Learning Learning 『学習の学習』 29(1): MINI PROFILES | ミニプロフィール

Learning Learning『学習の学習』
Newsletter of the Learner Development SIG
Autumn 2022 LL 29 (2) ISSN 1882-1103

学習者ディベロプメント研究部会 http://ld-sig.org

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GREETINGS AND NEWS UPDATES | 挨拶と近況報告
In This Issue: Learning Learning, Volume 29, Issue 2 今号について… Mike Kuziw
Coordinator’s Greetings for Autumn 2022 2022 年秋のコーディネーター挨拶 …
Tim Cleminson

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MEMBERS’ VOICES | メンバーの声
Developing Student Autonomy through Self-Access Learning Centres and Teacher Practice - A New
Endeavour… Isobel Hook

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STORIES OF LEARNING AND TEACHING PRACTICES | 学習・教育実践の成功談・失敗談
Mini-interview on Learner Development and SIG Membership Matters… Emily Choong & Andy
Barfield

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A Phenomenological Approach to Uncovering Multilingual Identities:

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A Navigation of Ukrainian, Japanese, and English through Crisis management… Mike Kuziw
Investigating the Propensity of Non-English Major Students Regarding Authenticity… Sayaka Karlin

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LD SIG GRANT AWARDEE REPORTS | LD SIG 研究助成金受
PanSIG 2022 Conference report. Poster title: The Critical Role of the Teacher in the Self-directed
Learning Class…. Lorna Asami

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LOOKING BACK | 報告
PanSIG Forum Title - Challenging Conventions: Opening up New Spaces in Learner Development…..
Tim Cleminson, Naomi Fujishima, Ellen Head, Phillip A. Bennett, Isra Wongsarnpigoon, Andy
Barfield, Michael Kuziw, Yuri Imamura, Dominique Vola Ambinintsoa R., Haingo Fanaperana
Rajaonaritiana, Volatiana Olivia Rasoanindrina.

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LD SIG JALTCALL Forum Reflections: Creative Play in the Classroom: Innovative Approaches toLearner Development…. Tim Cleminson, Cassie Guevara, Ellen Head & Lee Arnold.

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LOOKING FORWARD | 今後のイベント
JALT National LDSIG Events Preview: Introduction by Tim Cleminson & Collated LDSIG Presentations
by James Underwood
5th CEGLOC Conference: Introduction and Call for Papers… Tim Cleminson
SIG MATTERS | インフォメーション
Learner Development SIG Financial Report April 2022 to September 2022… Patrick Kiernan
Writing for Learning Learning『学習の学習』応募規

Cover photo and Layout by James Underwood

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Learning Learning 『学習の学習』 29(2): GREETINGS AND NEWS UPDATESIN THIS ISSUE: LEARNING LEARNING, VOLUME 29, ISSUE 2
今号についてOn the heels of a somewhat normal
summer, it is our great pleasure to present you
with the Autumn issue of Learning Learning, prior
to the annual JALT International Conference. And
I’m happy to say that with the committed effortson the part of a hard-working team of editors,
contributors, translators and coordinators thatwe’ve been able to pull it off! We are delighted toshare with you a variety of perspectives from the
LD SIG, in a high-quality, educational, andpractical source of inspiration.
The issue begins with Greetings and News
Updates written by Tim Clemenson, updating us
on LD SIG related news since the Spring/Summer
issue of Learning Learning, which includes arecollection of the 2022 PanSIG and CALL Forums,
publications and get-togethers.
In Members’ Voices, a section that
introduces the members of the LD SIG, old andnew, who we want to recognize as individuals whowill surely bring much flair to our growing group.
This time we introduce Isobel Hook, an English
language instructor with more than 10-years
experience who looks back on her first accounts
working in a SALC (Self-Access Learning Center)and teaching a tutoring class.
These introductions are followed by our
Stories of Learning and Teaching Practices
section. Andy Barfield and Emily Choong start
this section off with an invigorating interview that
introduces Emily Choong as the new Membership
Chair. This is followed by Michael (Mike) Kuziw’s
introspective piece on identity that provides
insights into how his experience working as aninterpreter/translator with displaced persons from
Ukraine helped him with the negotiation of
language and daily life. This is a very timely andpersonal piece. Following this is Sayaka Karlin
who reflects on her experience during online
learning on its effect on teaching methodology
through the use of authentic materials to

学習者ディベロプメント研究部会 <http://ld-sig.org>

encourage positive engagement in learning English
as a foreign language.
Next, Lorna Asami, contributes a report on
her participation and presentation at PanSIG 2022
in the Grant Awardee Essay section with an
overview and feedback of volunteers at the
University of Nagano, the venue of the PanSIG
2022.
The Looking Back section reflects on the
LD SIG Forums at PanSIG and JALTCALL. It’s greatthat members who missed these can read about
them here. The Looking Forward section contains
an overview of the Learner Development SIG
Sessions that will be a part of the JALT 2022
International Conference, to be held November
10-13 in-person for the first time in two years andalso the CEGLOG 2022 event taking place on
December 3rd.
The issue closes with the Financial Report,
by our treasurer Patrick Kiernan, which details
the financial health of the LD SIG from April 2022
to September 2022. Although we experienced an
overall budget deficit, we are delighted to havefunded three grants after only offering one suchgrant in FY2021. We have also contributed to
PanSIG as well as other events, including thisyear’s JALT 2022 Conference.
We continue to depend on contributions
from our readers for our readers, strengthening
not only Learning Learning, but also the LD SIG
family. We are accepting submissions, even thosein the beginning stages of writing. For thoseinterested in submitting their writing, please referto the information for Contributors at the end of
this issue.
We hope you have a successful end of theyear and wish you all the best in your academic
and professional careers.
Mike Kuziw, lead editor for 29.2, on behalf of the
Learning Learning editorial team:Lorna Asami, Ken Ikeda,
Hugh Nicoll & James Underwood

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Learning Learning 『学習の学習』 29(2): GREETINGS AND NEWS UPDATESCOORINATOR’S GREETINGS FOR FALL 2022 |コーディネーター挨拶
Greetings, to you all and welcome to the autumn
edition of the SIG's newsletter,
Learning Learning. Our
dedicated LL team andmembers have been working
hard to put together this issueof LD voices, stories, andadventures.
As coordinator, I get to see all the work our
wonderful team and members do. I am really
thankful to all those who step up and contribute to
the SIG. I am not writing just about the officers
and big events, but all the members and the smallthings we do to support each other in ourpractice. Thank you all for being lovely!
PanSIG & JALTCALL Forums
This year has been a partial transition to normality
and the return of face-to-face events. In June,the first JALT conference of the year, JALTCALL,
remained online. The LD SIG forum on creativity
and innovation in the classroom had some reallyfascinating presentations by Cassie Guevara, Ellen
Head, and Lee Arnold on students' creativity andthe creative process. The event was wellattended and we had some great discussions in the
break-out rooms afterward. We also recorded thesession and posted it on the LD SIG Youtube
channel. You can watch it here
https://youtu.be/D-Jy8tS7pbI
PanSIG was face-to-face in Nagano! Ourvery own Koki Tomita was the conference chair
this year. Amongst a lot of uncertainty, Koki andhis team worked so hard to bring us back topresenting and meeting face-to-face. I am sure
you will agree it was a great event. Our forum
theme, ‘Challenging Conventions: Opening up new
space in Learner Development’ was chosen for its
synergy with the theme of the Learner
Development Journal 6, ‘Learner Development
Beyond the Classroom’. The face-to-facecomponent was hosted by Naomi Fujishima. A

massive thank you to Naomi and all the wonderfulpresenters in-person and online (Dominique Vola
Ambinintsoa Razafindratsimba, James Underwood,
Jenny Morgan, Gretchen Clark, Greg Rouault, Yuri
Imamura, Isra Wongsarnpigoon, Phillip A. Bennett,
Andy Barfield, and Mike Kuziw). We were also
lucky enough to have two student-teacher
representatives from Madagascar, Fanaperana
Haingo Rajaonaritiana and Volatiana Olivia
Rasoanindrina. They co-presented with Volathrough video presentations which were
fantastic. Some really thought-provoking research
was presented and led to some moving exchanges
and reflections.
This year’s grant recipients, Emily Choong
and James Underwood, were also very active intheir various roles at the conference. Many thanks
for their work for the SIG.
Publications
As always, the Learner Development Publication
teams have been hives of activity. The Learner
Development Journal (LDJ) 6 is close tocompletion and will soon be ready for layout andpublication. LDJ7 co-editors are working closelywith their authors and supporting them throughthe writing process. The LDJ8 is coming together
too. Thank you so much to all the writers and coeditors for the rigor and dedication they bring totheir work (LDJ6 Editors – Isra Wongsarnpigoon,
Dominique Vola Ambinintsoa, Phillip A. Bennett,
and André A. Parsons; LDJ7 Editors – Aya Hayasaki,
Ellen Head, Ryo Moriya) We also have two newmembers to the LDJ team with Oana Cusen joining
the steering group and Ivan Lombardi taking on therole of layout and design! Thank you so much forjoining the team. I would also like to express myappreciation to the contributors and editors of
Learning Learning. The commitment and writing
support of Ken Ikeda, Lorna Asami, Hugh Nicholl,
Mike Kuziw, and James Underwood help to keep

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

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Learning Learning 『学習の学習』 29(2): GREETINGS AND NEWS UPDATES
the community connected and informed about thegreat work our members do.
Get-Togethers
I would like to give a special thanks to Tim
Ashwell, James Underwood, and Ken Ikeda for
their tireless work putting on Get-togethers
throughout the year. Even at the busiest times,
they made sure there was a place for members tocome and share experiences and professional
puzzles together. Keep your eye out for an email
from the team, or check out the JALT.org calendar
for future events.

Upcoming Events
JALT 2022 LD SIG Forum
November 12th, 12:45-2:15 pm, 2nd Floor
Lobby
In November, we have the JALT 2022 LD SIG
Forum, Reflecting on challenges and achievements
in diverse learning environments. This should be afascinating face-to-face forum. Many thanks tothe presenters and the program team who haveworked so hard to put it on. I am really looking
forward to Akiko Takagi, Szabina Ádámku, andEileen Yap hosting the event after their wonderfulpreparation and coordination on this project.
LD SIG AGM - November 13th, 16:00-16:45 pm,
Room 410
Also, at JALT 2022, we will have the LD SIG
AGM. At this event, members and officers will
come together to review the year, introduce new
officers and talk about the opportunities for the
SIG in 2023. Everyone is welcome to join anddiscuss topics related to the LD SIG. So, pleasecome along and tell us your thoughts and feelings
about the SIG.

学習者ディベロプメント研究部会 <http://ld-sig.org>

Autonomous and Interactive Practices in
Language Learning - CEGLOC Online Conference- December 3rd, 2022 (All day)Furthermore, in December, there will be the
CEGLOC conference on autonomous andinteractive learning. The conference includes apresenter-focused zone and a collaborative LD
zone. The LD zone has student and teacher
workshops to share our learning and teachingexperiences through dialogue and reflection.
Reflections will be shared in written and video
formats! It should be a really exciting andinteractive event. Please come and join us! I
would also like to say a special thanks to thevetting team who helped the committee in theirwork: Kayoko Horai, Sayaka Karlin and Megumi
Ueda.
Sign-up Form for the CEGLOC LD Zone (deadline,
November 20)
https://forms.gle/nfP5T4sZSBCvJw7g7
We Always Need Officers
In 2022, there was a big decline in the number ofofficers. It was difficult to cover the main
positions in the SIG. The plain truth is, in orderfor our SIG to function properly, we need yourhelp. We are looking for volunteers to join themain officer teams: Programs, Publicity,
Membership, Publications, and the Get-Together
team. These positions are a great way to meet
people and aid your professional development. I
have definitely grown in my time with the SIG. If
you are interested in taking one or more roles in
our SIG, please contact Co-Coordinators at
ld@jalt.org.
And it’s TTFN (Ta Ta For Now) from Me!
Finally, I would like to say thank you to all themembers and officers I have had the pleasure towork with, especially Ellen, Ken, Andy, Tim,James, Patrick, and Lee. It has been a verystimulating time working for the SIG, and a greathonor to represent it. However, unfortunately, I
have to step down after the AGM in November due

5Learning Learning 『学習の学習』 29(2): GREETINGS AND NEWS UPDATES
to other commitments. I am sad to go, but I know
the incoming co-coordinators will make a great
team and lead the SIG forward. I look forward tomeeting you all in the future at JALT and SIG
events. Thanks again for all your support.
Thank you LD and bye for now.
Outgoing Learner Development SIG Coordinator
Tim Cleminson

2022 年秋のコーディネーター挨拶
皆さん、こんにちは！SIG のニュースレター「Learning Learning」秋号へようこそ。熱心な LL
チームとメンバーは、LD の声、物語、冒険が詰まった豊作号をお届けするため、懸命に働いてくれています。
コーディネーターとして、私はこの素晴らしいチー
ムとメンバーの仕事ぶりを目の当たりにしています。 SIG に貢献してくれているすべての人に、本当に感謝しています。 私は、役員や大きなイベン
トだけでなく、メンバー全員と、私たちの実践を支え合う小さなことについても書いています。 皆さん、素敵な方ばかりでありがたいです。
PanSIG と JALTCALL
今年は、一部、通常開催に移行し、対面式イベントが復活しました。 6 月には、今年最初の JALT カン
ファレンス、JALTCALL がオンラインで実施されに残りました。 LD SIG のフォーラムでは、教室における創造性と革新について、Cassie Guevara、Ellen Head、Lee Arnold が、生徒の創造性と創造的プロセスについて、実に魅力的な発表をしました。 参加者も多く、終了後の分科会では素晴らし
いディスカッションができました。 また、このセッションを録画し、LD SIG の Youtube チャンネルに掲載しました。こちらからご覧いただけます。
https://youtu.be/D-Jy8tS7pbI
PanSIG は長野で対面式で実施しました。 今年のカンファレンスチェアは、我らが冨田光希さん。 多くの不安要素がある中、Koki と彼のチームは、私たちが再び対面で発表やミーティングできるように、とても努力してくれました。 皆さんもきっと、素晴らしいイベントだったと思っていただけると思います。 私たちのフォーラムのテーマ「慣例への挑戦：学習者育成の新しい空間を切り開く」はLearner Development Journal 6 のテーマ「教室を超えた学習者育成」との相乗効果を高めるために選ばれました。対面式セッションは、藤島直美さんの司会で行われました。直美さん、そして対面式、オ
ンライン式の素晴らしいプレゼンターたち(Dominique Vola Ambinintsoa Razafindratsimba,
James Underwood, Jenny Morgan, Gretchen Clark,
Greg Rouault, Yuri Imamura, Isra
Wongsarnpigoon, Phillip A. Bennett, Andy
Barfield そして Mike Kuziw）へ心から感謝の意を表します。 また、マダガスカルからは、
Fanaperana Haingo Rajaonaritiana と Volatiana
Olivia Rasoanindrina という 2 人の学生教師代表を迎えることができました。 彼らは、Vola と一緒にビデオプレゼンテーションで素晴らしい発表をしました。 本当に示唆に富む研究が発表され、感動的な交流と考察が行われました。
今年の助成金受領者である Emily Choong と James
Underwood も、カンファレンスで様々な役割を担い、非常に活躍してくれました。 SIG のために働いてくれたことに感謝します。 本号の LL では、お二人のレポートを PanSIG と JALCALL のフォーラム
での振り返りとともにお読みください。

LD 出版部
学習者開発出版チームは、いつも通り活発な活動を続けています。 Learner Development Journal(LDJ) 6 は完成間近で、まもなくレイアウトと出版の準備が整う予定です。 LDJ7 の共同編集者は、著者と密接に連携し、執筆プロセスをサポートしています。LDJ8 も完成間近です。 LDJ6 編集部：Isra
Wongsarnpigoon、Dominique Vola Ambinintsoa、Phillip A. Bennett、André A. Parsons、LDJ7 編
集部：Aya Hayasaki、Ellen Head、Ryo Moriya）また LDJ チームには、Oana Cusen が運営グループに、Ivan Lombardi がレイアウトとデザインの役割に、新たに 2 名が加わることになりました！LDJ6と LDJ7 は、LDJ6 と LDJ7 とで構成されており、LDJ6 と LDJ7 は、LDJ6 と LDJ7 とが一緒になって、それぞれの役割をこなしています。また、『ラーニング・ラーニング』の寄稿者や編集者の方々にも感謝の意を表したいと思います。 池田謙、ローナ・
アサミ、ヒュー・ニコル、マイク・クジウ、ジェー
ムズ・アンダーウッドの献身的な執筆支援により、
コミュニティはメンバーの素晴らしい仕事について情報を得ることができるのです。

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

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Learning Learning 『学習の学習』 29(2): GREETINGS AND NEWS UPDATES「LD Get-Togethers」
年間を通じて「LD Get-Togethers」の開催に尽力してくださったティム・アシュウェルさん、ジェーム
ス・アンダーウッドさん、池田ケンさんに感謝します。 一番忙しいときでも、メンバーが集まり、経験やプロフェッショナルなパズルを共有できる場所を確保してくれました。 今後のイベントについて
は、チームからのメールや JALT.org のカレンダーをチェックしてみてください。
今後のイベント
JALT 2022 LD SIG フォーラム 11 月 12 日 12:4514:15 2 階ロビー
11 月は、JALT2022 LD SIG フォーラム、多様な学習環境における課題と成果を振り返るを開催します。
魅力的な顔合わせのフォーラムになるはずです。
このフォーラムを開催するために尽力してくださった発表者の方々、プログラムチームの方々に感謝します。 高木明子さん、Szabina Ádámku さん、
Eileen Yap さんがこのプロジェクトの素晴らしい
準備と調整の後、イベントを開催してくださることを本当に楽しみにしています。
LD SIG AGM - 11 月 13 日 16:00-16:45、410 号室。
また、JALT2022 では、LD SIG の年次総会を開催します。 このイベントでは、会員と役員が一堂に会し、一年を振り返り、新しい役員を紹介し、2024
年の SIG の機会について話し合います。 また、LD
SIG に関連するトピックについて議論することも可能です。 是非、ご参加ください。
言語学習における自律的・対話的実践 - CEGLOC オ
ンラインカンファレンス - 2022 年 12 月 3 日開催
さらに 12 月には、自律的・対話的学習に関する
CEGLOC カンファレンスが開催されます。 このカン
ファレンスには、発表者中心のゾーンと、協力的なLD ゾーンがあります。LD ゾーンでは、学生や教師のワークショップがあり、対話と振り返りによって、学習や教育の経験を共有します。振り返りは、
文章とビデオで共有されます。とてもエキサイティ
ングでインタラクティブなイベントとなるはずです。ぜひ、ご参加ください。 また、委員会の仕事を手伝ってくれた審査チームの皆さんに、特別な感謝を述べたいと思います。蓬莱加代子さん、カーリ
ン清佳さん、上田めぐみさん。

LD ゾーン参加申し込みフォーム（11 月 20 日締め切り） https://forms.gle/nfP5T4sZSBCvJw7g7

役員は常に必要です
2022 年は、役員の数が大きく減少しました。SIGの主要な役職をカバーすることが困難な状況でした。 SIG がきちんと機能するためには、皆さんの協力が必要なのです。 そこで、プログラム、広報、会員増強、出版、懇親会といった主要な役員チームに参加していただけるボランティアを募集しています。 これらの役職は、人と出会い、自分の専門的な成長を助ける素晴らしい方法です。 私はSIG に参加している間に、間違いなく成長しました。 もし、私たちの SIG で一つまたはそれ以上の役割を担うことに興味があれば、Co-coordinators（ld@jalt.org）までご連絡ください。

そして、私からお別れの挨拶です
最後に、これまでご一緒させていただいた会員の皆様、役員の皆様、特にエレン、ケン、アンディ、ティム、ジェームス、パトリック、リーに感謝の言葉を申し上げたいです。 SIG で働くことはとても刺激的な時間ですし、SIG を代表することはとても光栄なことです。 しかし、残念なことに、他の仕事の都合で 11 月の年次総会後に退任しなければならなくなりました。 退任は残念ですが、次期コーディネーターが素晴らしいチームとなり、SIG を前進させてくれるものと信じています。 今後、JALT や
SIG のイベントで皆さんとお会いできることを楽しみにしています。 本当にありがとうございました。
LD ありがとうございました。

退任する学習者開発 SIG コーディネーター
ティム・クレミソン

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 29(2): MEMBERS’ VOICESMEMBERS’ VOICES | メンバーの声
Developing Student
Autonomy through SelfAccess Learning Centres andTeacher Practice - A New
Endeavour
Isobel Hook, Konan Women’s University
Email: isobel@isobelhook.com
From Teaching to Advising
I have worked as an English Language instructor inmany different capacities over the last 10 years, inSouth Korea, Australia, and now Japan. While I
thought this would be a fairly straightforward
career path, at the end of 2021 I was offered afull-time position at a university’s Self-Access
Learning Centre (SALC). Having previously taught
part-time at the university, I jumped at theopportunity to work within a department I knew to
be passionate, innovative, and generally a joy towork with. However, my only prior knowledge of
SALCs was a second-hand account describing themas spaces that hosted conversation-practicegroups. While I asked many questions about what
the day-to-day work would look like I did not think
to ask about the deeper purpose of a SALC, what
learners would or wouldn’t need from me, andhow learner autonomy would reshape my conceptof language learning as a whole.
The SALC was set up several years before,
with generous funding and under the guidance of afew dedicated staff members. Learners currently
have access to several thousand English graded
readers, nearly 900 English-audio movies,
computers and iPads, study resource books,
English print media, advice and communitybuilding displays, and study spaces. A small groupof paid student-staff man the counter and host the“English Café”, where learners join forconversation over lunch or English-based board
games. Additional events are held regularly, withthe advisors presenting about foreign cultural

topics or running workshops while the studentstaff present their own topics of interest related
to English study. Lastly, learners can book 1:1
sessions with advisors for free conversation time orseek study advice.
Teaching How to Think about Learning
As well as being an advisor in the SALC, theposition includes a bi-weekly Tutoring class whichis compulsory for all first-year students. This classpartially aims to familiarise the students with the
SALC with participation in programs being a graded
component. The main goal of the Tutoring class,however, is to help them become more self-awareof their studies, use of English, goals, andprogress. Classes ask them to be more aware of
how they have studied English in the past and how
it was or wasn’t successful. They practice setting
long-term goals and breaking them down into
achievable targets and habits. The students are
exposed to new study methods and opportunities
and are asked to evaluate the relevance of thesemethods to their goals. Class time is also given to
discussing failures and successes in their progressin an effort to build community and support
networks.
For example, the fall semester is largely
based around students developing an elected skill
meaningful to their goals. Students are asked tochoose an area they wish to work on throughout
the semester such as reading, vocabulary, TOEIC,or speaking. They then discuss this goal 1:1 withme. The student reflects on why they want toachieve this goal and how they can break the goal
down to more easily definable targets with regularaccountability and self-evaluation. A student who
wishes to improve their speaking may express thatthey are scared of joining a study abroad program
because they won’t be able to talk to peers while
overseas. They identify three specific goals for thesemester: talking to peers in casual settings,
confidence, and everyday vocabulary. The student

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

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Learning Learning 『学習の学習』 29(2): MEMBERS’ VOICES
decides that they will build a vocabulary listaround their hobbies, daily life, weekend
activities, and other topics they might share withpeers. Once prepared and confident with their
topics, they then attend the English Café once a
week. To improve accountability and reduce
shyness, the student will attend with a classmate
with similar goals. After the English Café session,
the student will write a self-reflection noting how
the conversation went, whether they used their
prepared vocabulary, and how they felt about
their participation. At the end of the semester,
students are to give a short presentation,reflecting on if and how they improved theirchosen skill, and whether they have the ability tocontinue to improve.
A successful student in this course is not
one who achieves the highest TOEIC test score or
reads the most number of books. Instead, students
are taught to think about their wants and needs inlanguage learning, understand and implement
processes to achieve their goals, and reflect on
their progress in a way that develops long-term,
sustainable growth. It is hoped that these skills
will stick with the students not just through theirfirst year learning English at university but
throughout their lives in various contexts.
Learning What, Learning How, and Beyond
As a language teacher, I often encouraged mylearners to use the language covered in class increative and personalised ways and gave them asmuch time as possible to practice the target
language through a variety of output methods.
However, the underlying premise was that thetarget language, usually prescribed by a textbook
or syllabus, would be necessary for the learner andtherefore important and valuable to them. In this
scenario, the goal was either to pass the class or
achieve some vague, ill-defined promise of future
fluency. In return, I often talk with learners who
describe wanting to “study more vocabulary” or“get grammar correct” in order to “be fluent”.
This sets in mind that the goal itself is the study
and the end result is something not easily
definable. In my previous classrooms, I wished to

学習者ディベロプメント研究部会 <http://ld-sig.org>

support learners’ goals so provided more words tolearn. While I modelled and practiced various
memorisation activities, learners were not given
the freedom to choose how and what to learn. Thispassive learning model is one the MEXT has been
attempting to reverse. However, many Japanese
students are reaching university and are stillunaccustomed to the premise of active learningand learner autonomy.
My teaching methodology described above
still relied on the idea that understanding many
words and grammar structures would get learners
where they wished to be. When asking learners tovisualise themselves as “fluent” (in their words) in
English, they describe scenes such as chatting withfriends from around the world in English, travellinginternationally with confidence, and enjoying
English media without the use of translations.
What they are describing, of course, is notlearning a language but using a language. This is
why the Tutoring class has a compulsory element
connected to participating in events and activities
in the SALC. The SALC does not score the students’performance in activities or tell them their
response is incorrect. Rather it is an opportunity
and a way to meet the learners at whatever levelof accuracy, fluency, or motivation they display.
Through my work in the SALC so far, myunderstanding of learner autonomy has developed
from an obscure notion to a guiding principle in
how I see myself as an educator. There is an urge
to provide the right answers for students, provide
as much support as possible, and predict theirneeds. However, this reduces students' abilities toact autonomously in their own learning anddevelop the vital skills needed not just to use thelanguage but also to seek out what they want tolearn. By attempting to guide learners toward
what I perceive to be their goals, I am
inadvertently telling them that they lack theability to improve.
Without a sense of ownership andresponsibility over their learning and without aclear understanding of where they want to be in
their language learning journey, how are learners
meant to achieve their lofty goals? Goals need to9Learning Learning 『学習の学習』 29(2): MEMBERS’ VOICES
be discussed and broken down into smaller,achievable targets. Meta-awareness needs to be
developed regarding language skills and learning
processes. Habits need to be built andaccountability systems need to be put in place sothat when there is a fumble it does not become afailure. Opportunities need to be provided so that
there is time and space to use the language andexplore it further. And confidence needs to befostered so that learners believe in their ability tolearn.
My first semester working in a SALC andteaching the Tutoring class has been eye-opening
and inspiring. I do not believe I can return toEnglish teaching with the same approach I wasusing for the decade prior. I now understand thatthe language itself is just one tool learners willneed to employ on their journey and so teachers,
in return, need to offer so much more.

Call for for Contributions to Members’ Voices /メンバーの声: send to
lleditorialteam@gmail.com by
February 29th, 2023

#1: a short personal profile of yourself as alearner and teacher and your interest in learnerdevelopment (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, andengagement with, particular learnerdevelopment (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 1,000 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 andthe focus on learner development/learnerautonomy that a particular institution takes
and/or is trying to develop in a particularcurriculum (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）

Deadline for Contributions: February 29th,
2023

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICESSTORIES OF LEARNING AND TEACHING PRACTICES |学習・教育実践の成功談・失敗談

Mini-interview on Learner Development and SIG Membership Matters
Emily Choong, Niigata City Board of Education
Email: emmchoong@gmail.com
Andy Barfield, Chuo University
Email: andybarfieldchuo@gmail.com
Andy writes: Inviting SIG members to take part in different LD activities has been part of my role as SIG
membership chair the last two years. Recently I started asking some LD members if they would beinterested in doing a mini-interview for Learning Learning, around their learner development interests.
The idea is that such mini-interviews could be written, video-recorded, or both. Emily replied that she
would like to do a mini-interview, and towards the end of October she generously wrote about her workand different learner development practices that she has been exploring.
In what follows I include some of the possible prompts for such a mini-interview. Emily then takes up
some of those questions around her experiences of working as an Assistant Language Teacher (ALT) for
Niigata City Board of Education in elementary and junior high schools in Niigata City.
****
Andy: Emily, thank you for stepping up to help with LD SIG membership. I think you know all the ropes
pretty well already as you have been doing membership for Niigata chapter and also assisting Melodie
Cook (JALT Director for Membership) as membership liaison for JALT, and I hope we have a chance to talkanother time about membership ideas. I also wanted to ask you whether you'd like to do a kind of guided
mini-interview or reflection in writing for the 2023 autumn issue of Learning Learning. This would be achance to explore such themes and topics as:

1. Where you work
2. What kind of learners you work with
3. Something interesting or puzzling about your learners
4. A small story of surprise or change for you about learner development
5. What interests you about learner development in your work
6. Some enduring questions or puzzles you have to do with learner development
7. Who (past teachers, different learners, particular writers, …) or what (certain incidents orexperiences, particular classes, certain pieces of writing or discussions with others, …) have been
particularly important for you in developing your (learner development) practices and/or yourunderstanding of learner development
8. Particular discourses or theories of learning that you are interested in, and how they help you inthinking about and developing your practice

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
9. An (incomplete?) reflection that you’d like to share about something to do with learning andlearner development
and so on …
The idea is simply for you to write a little, and then I'll respond, and then write a little, and so on. It
would be great if you wanted to (and no problem at all if you'd prefer not to!). ]Emily: No worries! I’m sorry to hear that you’re stepping down. I’m glad you’re still in the team so I can
ask you about publications! I’m also happy to contribute to the mini interview. Let me know if you havetime for a Zoom call next week …
****
Emily writes:
1. Where you work
I am an Assistant Language Teacher (ALT) at Niigata City Board of Education working in elementaryand junior high schools in Niigata City.
2.

What kind of learners you work with

I work with younger learners aged from 9 to 15 years old. I sometimes do volunteer teaching online
with undergraduate students.
3.

Something interesting or puzzling about your learners

Students have a very different way of learning these days. They have the internet with all theanswers at their fingertips, but not everyone takes charge of their learning the same way. For example,
most of the students that I teach are totally reliant on information in the textbooks and rarely
elaborate or expand on the topic at their own time. In a unit on the civil rights movement in the USA in
the 1950s and 1960s, the textbook would touch on coloured people being black, and present race interms of white people and black people only. How racism is portrayed is so much more than that suchas the “Stop Asian Hate” movement that emerged in the USA as a response to Asian American
discrimination during the COVID-19 pandemic.
I try to bring a different perspective to the classroom if the teachers allow me to do so. A good
activity idea that worked with some classes was to show students black and white pictures of famous
black people and ask them to guess what their jobs were. They got them completely wrong (e.g., someof my students thought Louis Armstrong was an optometrist just because he wore glasses in the
picture). The point of the lesson is to let students become aware that you cannot judge someone by
how they look. That kind of activity carries a lot more impact than being dependent on information in
the textbook as it connects students with more real-life situations. While the topic is heavy for mystudents who do not come across foreigners outside school very often, giving them that fuel to start
their own fire of curiosity is so important—something I feel that many teachers have the ability to do intheir classrooms in order to encourage their students to take charge of their learning.
4.

A small story of surprise or change for you about learner development

I am new to this field of ELT, which is why I joined this SIG. I got interested in learner autonomy andhow much I can foster this in the classroom as an ALT. When you do not visit your schools as regularly
as the Japanese teachers, you have to find different ways to let learners set goals for their learning,

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
understand the time frame you have in order to achieve those goals, and find out how to encourage
habits like doing your own research.
I see my students typically for one class a week, so it is a challenge to follow up on their progress. Iteven came to a point where I would not touch the textbook when I was asked to prepare any activities.
Relying solely on the tablets1, using guided writing, and encouraging students to express their opinions
then became my style of teaching.
Some teachers who are comfortable with creating reflection sheets digitally would use tables thattrack progress every unit, while others still rely on the traditional paper-writing method andcompilation of reflection sheets in files. I learned a lot from my teachers in terms of how they set thegoals for their students as every school has different levels of English proficiency. In a way, thesedifferences were a surprise for me as a new teacher at that time.
5.

What interests you about learner development in your work

How learner development also co-exists or is influenced by culture is something I find interesting.
From working in different schools and teaching students of many ages, it is normal to not want to raise
your hand in class to volunteer answers. Being communicative is a skill that needs to be taught during
lessons that have speaking components. This also includes non-verbal skills like body language, eyecontact, and using gestures which students do not usually think about when speaking English because it
is a classroom activity rather than a life skill. What drives me in my work about constantly encouraging
students to express themselves, reflect on their progress, and how they felt after challenging
themselves in speaking tasks is seeing how much they have grown from Day 1.
6. Who (past teachers, different learners, particular writers, …) or what (certain incidents orexperiences, particular classes, certain pieces of writing or discussions with others, …) have been
particularly important for you in developing your (learner development) practices and/or yourunderstanding of learner development
I work well with teachers who provide me with opportunities to experiment to discover more about
students. For example, how they respond to a different kind of reflection sheet (e.g. moving from ones
written on paper versus digital ones that they can easily access as long as they have their devices withthem) or when they are given new tools to practice the vocabulary they already know. It takes a while
to gain this kind of trust, which is why I believe in the importance of building rapport as you
understand how your learners learn.
Sometimes it takes doing an activity to understand your students’ opinions. Another idea that cameup was during one of the lessons where upper elementary students were learning about jobs. The
students seemed to have the idea that a certain role is attached to a particular gender. For instance,
police officers are males and nurses are female. This taught me a lot about my students’ exposure andtheir community they belong in. The police officers that visit the school are normally males, and theschool nurses are females.
Prior to making the activity, I interviewed around eight teachers asking them what their dream jobs
were when they were in elementary school. I found illustrated pictures of all the jobs but in order toavoid gender bias, I found male representatives for them. The students were asked to match the namesof the teachers to the pictures to what they thought would be the teachers’ dream jobs. After
reviewing the answers, many students matched the more male-dominated jobs to the male teachers,

1

Elementary and junior high school students across Japan have started using tablets in school from early 2021. This is an initiative
under the Global and Innovation Gateway for All (GIGA) school project by MEXT to digitalize education.

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
and the female jobs for female teachers. They were surprised at some answers, such as how female
teachers wanted to be a tax collector and adventure guides, which they thought were jobs for males.
Ever since then, I have been inspired to include more of these activities beyond the textbook
wherever possible.
7. Particular discourses or theories of learning that you are interested in, and how they help youin thinking about and developing your practice
I have always been interested in multiple intelligences and implementing 21st century skills inclassrooms. Given that the multiple intelligences theory proposes that every person has different
modalities of intelligence at varying degrees rather than identifying intelligence as a single ability, I
want my students to know that they have options to explore, simply because the curriculum that they
rely on does not contain the latest information. As we know, textbooks date easily and even more so inthese digital times. There is no one right answer to everything. Therefore, having the right skills todevelop those intelligences is also important. Some students enjoy drawing, while others prefer to talkabout games using English. Building skills such as presentation skills and communication are also what I
think are not explored as much as they should. As a millennial, I value the digital aspect of learningand how to put yourself out there in the world.
8. An (incomplete?) reflection that you’d like to share about something to do with learning andlearner development …
Prior to joining the LD SIG and doing research, I did not know how to phrase my experiences from alearner development point of view. I am glad that volunteer opportunities within JALT and attending
conferences, workshops, and sharing sessions have given me more insight to the work that I do. This issomething I have spoken to you before—recognising that the English I grew up with is a part of avariety of Englishes and is local to Malaysia. For example, we Malaysians tend to ignore the “th” sound(ð) in “this” and use “lah” in our sentences to emphasise a point. It has been so rewarding to learn
about the English that I speak and my roots in the process. As a teacher guiding her learners
throughout the academic year, while it is my duty to guide them on their path of success, my own
learning journey as a teacher is equally important and relevant.
****Emily: Thank you so much for the opportunity to be a part of this mini interview. It was a pleasure talking
with you!
Andy: Thank you, Emily, for being so generous with your time and with sharing your practices and interests
to do with learner development. It has been a great pleasure talking with you too!

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICESA Phenomenological Approach to Uncovering
Multilingual Identities:
A Navigation of Ukrainian, Japanese, and English
through Crisis Management
Michael Kuziw, Jin-Ai University
Email: mike.kuziw@gmail.com

Introduction
Growing up in Ontario, Canada, it was second nature to use English as a common language in public
settings, including school. However, up to the 4th grade, I had attended a public elementary school thatcatered to families of the Ukrainian diaspora. Everyone around me was of Ukrainian descent, including thehomeroom teachers, the principal and even the French teachers; Ms. Tymchyshyn, Ms. Twerdochlyb, Ms.
Olenka and Mr. Sweleba, just to name a few. Then, on the first day of the 5 th grade at my new school, St.
Jerome Elementary School, I first realized that not only was I the only one in my class who could speak
Ukrainian, but that I was not the only one who could speak another language. I have a vivid memory of thedelight I felt in being surrounded by people who had their own culture on that day, and how much pleasure
I took in sharing that feeling with my mother. This memory has stayed with me over the years, but notwithout its challenges. In order to truly appreciate my identity, I would come to learn that navigating myway around my language skills would be the only way I could find true happiness and purpose in my life.
This personal reflection will be applicable for everyone who seeks to understand how to appreciate theirlanguage skills, and understand how language plays a pivotal role in one’s identity and enrichment to life.
My turning point
The connection I have with my Ukrainian heritage has spanned decades, but I was never as impacted as I
was on February 24th, 2022 when Russian forces invaded Ukrainian territory. There is no questioning that
this event has significantly altered people’s livelihoods, their safety, and their well-being. I must admitthat in no way can I fully grasp the pain of the people who called Ukraine home, or their experiences
throughout the war, however, for me, this was a turning point in my own identity. From day one I was
reminded of my Ukrainian heritage, most notably through messages from friends. Many of these messages
came from close connections, family members, and classmates, but others came from individuals who I
have had very little interaction with. The common thread was that despite their closeness, physically andemotionally, they all knew the association I have with my Ukrainian heritage–I wear it on my sleeve.
The navigation of language
After being approached by the Fukui Prefectural Government to work as a translator-interpreter for
displaced persons from Ukraine, for the first time, I had a conversation about my identity as it related to
my Ukrainian heritage. What I wanted to gain from this experience was a clear idea of how I have come toassociate with my Ukrainian heritage as it relates to my identity, by deconstructing the influences in mylife that have led me to this point. The focal point would be to know how language manifests itself in theidentity that I hold onto; a combination of various identities formed by language. By doing so, I could makesense of my work as a language teacher, being more aware of the way my students themselves navigate
their own identities as it relates to language in their lives.
The dialogic inquiry is complemented by a language landscape of myself, answering existential
questions through a chronological plot of the language in my life. For the analysis, I used a

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
phenomenological approach; the idea of a unique construction of the human experience, which states that
individuals do not experience life as isolated events; rather they are active in creating cohesion andconnections between the events to create a meaningful life story (Barkhuizen, 2011). To make sense of myexperience, I applied an interpretative phenomenological analysis (IPA), which allowed me to categorize
my findings into three basic classifications: Time, Space and Body. (Smith, Jarman, & Osborn, 1999.)

Time
My prior experiences
Canada has the second largest diaspora of Ukrainians outside of Ukraine, where more than 1 million people
identify as ethnic Ukrainians. The foundations I have with Ukrainian culture were instilled by my parents
and grandparents, who were proud of their culture and ancestry, passing down traditions, including thelanguage. I am very grateful to them for raising me bilingually and for encouraging me to take an interestin my heritage. From an early age, I learned about Ukraine, its language, the history, and culture. Not only
did I attend heritage language school, but I also created bonds with others in the diaspora. I was proud of
my heritage and often spoke about it. I even had the chance to visit Ukraine once, which further
strengthened my relationship with Ukraine.
Me, now
Until recently, I didn’t know how to express my identity effectively in social settings. In Canada,
conversations often started with, “Oh, I was wondering how to pronounce your last name.”, or “That’s aunique last name. Where is it from?”. These opportunities gave me a chance to talk about my language
skills and the experiences I had as a child. However, unlike in Canada, most people in Japan were surprisedby my heritage, my family’s story, and the fact that I could speak an additional language. It came withcuriosity, but a sense of unfamiliarity because while Canada was a familiar place to the Japanese, Ukraine
was not.
After February 24th, people started to take an interest in Ukraine, its people, its geography, andimportantly, its language. Suddenly, Ukraine was on everyone’s mind. I personally took it upon myself tobegin a charity drive at my workplace, collecting money for an NPO. Soon after, I heard that Japan would
be accepting displaced persons from Ukraine and that some of them would be arriving in Fukui. After therealization of my uniqueness, I took it upon myself to represent Ukrainians and engage with the Ukrainian
language. For instance, I gave a presentation at the Other Language Educators (OLS) SIG Multilingual Café,
introducing the Ukrainian language, including information about its syntax, history and current usage. As
mentioned earlier, I also accepted a position to work as a translator-interpreter with the local government
to assist Ukrainian families coming to Fukui. This was very coincidental given that I had only recently begun
studying Ukrainian formally again through a podcast, “Ukrainian Lessons”.
Finally, the Michael who never got the chance to speak, was able to use his skills in crisis
management. After entering this new realm, I finally found the purpose and meaning for my heritage andlanguage. One day I could be helping with visa applications, while the next I may be translating for juniorhigh school students eager to learn about the impacts of war and the need for peace. In Ukrainian, I could
talk about things so basic, but it brings me such happiness to express it in a way that I cannot in Japaneseor English.
The future
The work I do will continue so long as there are people seeking Ukrainian language assistance in Fukui.
With more people being interested in the Ukrainian language, I am sure that I will find myself helping
others, not only through translation and interpreting, but also through teaching opportunities. I can speak

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
for all teachers when I say that the best students are the ones who have the inner motivation to learn alanguage. Aside from language teaching, I hope to enhance my translation and interpreting skills moreformally from experts in the field.
Through the work I am doing I have realized that I enjoy working with people on an intimate level. I
want to hear their stories, listen carefully, and also tell their stories to others. Perhaps one day I canbecome a counsellor who can help people overcome their difficulties and I hope to do so not only through atrusting relationship but with the gift that language brings. It would be a dream to publish my writing on
this topic and assist in a more global arena of crisis management where mental health and language
coexist.
SpaceSpace has always been vital to the way I navigate my identity. The best way to describe space is throughoutlets. There are times when I feel I don’t have to constantly be reminded by others of the person I am. I
can simply be me. However, I have never been good at being the same person consistently in all spaces in
my life. When I am an instructor at work, I am an English teacher and when I am at home, I am a partner,
and a homemaker. When I am working with the Ukrainian family, I take on another part of my identity. One
thing I struggle with is the ability to combine these spaces into one fluid person, who can draw fromvarious experiences that represent who I am without feeling there are any consequences. These spaces are
comfortable for me; I tend to avoid discomfort.
More than before, I am surrounding myself with reminders of my identity and the way that I haveaccepted it. I feel compelled more than ever to discuss linguistic landscapes with students in my daily
work, not only making friends with those who have an interest in languages, but also encouraging them totake steps to build upon their language skills, most recently for example, coupling two students who sharean interest in Portuguese. While I find myself busier these days, I manage my work much better and morepositively because of the experiences I have had.
Support networks are another outlet that I have depended on greatly recently. My family andfriends are aware of the work that I do, and they support it wholly. Equally, the organizers of the work
have been pivotal in supporting me emotionally. Therapy has also been a very engaging part of my identity
process. It has helped me to understand that I do not have to be perfect in the work that I do, which plays
an important role in how I view my language skills. At the same time, I have learned that the work I do andthe conscious time that I put towards using my language skills can be selfish. If truth be told, being selfish
is completely about perspective. I am doing good for someone and in turn I feel good about it as well. I
have become a witness not only to my language skills, but also more broadly aware of myself, which I canbetter control through my body, physically and emotionally. Therefore, I feel better equipped with thechances of growth occurring because I have let myself be vulnerable to these outlets and situations I didn’t
find myself in before.
Body
If I were asked to describe myself physically, I would say I am a white, cis-gender Canadian man. I’ve neverbeen entirely comfortable with that because it only describes part of who I am. I feel my body moves withlanguage. I think as language learners we need validation for who we are outside of what others see. When
our abilities are embraced by others, we tend to showcase it through our actions tangibly. This has been an
important learning process for me because only through validation do I gain a sense of aspiration. This
manifests itself spiritually and mentally just as much as physically.
I tend to spend a lot of time alone, which makes it easy for me to hide my physical identity. I
cherish the time that I have alone, which allows me the opportunity to process my thoughts and engage
with my body and mind. I created this life I live, which allows me to think about possibility, and intuition.

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While I define myself as an introvert, I find I can also be a social person. At the same time, I feel a visceralexperience when I have fruitful and engaging conversations with like-minded people. Thus, I tend to
gravitate to those who are involved in altruistic projects that involve language skills. I feel mostdisengaged when I am in a group setting, where I spend more time stacking myself up to others rather thanfeeling proud of my skills. The key fact is that I had been waiting to be seen. I never had the chance toembody the identity that I now embrace. And I finally have realized that moment.
Final thoughts
The conversations I have about my identity have changed for the better. Nowadays, people show concern
for my extended family in Ukraine, and they see me as someone who has a strong connection with aculture and language that is unfamiliar and distant from their own. I feel fuller than ever, despite feelingthat I’ve yet to find my life purpose. I’ve never embraced attainment of my goals in life as possible, which
has felt disorienting up to this point. However, I’m much closer to finding my purpose than before. My
ambition is to find myself in situations that make me feel vulnerable and I think the best way to do that is
to continue to meet new people, motivating others to continue their journey of language identity, and be
the best instructor I can. In summary, I hope to strengthen my resolve to overcome any shortcomings andface adversity head on.
References
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
Smith, J.A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. In M. Murray& K. Chamberlain (Eds.), Qualitative health psychology (pp.218-240). London: Sage.

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES

Investigating the Propensity of Non-English Major Students Regarding
Authenticity
Sayaka Karlin, Japan’s Women College of Physical Education
Email: karlin.sayaka@g.jwcpe.ac.jp
Introduction
The purpose of this paper is to find out the students’ needs for English learning with a focus on
authenticity. Among non-English-major students, they are not all interested in learning English. This isbecause in many cases, English is compulsory for graduation. Prior to the 1991 amendment of the Standards
for the Establishment of Universities by the Ministry of Education, Culture, Sports, Science and Technology(MEXT, 1995), foreign languages were compulsory. Since the establishment of the standards, Japanese
universities are not obliged to offer English as a foreign language subject, but many of them continue tomake English a requirement. Therefore, some students do not enjoy learning or are not willing to improvetheir English competence; instead, they attend lessons merely to get the credit required to graduate.
Therefore, finding out students’ interests is necessary to make compulsory English lessons as effective as
possible. One way is to introduce authentic materials in English classes. A questionnaire related toauthenticity was administered to investigate non-English-major students’ needs. The results of this study
might be pedagogically useful for teachers who are teaching non-English-major students in EFL educationalsettings.
Literature Review
Motivation and Authenticity for Foreign Language Learning
Motivation is one of the critical factors in foreign language learning, and is an important factor in deciding
the success of students’ achievement in their language goals. Kent (2021) stated that students’ motivation
can be very low when they need to study foreign language as a compulsory course. Their attitude toward
language learning is one of the key factors to the success of learning a language; therefore, it is necessary
for teachers to stimulate students’ positive attitudes by incorporating activities and resources that match
students’ needs (Kent, 2021).
As a teacher, it is necessary to realize what learners’ motivations are based upon and tocontinuously discern how to sustain their motivation. Deci and Ryan (1985, 2000, 2002) stated that
individual motivation arises intrinsically, and to maintain motivation, it needs to be controlled byindividuals themselves, not by others. Thus, it is critical for instructors to make lessons that act upon andenhance students’ intrinsic motivation so they can be independent learners. As one method to enhancelearners’ intrinsic motivation in English lessons, authenticity should be considered.
There are actually numerous definitions of authenticity that have arisen over time within theliterature (Gilmore, 2007). Richards defined authentic materials as teaching resources, including texts,
photographs, videos, and others, which are not particularly made for educational purposes, and he further
defined non-authentic materials as teaching materials that are particularly made for instruction such as
textbooks (2001). In addition, Tomlinson (2011) defined authentic materials as texts that are not used forthe purpose of language-teaching. Examples of authentic texts include newspaper articles, novels, songs,
interviews, and instructions.
Many researchers have also examined the relationship between authenticity and motivation. The
advantages of authentic materials are due to their positive influence on learners’ motivation (Phillips &Shettlesworth, 1978; Clarke, 1989; Peacock, 1997). According to proponents, authentic materials are moreinteresting than created materials to learners and motivate them intrinsically. When learners feel

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
obligated to learn something that they are not willing to, they lose motivation. Thus, the chief principle isto understand learners’ goals and topics in which they are interested to try to incorporate these into acurriculum because learners are only motivated when they view the teaching material as worthwhile tolearn (Dornyei, 2001). Peacock (1997) investigated the relationship between authentic materials andlearners’ motivation in the classroom. In his study, it was found that learners’ motivation in the classroom
increased significantly when using authentic materials. Peacock (1997) also found that the use of authentic
materials significantly increased learners’ focus on tasks, motivation, concentration, and active
participation in the classroom compared to non-authentic materials. Additionally, Peacock (1997) argued
that even for low-level learners, authentic materials can be more motivating than inauthentic materials.
While there are benefits to authentic materials, Richards (2001) stated that there are also some
negative points to using authentic materials. These points include difficulty levels of the language, or
unneeded words contained in authentic materials. These unnecessary words could obstruct teaching or
learning. Additionally, as authentic materials contain real-world language usage, they often contain moreadvanced language than that at the learners’ levels. Additionally, some non-authentic materials containreal-world elements that can motivate and interest learners just like authentic materials. Moreover,textbooks are better at covering necessary teaching topics according to a syllabus, and it may be a burden
for teachers if they need to find appropriate authentic materials and create relevant activities or tasks.
Therefore, in many cases, teachers are more likely to use a combination of authentic and non-authentic
materials (Richards, 2001). From this, it can be said that the use of authentic materials depends on how
much discretion is given to the teachers. In order to lead the teaching, teachers should be involved indesigning curriculum and syllabus so that those are based on the needs of students (Ahmad & Shah, 2022).
Gilmore (2007) stated that authentic materials need to fit students’ educational needs, and texts can beadapted to students at different proficiency levels if tasks are varied. Therefore, as instructors, it isimportant to determine students’ needs so authentic materials are appropriate for their learning levels.
Research questions
This study includes a research question related to students’ preferences in authentic material: Are nonEnglish-major students who take compulsory English courses interested in the incorporation of authentic
topics into their English lessons? If so, what types of authentic materials do these students prefer?
MethodParticipants
The participants in this study were 167 first-year students who took a compulsory English course at a
women’s university in Tokyo, Japan. Students took a placement test before the semester began, and wereplaced into three different proficiency levels. The aim of the course was to learn general English as aliberal arts subject. There were around 30 students in each class, and classes were held once a week forboth the spring and fall semesters. Generally, classes were conducted face-to-face, but during the heightof COVID-19, classes were conducted on-demand. Since each English teacher wrote their own syllabus,some discretion was allowed in the content of each course. Students who participated in this study werefrom the intermediate class. All students belonged to one of four departments which were Sports Science(hereafter Department 1), Sports and Health Science (hereafter Department 2), Dance (hereafter
Department 3), and Movement Education for Children (hereafter Department 4). Most students were politeand energetic. Also, many were sociable and preferred pair and group work. The motivation of students
was related to their majors of sports, health, dance, music, and children's education.

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICESInstruments
A questionnaire was used to survey the students. In the questionnaire, students answered a yes/noquestion regarding authentic topics and a selective question regarding authentic materials. In a selective
question, students were asked to choose two of their most preferred authentic material types, with the
choices including News/Articles, Blogs, Audios, Videos, Songs, and Others. Additionally, a comment section
was provided to allow for more detailed information on students’ views toward authentic topics andmaterials.
Procedure
The questionnaire was prepared with Google Forms, and students individually responded to thequestionnaire online. Prior to the survey, the purpose of the study was explained to all participants, andvoluntary participation in the survey with strict protection of personal information was assured. Therefore,
only the answers of students who agreed to participate in the survey were included. For the questionnaire,
134 students responded (the response rate was 80.2%). Additionally, 109 students responded to a selective
question (the response rate was 65.3%). Students’ answers as well as their student number were collected
through Google Forms, and all answers were exported as a Microsoft Excel file for the analysis.
Results
In total, 134 students answered the questions about their interest in authentic topics. Of these 134
students, who answered whether they prefer authentic materials related to their field of study, 80%
answered Yes, while 20% answered No, indicated in Table 1. In addition to the yes/no question, students
were asked about their preferred form of authentic materials, which you can see in Table 2. Finally, Table
3 highlights the comments given by students supporting their answers.
Table 1. Preferences for authentic topics in English lessons
Department
NumberStudents who answered Students who answered
Yes (%)
No (%)
1
32
24 (75.00%)
8 (25.00%)
2
53
40 (75.47%)
13 (24.53%)
3
42
38 (90.48%)
4 (9.52%)47
5 (71.43%)
2 (28.57%)
Total
134
107 (80%)
27 (20%)
Table 2 shows the results of a selective question regarding authentic materials from thequestionnaire. In total, 109 students answered the questions about their preferences regarding authentic
materials. In Table 2, the preferences regarding authentic materials are shown. Amongst the six
alternatives, 31 students selected news/articles, 11 students selected blogs, 29 students selected audio, 64
students selected videos, 80 students selected songs, and three students selected others. As a result, themost selected combination was videos + songs, followed by news/articles + videos, and audios + songs,
respectively.

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
Table 2. Preferences for authentic materials
Authentic Materials

NumberNews/Articles + Blogs
News/Articles+ Audio
News/Articles+ Video
News/Articles+ Songs
Blogs + Video
Blogs + Songs
Audio + Video
Audio + Songs
Video + Songs
Video + Others
Total

4
7
3
17
2
5
10
12
46
3
109

Table 3 shows the additional comments from students regarding authentic topics and materials.

Answer Types

Table 3. Additional comments from students
Comments

Students who answered “Yes”

Students who answered “No”

-It is more interesting to learn my major-related
topics in English.
-It’s more useful.
-I want to learn more vocabulary or expressions in
my major in English.
-I have more motivation if the topic is related to
my major.
-I enjoy English more if the topic is related to myinterests such as topics in my major.
-I want to deepen my knowledge in my major.
-I want to communicate or express in English
about the topics in my major.
-I have more intention to learn if the topic is
related to my major fields.
-I can push myself more if it is related to mymajor.
-I want to extend my knowledge other than mymajor.
-I’m interested in world news or world issues.
-I’m interested in movies and songs.
-I’m interested in English literature.
-I’m interested in various topics.
-I’m interested in gossip or comedy.
-I’m interested in the real conversation in drama.

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
Discussion
According to Table 1, it was found that the majority of students (80%) are interested in incorporating
authentic subjects in their English lessons. This result showed that students are interested in real-lifelearning and practical English. In addition, students’ majors are what they are mostly interested in, andstudents tend to have higher intrinsic motivation in the topics they are majoring in. If students’
intrinsically motivated topics are incorporated in their English lessons, this may increase the students’
intrinsic motivation towards English learning as well. This result is understandable by looking into theresults in Table 2, which showed that students are interested in authentic materials such as songs, audio,
and videos. These materials, especially songs, may have a stronger relationship to dance, so dance
students would naturally be interested if they could incorporate songs into their English lessons. According
to Table 2, songs and videos were preferred by students as authentic materials. This implies that students
are interested in lessons that stimulate auditory and visual senses. This may be because students who
participated in this study belong to the faculty of physical education. Therefore, they may be able to learn
more effectively through physical stimulation. Due to the COVID19 pandemic, all lessons were conducted
online. Through these online lessons, authentic materials were used, specifically videos and blogs. Students
watched 7 videos and read 5 blogs about goal setting, the benefits of exercising and sports, healthy
lifestyles, healthy foods, the benefits of dancing, and music. Videos and blogs were chosen by the teacher
and sent to students through Google forms. Students could watch the videos or read the blogs as manytimes as they wanted to before answering a variety of vocabulary and comprehension questions. The
purpose of these assignments was for students to learn about realistic vocabulary and expressions, and also
to understand the content. While these authentic materials were used in online-only lessons, in the future,
I plan to incorporate authentic materials, such as songs, audio, and video in face-to-face classes as well, inorder to satisfy students’ desire to use these resources in their learning.
In compulsory courses, it is important to consider students’ needs and interests, and to try toincorporate those into the lessons to maximize their learning experience effectively and enjoyably. In her
study, Imamura (2020) found that introducing songs into English lessons lowered students’ anxiety towardlearning and increased students’ motivation. Students may need a hook to be more interested in learning
English. Incorporating authentic topics from students’ major can shift the purpose of English lessons from“learning English” to “utilizing English as a means of learning”.
A limitation of this study was that students’ competency levels were not considered. Therefore, forfuture research, how the use of authentic materials affects the students’ learning should be investigated.
Conclusion
In this study, the results showed that 80% of non-English course students preferred to incorporate authentic
topics into English lessons. Among authentic materials, visual and aural materials such as videos and songs
were most preferred. The study’s results can be used to guide English lessons. Future research can utilize
an experimental research design to examine the influence on student motivation and competence afterusing authentic materials in English lessons.

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Learning Learning 『学習の学習』 29(2): STORIES OF LEARNING AND TEACHING PRACTICES
References
Ahmad, H., & Shah, S. R. (2022). Teacher agency and professional development: A study on Cambridge
English teacher program in the Arabian Gulf. Cogent Education, 9(1), 2080352.
Clarke, D.F. 1989. Communicative theory and its influence on materials production. Language Teaching
22(2): 73-86.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation,social development, and well-being. American Psychologist, 55(1), 68-78.
Deci, E. L., & Ryan, R. M. (2000). Handbook of self-determination research. University of Rochester Press.
Dornyei, Z. (2001). Motivation strategies in the language classroom. Cambridge University Press.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching,40(2), 97-118.
Imamura, R. (2020). A Practice in the University Classroom Based on English Songs as “Authentic Materials”
From the Aspect of the Affective Filter Hypothesis and Learning Motivation. Asphodel, 55, 189-205.
Kent, D. (2021). Issues in TESOL. A Primer for Teaching English to Speakers of Other Languages. Pedagogy
Press. Ministry of Education, Culture, Sports, Science and Technology (MEXT). (1995) Remaking
universities: Continuing reform of higher education. Chapter 1 Why university reform is needed. 3
Recommendations of the university council and systemic reforms. (1) Improvement of university
education.. Retrieved October 2, 2022 fromhttps://www.mext.go.jp/b_menu/hakusho/html/hpae199501/hpae199501_2_010.html
Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal 51(2),144-153.
Phillips, M. K., & Shettlesworth, C. C. (1978). How to arm your students: A consideration of two approaches
to providing materials for ESP. ELT Documents, 101, 27-48.
Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.
Tomlinson, B. (2011). Materials development in language teaching (2nd ed). Cambridge University Press
Appendix 1. Survey questions
1. 以下のうち、授業で関心があるのはどちらですか。
（自分の専攻に関連した内容、自分の専攻とは関連がない内容）
2.

学んでみたい具体的な内容について記入してください。

3.

以下のうち、授業で取り上げて欲しいものを２つ選んでください。
（英語のニュース・記事、英語のブログ、英語のオーディオ、英語の動画、洋楽の歌詞、その他）
その他を選んだ場合は、授業で取り上げて欲しいものを記入してください。

4.

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Learning Learning 『学習の学習』 29(2): LD SIG GRANT AWARDEE REPORTS

LD SIG GRANT AWARDEE REPORTS | LD SIG 研究助成金受
PanSIG 2022 Conference report
Poster title: The Critical Role of the Teacher in the Self-directed Learning
Class
Lorna Asami, Keisen University
Email: asami.lornasachie@gmail.com
Overview and feedback from several special University of Nagano volunteers
Seeing the announcement for the Learner Development SIG’s conference grant was my impetus to apply
and attend the PanSIG conference for the very first time. This grant has covered my transportation,
application fees, as well as books and printing costs for my poster presentation. As I teach as an adjunctwithout research funding, this support is much appreciated.
The theme of the 2022 PanSIG conference was, “(Re)-Imagining Language Education.” Prospective
research presenters were asked to consider the future of teaching after the pandemic, “What newconnections will be made among learners, educators, and researchers within and beyond our classrooms
and communities?” The focus of this conference was on the future so I geared my poster “The critical roleof the teacher in the self-directed learning class,” to show an evaluation and reflection of my Self-Directed
Learning (SDL) classes at Keisen University to provide ideas for anyone interested in teaching self-directed
learning in the future and hopefully when everyone is back to face-to-face classes for good.
With this focus on the future, the thing I last expected to happen at the conference was a delightful
surprise from the past. When I disembarked from a little local train in Nagano and exited the station,leaving my paper ticket in a box that looked rather like a mailbox, I felt I had left the digital age andstepped back in time. I rounded the corner of the exit and immediately came upon two volunteer students
from the University of Nagano, who were handing out directions to the university venue. It was a scorching
hot summer day in July and I waited my turn to receive a map. Suddenly, one of the students startled meby calling out my name. I looked at her and she smilingly said, “I’m Kanami!” which suddenly took me backfive years to the junior high school where I used to be a full-time teacher. It’s no wonder I didn’t
remember her as she was all grown up.
Kanami’s name is in the PanSIG handbook list of volunteers and she brought a bunch of other
University of Nagano (UON) student volunteers to see my poster presentation. Before talking with me, theylearned about SMART goals and some of its benefits from Marisa Lucian who was giving her poster
presentation on the opposite side of the room from me. The students were surprised to hear that I also wasusing SMART goals in my class and asked me many questions. I told them that my students have consistently
told me about its value in assessing their project along the way and also at the end. The challenge forstudents is not to make a vague goal such as “I want to learn to speak fluently” but rather, specific andmeasurable goals like “learn the meanings and pronunciation of 15 new words and try out each word inconversation.” Then, by reflecting on this SMART goal at the end of a learning cycle, students can know
exactly what they have accomplished. I gave the UON students a few more pointers to writing their own
SMART goals and several of them said they would try it out. The students also asked about the other points
in my SDL class’ learning cycle: the types of projects the students did, the progress report in the middle ofthe cycle used by students as a tool to reassess and adjust initial goals and as a formative assessment tool
for me, as well as the final reflection for everyone. You could see them thinking about each step as they

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Learning Learning 『学習の学習』 29(2): LD SIG GRANT AWARDEE REPORTS
expressed their opinions and thought about their own learning. It was refreshing to talk with such active
listeners face-to-face and they helped me to see all over again what students’ first impressions andquestions are about the self-directed learning projects in my class.
The critical role of the teacher
In the self-directed learning class, the aim is to keep the focus of the class on understanding and improving
self-directed learning skills and competencies. During the period when our classes were forced to go
online, there were various new obstacles to learning that teachers had not encountered in physicalclassrooms. Students’ daily routines were upended, students who depended on the physical presence of
their classmates and teachers to help keep them on course were isolated, and problems with a stifling
environment were some of the issues that interfered with online learning (Bessler, Flett, Ziegler-Hill,2020). For some students, the teacher was critical to helping them focus in spite of the distractions andadapt to this new style of learning. For others, it was enough that the teacher outlined the structure of theclass and let the students fill it in according to their needs.
After the end of every SDL class semester whether online or not, I send out a voluntary survey to myclass and ask them to complete it for my reflection purposes. The results of one semester of 18 surveys
received out of a class of 34 in January 2022 are provided with a link and QR code on my poster. I haveremoved the names and email addresses of the students to protect their privacy. The respondents
understood that I would use their answers to evaluate my classes and that they would be shared with otherpeople. It was a terribly busy time of the semester and several students apologized that they could nottake the time to answer my survey. The comments that made the biggest impression on me was how muchthe students appreciated that I answered their questions even when they did not understand the first timearound. Providing examples, explaining in different ways, and explaining one on one in breakout rooms
were sometimes necessary to make an assignment easier to understand. Receiving such positive feedback isaffirming and I need to make sure to continue to do this for my classes. Dewaele and Mercer’s (2018) study
concluded that it requires a high level of emotional intelligence (EI) and self-efficacy to connect withstudents. This human connection between teacher and student is critical in all modes of education, faceto-face, online, blended, hybrid, or hyflex for students to be able to learn. However, that self-efficacy forme comes from these student comments that assure me I am on the right track. This reflection on my SDL
class shows me the critical role of the teacher, but it also shows me places for improvement.
It was satisfying to read what students thought was the role of the teacher in the SDL class because
I felt that the class had grasped the meaning of SDL and the purpose of my class. One student said that theteacher’s role was to “tell students how to find the answers to questions themselves,” another said that“the teacher’s role is helping students to find out the best way of learning,” and yet another said “I thinkit’s about helping each student to be independent and learn on their own.” Of course there had to be that
one that said, “I have no idea” which makes me reevaluate all my lofty reasons for becoming a teacher.
There were several other teachers at PanSIG who have been influential in my own teaching career
and who kindly stopped by to check out my poster and chat. Katherine Thornton, Jo Mynard, Andy Barfield,
Louise Ohashi, and James Underwood all teach classes that especially foster autonomous learning. Many
work with SDL type classes or self-access centers and have helped to shape my thinking by their examples.
Louise Ohashi invited me to check out some of her back work for her SDL classes at Gakushuin University
which is particularly helpful for my reflection. And of course there is Dexter da Silva at Keisen University
who introduces me to various events or challenges me with new opportunities. Without all of these people,
my present SDL class would not be the same. There were so many others who also stopped by, asking
questions and allowing me to explain what I had discovered in the evaluation of my classes.
Evidence of the teacher’s role and influence

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Learning Learning 『学習の学習』 29(2): LD SIG GRANT AWARDEE REPORTS
Some of the immediate evidence of the teacher’s role and influence in the SDL classroom was when the
pandemic began and it was up to us to conduct classes online. It was crazy and unpredictable at first but
thankfully my students were very flexible and we laughed our way through some of the funny online
mishaps that frequently happened in the beginning of the pandemic. The research by Martin et. al (2013)
on student adaptability to uncertainty and novelty gives insight into this situation and by using theirresearch results suggest an adaptability intervention in several steps:
1) the individual is taught how to realistically and effectively recognize uncertainty and novelty thatmight require adaptability,2) he/she is taught how to make appropriate adjustments to behavior, cognition and/or affect,3) these adjustments assist the individual to deal with uncertainty and novelty,4) he/she is encouraged to recognize the value of these adjustments and then refine and/or
progress them, and
5) This continuous refinement and implementation of behavioral, cognitive and/or affective
adjustment sustains the individual’s ability to deal with ongoing uncertainty and novelty inacademic and non-academic life.
After telling my students that I would never get angry at them for not knowing what to do when we had
technical difficulties in our online classes and that they can just call back into our class if they suddenly
got disconnected from us or email me and tell me what happened, the stress level dropped. When they saw
me loudly laughing when problems arose, they relaxed and we all just tried our best under thecircumstances. When we returned to the classroom after two years of online learning, it was very strange
not to have those technical difficulties any more. One thing Martin’s research shows me is how the teacher
can help students to adapt to unfamiliar situations, it will help them to stay resilient in the face of
uncertainty, even after this terrible pandemic has passed.
At Keisen University, I introduced concepts such as SMART goals, PDCA, surface, deep, strategic
learning, learning styles, learning skills and competencies, ways to improve collaborative work, among
other things to think about our own learning. My students were all first and second year students and forthe most part they were open to trying out these new ideas and techniques. I am so proud of them and thegrowth they showed as they shared about the new things they were learning about their learning. One
character trait that I realized early on as crucial to our success to improving ourselves as learners is theneed to have an open, flexible and teachable mindset. As we were online for two years, we needed extra
patience and the ability to listen well as we were not physically sitting next to each other. The students
who were willing to make necessary changes to their goals, to their ideas, and willing to work hard when it
required them to overhaul their SMART goals or plans for their learning, were the ones that showed thegreatest improvement. Many students were willing to give this project their all and it was energizing to me
to see the changes happening right in front of my eyes.
Evidence of students’ achievements
Students that were willing to reflect on themselves and their learning and sometimes make hard
assessments about themselves and their learning were the ones to improve the most. We all struggled todefine metacognition and think of ways to change our learning in positive ways that would affect all of ourclasses at Keisen University. I include myself in this regard as the students taught me so much and what I
learned along the way of developing this course has changed the way I see learning.
At the halfway point in a cycle, students assessed their projects to see where they had come andwhere they were going. They were given a choice of simply continuing with their project, or revamping itby readjusting their SMART goals and finding better ways to demonstrate evidence of their learning. This

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Learning Learning 『学習の学習』 29(2): LD SIG GRANT AWARDEE REPORTS
formative assessment point is so important to the success of this project. A cycle goes by so quickly and it
is good to take a breather for a location/status check before continuing on the journey.
In the end, many students described an improvement in the way they were learning and/or theirattitude towards their learning.
For future classes and teachers
In reflecting on the types of comments that I received from the many kind people who stopped by to listen
to my presentation, I sorted everyone’s comments into three groups: teachers who had never heard of an
SDL class, teachers who had taught an SDL class at another institution, and students who were interested in
SDL but had not heard of it before. Talking objectively about my class and receiving impressions frompeople was stimulating and helpful for my reflection on this class.
Teachers who had never heard of SDL before were intrigued with the idea of having students
examine their own learning styles and skills and be accountable to demonstrate learning and improvementof those skills. Having the illustration of a typical cycle of my class (Picture 1) on my poster made it easier
to explain and discuss the individual parts of a cycle. The arrows made it clear that this cycle was repeatedover the course of a semester as well as also over the year.
It is important for teachers to use assessment methods that foster trust in their classroom because
more than other types of classes, the SDL class often asks people to reflect and self-assess. Allowing
everyone to make mistakes, to accept everyone for who they are is the first step to helping learners
improve their learning. Tools such as surveys, progress reports, questions that can be answered quickly, arehelpful to this end. Allowing students room to form a goal for themselves, seeing success in the
improvement of their learning skill, repeating this cycle again in the same semester may very well besetting subgoals for a student’s larger goal and possibly helping them to make learning, and even learning
in English, a part of their identity, or “possible selves'' as discussed by Muir and Dornyei (2020). Seeing
students overcome problems in their learning by understanding more about how learning works and gaining
new study skills and competencies, will hopefully encourage students’ motivation to become life-longlearners.
References
Besser, A., Flett, G. L., & Zeigler-Hill, V. (2022). Adaptability to a sudden transition to online learning
during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teachingand Learning in Psychology, 8(2), 85–105. https://doi.org/10.1037/stl000019
Dewaele, J., & Mercer, S. (2018). Variation in ESL/EFL teacher’s attitudes towards their students. In S.
Mercer & A. Kostoulas, Language teacher psychology (pp.178-195). Multilingual Matters.
https://doi.org/10.21832/9781783099467-015
Hattie, J., and Clarke, S. (2018). Visible learning: Feedback. Routledge.
https://doi.org/10.4324/9780429485480
Martin, A. J., Nejad, H.G., Colmar, S., & Liem, G.A.D. (2013). Adaptability: How students’ responses to
uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational
Psychology, 105(3), 728-746.
Muir, C. (2020). Directed motivational currents and language education: Exploring implications forpedagogy. Multilingual Matters.

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Learning Learning 『学習の学習』 29(2): LOOKING BACKLOOKING BACK | 報告
PanSIG Forum Title - Challenging
Conventions: Opening up New
Spaces in Learner Development

A multi-dimensional, prosocial, creative
experience
Ellen Head - Participant

Tim Cleminson - Facilitator
This forum examined how new learning spaces canhelp learners grow beyond conventional education
environments. There was a range of presentations
that explored holistic and ecological perspectives
on learners’ growth, taking into account multiple
aspects of their experiences, their interactions
with others, and different affordances in diverse
learning environments and spaces.
I would like to thank all the contributors
and participants for their cooperation,
thoughtfulness, and kindness. It was a lovely
atmosphere at the event. A big thank you to thecontributors for presenting so many different
perspectives and insights on language learning. It
was fascinating to hear how practitioners andlearners were thinking outside the box andopening up new spaces for learner development.
Naomi Fujishima - Facilitator
As I was helping Tim with the running of the LD SIG
Forum, it was difficult for me to listen to all of theposter presentations, which was unfortunate forme. I am very grateful, though, for everyone's
flexibility when it came to setting up, timing, etc.
It was really easy to work with all of thepresenters and with Tim. I was impressed with theenthusiasm of the presenters and their dedication
to teaching and learning. I hadn't participated in a
PanSIG conference since 2017 (in Akita), so it wasa breath of fresh air to network, and meet old andnew friends! Thank you for the opportunity.
One thing for the future is that maybe a hybrid
forum is not the best way to have poster
presentations. It was definitely divided between
the F2F presentations and the online ones. If thenext PanSIG is in person, then the forum should be
the same format, in my opinion.

学習者ディベロプメント研究部会 http://ld-sig.org

Organizing a a hybrid forum and participating in a
hybrid forum as a listener are very, very different.
Sitting quietly in my friend's house in Miyazaki, it
was quite relaxing to let the various presentations
unspool before me and whisk me from one to theother. One of the things that is always good about
forums is the juxtaposition of presentations withthe focus on individuals, like Andy Barfield's studyof a learner as she matured her understanding ofsocial issues in Australia, and the focus on macrolevels, like Isra Wongsanpigoon and Phil Bennet,
who explained the framework for analyzing
Language Learning Beyond the Classroom, drawing
on Benson and Reinders (2011 and 2017). A trend
which was noticeable in the forum was the ideathat language learning is associated with social
responsibility. This was identified in Isra and Phil'stalk, when they quoted from the mission
statement of KUIS that language learning should
be prosocial. Growing social awareness with amoral dimension, was also implied in Andy's studyof a single learner researching indigenous issues,and Michael Kuziwu's exciting account of his
developing identity as a translator and interpreterof Ukrainian. The use of handwritten media(photographed and presented in ppt) was
something I liked in Michael's and Yuri Imamura's
presentations. Incorporating shots of writing andwhiteboards breaks down the boundary between
informal and formal practice, since our jottings
can become the data for research. Kudos to Tim
and the excellent Pan SIG room hosts for steering
us through the forum and enabling remoteparticipation.

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Learning Learning 『学習の学習』 29(2): LOOKING BACK

Online Presentations 11:50 to 12:20
Learner development
beyond the classroom:
framing the project
Phillip A. Bennett andIsra Wongsarnpigoon,
Kanda University ofInternational Studies

Isra - Encountering new insights
This is long overdue, but many thanks fororganizing the online forum. I enjoyed seeingsome familiar faces and hearing about the work
they have been doing. I was also very interested
in accounts from people I was not as familiar
with, such as Michael's presentation. I foundsome parallels with some of my own experiences
which I hadn't been expecting to reflect on in
the forum, and I look forward to learning more
about his work exploring multilingual identity
and social issues. The talks I was able to attend
and some of the useful discussions will help me
at work and also as we move closer to the final
stages of LD Journal 6.
I would have liked to have more of a true
hybrid experience interacting and being able tosee what was going on in the face-to-faceforum, but I suppose there were someconstraints overall based on how JALT organized
the event—these issues applied to the entire
online experience of the weekend. I hope
future events will keep some hybrid aspect,even though we are moving forward into a new"With COVID" phase of life in the pandemic. I
know it's labor-intensive, but as both apresenter and an attendee, I still appreciate theoption to participate from the safe, convenientenvironment of my own home or office.

Negotiating new learningand knowledge spaces in
preparing to study
abroadAndy Barfield, Chuo
University
Having given a poster presentation on the
Saturday afternoon at the conference, thenreturned the same day to Tokyo to take part in
the LD forum online on the Sunday, I was struckby the difference between the highly interactive
discussions that took place face to face the day
before, and the quietly distancing effects oftaking part in the forum via Zoom on the
Sunday. Presenting online also stood in suchgreat contrast to the weekly dialogic sessions
that I had with a second-year politics student,
Arisa (pseudonym), through the spring semester
as she extended her understanding of Indigenous
peoples in Australia in preparation for studying
abroad in 2023. In the LD forum I recounted how
Arisa had engaged with online images,
exhibitions, and texts to do with the Stolen
Generations, listened to video testimonies ofindividual survivors like Rita Wenberg, and comegradually to move beyond official discourses likethe Rudd apology and focus on healing anddecolonisation from the side of Indigenous
peoples themselves.
Along the way, Arisa discovered the art of
Sandra Hill, a member of the Stolen
Generations, and later the rap songs of Dobby
Rapper. Sandra Hill’s art in paintings like “The
Cakemaker” and Dobby Rapper’s songs like “MyMind” let Arisa unlearn her previous
assumptions about “(language) revitalisation”
and brought her to contemplate what healing
might involve, and why it matters so much.
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Learning Learning 『学習の学習』 29(2): LOOKING BACK
the invasion,“ Arisa reflected.”Even though
they are victims of the whole assimilation, thegovernment has been conducting therevitalization/ reconciliation process from its
own perspective as it ignoring the victim’s
voices. In addition, I just started to question
whether the government or non-indigenous
people should take part in the whole process ornot… .” I could not imagine at the start of ourweekly meetings that Arisa’s (un)learning
outside the classroom would lead to such
perspectives. In this dialogic process I have also
been (un)learning, becoming once again awareof the long struggle that I face in fully
understanding the impacts of colonialism on
individuals, local communities, minorities andIndigenous peoples, and societies, as well ascolonial and decolonial discourses in shaping
what I/we (re-)imagine is and isn’t possible forourselves and our learners in creating a morejust world.

Multilingual journeys
through volunteering: A
dialogic inquiry ofidentity throughUkrainian, Japanese, andEnglishMichael Kuziw,
Jin-Ai University
I have all these thoughts that I want to express,
definitely not enough vocabulary to express it,
but the LD community of practice exists tounderstand how people are maneuvering throughtheir lives as learners.
My big takeaway was from Ellen Head, whogave me the inspiration to add to mypresentation the dynamic between relating
oneself and one's identity (or knowing others'
identities) with the injustices of the world. I'm
more inspired to share my own personal hidden
dimensions for simply helping to spread theword and bring attention to meaningful andtopical issues.

Online Presentations 12:20 to 12:50
Collaborative online English
conversation events in themultilingual turnPresentations Round One 11:50 to
12:20

Yuri Imamura,Tokyo Kasei University

Learning beyond theclassroom in a
Malagasy EFL context two student teachers'
experiences

I enjoyed talking with amazing presenters andhaving my presentation in a safe environment.
Tim and PanSIG organisers, Thank you for yourmassive support on zoom!

学習者ディベロプメント研究部会 http://ld-sig.org

Dominique Vola
Ambinintsoa R.,
Kanda University ofInternational Studies
Haingo Fanaperana
Rajaonaritiana,
Ecole Normale
Superieure, University

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Learning Learning 『学習の学習』 29(2): LOOKING BACKof Antananarivo,
Madagascar
Volatiana Olivia
Rasoanindrina,
Ecole Normale
Superieure, Universityof Antananarivo,
Madagascar

Vola: It is always a pleasure and a privilege forme to talk about anything related to educationin Madagascar, my country. I feel that letting
people know more about the situation in
Madagascar and continuously collaborating withpeople in the field of education in Madagascar
are the best ways for me to contribute to thedevelopment of Madagascar. That presentation
was more special than any other presentations I
have made, as I was with two of my former
students. It is quite rare for Malagasy
undergraduate students to participate in a
conference outside Madagascar. So, I reallyappreciate the opportunity that LD SIG gavethem. Fanaperana and Olivia shared theirlearning beyond the classroom experiences in avery eloquent way, according to the feedback
from the attendees. Though they could not be
there live, the attendees seemed to reallyappreciate what they presented. That was agreat experience, and I am very proud of mytwo students!

me to work with my teacher on an interestingand helpful topic and I do hope the video would
help to improve students'learning.
Fanaperana: I am so much grateful towards myteacher, Ms. Vola, for offering me such a great
advantage by sharing my experience in learning
English beyond the classroom and by being
among the presenters in a conference in Japan.
Recording the video was a bit challenging for me
because at the same time I was alreadyimagining it being watched by the attendees of
the conference, experts in the field of
education. Even though it was a very firstexperience for me, I feel lucky in participatingin the conference as it opens up new advantages
in my future goals.

Volatiana Olivia: Participating in a conference
for the first time is a wonderful but also very
challenging experience for me, especiallyknowing that experts are watching yourvideo. However, it is a big opportunity to
express myself including all my struggles during
my learning process because not everyone isinterested in what you did. It is also a honor for

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Learning Learning 『学習の学習』 29(2): LOOKING BACKLD SIG JALTCALL Forum Reflections
𝗖𝗿𝗲𝗮𝘁𝗶𝘃𝗲 𝗣𝗹𝗮𝘆 𝗶𝗻 𝘁𝗵𝗲 𝗖𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺:
𝗜𝗻𝗻𝗼𝘃𝗮𝘁𝗶𝘃𝗲 𝗮𝗽𝗽𝗿𝗼𝗮𝗰𝗵𝗲𝘀 𝘁𝗼 𝗟𝗲𝗮𝗿𝗻𝗲𝗿
𝗗𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁
語学教室における創造的な遊びの探求―
学習者育成のための革新的なアプローチ
Watch the Forum: https://youtu.be/D-Jy8tS7pbI
Tim’s Perspective - Preparation and Process
The LD SIG JALTCALL Forum for 2022 explored how
teachers and students were using creative play inthe language classroom to support learnerdevelopment. Presenters introduced a wide rangeof analog and digital techniques that helped
students interact and be creative with their
linguistic and meta-linguistic skills.
Getting Ready
Presenters at the JALTCALL Forum introduced how
they used creative practice to support learnerdevelopment in the language classroom. There
were four presenters, Cassie Guevara, Ellen Head,
Lee Arnold and me. Presenters explained how theyused video making, drama and visual arts toencourage students to interact and be creativewith English. I introduced the 4 P’s of creativity(People, Place, Process and Product) to facilitate
discussion about the activities the presentersintroduced (Densky, 2016; Rhodes, 1961).
One of the best parts of this process was
getting together before the forum. We met twice
on Zoom to share our progress and our concerns.
One problem was having too much to say! Talking
about creativity in a 10-minute slot is toughbecause there is so much to say. You want to talkabout what you did, how you did it, what thestudents made, how they reacted, and theaffective nature of the work! The list goes on and
on! So, it was great to get feedback and identify
the most compelling aspects of our work topresent.
Sometimes, the meek light of nighttime
Zoom meetings can be really intimate. The right

学習者ディベロプメント研究部会 <http://ld-sig.org>

group of people can create a really reflective
space and help me share my inner thoughts. By"Zoom light", we could engage deeply with eachother’s ideas and make insightful comments that
helped us reappraise the value of the work.
Watching Cassie, Ellen, and Lee talk about
their work was a life-affirming experience for me;
it was joyful. Their eyes lit up and their speech
became animated. There was a strong sense of
momentum as they got into the groove and theideas flowed. Listening to them, the thing thatstruck me more than anything was that creative
projects enabled a sense of genuine dialogue
between the students, teachers, and texts. People
opened up through the experience of creation.
People shared parts of themselves and connected,
and this enriched the learning environment. And,of course, it wasn’t all serious and heart-felt soulsearching. It could be, but it didn't have to be. It
was full of personal meaning. But, it was mostoften light-hearted, full of the fun, laughter, andgiddiness of young people playing, pushing theboundaries of learning by making things together.
References
Densky, K. (2016). Conceptualizing creativity andculture in language teaching. In R. Jones & J.
Richards (Eds.), Creativity in language teaching:
Perspectives from research and practice (pp. 4962). Routledge.
Rhodes, M. (1961). An analysis of creativity. The
Phi Delta Kappan, 42, 305-310.

Creative Tasks and Humour in a
Textbook-Based Class
Ellen Head
Tim introduced the “Four P’s” framework forlooking at creativity: person, place, process andproduct. “Place” was a significant element for myclass. All the students were supposed to be doing
study abroad, but were doing it online from Japandue to covid. They were studying with teachers inAustralia, Canada or America in the morning, andtaking a grammar/communication class with me in33

Learning Learning 『学習の学習』 29(2): LOOKING BACK
the afternoon twice a week. Since the class had awide range of abilities and the textbook was muchtoo easy for about one-third of them, I wanted tofind some creative tasks in order to let students
express themselves and connect without
depending on their language proficiency. In myconception of study abroad, it offers affordancesfor experiencing mastery even by using very simple
language, because in the study abroad country,
the simplest language can actually get things
done, which gives a wonderful sense of confidence
to the novice language user. How to replicate thiswithout going abroad? Activities which would get
students using English outside the classroom
appealed to me. The coursebook, “Four Corners
English” features unit videos which could be used
as models for students to make their own videos.
In particular, in unit 3, a student interviewer goesout to a park in an American city and interviews
passers by about their clothes and fashion
preferences. Building on this script, I told students
to make their own “walkie talkie video”, in which
they could go anywhere on campus, and stage aninterview about any topic of interest. The time forpreparation was limited to one homework, about
20 minutes group planning time in one lesson, and40 minutes for practice and video creation in thefollowing lesson. The results showed imaginationand creativity in various ways. Some used thespace and imagery in a way that made them look
like Tik Tok stars. One person used a speeded up
soundtrack (because her interview was too long).
The gestures and body language which I hadsuggested, such as holding the (fake) microphone
towards the interlocutor, gave a focus which madestudents excited. Feedback from the students'
learning journals showed that these activities werean opportunity for students to exercise agency inmultiple ways. “The video was good work”, wrote
one. “I could get happiness in a short time. I could
get confidence,” wrote another. The finishedproducts were very simple since the class was not
focused on tech. However, the use of basic techsuch as flipgrid, google slides and moodle, helped
to allow the second project to be completed when
the class suddenly returned to ERT mode. The

second project was “My Seven Wonders of theWorld”, a solo talk introducing seven interesting
places. There was no restriction about whether
they had been to the place or they wanted to go
there. I made my own demonstration video, using
the background feature on flipgrid to show placesin the UK. However I did not teach the tech skills
so some students showed a photo of the place on
their computer screen, while recording the video
on flipgrid. In spite of the lack of tech finesse, theactivity allowed both me and my students to
expand our mental horizons. For the presentation,
I asked students by email and again face-to-face,whether they were willing to share their journals
and screenshots. For the presentation I used a
blurring feature on the pptx which hides theidentity but still reveals the energy and creativityof the students’ performance.
Jones (2020) points out that the use of
space, is a particularly important part oftranslanguaging communication for L2 speakers ofEnglish, and this includes the two-dimensional
portrayal in digital space. It can be seen from theway the students arranged the frames of thevideo, that they were using the spaces in a
conscious and creative way.
https://drive.google.com/file/d/18l-MCZEEVRs_8wFHEPEV8i7BB5BKION/view?usp=sharing
So, did working on the forum change myperspective on this episode in my teaching?
Absolutely! I noticed how deeply invested each of
the members were, and I think this has an impact
on our students. In Lee’s case, he is sharing his
own art and humor, which is very personal.
Cassie’s stories also captured my imagination andchallenged me to think about the moral
dimensions of stories. When teachers take a risk toshare things that we like, the focus of the class
shifts from the mechanics of language andcommunication, to making and sharing meaning.
Our presentations were unusual at JALT CALL
because we were not focused on using tech but on
sharing meanings through tech. However it wasrefreshing to be in the CALL environment and pickup some influences through other people’s
presentations too. Among other things, I got very

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Learning Learning 『学習の学習』 29(2): LOOKING BACK
excited about the use of the online meeting
software “Gather Town” in the CALL poster
presentation session (not the LD session). But
that’s another story.
Cassie’s Reflections
I am not usually able to travel far for conferences
because of various constraints, so I’m happy andhonored to have had the opportunity to present a
fun activity that I had been doing in my classes
since long before the pandemic. Thank you to
JALTCALL for organizing this forum and holding it
online, and extra thanks to Tim, Ellen, and Lee forhaving me present alongside them!
Although I had started to do more online
presentations since 2020, this was the first time I
was able to share my slides and work through themwith other presenters before the actual
presentation. I’m grateful that Tim organizedthese practice sessions, which motivated me byforcing me to get something prepared before
rehearsal time, so I didn’t completely wing thepresentation on adrenaline as usual.
I was awed and inspired by Tim and Ellen’sknowledge on the theoretical side of creativity, as
I am not so theoretical and more of a hands-on doer. I loved watching Ellen and Lee’s presentations
and seeing the sometimes hilarious creative workof their students, and Lee’s own professionallooking artwork. I could tell that I would love to bein any of their classes if I was a student.
As for my own presentation: I chose this
topic because my students have always enjoyedthis role-playing activity throughout the years,
whether it was face-to-face or online. However, I
wondered how interesting this would be to highly
experienced teachers and researchers. I felt happy
when the others, whom I highly respect andadmire, assured me that I had something worth
saying, and told me how much they enjoyed mypresentation. It was definitely a boost to my
confidence. They also helped me notice otherconcepts and effects on students that I hadn’t
even realized myself.
I hope that JALT continues to grant teachers
who are relatively new at presenting in

学習者ディベロプメント研究部会 <http://ld-sig.org>

conferences more opportunities to share what they
enjoy. Thank you so much for the wonderfulexperience!
Lee Arnold
In Tim’s four-point person, place, process andproduct framework, it was initially hard to
pinpoint where my exploration using a comic strip
with learner-generated dialog fit - but it seemed
clear after some thought that person and process
fit best, as it called upon learners to personalize
the task while following the sequence of panels
within the strips as a process, with process shaping
the task to learner personalization. The fact that
this was engaged with online, however, also may
make it a question of place, as the time and spacethat online delivery afforded may have given somelearners more freedom to channel the task in sucha way as to lower affective filters, see it less as an
accuracy task of language and “correctness” andmore as a creative play they could make theirown.
The comic strip at the heart of this task was
my own. The Amazing Zoot & Algy was a private,purely individualized activity that I began a little
over 2 ½ years ago. I have a fine arts backgroundand in what I joke as a minor epiphany, I foundthat I missed this kind of creativity for myself and over time, I have developed this strip into a
continuing series with some story arcs and somestand-alone gags, which I self-publish on
Facebook, Instagram, Tribal, and Ko-fi, a Britishbased self-publisher’s monetization website
similar to Patreon in the U.S. (though I have yet tosee any monetization come!). A story arc involving
a virtual world of fine art the main characters
engage in, however, has just been picked up andpublished in The Quarter Press, a quarterly
digitally-based literally and arts publication basedin the U.S.
Originally I intended to keep the strip, andmy work in TEFL, separate. But as a different way

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Learning Learning 『学習の学習』 29(2): LOOKING BACK
to engage my learners as a semester-ending
activity after final assignments were completed, Idecided to bring a small selection of strips into
two listening and speaking classes with first-year
STEM undergraduates in the science faculty of a
private university in Tokyo at the end of AY 2021. I
felt that introducing them to an activity thatwould be completely different in content fromwhat they had engaged with would be a great way
to wrap the term up, and show them a side ofmyself they would not otherwise have seen or
guessed. Below is a selection of two of the strips I
used:

I selected eight strips previously selfpublished that I removed the dialog from, withlearners free to imagine and then write. I gave norules for accuracy in grammar and made theaccent on fluency to their level of proficiency,
which, for the bulk of both classes, was on theupper elementary-to low intermediate level, orroughly A2 to B1 levels in CEFR, with a few of theNewsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning 『学習の学習』 29(2): LOOKING BACK
learners across both classes broaching B2 level.
The strips were uploaded to the university’s LMS
and downloaded by the learners.
Overall engagement I felt to be successful andsurprising to learners, with some intriguing
creativity at play with what the process yieldedand some telling comments in learner feedback.
While Ellen and Cassie’s projects differed interms of content, what linked all of ourpresentations together was in how learners were
freed from the constraints of “correctness.” They
could bring themselves as persons into theprocess, and Ellens’ note from Jones’ (2020)
observation about digital space interests me as her
project was about bringing person and place
together, in that her learners personalized thedigital frame as a place for creativity, while
Cassie’s use of Aesop’s fables as a platform for her
learners to adapt and interpret the lessons of thefables was a way of merging person and process
together.
The takeaway from each of our projects,
however, was the way in which learners could see
how they could locate themselves within an L2
English context similar to how they could do so intheir L1.

Call for for Contribution for Research &reviews / 研究 & レビュー
send to lleditorialteam@gmail.com by
February 29th, 2023

#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)

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

LOOKING FORWARD | 今後のイベント
JALT 2022 is just around the corner. Here is some
useful info to help you watch presentations andconnect with other LD members
1. Cvent System - Registration for Hybrid andOnline Events
For online or hybrid presentations, presenters andthe audience will need to access the Cvent
system. A user guide can be found here.
2. LD SIG Table - Saturday and Sunday, 5th Floor
Lobby (Please help)
Would be great if you could spare an hour of yourtime to staff the SIG table. It's a great chance tomeet other members and connect. Please signup here.
3. LD Forum Saturday 12th, 12:45 to 14:15pm,
2F Lobby
We have some wonderful poster presentations
lined up. A great place to engage in discussion
and share insights about developments in LD. For
all the details see the PDF in the JALT calendar.
4. LD SIG Social Dinner - Saturday 12th, 7:45 to
9:15pm
We will be having a little dinner on Saturday
evening. All welcome to join for great food andconversation. It's an Indian restuarant close to
Gofukumachi station. If possible, please let us
know by next Wednesday if you want to join.
5. LD AGM Sunday 13th, 16:00 to 16:45pm,
Room 410 (Please help)
This year's AGM will be hybrid. The Zoom can beaccessed via Cvent. We need help to make thehybrid event a success. If you can help, pleasesign-up here.
A copy of the officers' review for 2022 can befound here. Please read and let us know how you
feel at the AGM.

I am really looking forward to seeing you all inFukuoka and online. I hope you have a lovely time
however you attend.
Any questions, feel free to get in touch.
Best wishes
Tim Cleminson
LD SIG Coordinator

Friday, November 11
3:15 - 4:45PM, Room: 411
Brain-Friendly Study Skills for Teachers andStudents: Mindfulness
Masda, Yuka - Tokyo University of Pharmacy andLife Sciences
Supported by findings from psychology andneuroscience, this workshop, composed of tried-andtested sessions on various intriguing themes, proposesa bottom-up, holistic approach to learning for you andyour students. This session focuses on mindfulness, its
benefits, and ways to achieve it. Do you ever catchyourself daydreaming aimlessly? The human brain
wanders by default, often resulting in low productivity
and well-being. Pick up the science involved and basic
skills through fun experiments for daily mindfulness.

6:45 - 8:15PM, Room: 411
Two Online Tools for Facilitating Student
Autonomy and Self-Evaluation
Talandis Jr, Jerry - University of Toyama; Muller,
Theron - University of Toyama
This workshop features how the free online tools
Etherpad and Vocaroo facilitate learner autonomy andself-evaluation. Classroom activities covered include

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD
student self-evaluation of speaking and sample dialog students in an English as a foreign language, contentexpansion. Student reflections and feedback showedbased classroom. How these logs are used, as well as
using these tools increased engagement, a sense of
the views and experiences of students connected toownership, and consciousness of the learning process. the project will be discussed. It is hoped that thisParticipants will gain hands-on, practical knowledge on information will be of use to teachers interested in
how to apply these tools in their classrooms and share implementing methodologies for encouraging
thoughts about adapting them to their own contexts
autonomous learning in their classrooms.
and students.

Saturday, November 11

11:00 - 12:30 PM, Room: 2nd Floor Lobby(Poster Session)
How Can a Logbook App in eTandem Promote
Learner Reflection?
Wakisaka, Masako - Kyushu University

11:00 - 12:30 PM, Room: 2nd Floor Lobby(Poster Session)

A logbook is a tool that promotes reflection, which is
the key to using tandem learning effectively. This
Where Are They Now? Long-Term Benefits of Shortpresentation will introduce the logbook app for
Term Study AbroadeTandem developed by the presenter, comparing it
Berman, Shari Joy - Hirosaki University Graduate
with existing log books. Then, analysis of the entries
School of Medicine; Tada, Megumi - Hirosaki University
made by the learners in an eTandem project between
Germany and Japan will be presented, and the effects
Sometimes, in medical fields especially,
and challenges of using the logbook on the learners'
undergraduates have little time for overseas study.
reflections will be discussed.
Emphasizing glocal benefits, our university and local
businesses developed highly subsidized short-term
11:00 - 12:30 PM, Room: 2nd Floor Lobby
international project-based learning (PBL) programs.
Culturally, "small town" means something different in (Poster Session)
Japan than Hawaii, we contrasted these cultures
A Novel Approach for Extensive Reading Success:through various programs designed for mutually
Creative Writing
beneficial learning experiences. This poster displays
Harrell, Darin - Den-en Chofu Junior and Senior Highprogram templates and analyses of questionnaire
Schoolresponses of former participants, working or inSponsored by Nellie's English Books (Shane Corporation
graduate programs, describing how PBL impacted
Ltd.)
them.
With the objective of combining extensive reading andcreative writing, a graded reader writing competition
11:00 - 12:30 PM, Room: 2nd Floor Lobby
was held among students at a private school in Tokyo,
Japan. Twelve student writers completed novels which(Poster Session)
The Facilitation of Learner Autonomy Through the were then made available on the Xreading website sothey could be read and rated by students around theUse of Learning Logs
world as well as a panel of volunteer judges. The
Moreau, Robert - Meiji University
presenter will discuss the process that was used, sharesamples, and ideas for expansion.
This poster presentation discusses the facilitation oflearner autonomy through the use of individual andcollaborative learning logs by first-year university

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:35 - 12:00 PM, Room: Online Room 3 (Prerecorded)

Presenters and participants will be also invited to share
their thoughts in the LD SIG's newsletter.

Facilitating Intercultural Encounters ThroughRecorded Interviews

1:55 - 2:20 PM, Room: 504

Ostman, David - Kumamoto Gakuen University

Using Advising Tools to Foster Reflection in the
Language Classroom

In attempting to develop intercultural competence,learners in local settings often lack meaningfulencounters with members of different socioeconomic
and cultural backgrounds. This presentation introduces
a database of immigrant interviews compiled in 2021
for use in a class created to help university learners
engage in perspective taking from multiple viewpoints.

Goncalves, Jeffrey - Kanda University of International
Studies; Castro, Eduardo - Kanda University ofInternational Studies; Polczynska, Malgorzata - Kanda
University of International Studies

This hands-on workshop provides participants with atheoretical background and practical resources tofoster reflection on language learning in the classroom.
12:45 - 2:15 PM, Room: 2nd Floor Lobby, LDSIG Specifically, two advising tools (the wheel of language
learning and the motivation graph) will be introduced
FORUM
to participants, along with suggestions for their
Reflecting on Challenges and Achievements inclassroom use to promote interactive discussion-based
Diverse Learning Environments
reflections.
Bennett, Phillip A. - Kanda University of International
Studies; Dilenschneider, Robert - Jichi Medical
3:50 - 6:00 PM, Room: SP 4F 1
University; Green, Louisa - Saint Michael's International
Graduate Student Showcase for Akita
School; Ikeda, Ken - Otsuma Women's University;
Imamura, Yuri - Tokyo Kasei University; Kuziw, Michael International University
Yokokura, Yuto - Akita International University;- Jin-ai University; Minami, Arisa - Otsuma Women's
Febriyanti, Nabila - Akita International University;
University; Naganuma, Naeko - Akita International
Zhou, Ying - Akita International University; Zhang,
University; Onoda, Sakae - Juntendo University;
Wenxin - Akita International University
Paydon, Steven - Rikkyo University; Sato, Rana Otsuma Women's University; Shiobara, Frances - SaintThis is the graduate student showcase for Akita
Michael's International School; Song, Katherine International University
University of the Ryukyus; Togawa, Yuki - Akita
International University; Wilkins, Michael - SaintMichael's International School; Yarwood, Amelia Research Institute for Learner Autonomy Education

4:25 - 5:55 PM, Room: 2nd Floor Lobby (Poster

Sesion)Learners' Experiences, Agency and Willingness
This forum reflects on learning and teaching challenges to Communicate: ERT and Afterand achievements in different learning environments
Head, Ellen - Miyazaki International College(e.g., elementary, secondary, tertiary, language
school, and adult learning). Through sharing narratives
Our presentation reports a study of students'
and practitioner research, we explore educational
willingness to communicate, in 2020 and 2021, andpuzzles and practices in learner development. The
ongoing. During ERT, students were surveyed toforum examines topics such as environmental dynamics
compare their feeling of being able to communicate
and relationships, emotional aspects of learning, andand willingness to communicate, online or face-toinnovative planning and assessment practices.
face. Results in 2020 suggested students felt more able
than willing to speak online. The difference narrowed

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD
in 2021. Follow-up interviews provided rich data
enabling us to learn from students how they exercised
agency and which pedagogic interventions helped.

5:00 - 5:25 PM, Room: 501
Developing Our Students' Voice in English
Chong, Chia Suan - National Geographic Learning
Sponsored by National Geographic Learning

In this workshop, participants will learn about aninnovative one-day English communication-oriented
seminar for high school students intending to study inthe fields of science and technology at university. Each
year, 40 students from throughout Japan join the
program and work in teams on small engineering
projects in English. Teams plan, construct, and trial
their projects before a final demonstration. We
present data from student feedback and discussseminar development.

For many students, English is a tool for international
communication. But how much ownership do they feelof English? How confident do they feel about speaking 6:45 - 7:10 PM, Room: 506
Young Learners' Metacognition
up in a group conversation? Are they able to express
their identity in a conflict situation? This talk explores Vargas, Eliseo Jr. - Sophia University
the importance of helping students develop theirrelationship with English, and considers the strategies This presentation discusses the findings of a study thatand the practical activities we can use to help students aimed to teach young learners (grades 4 to 6)
metacognitive strategies and see whether it has effects
make English their own.
on their English proficiency and attitude towards
learning the language. The presenter also gives
6:10 - 6:35 PM, Room: 506
recommendations on how to teach metacognitive
Student Approaches to Language Learning During
strategies to elementary-age children.

Holidays

Bates, Daniel - Chuo University
How do learners study and use English during thesummer and winter vacations? The presentation
analyses student responses to this question,
considering how language loss and learner autonomy
are viewed by students and what they do to informtheir learning during breaks from formal instruction.
This research finds that many students are not taking
enough responsibility for their own learning during theholidays and offers pedagogic ideas to help instructors
combat this.

6:45 - 7:10 PM, Room: 410
Student Approaches to Language Learning During
Holidays
Kidd, Josh - Utsunomiya University; Winn, Luke Hakuoh University

Sunday, November 13
10:45 - 12:15 PM, Room: Online Room 1(Prerecorded)
Motivation in Self-Access Learning: Listening toStudent Experiences
McCrohan, Gerardine - Kagawa University; Yamada,
Etsuko - Hokkaido University; Thornton, Katherine Otemon Gakuin University
Staying motivated is one of the most difficult aspectsof learning a language beyond the classroom. In thisyear's JASAL forum, we will explore issues related tolearner motivation through two presentations anddiscussion. Gerardine McCrohan will share results (inEnglish) of a study of regular self-access center users,
while Etsuko Yamada will report (in Japanese) on a
project which investigated the impact on students ofhearing international students' stories of their language
learning experiences.

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10:45 - 1:30 PM, Room: SP 4F 1

11:20 - 11:45 AM, Room: SP 4F 2

Graduate Student Showcase for Soka University

Understanding the Process of Generating Text in
Academic Writing

McCrohan, Gerardine - Kagawa University; Yamada,
Etsuko - Hokkaido University; Thornton, Katherine Otemon Gakuin University

Walker, Michael - Asia University

Mastering academic writing is one of the biggest
This is the graduate showcase for Soka University, part challenges for tertiary level students. Through the useof the joint GSS with Kobe University of Foreign Studies of think aloud protocols, this presentation will look at
and University of Birmingham
how a freshman student navigates moving between her
ideas and converting them into text and what writing
instructors can learn from this crucial moment of thewriting process.
10:45 - 1:30 AM, Room: SP 4F 1

Graduate Student Showcase for University ofBirmingham

11:20 - 12:50 PM, Room: 2nd Floor Lobby

McCrohan, Gerardine - Kagawa University; Yamada,
Etsuko - Hokkaido University; Thornton, Katherine Otemon Gakuin University(Poster Session)
Getting the Message: Immersive Reader Software
to Build Learner Motivation

This is the graduate student showcase for the
University of Birmingham which is to be held as a partof a joint GSS with Kobe City University of Foreign
Studies and Soka University

Burke, Alexandra - University of Shiga Prefecture

Immersive reader is a tool that brings text to life forreaders of all levels, including those with learning
differences. It can convert text-to-speech, break words
into syllables, label and color-code parts of speech,
and translate by word or document into many
10:45 - 11:10 AM, Room: SP 4F 2
Fostering Autonomous English Learning Through languages with fully customizable user settings. It also
has a built-in contextual word/picture dictionary. In
Speaking Activities in SHS
this poster presentation, I will demonstrate how to use
Miura, Shuntaro - Akita International University
this accessibility tool to boost learner confidence.

11:20 - 11:45 AM, Room: Online Room 3 (LIVE)Using a Digital Platform to Promote
Collaborative Note-Taking
Otsuru, Sophie - Juntendo University
This presentation will describe how a top-tieruniversity in France managed to solve a number ofissues faced by international students and their facultyby also involving domestic students in the process oftaking notes through a collaborative digital platform(Bouchet, 2019). The collaboration between thesedifferent groups broke the isolation of international
students, improved all students' background knowledge
in the topic, and alleviated content lecturers'
concerns.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:20 - 12:50 PM, Room: 2nd Floor Lobby

11:55 - 12:20 PM, Room: Online Room 3(Poster Session)
Transferring Knowledge and Skills to New
Contexts: Learner Perspectives(Online - Prerecorded)
Longitudinal Changes in Linguistic Features andScores in EFL Writing

McCarthy, Tanya - Kyoto University

Kim, Minkyung - Korea National University of
Education; Kim, YouJin - Georgia State University;
Kang, Sanghee - Georgia State University

Many educators question if learners apply theknowledge and skills taught in L2 courses to otherareas of their lives or if it simply stops at the classroom This study examined changes in writing scores anddoor. This research examined knowledge transfer and linguistic features found in EFL beginning-level
found that students indeed use specific knowledge and learners' argumentative writing to shed light on theirskills learned in the L2 classroom in other areas andlongitudinal relationships. Forty-four Japanese
vice versa. The presenter will discuss the knowledge
beginning-level EFL university students produced six
and skills which benefitted learners and how this canargumentative essays over nine months. Various
help with L2 course development.
lexical, syntactic, and cohesive features wereanalyzed. Findings indicate that writing scores overtime were predicted by greater use of sophisticatedcontent words, higher proportions of trigrams
11:55 - 12:20 PM, Room: Online Room 2
frequently used, longer T-units, and greater use of(Online - Prerecorded)
logical connectives.

Effects of Grammar Instruction on Different L2
Proficiency Level Learners

Lee, Shzh-chen Nancy - Osaka University
This study examined the effects of grammar instruction
on speaking development. While it has been found by
previous studies that form-focused instruction
improves L2 speaking, it remains uncertain whether
the same effects would apply to learners of different
proficiency levels. The week-to-week trajectorychanges in three learners (beginner, intermediate, andadvanced learners) were qualitatively examined.
Differences and similarities in their changes, in termsof speaking complexity, accuracy, and fluency will bepresented.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:55 - 12:20 PM, Room: SP 4F 2

12:30 - 12:55 PM, Room: 410

Ways of Thinking: Navigating the Transition toHigher Education

Fostering Student Engagement During the Chaos
of a Pandemic

Laurence, David - Chubu University

Yamamoto, Kie - Wayo Women's University

This presentation will describe the author's ongoing
research with Japanese university English majors froma variety of socioeconomic and educational
backgrounds. It will compare and contrast thesestudents' experiences with the transition to university
from secondary school, and with integration into
university social and academic life, and how these two
sets of experiences can sometimes be related tosuccess in higher education.

12:30 - 12:55 PM, Room: SP 4F 2

In the ongoing pandemic, navigating learners towards
autonomous learning has been a great challenge forteachers. This presentation explores how motivational
support in an English classroom was perceived by agroup of university students in Japan during the
pandemic. Qualitative data were collected toinvestigate their perceptions of learning experience in
2021 from a motivational perspective. Based on thefindings, the presenter will share strategies forteachers to (re)generate student engagement in theirclassrooms.

Fostering Global Citizens With Skills for theInternational Marketplace

1:05 - 3:50 PM, Room: Online Room 3 (Online

Wang, Marian - Konan University

Live)
Graduate Student Showcase for Tsuda University–
A

The presenter will demonstrate how university
students from Japan, Europe, China, and Taiwan
Kizaki, Tomoko - Tsuda University; Godo, Reiko collaborated online on a project that culminated in a
Tsuda University; Kikuchi, Yuna - Tsuda University;competition to present their business proposals to a
Kobayashi, Hirona - Tsuda University; Ikeya, Sara global company. Feedback on student learning andTsuda University
interviews with students and a company representative
indicated that students developed the communication This is the first part of the graduate student showcase
and research skills needed in the international
for Tsuda University.
marketplace. More guidance on time management andpreparing business proposals would have furthered
their development as global citizens.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

1:05 - 3:50 PM, Room: Online Room 3 (Online

1:40 - 3:50 PM, Room: SP 4F 1

Live)
Graduate Student Showcase for Kanda
Graduate Student Showcase for Tsuda University–B University of International Studies

1:05 - 1:30 PM, Room: SP 4F 2

Sugahara, Naomi - Kanda University of International
Studies; Arai, Yumi - Kanda University of International
Studies; Noda, Tomoko - Kanda University ofInternational Studies; Suzuki, Masaya - Kanda
University of International Studies; Kawasaki, Noriko Kanda University of International Studies; Shimada,
Takuya - Kanda University of International Studies
This is the graduate student showcase for Kanda
University of International Studies

Zoom Chat With Teachers: Student Views of an
Online Self-Access Lounge

1:40 - 2:05 PM, Room: SP 4F 2 (Online -Koyama, Yoko - Tsuda University; Takahashi,
Yukari - Tsuda University; Yahagi, Miki - Tsuda
University
This is the second part of the graduate student
showcase for Tsuda University.

Modell, Christopher - Seikei University; Hoffman
Aoki, Quenby - Rikkyo University

Prerecorded)
Encouraging Students to Interact in English in
Class

An important goal of self-access language lounges is to Onoda, Sakae - Juntendo University
provide English learners opportunities to practice thetarget language in an informal and low-stressThis workshop will explore effective teachingenvironment. Following the shift to an online format in techniques for teaching English through English as thespring 2020, the presenters surveyed student
instructional and interactional language. For theseparticipants of their university's self-access lounge,
techniques to be effective, it is essential that students
Zoom Chat with Teachers, to improve and enhance
initiate communication and interact with each other
their learning experiences. Results of the survey, along using English. Based on this postulation, this workshop
with practical ideas for engaging and motivating
will explore teaching ideas that encourage and enable
students in this context, will be discussed.
students to use English actively during class. A range of

1:05 - 2:05 PM, Room: 501

tasks will be introduced for participants to employ intheir own classrooms.

Helping Students Become Effective International
Communicators

2:15 - 2:40 PM, Room: SP 4F 2

Chong, Chia Suan - National Geographic Learning

Project-Based Learning for Language Volunteers

Many of our students will be using English tocommunicate with people from around the world.
Students will need to mediate interactions with people
from different cultural backgrounds, whileaccommodating, adapting and accurately interpreting
their conversation partners. This is an interactive
workshop with practical lesson ideas that can stimulatereflection and speaking practice through criticalthinking activities, storytelling and a touch of drama tohelp learners become better international
communicators.

Yoshimuta, Satomi - Kwassui Women's University

学習者ディベロプメント研究部会 <http://ld-sig.org>

This presentation will focus on a PBL class titled"Language Volunteer Seminar" that aims at helping
students of English to learn to serve as language
volunteers and how it was developed. It will
explain three projects: promotional assistance forpeace talks by atomic bomb survivors, needs
assessment of international students, and creative
video project to guide foreigners to theappreciation of the old historic areas of the city.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

2:50 - 5:00 PM, Room: 405
Graduate Student Showcase for Temple
University, Japan Campus

4:00 - 4:25 PM, Room: 409
Encouraging Learners to Share: New Ways of
Learning, New Ways of Teaching

Ishii, Aquanna - Temple University, Japan Campus;
Tuttle, Terry - Temple University, Japan Campus;
Parsons, Andre - Hokkaido University of Education,
Kline, Mandy - Temple University, Japan Campus;
Hakodate Campus
Mullin, Betram - Temple University, Japan Campus;
Encouraging students to share their learning
Nagai, Emi - Temple University, Japan Campus;
Wagner, Shannon - Temple University, Japan Campus experiences can be beneficial for both the learners
involved as well as the teacher, as such opportunities
may allow them to gain potentially useful resources
This is the graduate student showcase for Temple
and ideas to use in their own learning and teaching.
University Japan
This presentation will describe a project in which
students are asked to do just that. Attendees will learn
the steps and challenges involved in such a project.
3:25 - 3:50 PM, Room: 410
Samples and feedback will also be presented.

Powerlessness and Empowerment: JapaneseStudents' Study Abroad Reflections

4:00 - 4:25 PM, Room: 410
Ballou, Kevin - Kindai University, Faculty of
Learner Development SIG Annual General Meeting
Architecture
Welcome one and all! Come and join us. We will
This presentation reports on a two-year study of thereview the year and talk about our hopes for 2023.
challenges faced by Japanese students during theThis is a great opportunity to tell us about youradjustment phase of their study abroad experience.
hopes too. Can't wait to see you there. 皆さん、ようTwo cohorts of female Japanese students were asked
to keep a journal on their thoughts and experiences
こそ ! 今年を振り返り、2023 年に向けての抱負を語り
during their pre-pandemic, five-week study abroad
ます。 この機会にあなたの希望もお聞かせください。
programs in Australia. The students' reflections provide 皆様のご参加をお待ちしております。
insight into a wide range of interests, expectations,and anxieties, as well as feelings of both powerlessness
and empowerment.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

4:00 - 5:00 PM, Room: 413
The Impossible Dream: Introducing a Coursebook
for Extensive Reading
Harris, Justin - Kindai University; Leeming, Paul Kindai University

Monday, November 14
10:35 - 10:55 AM, Room: 407
Impact of Implicit Learning on Communication
Confidence

Nakagawa, Hiroyo - Osaka Jogakuin College
Many language teachers implement extensive reading(ER) in their classes in the knowledge that it will
With technological developments, flipped classrooms
benefit learners' language development. However, it
can be difficult to create entire courses around ER, and have been paid attention to. To examine the impact ofimplicit learning on 17 Japanese students'
some institutions require a compulsory textbook forcommunication confidence, in-class collaborative preeach course. This presentation describes thewriting discussions and group presentations weredevelopment (and completion) of a four-skills
assigned. Then, students submitted summaries throughcoursebook seamlessly integrating an ER program
Google Classroom and received implicit instruction. In
through Xreading.com. The book is designed with aaddition, students reflected on their writing to buildtask-based approach featuring engaging and relevant
rapport with the instructor. Qualitative results indicate
topics for learners.
that the students became self-confident through the
instructor's and peers' motivating comments.

4:35 - 5:00 PM, Room: 409

Successful Virtual Asynchronous Cross-Cultural
Projects Using Hello Talk
Sato, Kate - Hokkaido University of Science
In 2021, first-year Japanese science majors used theHello Talk (HT) app as a platform for an asynchronous
virtual cross-cultural project (AVCP) thus facilitating
the authentic use of English to interact with nonJapanese partners. The goals, the assignments in the
project, and the outcomes will be presented with
examples of data and practical information forteachers wishing to conduct an AVCP.

10:35 - 10:55 AM, Room: 410
Measuring Students' Learning in a Literature in
CLIL Context
Redlich, Jeremy - Fuji Women's University; Pattison,
Steven - Ritsumeikan Asia Pacific University
This presentation addresses two issues concerning theutilization of literature in language-learning contexts:
1) setting practical and pedagogically-sound learning
goals that contribute to students' motivation and 2)
measuring the extent to which the goals are met. After
explaining the rationale for, and function of, threeoverarching learning objectives–communicativecompetence, critical thinking, and global mindset–wewill report on the development of methods formeasuring how satisfactorily these goals are met.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:05 - 11:30 AM, Room: 407

11:40 - 12:05 PM, Room: 410

Flipping the Peer-Feedback Framework

Engagement and Co-creativity in Project-Based
Language Learning

Robertson, Zachary - Yamaguchi University

Cleminson, Tim - Kawasaki Medical Welfare
University

Peer feedback has traditionally been understood interms of the assessed student, but developments ingeneral education theory suggest performing theThis presentation will introduce hybrid creative PBL toassessment may provide learners with as much, ifcreate learning materials. The researcher will outline
not more, pedagogical benefit. This presentation will course design, student work, and learning narratives.
introduce an assessor-oriented model for peer
Findings suggest co-creative engagement enabled selffeedback in the context of language learning, first
directed learning, autonomy, and relatedness.
comparing it to the traditional model before
However, long-term tasks proved difficult for some
exploring potential insights teachers could gleangroups to manage. Attendees should leave thefrom students by flipping their perspective on thispresentation with some practical ideas about how to
popular activity.
implement creative PBL and an increased
understanding of how students and teachers
experience the educational affordances this approach
11:40 - 12:40 PM, Room: 407
generates.
Autonomy of English Language Learners: A

Review of Research and PracticeChong, Sin Wang - University of St. Andrews

12:15 - 12:40 PM, Room: 407

Video Recordings and Linguistics Outcomes in a
In this presentation, we reported on a scoping review Poster Presentation Courseof 61 empirical studies on English language learner
Elwood, James - Meiji University; Kawano, Madoka autonomy. The results show a rich array of
Meiji University; Cvitkovic, Robert - Teikyo
conceptualizations and numerous operationalizations University
in addition to a somewhat limited use of evaluations.
We draw from this a number of implications forWith the rapid expansion of online teaching because of
research. We encourage researchers to make explicit the COVID-19 pandemic, various affordances available
their theoretical frameworks and extend their
online deserve scrutiny for potential benefits in theinvestigation to the role of language learning beyond virtual language classroom. This study examines thethe classroom in promoting learner autonomy.
creation and use of video recordings in a university
English poster presentation course, which evinced
positive linguistic effects from the student presenters.

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5th CEGLOC Conference
The Learner Development SIG has
been working with the University ofTsukuba and the JALT Ibaraki
Chapter to put on an online conference. The
conference is the 5th CEGLOC Conference on“Autonomous and Interactive Practices in
Language Learning”. It’s an online conference on
December 3, 2022.
Overall Information
There are two zones in this conference: apresentation zone and a collaborative workshop
zone. The conference program is now available
online.
Choice 1 - Enjoy the Show
• I just want to attend! OK, great! Sign-up
here by November 25, 2022.
Choice 2 - Contribute to the LD Workshops• I want to join the LD collaborative
workshops!
• My students want to join the workshops!
• I would like to facilitate student sessions!
Great! Follow the instructions below!
NEW: “Learner Development CollaborativeZone”
In parallel to the main event, there are twoworkshops called the “Learner Development
Collaborative Zone”. These workshops are looking
for contributions from students and teachers. The
workshops are very similar to the CCLT workshops
the LD SIG has done in the past.
There will be two sessions:
1. A morning session where Japaneseand overseas students share personal learning
stories related to autonomy in small groups.
2. An early afternoon session where
teachers share, in small groups, personal stories
and engage in discussions about autonomy in small
groups.

学習者ディベロプメント研究部会 <http://ld-sig.org>

The workflow of the workshops can be foundthrough these links:
Student Workshop (morning)
Teacher Workshop (afternoon)
How to Sign-Up
To sign-up and register is a 3-phase process:1) sign-up to the LD Zone
(English/Japanese versions; 英日版)
2) upload a personal story to flip in
English, and
3) register for the full conference.
The links below are for teachers andstudents to separately use. If you do 1, 2 and 3,
you are registered and ready to go. You can see
examples of the videos before you post your own!
Students Links
1) Sign-Up:
https://forms.gle/cnDNbSdmzboNf8U182) Upload a personal story about learnerautonomy https://flip.com/204f0888
3) Final Registration to main conference
https://docs.google.com/forms/d/e/1FAIpQLSe3n
N7fVh35SzPENVXe4W73NIsJO0MrgoMHmF5XWzgVSWUA/viewform
Teacher Links
1) Sign-Up:
https://forms.gle/cnDNbSdmzboNf8U182) Upload a personal story about learnerautonomy https://flipgrid.com/39f3deb2
3) Final Registration to main conference
https://docs.google.com/forms/d/e/1FAIpQLSe3n
N7fVh35SzPENVXe4W73NIsJO0MrgoMHmF5XWzgVSWUA/viewform
Deadlines
Sign-up and Video Upload - November 20th 11:59
pm
Final Registration for Event - November 25th 11:59
pm

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD
Please note the number of student
participants is limited to 50 in total per session,
with 8 students maximum per institution. When
this number has been reached, the forms will beclosed. If you have any questions, please reply tothis email, or contact us at ld@jalt.org
Please share this exciting opportunity withyour colleagues and students and encourage themto take part!
We are looking forward to seeing you at theConference in December.

JALT 2022… and beyond
JALT 2022 LD SIG Forum
November 12th, 12:45-2:15 pm,
2nd Floor Lobby
In November, we have the JALT 2022 LD SIG
Forum, Reflecting on challenges andachievements in diverse learning environments.
This should be a fascinating face-to-faceforum. Many thanks to the presenters and theprogram team who have worked so hard to put
it on. I am really looking forward to Akiko
Takagi, Szabina Ádámku, and Eileen Yap hosting
the event after their wonderful preparation andcoordination on this project.

LD SIG AGM
November 13th, 16:00-16:45 pm,
Room 410
Also, at JALT 2022, we will have the LD SIG
AGM. At this event, members and officers will
come together to review the year, introduce
new officers and talk about the opportunities
for the SIG in 2023. Everyone is welcome tojoin and discuss topics related to the LD
SIG. So, please come along and tell us yourthoughts and feelings about the SIG.
We Always Need Officers
We are looking for volunteers to join the main
officer teams: Programs, Publicity,
Membership, Publications, and the GetTogether team. These positions are a great
way to meet people and aid your professional
development.

If you are interested in taking one or more roles
in our SIG, please contact the Co-Coordinators
at ld@jalt.org.

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Learning Learning『学習の学習』 29 (2): SIG MATTERS

SIG MATTERS | インフォメーション
Learner Development SIG Financial Report April 2022 to September 2022
Patrick Kiernan, SIG Treasurer, Email: jalt.ldsig.treasurer@gmail.com
Despite the wave of the pandemic over the summer and a cut in the SIG grant from JALT Central Office(JCO), this year the SIG is returning to face-to-face activities and finances remain healthy. Following a cut
in income from JCO last year (from ¥157,697 in FY2020 to ¥57,739 for FY2021), the grant was reduced evenfurther this year to all SIGs and local chapters. This year, the LD-SIG received only ¥19,120 (though we also
received ¥15,000 for PanSIG from JCO in early October that is not included in the figures below). The
reason for the drastic cut was that, while JALT’s revenues and overall surplus fell dramatically during the
pandemic years due to a fall off in membership and the cancellation of face-to-face events such as the
JALT national conference which brings in important revenue, the funds of SIGs including the LD-SIG grew
due to the cancellation of events. For example, regarding grants, including conference grants, instead of
the planned four grant awards, we were only able to award one research grant in FY2021. Similarly, there
were no expenses for postage or travel normally needed for face-to-face events. This year’s dramatic cut
was therefore intended to improve the financial situation of JCO and help SIGs use up unnecessary surplus
funds. This year, three grants were awarded and funds have been used for the PanSIG conference and will
also be needed for other events such as JALT2022 national conference. As anticipated, this will result in anegative budget and a reduction in the SIGs overall funds. Nevertheless, as this was the intention, thebudget proposal that the SIG coordinator and I will put forward for discussion at this year’s AGM is likely to
be similar to this year’s budget. As always, input or ideas regarding SIG expenditure are welcome and I am
looking forward to seeing as many of you as possible at the AGM.
Revenues: April 2022 – September 2022 /収入：2022 年 4 月〜2022 年 9 月
JCO Annual Grant /全国語学教育学会本部年間助成金

19,120Total revenue / 収入合計

19,120

Expenses: April 2022 – September 2022 /支出：2022 年 4 月〜2022 年 9 月
Grants (¥40,000x3)/助成金 (４万円 x３)

120,000

Events (PanSIG expenses) / イベント（PanSIG 費用）

43,384

Admin. Expenses /管理費

642

Total Expenses / 支出合計

164,026

SIG fund balance: September 30, 2022 /SIG 資金残高：2022 年 9 月 30 日
Balance in bank account / 銀行口座残高

147,724

Reserve liabilities / JALT 本部預け金

200,000

PayPal account/ ペイパルアカウント

25,972

Cash in hand / 現金
Balance / 合計

学習者ディベロプメント研究部会 <http://ld-sig.org>

7,700
381,396

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Learning Learning『学習の学習』 29 (2): SIG MATTERS
If anyone has any questions or comments regarding LD-SIG financial matters, please get in touch with me at
the address above.

Writing for Learning Learning『学習の学習』応募規定
Deadline for Contributions to the Autumn issue: February 28th 2023
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 dowith 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 arewarmly 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 totake 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。

Mini-profiles: Sharing your learner development interests /ミニプロフィール：学習者ディベロップメントについての関心の共有
Here SIG members introduce themselves briefly (just 50 to 100 words or more), and write about what
interests, puzzles, intrigues them about learner development, and/or about a particular approach or
project, or research that they are doing or plan to do, or simply share a short reflection, to do with learnerdevelopment (about 100 words or more)：… ここでは、SIG メンバーの学習者ディベロップメント研究に取り組む原動力となる関心や課題とともに短い（200 から 400 字程度）自己紹介をお届けします。特別なアプ
ローチやプロジェクト、現在進行中の研究やその計画、さらには学習者ディベロップメントの取り組みに関する内省など、それぞれの思いや考えが寄せられています (約 200-400 字程度以上)

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Learning Learning『学習の学習』 29 (2): SIG MATTERS
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)#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)

Member‘s 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 yourresearch (about 500 to 1,000 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）

Learners’ voices / 学習者の声

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Learning Learning『学習の学習』 29 (2): SIG MATTERS
Learners share stories of their learning, reflections on their practices of learning, or report on a project or
research that they are doing or plan to do related to learner development (about 300 to 500 words)：
学習者が自分の学習経験、学習の実践についての考察、または学習者の成長に関連して行っている、もしくは計画しているプロジェクトや研究について報告します。 (約 1200-2000 字程度以上)

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 dowith 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 tolearner 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 learnerdevelopment ：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。

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Learning Learning『学習の学習』 29 (2): SIG MATTERS

Learning Learning Editorial Team
<LLeditorialteam@gmail.com>
Those working on Learning Learning share a commitment to working together in small teams. We aim tolearn together about writing, editing, responding, and/or translating, for our shared personal andprofessional development. Some areas where we would like to encourage SIG members to take part andwork 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 todevelop 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 learnerdevelopment (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.
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 the Learning Learning editorial team
<LLeditorialteam@gmail.com>
Many thanks

Learning Learning, 27 (2)55

学習者ディベロプメント研究部会 <http://ld-sig.org>

ISSN 1882-1103

Learning Learning 『学習の学習』 28 (2): Sig Matters

Learning Learning, 27 (2)Newsletter of the JALT Learner Development SIG <http://ld-sig.org>
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ISSN 1882-1103