One Reality ofAutonomous

Learning in Japan
Eric M. SkierTokyo University of
Pharmacy and Life
Scienceskier@ps.toyaku.acjp

Stacey Vye
International University of
Health and Welfare
svye@iuhw.ac.jp
We noticed as teachers in Japanese Community Centers that we had been overlooking the influenceof our more autonomous adult learners' out-of-class experiences on learning English. In fact, there
appears to have been little research on how autonomous language learners create theirown chances
for learning unrelated to teacher influence in theEFL classroom. Bygettingfeedback from ourstudents
from language learning histories, questionnaires, andteacher observations, wegainedvaluable insights
into such out-of-class experiences. Most of our adult learners not onlyhighlighted timefor studying
English according to particular stages in their lives, but alsofocused on shameful or embarrassing
situations that had motivated them to actively pursue learning English. This in turn underlined acertain level of maturity on ourlearners' part, which alsostrongly supported their pursuitof English.

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I Have Autonomous Learners and I Don't Know Why!

Stacey: But first...

Collaborative Comments for the Introduction from the Anthology
Retreat at Momoyama Gakuin

Eric and I hadn't written an introduction to ourdraft when we metat theMomoyama Retreat.
Andy mentioned some points tokeep in mind thatreaders might need to know at ourposter
session:How did we get together to collaborate on our teacher development?
•

What are those views and developments?

•

Where are those views and developments coming from?

Keepingthese questions and ideas in mind as a starting point, the following conversation is
actuallya combination of two conversations betweenEricand Stacey One in December of 2002,
when we decided to write a proposal for Autonomy You Ask!, and another in June of 2003,after
we receivedcollaborative feedback from Andy and others at the Momoyama poster session.

INTRODUCTION

Eric: Good morning Stacey, how's life? I hope the rainy season isn't driving you too crazy But
then you're from Seattle, so this is normal for you.
Stacey: Life? I like rain, but Seattle doesn't get this humid. My place gets moldy if I'm notcareful. I don't know how some of my friends living in Japan are mold free. Do they have moretime? Anyway, should we get started?
Eric: Stacey,let's start easy. What does autonomy mean to you?
Stacey: Saywhat? Easy? You know many people interested in autonomy first attempt to define it,
but that's by no means easy. But you've asked a great question. Learner autonomy as I perceive
it means learners create and participate in their studies. But it's my experience that, within
the educational system in Japan, schools, and language classes, learners are both directed andexpect to be directed. In these situations, there seems to be a basic assumption that teachers andeducators know what is best for learners. In many traditional English classesthat I have observed
as well as taught, students are often simply regurgitating the words of others. I find this to be awasted effort because learners should be given the chance to express more of their own ideas.
Eric: So autonomy incorporates giving the students a chance. I doubt if many would argue
with that. But, so little of autonomy or issues relating to autonomy has been written up about
Acknowledgements

We would liketo acknowledge our students and fellow collaborative writers for their time andsupport on this project.

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One Reality

how language learners create their own chances for learning unrelated to teacher influencein the classroom. While I understand that issues such as motivation and autonomy can defy
measurement, I wish there were more reports on what autonomy realistically entails and lesstheoretical definitions. If more research concentrated on autonomous practices, I would bebetter able to help foster it by first recognizing what was lacking in my own context.

Stacey: Well, what about the 'Jijis & Babas' (an affectionate term for elderly men and womenin Japan) that you teach? Aren't they pretty autonomous? You told me that they were doing
so much extra work outside of class and were using you as a resource. You also said that theyoften work together on their own accord, etc... Isn't that a pretty good model of autonomous
language learning?
Eric: Could be. Every week I see students who are in control of their studies, and yet I havenever asked what makes them tick. In fact, I have taken them for granted, in a way. They are
so pleasant, and just wonderful to teach. In over 12 years of teaching in Japan, I am almostashamed to admit that I have never really made an effort to understand or investigate what
motivates students to study English, especially in terms of internal motivators.
Stacey: No worries, that's why we're here today.

Eric: Why don't we do this chapter on them?
Stacey: I'd love to.

Eric: How about also looking at the adult students in your class? You know the ones you've
been teaching for 12 years? What are they like?
Stacey: Oh yah, my 'Sempais' (someone who is older or has more experience in a certain area
than another), they would be interesting to include. You know, in that time, two of the three
students have even become English teachers themselves. Pretty amazing! And they show signsof being autonomous like your'Jijis & Babas.'

Eric: So, for this project we can look at what makes the 'Jijis, Babas, & Sempais' different
from many other learners we have taught who have, for one reason or another, no chance toparticipate in the direction of their own studies. So, where do we start?

Stacey: Well, what about the experts you and I've read. How about discussing what they havesaid in an informal Lit. Review for the readers out there? Maybe it would help people if we put
our project into perspective.

Eric: How traditional and a little disappointing, but I see your point about making this moreaccessible to anyone interested in autonomy. So, what have you read recently that could apply
to my 'Jijis & Babas'?

What Others/The Experts Have to Say
Stacey: Well, what about this? I'm interested how Phil Benson (Benson, 2001, 2002b; Head,
2003) is focusing some of his research on out-of-class learning—where learners make efforts—

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Skier & Vyeto learn a language outside the classroom by their own initiative. But then I was reading
something by Lightbown and Spada (1999, p. 57), which seems to contradict what Phil isfocusing on. They mention that teachers have a stronger opportunity to influence learnermotivation than learners themselves have. The reason for this is apparently that teachers
possess'a teacher's mind,' which means they have the ability to influence students to actively
participate in class, express interest in the subject matter, and study frequently. I question thislogic. Actually I think you and me maybe have doubts as to whether teachers have as muchinfluence on students as they believe. What are your thoughts on this?
Eric: First of all, I'd question whether there is a concept of'a teacher's mind' when teachers
recognize motivated students for the same reasons. McGroarty (1996) cautions teachers not tomake assumptions about their students' motivations without carefully assessing the multiple
factors of the particular classroom situation. I am not convinced that there are opportunities
to influence students' motivation in my situation with the 'Jijis' and the 'Babas.' As Benson(2001) has suggested, I've also noticed that some of my students study English autonomouslywith no particular influence from the teacher. The students' reasons and motivational factors
for studying English appear to be more significant than any effort on my part. How about the'Sempais' in your teaching situation?
Stacey: Well, the first thing that comes to mind with my'Sempais' is they show compassion
about studying English.
Eric: What do you mean by compassion?

Stacey: Oh, well this compassion reminds me of a process that Breen and Mann (1997, p. 134)
term "a desire to learn" that autonomous language learners appear to possess. So, in this stateof mind, autonomous learners have a desire for, and an authentic relationship to, the language
they are learning. The motivation fueling the desire can be both intrinsic (meaning T want tolearn this') and/or instrumental (meaning T should learn this so I can get X').
Eric: I couldn't agree more. It seems to me that most research on learner motivation andautonomy focuses on students who lack the desire to learn. It looks more at how teachers canhelp to increase interest in the subject through various techniques and strategies than at thenature of motivation itself (e.g., Dornyei, 2001). So,by investigating these learners that we have,might there be some useful insights to gain?

Stacey: Sure there are! But I'm just wondering, does putting a lot of work into studying qualify
these adult students as autonomous language learners? If we have told them to do something
and they are following our orders, then that is not autonomous learning. Or could it be that the'Jijis, Babas, & Sempais' are simply trying to please us, as Breen and Mann (1997, p. 141) havedescribed—"to put on the mask of autonomous behavior."
Eric: Stace, I don't think so. Heck, I definitely feel that my 'Jijis & Babas' are on top of theirstudies in terms of Holec's (1981, p. 3) definition of "the ability to take charge of one's learning"(see also Benson, 2001). In addition, from what I have observed with these students, the issueof the "capacity to take control of one's learning" raised by Little (1991, p. 3) seems to be key. In
fact, the need for external sources of motivation seems to me to be a secondary issue with theseautonomous language learners.

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First, they have decided to initiate their studies. Moreover, they are fully aware of their goals
and what they expect from their studies. They know how they hope to achieve their goals, andyet are open to ideas from others in the classroom and often compare notes on techniquesand styles. And they reflect on their learning and look for waysto improve and evaluate theirprogress in learning the English language.While they don't share all of this with me, they seemto know what each other is doing, and that raises the social aspect of learning mentioned by
Benson (1996). Well, over to you Stacey? Are your'Sempais' trying to please you?
Stacey: I hope not! They do show characteristics of being aware of their own responsibility forand making use of their language-learning environment in a collaborative setting along thelines of what Usuki (2002) has observed with two EFL high achievers. I think the 'Sempais'
understand they are responsible for improving their English skillsbecause they take advantageof sharing various English resources available to them. When I read the Murphey and Jacobs(2000) article on critical collaborative autonomy, I thought of my'Sempais.' This process canbe observed when learners work on guided cooperative learning with their peers to createa support system which leads to individual critical voices developing autonomously at anaccelerated rate. Sometimes I feel like I am the 'fourth student.'
Eric: Or the 'Fifth Beatle'?

Stacey: Oh. Is the state of autonomy being somewhere on a continuum between steering a
carload full of passengers and being a spare tire? Hmm.
Questions
Eric: Wow! Well as teachers, you and I have highly motivated and autonomous learners in ourcontexts and not necessarily due to any particular effort on our part. For this project we could
focus on: How are we overlooking our more autonomous learners' experiences and strategies?
Also, are there some insights we can learn from these autonomous learners? Do you agree?
Stacey: Yeah. I think the questions represent the project well because they acknowledge learners
have experiences and strategies that we would like to learn from. I also want to keep oureyes open for other factors that might crop up in the data (Allwright & Bailey, 1993; Patton,1987). Our students may reveal powerful insights not necessarily connected with our originalquestions, right? Are you interested in that, if they come up?
Eric: Sure. In my opinion, any information that pops up would be an added bonus. Not only
information we can learn from, but also anything that people reading this chapter can apply totheir own language context.

Jijis, Babas, & Sempais as Subjects
Eric: Okay Stace, let's see if we are thinking along the same lines about our project. The 'Jijis,
Babas, & Sempais' will consist of 28 EFL adult language learners from my Culture Centercourses (held once a week for 70 minutes) and your three EFL adult language learners thatmeet for the same frequency and time period. Is that right?
Stacey: Yes. Bingo! Do you agree that within our classes the learners' ability of English varies tosome extent?

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Eric: Yes. Also to find out about what has influenced or driven the 'Jijis, Babas, & Sempais'
to learn English, I think we need a short orientation during the class period to explain theopportunity to participate in this project. One way to measure their language learning
influences would be to develop a self-report questionnaire for the study. I'm also thinking we
don't have the time we need to do interviews.

Stacey: That's right Eric. Well, I saw an open-ended questionnaire example cited in Burns(1999) that we could use for this paper. And it'll allow for more detailed descriptions of learnerperceptions and unpredicted information. Then there are always retrospective journals, or waita minute... what about language learning histories (LLHs) that Murphey (1997, 1998b) createdwith his English learners to develop comprehensible language materials and near peer rolemodels?

Eric: That sounds fine. I also think it would be better for our students if we asked them to give
all written feedback in their native language of Japanese.
Stacey: Huh? In Japanese?

Eric: Well, it could reduce misunderstandings and ensure that useful information isn't omitted
due to language limitations.
Stacey: OK, I think we can handle our data written in Japanese. So we will have three
instruments: (a) our observations of the students, (b) a questionnaire, and (c) language
learning histories. That should give us plenty to work with, don't you think?

Eric: Yep, and between the three sources, we should be able to integrate our students' voices
into the paper. If we find commonalities, we can group them into themes through the
instruments we've chosen. But by now our readers are probably getting sick of us rambling on.
Stacey: True!

Eric: And then...

Two weeks have passed and: (A) Stacey hasattended my classes at the Culture Center andobserved my 'Jijis & Babas' in action. (B) We have had the chance to explain ourproject to themand her 'Sempais' All have agreed toparticipate. (C) The questionnaires and LLHs have beencollected, and thejuicyparts have been translated for those readers notfluent in Japanese.

Common Threads in our Students' Voices

Time According to Eric

Stacey: What caught your eye at first from your students' responses?
Eric: Well, a few common responses or threads seemed to pop up. A number of the 'Jijis &Babas' reported that there were benefits to studying with people of the same age group because
they enjoyed the experience:— LD SIG 2003 A n t h o l o g y —

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muffinAMxtxbMy&mtfx£$kL<m6.T'%$.-?.

I made really good friends with people of the same ageso I enjoy my lessons.
.

mV*¥-mx*$iL<&M<DM&&LX^$.?c

We areof thesameagegroup, so I enjoy studying English.
•

w\^wi\U(Dx^yxnm^^tzm^^umznmn^^n^x<n^aMyclassmates are of the same generation so when I'm absentfrom class they kindly tellme the content of the lesson.
Stacey: I did notice they were of a similar age group. In Japan, age is quite an important aspectof everydaylife,and it can play a factor in any learning environment. In their responses, one of
the three 'Sempais' also expressed that she enjoyed studying with peers from her generation:'ML < -mizy y 7\y& y tfXh^To

Beingof thesamegeneration, we a have a lot we can talk about, havemuch in common,and so studying (English) together isfun.
Eric:Well, it goes without saying that the students of a particular generation will have morein common. I know, and you saw it too, but the 'Jijis & Babas' are more or less retired, and somany of them have the time to come to class early, and particularly like to stay afterwards andhave a cup of coffee or two. They even plan dinners and take day trips together.
Stacey: That's interesting. When I observed your class at the Culture Center, one of yourstudents mentioned she has made friends, which reflects the social element of your class:•

I liked histories...Y-san does RENSHYU (another studentyells, "Practice - he does
practice"). I madefriends and enjoy the class so I'm satisfied. I must be like Y-san.

Eric: What else did you notice?
Time According to Stacey

Stacey: Although all three of my 'Sempais' expressed individual reasons for why they were
motivated to study English in their LLHs, they unanimously described interruptions in theirEnglish studies because they were busy with marriage and childrearing. This really stood out intheir LLHs:•

m^i-xfrhzT-mmA^n, s&tffsfc^ %>»»), jEmmzoximEzzx
iz&v^a/vXLtz, t n x i i^r$z£<iizmo)m?jmx^^/-vXLtzo

I had three children aftergetting married. One of them had a number of healthproblems, so honestlyspeaking I had no timefor English. So,for 11 years I couldn't
study.
•-As^zT-m^mmizAyrz^iz^mm(D^m^M^m(D-A^miY^nx^m±<Dzf-yiuza^l, nimn*im.-tz>z\t\zuv £fz„

When my second childentered nursery school, another mother introduced me to thisEnglish circle, and I began my studies once again.

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Upon becoming a housewife I had no time for English.
Becoming a wife and a mother can take time away from anyone's studies. During this time in
my 'Sempais" lives, there was no room for English.
Eric: Three of my 'Babas' mentioned similar fates in their LLHs:•-/yx\ zT-^xtitmomiLiz'cm^^ ^wmB\t, eaj^/v^^^x^^^ltco

Running around like crazy trying to raise kids and work, myEnglish slowly butsurely died.
mZ\y lffl®*L£y ! tSMiLt>, -0«££|§&aK*£b&.
When I turned 60, mysecond life began andI thought aboutwhatI wanted to do withthe rest of my life. Then it hit me, I'll study! AndEnglish conversation classes were one of
my choices (of classes to study).
•

3A®zT&&yJL1?X®m\$itmbLX&V%.Lfz<DX, Bf©4ffi-etti< tmyX^^^ZtzM&zmt&^tUavv^/vXLfza

I raised three children and worked, so I had absolutely no opportunity to come in contact
with English.

They have made many sacrifices for their families, putting many things on the metaphorical'back burner' including English. As I said before, many of the 'Jijis & Babas' are now spending
a great deal of time (of their own volition) on their English studies. One student said it veryclearly in class one day with the following:• Becoming a housewife and having children meant doingthings for everyone else. Now
that they have grown up Ifinally have my time. I am doing whatI want to dofor the
first time in a long time.
Stacey: Wow. So time is pretty integral to the students' studies. And by the term time we can seethat it's in reference to both age / generations and class make-up, as well as to whether or not
people simply have it (or not) to spend on studying English.
Eric: Oh, but a few of my students also mentioned one more aspect relative to time, that of'holding back the hands of time'—if you will:(I am studying English) to stave off old age.
•mtm^Tfimoihu-zzyy*-

Presently, half (of myreason for studying English) is 'brain training'.
I find comments like these usually come up in class at least once a week. Like the saying, 'Use it
or lose it.' My students take this very seriously.
Stacey: Interesting, so how much time did they say they put into their studies on a weeklybasis?

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Eric: It varied from doing 30 minutes a week to a fewwho put an hour a day into their studies.
I'd say most (20) responded that they study 2-3 hours a week. But this time out of class wasn't
only spent on homework. They also mentioned that they attempted various activities where
they could use their English skills.
Stacey: Like what?
Eric: Well, here is a list of some of the activities they shared with me on the questionnaire andin class discussions:

Listening to NHK radio English programs
Listening to AFN (Armed Forces Network radio) or NPR (National Public Radio)
news

Planning and participating in international dance recitals / women's groups
Hosting dinner parties for guests from abroad (related to husband's work)
Traveling abroad on their own (as opposed to going with a tour group)
Volunteer work (with English as the medium)
English newspaper articles
E-palsHow about the 'Sempais'?
Stacey: According to the questionnaire, the length of time they spent on class homework was
15 minutes for all three 'Sempais.' Two of them said they spent 30 minutes doing their own
English study The third 'Sempai' claims to spend over 6 hours a week on her studies. Here are
the activities they reported:• Reading (DjjhrDlFfzl^fDXMfitD^M&m&o
As I want to improve my reading skills, I read novels in English.
•zT-im^mmmx^A.x^%(Dxmmft^uy7,y7°yy£tzxz,fzzb\z•^-zLxiv^w-vtzn, fim&u^tzv, fcfx^cD, ^-y'fciz&mmLx/ am teaching children English and so I am always on the lookout for materials forlesson plans. SoI will read manuals, dictionaries, watch videos and listen to CDsor tapecassettes. (Note: In class shesays she also uses English TVshows and movies topracticeEnglish conversation.)• «£Ii<{t££^<§„ VocabularySit^tfeVi. NHK&W^ >*)V. Ift
jlj. Discovery Channel-£JILlfe ""To
I am making more opportunities to listen to English. I want to increase my vocabulary.
So I watch NHK (the Japanese version of PBS or the BBC) Education channel, movies,
and The Discovery Channel.
I must say that, although the period of time the 'Jijis, Babas, & Sempais' study English using
their own methods varies, all 31 participants have indicated that they create and spend time on
their English learning without much control from you and me.

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Eric: So Stacey,with our classes or shall I say 'social clubs,' time is a common factor in out-ofclass use of English and age preferences. Is it possiblethat autonomy requires time? I know
many of the university students I teach are too busy with part-time jobs and other classes tospend much time on their English studies. Could it be that time is a major factor in whether
students become autonomous language learners or not?

Stacey: Yes, like fine cheese and wine makers, autonomous learners develop their craft overtime!

Turning Points In Motivation to Study English: Shame

Eric: I was surprised at the emotional and almost depressing nature of many of the students'
responses. Throughout the LLHs, there were common threads of shame, disappointment, andembarrassment at being unable to communicate in English. The stories the students shared
were sometimes pretty awful. Some were too personal to be included, but here are someexamples:l^y\Z---Z.(DmM^yifXiov^toMyfirstgranddaughter is starting herEnglish classes injunior high school. So I don't
want to lose to her... and I am taking this class.
•^OlOm S¥llH]tt«ni0collaborationTTo 2SgiM®A\t'oWT;\t££*T»K*ai/rifl!ftWlCTT5«fc 0 ftftXfcX £.n&£> hy ti^f±*^'X^tz(D\Ztm%LtzZ\t^tz<^hji%v^Ta

For thepast decade orso, every yearI collaborate withpeople from overseas. The people
are not allfrom English-speaking regions, butwe useEnglish as a common language.
Paperwork as well as thesharing of opinions is all done indirectly through interpreters. I
think I could do a better job (if myEnglish was better) and so I often regret my inability
to communicate.

•B9\-x, mytmvjf^vz/v mm) mm%:zi7fm.mx^ufr-Dtzo s i x

On tours abroad with English-speaking guides I couldn'tfully understand their
explanations. On top of that, when they saidjokes I didn't laugh, so I thought I want tostudy (harder).

•io*PH£tfr, ttmM\zM*L&Ltz---%^Atzt>fimW-(DAt$kLtf\zffiLX
ns^fobST, siHict'Sii&oTLsustfc. torn mmm^

10years ago on a trip to Hokkaido... there were a number ofyoung (Japanese)
people talking and havinga good time withsome foreigners, butwe remained almost
completely silent. AndI thought to myself Twish I could speak English'.
(This person replied to the questionnaire in English!) At dinner parties I had somuch I wanted to ask and as the host I wanted everyone to speak, but as I couldn't
communicate, there was often silence and I felt responsible for that.
These common threads presented in the LLHs reveal that about two thirds of the 'Jijis & Babas'shared similar feelings of inadequacy or even shame at not being able to express themselves— LD SIG 2003 A n t h o l o g y —37*

One Reality

as they would have liked to in English. These incidences were actually turning points that
motivated the students to pursue English studies further.
Stacey: I didn't expect what the students wrote, either. But thinking of shame, I can understandthe feeling of being embarrassed by my language skills. I have recently returned to my Japanesereading and writing course because of the overwhelming frustration I felt about not being
able to remember some of the Japanese language characters written in the questionnaires andthe LLHs in this study. I couldn't read some of the characters, so I had to ask someone to readthem for me to understand the content. Eric, our project has motivated me to study Japanesethrough shame. Wow!!
Well, two of my three students had written about similar experiences in their LLHs about not
being able to comprehend a language. Both of them expressed trouble communicating withnative and non-native English speaking foreigners in Japan:<D)\yyVy h*3SRbfcOL/Tlri*U&3&«#-7>H©WS%#taiR«B"Cm^rinnuuhf^^yrzm^/\ui(D^miz^^A^(Dyu^izmm^^Lnrz

M3r&£, g#©5££sS©t£;*J©ft£ KITStM,#ft<5(Felt overwhelmed) Z t
fe&o^tfco tt***w;ffr£a*&o&fc©©, m^xMTt^ywmittx
In my university engineering department's research facilities, I worked as a secretary totranslate semi-conductor reports and thefacility pamphlet in English. There was a time
when I had to speak on thephone to a Polish researcher or I contacted a professor at an
airport in Hawaii. Ifelt overwhelmed bymy lack of ability to communicate in English.
I was able to read and write in English, butI thought I didn't haveenough training inlistening and speaking.

She described a sense of being overwhelmed by English conversation, which surprised her
because she was able to comprehend and express herself in reading and writing English
comfortably. Similarly, her classmate explains about a situation that motivated her to want tobe able to comprehend and communicate better with English speakers:•

7)l)\1 YXtmmi^^tiyyTyy'^-y'y^istz, l ^ t ^ S i O A t

mnx, &<3A,fs#£«j:3fcfcr)fcuijB'5. z.<Dm<Dim*>tfl&<D&&nI worked part time at aforeign travel pick upservice-company. I had the opportunity to
speak with people from various countries andnoticed thatthere was much diversity in
English. I wanted to comprehend properly andspeak a lot better. The feelingfrom thatexperience wouldlater bemy motivation for myEnglish conversation studies.

This 'Sempai' pinpointed her experience of noticing the diversities of English and the demandsof comprehension. This became her motivation for continuing to learn English conversation. I
don't think my influence, as her teacher, was as powerful as that experience.

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And One to Bind Time and Shame(The Connected Concepts of Time and Shame)

Eric: Well, we have seen individual experiences that encouraged our learners' interests in
English, and we have found commonalities of time and shame in our learners' drive to study
the language. I think the elements of time and shame require a maturity, which brings us to thefinal component of our analysis. Generally speaking, I seematurity as the underlying current'binding' the other two aspects.
Stacey: Explain.

Eric: From what the 'Jijis, Babas, & Sempais' have shared with us, I feel that without the ability
to first consciously decide on their own to study, then make the time, and use their sense of
failure / shame / disappointment as motivation, we would be out of jobs. The best way I feel I
can describe this is: maturity.
Stacey: In what sense do you mean exactiy? Because they are older, you think they are moremature and better able to take charge of their studies? Age doesn't necessarilymean one is wiser.
Eric: No, no, no. That isn't what I mean. I don't think (old) age is a requirement, but as we readin the LLHs, both your students and mine can invest more of themselves in their studies because
they have less to distract them. They have retired, the kids are getting older in your situation andare gone in mine, and even when faced with failure, the 'Jijis, Babas, & Sempais' are undeterredfrom their studies. You remember how many of them mentioned that they temporarily 'gave up'
their studies after high school or college because they didn't have the time to study English.Well,
now they have the time and willingness to study English. I think that shows maturity on their partas they know what they want to do and are following through on it.
Stacey: And it is interesting our students have expressed factors for temporarily putting theirEnglish studies on hold that had to do with personal life-changing family experiences rather
than anything to do with the classroom.
Eric: Yes, that's what our students have said. Unfortunately, it seems like a lesson that takes
time, a sense of shame / failure, and maturity in dealing with a language in order for people tolearn it. Thus, my belief that autonomous language learning can occur if the learners have somecombination of the three: time, shame, and maturity, allowing them to be fully able and readyto take responsibility for their studies.
Stacey: Yeah. I agree. I will make more of a conscious effort to consider my students' life
experiences because I think they influence their English learning journeys. Especially in light ofthe comments the 'Jijis, Babas, & Sempais' have reported in this project and what I have myself
experienced with my Japanese studies.

Eric: The same goes for my Kendo studies and me. I have made a conscious decision to practiceKendo for myself, but God knows I have 'failed' thousands of times. Yet I don't let it get me
down and instead use that sense of inadequacy to keep on trying my best. I guess we are pretty
mature ourselves.

Stacey: I certainly hope so.
— LD SIG 2003 A n t h o l o g y —39 * One Reality . . .
Critical Reader Response i

Kevin Bodwell

As a teacher who has recently joined the ranks of researchers, and as one interested inautonomy, I am inspired by Eric and Stacey's project. They identify and study an under-utilized
source of information about autonomous learning, and they give us a look at the characterof students practicing autonomy. Their chapter is a useful model for teachers interested inunderstanding students; the results give insight into their students' learning experiences, whichsuggest aspects of autonomy that teachers should be aware of and use.
The first characteristic Eric and Stacey found was the availability of time. In my experience
with Japanese university students, I have often noticed that even those with the best intentions
toward English can be thwarted by lack of time. Most students take four or five classes nearly
everyday in addition to pursuing other activities. I'm tempted to recommend that curriculum
people let students have more time. But it may well be that professors' asking for more time for
their own subjects is what has made students' class loads so heavy in the first place. If students
need time to be autonomous, the implication may be that they, and teachers, should not expect
more than schedules will allow. Or, students who are really interested could be allowed an extra
year to concentrate on language learning. At least some schools currently do allow students togo abroad for a year. My own students who have gone abroad report good learning experiences.
Eric and Stacey's students reported embarrassment as a motivator. I really identify with thatpoint. As I am now newly relocated in the United Arab Emirates, I get frustrated with myself
when I can't explain to the taxi driver where I want to go. Frustration and need have forced me
to learn enough Arabic to get around in taxis in spite of my lack of time. When I've studied
languages in the classroom, I've noticed that, though I often ignore great models of language
the teacher expertly presents, it's the things other students say that I really remember anduse because I wanted to say the same thing and couldn't. Envy may not be a noble emotion,
but it sure makes me study. Perhaps teachers can tap that motivational force by, for example,
reminding students to notice all sources of language as models, ranging from songs and movies
to other students.

Of the three aspects of autonomy Eric and Stacey discuss, maturity may be the area where
teachers can have the most influence. If maturity is, to paraphrase Eric, knowing one's goal andpursuing it, then the teacher's role can be one of fostering that pursuit. Learners may know
they want to learn, but they don't always know how to learn. Teachers have some expertisein learning processes, and can share it along with encouragement, guiding students to theirown best learning styles. There is a certain paradox here, in that 'teaching' can imply nonautonomous students, but a mature approach from the teacher should encourage a matureapproach by the students.

Autonomy

You

Aski

—

4o

•

S ki er & Vye

Critical Reader Response 2

Etsuko Shimo

I noticed one important process through Eric and Stacey's intriguing dialog with their students'
voices in it: Engaging in communicative activities not only in the classroom but in the 'real'world also had led to their students' enhanced motivation. I had a question about what had
made them continue studying English in spite of experiencing language shame. I then foundit helpful to consider that such experiences resulted from their actual attempts at authentic
language use.
Authentic language-use activities put the learners in situations that evoked various
emotional states. The shame that they felt through such activities seems to have driven Ericand Stacey's students to more autonomous learning. This is just a speculation, but perhaps
the Japanese cultural aspect hansei might have led them to focus more on their embarrassing
experiences in this study. ('Hansei' means to reflect repentantly on one's actions in order todiscover what is wrong and can be improved on one's own part.)
I would say that joy is another motivational force that may be stronger. Learners may often
adopt the 'no pain, no gain' perspective, but when they experience gain, they feel happinessthat motivates them even more. The students also mention fun parts of language learning (e.g.,socializing, and making friends).
In addition, other factors appear to have an influence on how learners deal with negative
experiences, i.e., whether they yield to them or change them into positive ones. Maturity andtime, factors discussed in this chapter, are also influential. Furthermore, it seems that some ofthe students' words imply that a collaborative learning environment and a strong awarenessof the purpose of learning also contributed to their motivation. Further investigation of thesefactors would be interesting.
Eric and Stacey's chapter also made me wonder why some high school or university students
eagerly study English, even though they seem to be disadvantaged in terms of time availability.
They are busy with club activities, part-time jobs, or homework from other classes. Would it
be OK to say that when they find it interesting, useful, meaningful, and/or necessary, they try
to create time for it? If so, what can make students think this way? My own language learningand teaching experience suggest that authentic language-use activities and practical or personallearning objectives are among the most effective.
What made and kept Eric and Stacey's students interested perhaps also provides someanswers to the above question. The students could have chosen to learn chigirie (pictures madewith torn paper, often with beautiful traditional Japanese paper) or Japanese calligraphy to"stave off old age,"as my grandmothers did. Is learning English instead of chigirie the sameas drinking apple juice instead of orange? Would getting someone interested in learning
English be the same as getting someone interested in football? This chapter has shown me that
motivational factors are not simple. The investigation of such questions will continue, though
the answers should not stop teachers from being flexible in all different contexts.

LD SIG 2003 A n t h o l o g y