecting methods and techniques to be used; monitoring the procedure of acquisition
properly speaking (rhythm, time, place, etc.); evaluating what has beenacquired (Holec, 1981).
This concept was mainly for adult education and meant learners have complete
control of their own learning. However, as Little (2007) pointed out, in the
1990s there was a shift in the meaning of autonomy associated with the effectof learner-centered theories and increasing national curricula by the name of“independent learning” or “critical thinking”. In fact, learner autonomy gained
a broader definition as “a matter of learners doing things not necessarily on theirown but for themselves” (Little, 2007, p.14). In other words, learner autonomy
is “not a synonym for self-instruction”, “it is not limited to learning without ateacher” (Little, 1990, p.7, as cited in Benson, 2008). In order to understand theconcept of learner autonomy, it is important to distinguish it from independence.
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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■Deci (1996) clearly explained the difference between autonomy and independence as follows:
Independence means to do for yourself, to not rely on others for personal
nourishment and support. Autonomy, in contrast, means to act freely,with a sense of volition and choice. It is thus possible for a person to be
independent and autonomous (i.e., to freely not rely on others), or to be
independent and controlled (i.e., to feel forced not to rely on others). (p.89)
Therefore, it is possible and reasonable for teachers to encourage learners’autonomy in institutional settings such as the case of this research.
Another issue is whether learner autonomy is a skill or an ability to be taught
or not. In the area of social psychology, the ability of being autonomous isthought to be inborn. Deci, a social psychologist, described autonomy as one of
the three basic needs that human beings have in terms of self-fulfillment, andindicated that humans become autonomous when “fully willing to do what [we]are doing and [we] embrace the activity with a sense of interest and commitment”(1996, as cited in Little, 2007, p.17). Salmon (1998) illustrated this inborn ability
using an example of babies:
To parents, even babies seem to have a will of their own; they are hardly
passive creatures to be easily moulded by the actions of others. Fromtheir earliest years, boys and girls make their active presence, their wilful
agency, their demands and protests, very vividly felt. In every householdthat has children, negotiations must be made with young family members:
their personal agendas have somehow to be accommodated (as cited in
Little 2007, p.17).
If learners were autonomous as inborn, then, why has it been reported that they
are often reluctant to learn in the classroom? Holec (1979) and Little (1991;
2004) have indicated that once learners are given the opportunity to take charge283

of their learning, they are able to become aware and achieve autonomy. If they
were only given passive roles and trained to follow the teacher’s instructions,they may not be able to realize the autonomy within themselves. Rather, as it has
been pointed out (Little, 2004; Benson, 2008), it needs to be developed throughpractice as a ‘capacity’. Smith (2003) has well described recent autonomy inlanguage learning as follows:‘The teacher’ seems to be making more and more of an appearance in suchdiscussions, partly as corrective to earlier misconceptions that ‘learnerautonomy’ refers to a situation: that of learning without a teacher (at home,with a computer, in a self-access centre, etc.), and/or that it does awaywith the need for a teacher. Instead, it has been emphasized (Little, 1991)
that learner autonomy needs to be seen as a capacity (for taking controlof learning) which can be developed and deployed in a number of ways
and situations, including in the classroom. Nowadays, more and more
reposts are appearing of classroom-based approaches to the developmentof learner autonomy, partly as a result of the incorporation of autonomy
as a goal in national curricula in European countries and elsewhere (2003,
as cited in Benson, 2008, p.23).
In summary, learner autonomy is not fully inborn but it is a capacity to takecharge of one’s learning which can be developed through practice. In this study,
we explored promoting learner autonomy by giving the opportunity to keep using
the target language outside of the classroom and to reflect on one’s own learning
through keeping Self-Learning Log as a tool of self-assessment.
Self-assessment and learning log
The effectiveness of self-assessment for autonomous learners have been
claimed by various researchers (Dickenson, 1987; Thomson, 1996; Gardner,
2000; Badrinathan, 2015; Litzler & Bakieva, 2017) over the past four decades.
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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■Gardner (2000) has claimed that “If, as Holec (1981, p. 3) suggests, “autonomy is
the ability to take charge of one’s learning”, then self-assessment is a tool which
supports those with that ability” (p.51). According to Gardner, self-assessment
benefits learners on eight points -individualization, reflection, motivation, evaluation, monitoring, support (from teachers), accreditation, and justification. As
autonomous learning is “individualisation of learning” (Gardner, 2000, p.51),
self-assessment supports learners to monitor and reflect such individualized
learning processes. In addition, when learners could demonstrate success even
if it were small progress, it would promote their motivation and confidence.
Furthermore, Gardner (2000) indicated that learners would be able to find out
in which area they need support from the teacher through doing self-assessment
as well as being supported by teachers through professional feedback.
Litzer & Bakieva (2017) have explained that learning journals, diaries andlogs are “first person descriptions that record the writer’s experience learning orteaching a second language” (p.67) and have been used in various areas including
psychology (Cisero, 2006), business (Pavlovich, Collins & Jones, 2007), education (Blaschke & Brindley, 2011), and foreign language learning (Bailey, 1991).
According to Bailey & Ochsner (1983), it includes “affective factors, language
learning strategies and his own perceptions’’ (p.189). Furthermore, Moon (2003)
described the different purposes in each type as follows: learning journals are for“making explicit and recording the learning that occurs’’, diaries for “reflection
on an experience”, and logs for “a record of events that have happened (p.2, as
cited in Litzer & Bakieva, 2017). In this study, a learning log, the shorter versionof learning diaries or journals, was used as a tool of self-assessment.
Research Questions
In this study, two research questions were explored:
RQ1. What kind of beliefs do learners have towards autonomous learners?
RQ2. How does writing a Self-Learning Log affect learners?
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These research questions explore emic perspectives of learners about the meaning of autonomous learning as well as effectiveness of the Self-Learning Log.
Data were collected through a questionnaire answered by the learners. Detailsof the questionnaire will be further described in the questionnaire section below.

METHOD
ParticipantsParticipants were all second-year university students majoring in British andAmerican Studies and English Communication at a private foreign language
university in central Japan. 77 learners between two teachers engaged in writing
the Self-Learning Log for two semesters from April 2020 to January 2021. Outof the 77 learners, 15 volunteer participants answered the questionnaire at theend of the second semester.
Instruments and Procedure
Self-Learning Log. The self-learning log was originally created by us in the
beginning of 2020 as classes were to shift completely online due to COVID19 pandemic. Due to increased expectations on learners in terms of learnerautonomy in such a change in learning environment, we decided to create thislog as a tool to help learners. The self-learning log (Appendix A) mainly has two
sections: the first section is to reflect in-class learning, and the second section isto reflect on what learners did outside of class to practice English. In addition to
the main two sections, there is a grid where learners write down the number ofthe week. We also created a sample sheet to help learners understand the activity
including both good and bad examples of reflection. As for good examples, eachof us created different versions in order to encourage learners to try various typesof learning styles. Since classes were thoroughly conducted online, the log wascompleted and collected online.
In the beginning of the semester, we explained the purpose and the contents
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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■of this activity and the log. Participants wrote this log at home in their target language after each class and teachers collected the log through Google Classroom
after the end of each textbook unit, four times in total each semester. Every timelearners submitted the log, we read it through and returned with some comments,suggestions, praise, or even questions in case their reflections were unclear. Even
though it was an ungraded assignment, 98% of the learners completed the log
with details throughout the semesters. Learners kept editing their log, so at theend of the semester, they were able to see their learning path within their own
reflections.
Learners’ use of Self-Learning Logs. To give additional information on
the content covered by learners in their Self-Learning Logs, a sample is provided
in Appendix C. Although the sample does not provide a perfect example of
all ways that the Self-Learning Log was used, it does offer some insights into
several uses inside and outside of the classroom. Overall, the majority of learners
used the in-class learning section to summarize and reflect on the content of thelesson, as well as to examine their L2 use in conversation. On the other hand,the outside-of-class learning section covered different ways students connectedlanguage learning to hobbies and activities, such as watching YouTube videos,movies and TV shows in the L2, making time to have a discussion with friends
or family in the L2, using the target language to engage in games and online
interactions, etc.
Questionnaire. Questionnaire was given to participants at the end of the second semester in order to explore their experiences with the self-learning log andits usefulness from their perspectives. The questionnaire asks mainly fourteenquestions in three sections about their experiences of writing the self-learning log
and two questions to ask permission about the use of their actual log for research(Appendix D). The first section focuses on how participants see themselves as287

learners and how they think they have improved as learners. The second section
explores how writing self-learning logs was effective in terms of their learning.
Finally, the last section asks for their willingness to keep writing this log in the
future as well as suggestions for its improvement. Out of fourteen questions,ten were closed questions or multiple choice. Responses to those questions
were analyzed quantitatively. The individual comments on open questions wereanalyzed qualitatively and categorized through coding. The results of the data
analysis will be shown in the following section.

RESULTS AND DISCUSSION
Survey Results and Discussion
Quantitative and qualitative questionnaire results will be discussed simultaneously considering that each open-ended question in the questionnaire wasoriginally intended to follow a closed question in order to gather more detailed
information. It would therefore be counterproductive to explain qualitativeand quantitative results separately. The first section of the survey focusedon students’ reflections on their identity as autonomous learners and on theirimprovement since April. To answer the first research question, learners werefirst asked about how they defined the “ideal autonomous learner” and whether
they considered themselves autonomous at all. Samples of student answers canbe seen below:“a learner who can set own goal in a learning by themselves”“a lifelong learner”“Learning with friends. Team Learning is ideal”“learners who are not afraid to ask questions or make mistakes, and who do notleave things they do not understand.”

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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■When asked about their ideas in regards to what being an autonomous learnerentails, student answers varied from being able to organize one’s study time, as
well as having the skills to learn with others, to having the curiosity and courage
to not give up learning even when facing challenges. Thus, students were invited
to think about whether they viewed themselves as autonomous learners.
Do you think you are an autonomous learner?

Figure 1. Students’ self-identification as autonomous learners(Source: Survey q.1, Section 1, n=15)
As shown in Figure 1, 93.3% of participants agreed to some extent that they
viewed themselves as autonomous learners. When asked whether they thought
they had improved as learners since the start of the school year, again an overwhelming 93.3% of students reported that they had (Figure 2). Whilst there isno certainty since responses were registered anonymously, it is possible that thesame 93.3% who declared having improved is also the 93.3% who identified as
autonomous learners.

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Compared to yourself in April, do you think you have
improved as a learner?

Figure 2. Students’ self-assessed improvement since April(Source: Survey q.2, Section 1, n=15)
What is available, however, is an understanding of how students improved.
Verily, participant answers were analyzed and categorized into four different
types of improvement: 1) motivation; 2) learning skills; 3) online skills; 4) new
opportunities. Table 1 below presents sample answers from student data for eachof the four codes.
Table 1. Students’ improvements as a learner over a year.
Code

Student answers

Motivation“I had a heart that never gave up through this year, because while
I had a lot of trouble with taking online classes, I didn’t give up to
participate in class.”“I feel like I prioritize learning over free time lately.”

Learningskills“I can plan what to learn every week and learn planned study.”“I can improve my English ability.”

Online skills“I acquired a way to learn online, and it expanded my way oflearning.”“Because I got better at online lessons.”New“We study online this year and the opportunity to learn by myself
opportunities is increased. So I became a better learner.”“I used English a lot compared with before, so I could get aexperience”

290The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■In order to verify whether the possible reported improvements over thecourse of two semesters was in some way connected to the Self-Learning Logs,
a question was added, and the results (Figure 3) showed that at least 86.7% of
students agreed to some degree.
Do you think writing a Self-Learning Log helped you be agood learner?

Figure 3. Students’ self-assessed improvement since April(Source: Survey q.3, Section 1, n=15)
While the number no longer matches the 93.3% of the previous two figures(Figures 1 & 2), 86.7% still proves that a large majority of student participants
gave credit to the Self-Learning Log for their improvement as English learners.
Student comments from the first and second sections of the survey giveinsights into the different reasons why student participants found the SelfLearning Logs helpful for their learning. After analyzing the qualitative data,
four codes emerged: 1) increasing and maintaining motivation; 2) improving
learning skills; 3) reviewing; 4) reflecting on one’s own learning style. The tablebelow (Table 2) presents samples of student answers for each of the four codes.
For the sake of readability, all Japanese comments have been translated into
English and all English comments have been adjusted to remove idiosyncraticelements of speech (Ochs, 1979; Roberts, 1997).

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Table 2. Examples of student comments on the Self-Learning Logs’ usefulness.
Code

Student samples from Survey answers

Increasing/
Maintaining
motivation“To write the Self-learning Log, I watched movies or researchedsomething. It was a good opportunity.”“It made me keep learning outside of the classroom too.”“It gave me the motivation to do something outside of class.”

Improving“When I did not know how to express myself, I used an electronic
learning skills dictionary and checked the words. I think this process is useful for
English learners.”“I can improve that which I was not good at before.”
Reviewing“We were able to review our class, what we learned, how myattitude in class was, etc... So the log can help well.”“I can remember what to learn.”“I was writing down what I had learned, so it was also a review.”

Reflecting
on one’s own
learning style“There are opportunities to reflect by myself and to learn English
outside the classroom.”“When I looked back, I was able to look back on the study
methods I did.”

The qualitative results presented in Table 2 are further supported by quantitative evidence gathered from questions three and four in section two of the survey.
Do you think writing the log helped you use/practice English
outside of the classroom?

Figure 4. Students’ opinions on how much the self-learning
logs helped use/practice English outside of the classroom.
(Source: Survey q.4, Section 2, n=15)

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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■Do you think writing the log helped you remember what you
learned in the class?

Figure 5. Students’ opinions on how much the self-learning logs
helped remember what was learned in class. (Source: Survey
q.3, Section 2, n=15)
As demonstrated in Figure 4, approximately ¾ of the student participants
believed that the Self-Learning Logs helped them engage in using English
outside of the classroom, therefore supporting the comments in regards to
the Self-Learning Log as a tool for maintaining motivation in using the L2.
Moreover, Figure 5 shows that all student participants unanimously agreed that
the Self-Learning Logs are useful for reviewing what was learned in the classroom, which was also one of the codes that emerged from students’ qualitative
results (Table 2). Finally, participants were asked whether they would continue
writing the Self-Reflection Log in the future.
Would you keep writing this kind of log in the future?

Figure 6. Students’ decisions to continue writing self-learning
logs in the future. (Source: Survey q.5, Section 2, n=15)293

According to quantitative data, 60% of student participants expressed wanting
to continue writing Self-Reflection Logs in the future, whilst the remaining 40%
prefer to discontinue. In order to fully understand both perspectives, the mostfrequent answers from qualitative results have been analyzed and categorized
in the table below (Table 3).
Table 3. Students’ reasons for wanting to continue/discontinue writing SelfLearning Logs.
Would you keep
writing this kind oflog in the future?

Why/Why not?

Yes

“I feel that logging with English is a very useful way to
improve my English, so I will try to continue this custom.”“Because what I learned becomes apparent, I believe I
become more confident. Therefore, I’d like to continue if I
can make time”“It will tell me path like what I have learned, It is going to
be guide”“Because I could remember what I did last week when
I look back at my reflection. And writing will also be
remembered.”“It makes me want to continue studying English.”No“I think I would not do that spontaneously.”“I’m too lazy to continue.”“It was a little hard for me.”“I think it is a good way to remember what I learned, but I
think I cannot continue when it is not an assignment.”“It is very hard and troublesome.”

From student answers, one can gather that the biggest reasons not to continue
writing the Self-Learning Log are related to one’s level of intrinsic motivation,
particularly noticeable in the use of the words “spontaneously”, “lazy”, and“troublesome”. Moreover, some students recognized its usefulness yet admitted
that if it is not a graded assignment, they might not continue it, highlighting aconnection to students’ extrinsic motivation too. A small percentage of students
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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■also confessed that it was a difficult task for them, yet did not specify in whatway. On the other hand, students who chose to continue writing the Self-Learning
Log gave reasons that reconnect to the four codes previously mentioned (Table2), with the addition of aiding students’ confidence.
Ultimately, data analysis shows that the majority of students found someuse in Self-Learning Logs, and that it was not limited to developing learnerautonomy. Whilst results were not unanimous, more than half the participants
reported having improved as English learners, and that they would continue towrite this type of learning log in the future. One can therefore conclude fromstudent survey data that the Self-Learning Logs not only achieved their original
goal of developing learner autonomy, but exceeded it and provided students
with opportunities to improve reflection skills, review skills, motivation, andconfidence.
Limitations
Despite the overall progressive results of this research, there are numerous
limitations. Firstly, the number of participants who took the survey does notreflect the number of students who used the Self-Learning Logs during theyear. The reason for that being that the survey was made available on the online
platform Google Classroom in the last week of classes, where many students
were busy with final exams and either did not have the time to spare or forgot
to complete it by the deadline. Moreover, even supposing that all students had
answered the survey, the number of participants would have still been limited
only to the members of four classes taught by two teachers. In order to avoid
similar drawbacks, the next survey will be made available to all teachers making
use of the log and uploaded when students are more likely to have the time tocomplete it. Furthermore, the only source of data for this research was the survey. Although there were volunteers for follow-up interviews, time constraints
between the data collection and the preparations for the new school year made295

it impossible to investigate the matter further and therefore it remains unnoted
whether students really continued to use the logs. It is therefore imperative forthe next phase of the research to allow time for follow-up interviews in order toprovide insights not only on the perceived value of the Self-Learning Log, butalso on its continuation outside the classroom.

CONCLUSION
In response to the first research question, students defined autonomous learners as learners who set their own learning goals, who can find the motivation andcourage to keep learning, and admittedly a large portion of participants identified
themselves as such. Furthermore, the educational implications of this study showthat the Self-Learning Log is an efficient tool for helping students master learnerautonomy, as well finding or maintaining confidence and motivation, especiallyduring a time of confusion such as that caused by the Covid-19 pandemic and theresultant change of the learning environment. Whilst the number of participants
was limited, the data gathered from surveys demonstrates an overall positiveeffect on student participants’ learner identity and a promising implementationof the Self-Learning Log in their independent learning time. Research on the
Self-Learning Log is ongoing, and the format is being adapted to match the
HyFlex school system currently being employed at university level. Taking into
consideration the limitations of this pilot study, the data collection for the newschool year will be carried out by gathering evidence from all teachers using
the tool, as well as adding follow-up interviews to the data collection methods.
Through piloting self-learning tools in different learning environments (fromonline to HyFlex), it is our hope to be able to produce self-learning tools which
are adaptable to the changes in the educational environment yet guarantee thesame standards.

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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■REFERENCES
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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■APPENDIX A
Name:             Student#        Please keep a record of your learning inside and outside of class time.
Please take a look at the example reflection below.
Week

In-class learning

Out-of-class learning

Reflect on what you learned during
today/this week’s class.

Reflect on what you did outsideof class to practice English.

e.g.
Week
1

Today we learned about nurture
VS nature. I didn’t know that inJapan people connect blood types topersonality.
I couldn’t participate well in groupconversation, but I enjoyed pairconversation. Next time I want toparticipate more actively in a group,
maybe ask more questions.

On Monday, I had a zoom chatin English with my classmate.
Then, on Thursday, I watcheda Hollywood movie in English
with Japanese subtitles. Next
time, I want to try watching it
again without subtitles.

Week
2

Today we discussed how to copewith work stress through reading.
I could relate myself to it because
I used to have so much stress at
a workplace where I worked parttime. I could share my experience
with my classmate so I felt happy.
However, I couldn’t concentrateon the class so much. I felt tired. I
should have enough sleep everyday.

On Monday,I watched YouTube
about how to exercise at home.
I really enjoyed learning
something new in English but
sometimes it was so difficult
for me to understand what the
speaker was saying.
New Expressions:-stay fit and active-burn calories
Next time I want to learn how tocook in English.

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APPENDIX B
Student Sample of Self-Learning Log

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APPENDIX C
Questionnaire about Self-learning Log
Throughout the academic year, you have kept writing “Self-Learning Log”.
I’d like to know how it has been helpful for your learning and how it can be
improved for future use. Your answers will NOT affect your grades so please
let me know your honest feelings and ideas about the log. The results of thisquestionnaire might be introduced in a journal or a presentation for educational purposes; however, it is only limited to the anonymous answers of thisquestionnaire. Your actual self-learning logs will NOT be used in any type of
research unless you give me permissions.
After you read the explanation above and consent to answer the questions,please go to the next page. If after you read the explanation above, you feel
uncomfortable with answering the questions, you do NOT have to answer thequestions at all.
Thank you in advance for your time and sharing your ideas and experienceswith me.
Part 1: Please tell me about how you see yourself as a learner.
1. Do you think you are an autonomous learner? (NOTE: Autonomous learnermeans a learner who takes control of one’s own learning both inside and outside of the classroom)(Strongly agree/Agree/Somewhat Agree/Disagree/Strongly Disagree)
Why do you think so?

2. Compared to yourself in April, do you think you have improved as alearner? (Yes/No)
Why?


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The Self-Learning Log: A Tool for Aiding Learners’Autonomy, Confidence, and Motivation ■3. Do you think writing a Self-Learning Log helped you be a good learner?
(Strongly agree/Agree/Somewhat Agree/Disagree/Strongly Disagree)Why?

4. In the future, what kind of learner would you like to be? Please describe
your ideal learner.

5. To be the learner you described above, what is one thing you can do fromtoday?
Part 2: Please tell me how you kept writing the Self-Learning Log andhow you felt about it.
1.

How often did you write your log?

(Every after the class/Once a week/Once in two weeks/Just before the submission deadline)2.

How long did it take you to write your log (for one week)?

(Within 15 minutes/Within 30 minutes/Within an hour/More than an hour)
3. Do you think writing the log helped you remember what you learned in
the class?
(Yes/No)
4. Do you think writing the log helped you use/practice English outside of
the classroom?
(Yes/No)

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5.

Would you keep writing this kind of log in the future?

(Yes/No)
Why/Why not?
Part 3: Please let me know your ideas for improvements of the SelfLearning Log in the future.
1.

Which type of the log do you prefer?

(Google Document/Word/Paper)2.

How often would you like to submit?

(Every week/Every after the Unit/Twice in a semester/Three times in asemester/I do not wish to submit. I want to keep it personal)
3.

Do you prefer to receive some comments from the teacher? (Yes/No)

4. If you have any suggestions or comments about the log, please feel free towrite below.
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5. Is it OK with you to use some part of your log as an anonymous example
in my research paper/presentation in the future? If it’s OK with you, can you
write down your student number below?
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6. If you are willing to answer a short online interview about your selflearning experiences, can you write down your email address below?
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