Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATESIn this issue | 本号についてknowledge” research project with her students“It's refreshing to write in first person within an
involving photo elicitation and unstructured
academic paper, and it definitely sits much moreinterviews. Natacha is critically interested in
comfortably,” wrote one contributor in developing
developing greater inclusion, diversity and equality
their draft for this Autumn issue of Learningwith her learners, a theme that Lorna Asami
Learning. Another responded, in the midst of reweaves through her narrative reflection on thewriting, “I wish you were at my uni end of term
varied voices and cultural practices of both hermeeting! People might have fallen off of their chairs
formative years in Hawaii and of the Japanese,in shock at these questions. Thank you for making
Chinese, Malaysian, South American, andme think more about the meaning of reflection.”
Vietnamese students that she works with in her
Such genuinely enthusiastic writer perspectives takepresent university teaching. Based in elementary
us into the heart of writing as both about and forschools in Fukui, Mike Kuziw shares, with similar
learner development—and of responding as editors
passion, his ongoing research and teacher
to writers about their contributions for Learning
development activities with his colleagues toLearning. Since June we have been working withimprove the quality of the English classes that theydifferent writers, and it is our pleasure to bring toteach together. In the final Members’ Voices piece,
you with this issue of Learning Learning aOlya Yazawa recounts how she has confronted thestimulating range of reflective writing andloss of motivation that she sees students
practitioner research on learner development.
experiencing in their education both at university
We start with Yoshi Nakai and Koki Tomita’sand in high school. Here Olya has used both Selfwelcoming co-coordinators’ Greetings and News
Determination Theory (SDT) and the new theory ofUpdate ahead of the JALT2019 international
Directed Motivational Currents (DMC) to inform her
conference and of the somewhat smaller and more
research and to develop practical student projects
informal Creating Community: Learning Together 5in her university classes.
(CCLT5) taking place in December in Tokyo. For a
Stories of Learning and Teaching Practices
preview of major LD events at JALT2019, seefeatures three engaging narratives of developing
Getting Connected. Here you can find details of thelearner and teacher autonomy in exploratory ways.
Learner Development Forum and LD SIG Annual
Jackie Talken tells the story of recent action
General Meeting (AGM), as well as the LD Dinnerresearch about ideal classmates that she has been
and Party on the Saturday evening of thedoing to develop a more supportive learning
conference. A full listing of learner development
environment and greater cooperative, collaborative
sessions at JALT2019 will follow in October.
learning and interaction with her junior high school
In Members’ Voices—a space for members ofstudents. Reporting on a micro-teaching task, Logan
the SIG to introduce themselves to each other—five
McCarville explores different questions that camemembers of the SIG share their learner
up for him in designing a lesson that would nurturedevelopment interests and delve into significant
university students’ autonomous reading strategies.
learning experiences they have had. First is
Logan focuses in particular on attending to
Elizabeth Schlingman who explains the manyquestions of learner control over content, learning
different roles that she plays in a university selfmanagement, and cognitive processes, all key
access centre, sharing the satisfaction that she finds
principles for the development of learnerin working closely with students outside ofautonomy. In the third contribution Hugh Nicoll
conventional classroom learning. Natachainterviews Yoshitaka Kato about his journey of
Sakamoto recalls how she started to experimentlearning through to his ongoing engagement with
with a more learner-centred approach with her
Exploratory Practice (EP). Yoshitaka sees EP as asenior high school students after taking part incatalyst for empowering teachers and learners,
learner development get-togethers in 2013, andstimulating innovative research, and helping us
connects this to her decision to do “a funds ofNewsletter of the JALT Learner Development SIG <http://ld-sig.org/>
1

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
understand the centrality of process in learnerdeveloping their writing and finalising it fordevelopment, and in the field of education more
publication.
generally.
As a reader you are warmly invited to write for
These stories are followed by three shortfuture issues of Learning Learning and/or to stepreflective articles. The first is an ensemble piece of
forward and join the editorial team. So that you
extended reflections by Ken Ikeda, Jamesmay know a little more about how we work with
Underwood, and Tim Ashwell on active learning
writers, let me mention briefly what we do. In our(AL). They each look at AL from different practiceinteractions with writers, as editors, we workand theory vantage points, raising many interesting
collaboratively, inclusively, and transparently. Twoquestions ahead of the LD Forum on AL at
editors work together with each writer, and we
JALT2019. In the second reflective article Adrianne
rotate the pairings so that we keep learning about
Verla Uchida tells the story of applying a Fourand developing together our practices ofDimensional Education (FDE) framework to
responding to writers. For example, for this issue,
designing a course on grammar practice that she
Ken and Sean interacted with Beth on her writing,was unexpectedly required to teach when she took
while Andy and Tokiko responded to Natacha.
up a full-time position at a university in Tokyo.
Fumiko, Ken and Sean also interacted with Miki,
Then, drawing on their experiences of working inwhile Andy and Daniel worked with Logan, Jameshigh schools and universities in Japan, Nicholas Carrand Hugh with another writer, and so on! Thus, if
and Paul Wicking look at how sociocultural theory
you join the editorial team, you will always be
can be applied in collaborative writing andworking with at least one other editor, as well as
assessment activities to promote learner autonomy.
the writer, on helping each contributor tell their
Miki Iwamoto opens the final set ofstory of learner development in their own ways.
contributions by sharing with readers of Learning
In this work, we often make editorial requests
Learning what she learnt from attending her firstto writers. “Good to introduce your passion andconference. Miki was awarded an LD SIG conference
share more about it earlier in the text, as,grant last year to help cover her costs for JALT2018.
otherwise, readers won't know what you are
Her grant awardee essay reveals what a positivereferring to,” begins one of our comments. “This islearning experience attending the conference wasan intriguing observation and I hope you canfor her. Rounding things off, Robert Morel, Stacey
expand on this …”, starts another. We frequently ask
Vye, and Anita Aden share their reflections fromcontributors to write with an “I-voice” about theirtaking part in the Learner Development Forum atpractices and research. “Your story, however, seems
the 2019 PanSIG Conference in May in Nishinomiya,at heart a personal one, and the "I" voice—a firstKobe. They take up issues connected to secondary
person narrative voice is struggling to breakand post-secondary learners’ experiences of selfthrough those passive voice, ostensibly objective
directed learning curricula, including the extent toconventions of academic discourse...”, ventured anwhich learners are guided to follow their interests,
editor in encouraging a writer to take a more
set their own goals, use English outside of class, andpersonalised and voiced position. Perhaps morereflect on their performance and progress.
than anything, we find ourselves appealing to
In closing, Patrick Kiernan’s Financial Report lets
writers to approach their writing as personal stories
us all keep up to date with how the SIG is spendingin which they may re-create reflective, questioning
what it receives from JALT based on the number ofnarratives about their learner development work.
SIG members (currently around 220). Much of what
We know from experience that this helps writers to
LD spends is used for different grants to support LD
share their complex engagements with learner
members—see http://ld-sig.org/grants/ for moredevelopment “close-up”, so to speak, with readersdetails.
of Learning Learning. For us, as an editorial team, in
All in all, this issue includes contributions bymany ways then, the hallmark of writing for andover 20 different authors. We’d like to thank eachabout learner development is personal, narrative,and every writer for creating this issue of Learningreflexive. That’s what we value and focus on.
Learning together, and for working hard on
We believe this way of working with writers
helps to give voice to teachers and learners about
Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>
2

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
the different practices and puzzles that concern
感について報告します。Natacha Sakamoto
them about learner development. We trust that it
は、2013年のGet-Togethers ミーティングに参helps to create a wider sense of inclusion,
加した後に、高校学校レベルでの学習者主体のcommunity, and participation among SIG members
アプローチを模索しつづけ、映像的インタ
too. If this resonates with you and if you would likesimilarly to respond to writers as part of the
ビュー、非構造化インタビューを通して行う”aLearning Learning editorial team, you are warmly
funds of knowledge”というリサーチプロジェ
welcome to join us and develop further the
クトを立ち上げました。Natachaは生徒の内包
community-oriented and community-based
approach that we take in producing Learning
化、多様性、そして平等性に研究的興味があ
Learning. Just contact us at
り、それは、Lorna Asami が今回の物語的な<LLeditorialteam@googlegroups.com>. We’re
振り返りで紹介している、ハワイにおける人格
looking forward to hearing from you. Many thanksの形成期に、そして、彼女が現在教えている、
in advance!
日本、中国、マレーシア、南アメリカ、そしてAndy Barfield, lead editor for LL26(2), on behalf of
ベトナムの学生とのふれあいの中で得た、様々
the Learning Learning editorial team: Tokiko Hori
な知見と、文化的な慣習と合致するところがあ(editor, translator), Daniel Hougham (editor, digitalcontent), Ken Ikeda (editor, grant awardee essays),
ります。福井で教鞭をとるMike Kuziwは、現
Fumiko Murase (editor, grant awardee essays),
在進行中の研究、そして英語教員向けの研修資
Yoshio Nakai (editor, translator), Hugh Nicoll(editor, webmaster), Sean Toland (editor, grant
料を同僚と作成したエピソードを紹介します。
awardee essays), Koki Tomita (editor, translator), &メンバーの声最後の寄稿者はOlya YazawaでJames Underwood (editor, layout)
す。Olyaは、高校、そして大学において学習者
Tokyo, September 2019のモチベーションの低下を感じていました。そ
今号は、11月のJALT第45回年次国際大会と、こで、彼女は学生を対象にSelf-Determination
LD SIG 主催で12月に行われる「コミュニTheoryと、極めて新しいDirected
ティーの創造：共に学ぶ 5」カンファレンスにMotivational Currrents を応用した研究をおこ
先駆け、Yoshio Nakai と Koki Tomitaの挨拶
ない、クラス内でおこなったプロジェクトベー
と近況報告をまずお届けいたします。JALT年
スの実践を報告しています。
次大会でのLD SIG関連のイベントは、LD
学びと指導方法の物語では、物語的手法をForum、LD 年次大会、そしてカンファレンス
使って３人の寄稿者が学習者、そして指導者のの土曜日の夜には皆でテーブルを囲み夕食を共オートノミーを向上させる方法を模索します。
にする予定です。各イベントの内容は今号のつJackie Talkenは、理想のクラスメートは何かながりを求めてのセクションで紹介がありますという質問を、アクションリサーチを通して、が、年次大会でのイベントの時間や場所等の詳より協力的な環境、生徒間での相互作用や共同細は追って10月にお伝えします。
学習を促すクラスの形成を、中学生とのふれあメンバーの自己紹介を兼ねるメンバーの声
いの中で探求しました。Logan McCarville
では、今回５人のSIGメンバーが学習者の成長
は、マイクロティーチングの紹介、そして大学に関する興味や、学びの多かった経験を紹介ま生が読解ストラテジーを向上させる授業の作成す。まず、Elizabeth Schlingmanはいわゆる中に、思い当たった質問を探求していきます。
一般的な教室ではなく、セルフアクセスセン
Loganは、特にオートノミーを発展させるため
ターという、より学生とのかかわりが密接な場に必要な、学習者による「学習内容の選択」、
で求められる様々な役割を通して見つけた達成「学習の管理」、そして「学習認知」に関するNewsletter of the JALT Learner Development SIG <http://ld-sig.org/>

3

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
質問に主題を置きました。第三の寄稿者のいは自分の成績や進度を振り返ったりする際
Hugh Nicollは、Yoshitaka Katoとのインタに、どの程度まで教員が指導すべきかといったビューを通してYoshitakaが専門とする探究実
問題を取り上げています。
践に関する報告を行った。Yoshitakaは探求実締めくくりに、Patrick Kiernanのファイ
践を、「教員と学習者を力づける方法であり、ナンシャルレポートではJALTからの助成金(会さらに革新的な研究分野となりえ、学習者ディ
員の数220名を元に算出)の用途を説明します。
ベロップメントを含むより広い意味での教育のLD SIGの支出は主に会員の助成金に当てられ根幹を認識することを助けてくれる」としていています。詳細は、 http://ld-sig.org/grants/る。
に掲載しています。
続いては、振り返り型の小論です。まず、今号の『学習の学習』では20名を超える寄Ken Ikeda、 James Underwood、と Tim
稿者が貢献してくれました。今号の『学習の学Ashwell が3人で執筆したアクティブラーニン
習』の作成に参加し、発刊までの道のりを共にグについての振り返りを紹介します。かれらしてくださった一人一人の著者に感謝の気持ち
は、アクティブラーニングを様々な視点そしてでいっぱいです。
理論から考察し、そこから湧き上がった疑問点『学習の学習』では編集チームに参加してを2019年のLD forumで発表します。次は、いただけるメンバーを募集しています。LD SIG
Adrianne Verla Uchida がある東京の大学のが行う編集に親しんでいただくために、編集工専任教員になった際に突然教鞭をとることに程について説明させていただきます。私たち編なったクラスで、４次元教育の概念を元に文法集者達が寄稿者との関わりの中で大切にしてい指導を主とする授業を作成した時のエピソード
るのが、共同性、包括性、透明性です。寄稿者
を振り返ります。 Nicholas Carr と Paul
一人一人に、二人の編集者が付き、フィード
Wicking の振り返りでは、彼らの高校と大学
バックが終わるたびに編集者は違う寄稿者にの教鞭をとった経験を元に、学習者オートノ
フィードバックを行います。編集者のローテー
ミーを向上させるための、社会文化論を使用しションの目的は、多方向からのフィードバック
た共同ライティングと評価の活動にフォーカスを寄稿者に提示すること、そして私たち編集者を当てました。
自身が寄稿者とのやり取りをとおして、新たな本号最後の寄稿者のMiki Iwamotoは初め学びを得るためです。例えば、今号では、Kenて参加したカンファレスのレポートをしましとSeanがBethと彼女とやり取りを行い、た。Miki は2018年年度のLD SIG補助金の受賞
Andy と TokikoはNatachaの論文にフィード者で、JALT年次大会に参加しました。彼女のバックを返しました。変わって、Fumiko、補助金受賞者の論文では、カンファレスで体験
Ken、SeanはMikiと、そして、AndyとDaniel
した経験をシェアしてくれています。締めくくはLogan、そして、JamesとHughは他の寄稿
りに、Robert Morel, Stacey Vye, and者と意見の交換を行いました。このように、Anita Adenは神戸の西宮市で行われたPan
フィードバックの際には、寄稿者とはもちろん
SIGカンファレスの振り返りをしてくれましのこと、少なくとも一人以上の編集者とやり取た。中でも、中等教育やそれ以降の学習者におりを行い、さらに、自身の学習者ディベロップ
ける自律的学習のカリキュラムに関する問題
メントの経験をシェアすることができます。
で、学習者が自身の興味を追求したり、目標を本号では、編集チームが以下のようなリク設定したり、教室の外で英語を使ったり、ある
エストを寄稿者たちに伝えました。ある編集者
Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>

4

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
は「あなたの情熱を感じ取ることができてとてすことができると信じています。もし、私たちもうれしいですが、序盤でもう少しそれを伝えのこのような取り組みに賛同し、『学習の学たほうがいいですね。というのも、読者があな
習』の編集に参加していただけるなら、さらなたが伝えたいメッセージをここでは受け取るこるコミュニティー主導型、コミュニティーに根とができないかもしれません」と切り出し、他
ざしたアプローチを発展させているけるとおもの編集者は「これはとても面白い視点ですね。
います。もし私たちの編集チームに参加したい
このことについてもう少し膨らませてみましょ
方は<LLeditorialteam@googlegroups.com>にう」というフィードバックを残しています。
メッセージをお送りください。編集チームから
LD SIGでは第一人称である「I」を使って寄稿
心を込めて皆様の参加を楽しみにしています。
者の実践や研究内容を報告してもらっていま
ありがとうございます。
す。ある編集者は、寄稿者の著作をよりパーソ
Andy Barfield, 『学習の学習』26号(2) リード編
ナルなもの、そして自身の声に耳を傾けてもら集者よりうために「この物語は今、あなたの心の奥深く
Tokiko Hori (編集、翻訳), Daniel Hougham
を観察しているように感じます。そして、第一(編集、デジタル編集), Ken Ikeda (編集, 補助金受
人称 の「I」は、自己を客観視するために学術賞者エッセー), Fumiko Murase (編集, 補助金受の世界で当然のように使われている受け身形を賞者エッセー), Yoshio Nakai (編集、翻訳), Hugh
乗り越えようとしている」というフィードバッ
Nicoll (編集, ウェブ担当), Sean Toland (editor,
クを行いました。おそらく何よりも、私たちはgrant awardee essays), Koki Tomita (編集、翻訳),寄稿者達に自身の声を聞くこと、問題を個人の& James Underwood (編集、レイアウト)
ものとしてアプローチすることを伝えています。そうすることで、寄稿者たちは、学習者
東京, 2019年9月
ディベロップメントを発達させた経験談を深化させ、今までと異なった角度から問題を捉え、自身にさらに発展的な質問を与えることができると信じ問います。これまでの経験から、寄稿者たちは『学習の学習』の読者と共に、学習者
ディベロップメントという複雑な挑戦に真っ向から向き合うことができると思います。私たち、編集チームにとって学習者ディベロプメン
トの「ため」、そしてそれに「ついて」書くことに必要なことは、個人的、物語的、そして振り返りだと信じています。それが私たちの信じるものであり、大切にしていることです。
このように寄稿者との関わり合いの中で、学習者ディベロップメントに関する様々な活動や質問を声にする機会を与えることができ、このアプローチによってより多くのメンバーの声にふれることができ、さらなる包括的な環境の整備や、意識の向上、そしてさらなる参加を促
Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>

5

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATESGREETINGS AND NEWS UPDATES | 挨拶と近況報告
Greetings! Welcome to Learning Learning! We hopethat this issue also will bring you a lot of meaningfulchances to gain fresh insights into learnerdevelopment.
First and foremost we would like to appreciate
SIG members’ collaborative support for the LD SIG
and say special thanks to SIG officers for theircontributions. Especially, now we would like toexpress our thanks to the contributors and editorsof this issue of Learning Learning. Speaking of
publications of the LD SIG, editing work on Volume
3 of The Learner Development Journal: Learner
Identities and Transitions is nearly complete. As oneof the editors I would like to thank the contributors,
the Review Network members (Thomas Bieri, Alice
Chik, Michelle Golledge, Sabine Little, FumikoMurase, Hugh Nicoll, Ted O’ Neill, Colin Rundle,
Akiko Takagi, and Katherine Thornton), my fellow
editors Christina Gkonou and Jim Ronald, and the
Journal Steering Group (Tim Ashwell, Darren Elliott,and Alison Stewart) for all their hard work. Volume
3 of the journal will be published soon.
Almost half of this academic year has alreadypassed, but we will have more exciting events in thenext 6 months. The biggest event, the 45th JALTInternational Conference, is about to take place in
Nagoya from Friday, November 1, to Monday,
November 4. The theme of this conference isteacher efficacy and learner agency. According to
the JALT website, learner agency is defined aslearners "having ownership over their learning" or"the power to act, " which can foster learners'
ability to learn throughout their lives—a key
characteristic of learner development. "Teacher
efficacy" is at least as difficult to define as "learner
agency”; but when teachers work together (aslearners) we are more likely to construct learning
environments in which learners develop theircapacity to take ownership of their learning. During

the conference, we will have our LD forum andAGM and we look forward to having you join us!
Speaking of conferences, the Tokyo get-together
team will organize another fascinating informal
event with teachers and students taking part:
Creating Community: Learning Together 5 (CCLT5)
on Sunday December 15 2018 at Otsuma Women’s
University. More details will follow soon. Moreover,the PanSIG & JALTCALL conferences will take placein May in 2020. Although these events will be held
next year, the deadline for the PanSIG will be inJanuary 2020 and in February 2020 for JALTCALL.
We hope you will consider participating in these
conferences and be encouraged to put in a proposal
about your interesting research and practices.
Last year, our SIG celebrated its 25th anniversary.
This would not have been possible without ourmembers’ and officers’ contributions over all those
years. For the sake of the continuing developmentof the SIG, as a member you are very welcome totake part in LD SIG activities and/or to step forward
and take part in the LD SIG committee. We
especially need people to help with publicity andmembership. We would like to have two or threepeople working together as a publicity team, so if
you are interested in this kind of work or in joining
other teams, please do let us know.
We close our greetings by hoping that we will
be able to meet you at the above conferences and
we are looking forward to your contributions for
future issues of Learning Learning.
Koki Tomita <tomita.koki@gmail.com> and Yoshio
Nakai <uminchufunto@gmail.com>
Learner Development SIG Co-coordinators

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

6

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATESGREETINGS AND NEWS UPDATES | 挨拶と近況報告
ようこそ、みなさま。

大会のテーマは教師効力感と学習者主体でLearning Learning をご覧いただきありがとう

す。JALTのホームページによれば、学習者主ございます。今号も学習者ディベロップメント

体は自分の学習に対するオーナーシップ（自己に関する新たな発見のある有意義な機会がお届

所有感）、あるいは「行動する力を持つ」学習

けできることを願っています。

者のことであると定義されています。これは生まず初めに、LDSIGを支えてくださったメン

涯を通して学習していく能力を育てることにつバーの皆様の協働的なサポートに感謝申しあげ

ながり、ひいては学習者ディベロップメントのるとともに、SIGの委員の皆様の多大なるご貢

重要な要素の一つであるとも言えます。加え献にもお礼申し上げたいと思います。

て、協働を通して得られる集合的教師効力は私

また、特に、Learning Learningの今号にご論たち教師にいかなる学習者も発展を遂げること考をお寄せくださった執筆者のみなさま、ならができるという観点をもたらしてくれることにびに編集委員の皆様にも感謝したいと思いま

なるでしょう。この大会ではLD SIGもLD

す。LDSIGのジャーナルに関して言えば、The

フォーラムや年次委員会を開きますので、皆様

Learner Development Journalの第3号、にご参加いただければと思っています。SIGレ

Learner Identities and Transitionsが刊行に向

ベルでのカンファレンスについては、Tokyo

けて最後の編集作業に入っています。編集者のget-togetherグループが12月15日に大妻女子大一人として、この場をお借りして、執筆者のみにおいてCreating Community: Learning

なさま、査読委員のThomas Bieri, Alice

Together 5 (CCLT5)を開催する予定です。こちChik, Michelle Golledge, Sabine Little,

らは、教師と学生が集うインフォーマルなイベ

Fumiko Murase, Hugh Nicoll, Ted Oʼ Neill,ントです。詳細については後日お知らせしま

Colin Rundle, Akiko Takagi, and Katherine

す。

Thornton、そして編集委員仲間のChristina

さらに、2020年5月にはPanSIGとGkonou and Jim Ronald、そして最後になり

JALTCALL が開かれます。来年のイベントです

ましたが、ジャーナルの委員であるAlison

がPanSIGが年が2020年1月、 JALTCALL が

Stewart, Darren Elliott, and Tim Ashwellに2020年の2月が要旨提出の期限となっていま

感謝の意を表したいと思います。第3号はまもす。みなさまの研究と実践の成果の発信のためなく刊行の予定となっています。

にも、ふるってご応募ください。

今年度ももうすでに半年が過ぎてしまいま

昨年LD SIGは25周年を迎えました。ひとえしたが、残り半年に刺激的なイベントがいくつにメンバーと委員の方々のおかげであり、ご協か開催されます。まず最大のイベントとして力がなければ迎えることができなかったと思いは、第45回JALT国際大会が11月1日から4日まます。SIGの今後の益々の発展のためにも、メで名古屋で行われます。

ンバーとして、あるいは委員としてSIG活動にご参加いただきと思っています。
Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>

7

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
現在、広報活動とメンバーシップに関する
Active Learning as a Policy for
委員を募集しています。広報委員、メンバー

Transforming Lives

シップともに2、3名のチーム体制で活動を行なっております。ご関心のある方はぜひご連絡
いただけますようよろしくお願いします。
それでは、最後になりましたが、今年度に開催
予定の学会でお会いできること、また、
Learning Learningへのご投稿も楽しみにお待ちしております。
中井好男 <uminchufunto@gmail.com>、冨田
浩起 <tomita.koki@gmail.com>
学習者ディベロプメント研究部会 コーディ
ネーター

Key Learner Development
Events and Sessions at
JALT2019(1) Learner Development SIG Annual Party and
Dinner: Taking place on the Saturday eveningof the conference, with more details to follow in
October.
(2) Learner Development Presentations: a fulllisting of LD sessions at JALT2019 are in the
Looking Forward section.
(3) Learner Development SIG Annual General
Meeting: Sun, Nov 3, 11:45 AM - 12:45 PM;
1103(4) Learner Development SIG Forum: Sat, Nov 2,
5:00 PM - 6:30 PM; 1002.

"Tell me and I forget. Teach me and I remember. Involveme and I learn" (Xiang, 818). Presentations in the
Learner Development SIG Forum will critically explore
what happens to learners when participating in active
learning. In addition to considering active approaches inpractice, topics will examine active learning in policy,
online, through independent research, experience, andas a theoretical concept. Timed rounds of interactive
presentations will be followed by reflection for the SIG’snewsletter.

Adding Preparation Time to Active Learning
Activities for Increased Motivation andParticipation
Lorna S. Asami, Keisen University
In a typical EFL tertiary classroom, students havevarious tasks to complete to receive assessment
from their instructor. Even if all the tasks include
active learning activities which would help thelearner to be engaged and result in a higher level ofretention, some learners may balk at certain tasks if
it is not their preference for learning. In order toovercome this resistance, this instructor attempted
to provide more time to the preparation of eachtask with the hope to engage the learners andachieve increased participation in the tasks.
Explanation, discussion, and goal-making wereadded to the beginning of a course to improvelearner motivation for the active learning tasks. A
description of the tasks and results of this strategy
with approximately 80 students are reported onusing the data from a survey, and further
implications for research provided.
Active Learning through Bilingual Group Discussion
Tim Ashwell, Komazawa University
In my third- and fourth-year seminar classes thisyear, I have introduced a new way of working whichcentres on discussion of specialist material in both
Japanese and English. Thus far in my seminar

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

8

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATESclasses I have not expected students to discuss
Using Smartphones to Help Create a More Active
material but have simply required them to takeLearning Environment‘readiness’ tests and to engage in tasks connected
Blair Barr, Tamagawa University / Otsuma Women’sto the topic. This year, my hope is that by having the
University
students prepare a reading in advance, by reading
It is not uncommon for teachers to devise rules tothe material together in class, by then discussing
take phones away from their students. Thesethe material in Japanese and English, and by making
teachers typically feel that smartphones are a
individuals and pairs responsible for leading the
distraction from classroom activities and lectures.
discussions, students will become more actively
However, in this presentation, I will demonstrate
involved in understanding and asking questions
how these naturally distracting objects can also be
about the content of the material. In thisput to use as personal displays and sources ofpresentation, I will show how the students
accountability that can foster a more active learning
evaluated this new way of working and will assess
environment, even with larger classes of 30 or morewhether this new format has led to greater active
people. Examples will include learners using games,
learning.
study applications, websites, online forms,
recordings, and online flashcards to guide
Looking at Active Learning through the Lens ofindividuals and groups through their language
Student Fieldwork
learning and speaking activities at a faster pace. The
Andy Barfield, Chuo University
presentation will also critically explore theIn this poster presentation I look at active learning
challenges to successfully managing on-screen timewith a small group of undergraduates through theso that the phone is a tool rather than the focal
lens of student fieldwork. As preparation for later
point of the learning experience.
overseas fieldwork, in the Spring semester, thestudents did initial fieldwork observations at
Visualizing Active Learning with Legitimation Codedifferent sites in Tokyo. They also did interviews in
TheoryJapanese, reporting back in English and Japanese on
Dominic G. Edsall, Ritsumeikan University & UCL
what they had learnt. In the summer vacation theInstitute of Education
students visited Myanmar for two and a half weeks
Active Learning has become a popular buzzword into research individually a particular social justiceJapan and elsewhere. However, there is no agreed
issue that interested them. This included visits todefinition and many teachers are left to interpret
local organisations, fieldwork observations, andthis on a case by case basis. How do we know if ourstreet interviews, many conducted bilingually instudents will learn actively or have actively learned?
collaboration with students from a local university.
Legitimation Code Theory (LCT) offers a way to
Keeping notes and reflections, the students
visualize knowledge construction processes within aregularly documented their changing
lesson activity through the language used to give aunderstandings of fieldwork and their researchbetter insight into what active learning is and how
issues. In this presentation I look at how theiractivities might be used to encourage it. LCT
fieldwork developed over time and consider how
extends ideas from the work of Bourdieu and Basilthe lens of student fieldwork may re-focus ourBernstein developing theories and approaches fromviews of active learning.
general education and educational sociology, andLCT allows for the evaluation of active learning
within the second language classroom. Using the
LCT concept of Semantic density, several examples
Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>

9

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
of real classroom activities will be discussed inwill show how this community-building has
relation to how they supported or failed to support
occurred in a class of university students of differing
active learning.
years and levels.
Introducing Peer-review: A Principled Approach
Ian Hurrell, Rikkyo University
It has often been stated that peer review activities
play an integral part of helping students to develop
their writing skills. However, it is also the case thatmany students, who have no experience ofcommenting on each other's work, can struggle togive meaningful feedback to their peers. In thisinteractive presentation, the presenter will reporton ongoing research focused on aiding freshmancollege students to take an active role in reviewing
and commenting on each other's written work in anadvanced reading and writing class. Particularattention will be paid to methods, principles andactivities that can be utilized to effectively
introduce peer review techniques to inexperienced
learners. The presenter would also like to engage
the audience in discussion and exchange ideas
about how we might better engage our students inpeer review in a more active and meaningful way.
Enabling Students to Express Opinions from Their
Core Values
Ken Ikeda, Otsuma Women's University
How can we get students to utter meaningful
opinions? Bonwell and Elson (1991) state their fifthfeature of students in active learning involves
exploring their own attitudes and values. I proposethat this desired outcome comes through having
students construct opinions based on the degree
they agree or disagree to a list of value statements.
Their opinions come from what they may believe
and think are important, but Lemke (2008) argues
are based on their fears and desires. After
examining their stances to these value statements,
students can build their views into organizedmanifestos or platforms. Through active dialogicalinteraction, students also engage in communitybuilding and create shared statements. My poster

How Dual Orientations Can Assist Understanding
Young Japanese Learners’ Learner Autonomy
Fumiko Ishinuki, Kumamoto Gakuen University
Learner autonomy involves an individual learner’s
goal-setting, monitoring and evaluation of theirown learning. Among those, goal-setting plays quitea significant role since the other two elements are
based on the goals set by the learner. While itappears that there is implicit shared understandingthat the goals are related to a learner’s becoming
an autonomous user of the target language forauthentic communicative purposes, young
Japanese learners often have other objectives
related to examinations and school grades (i.e.
often quoted as ‘dual orientations in studying
English’ (Yashima., et al (2004)). Based on data fromthe presenter’s current study, strength of each goal
orientation by an individual learner can affectdifferent elements of learner autonomy
development in the process of learning through acourse based on experiential learning. Thus, it issuggested that dual orientations perspective beincorporated in examining learner autonomy inJapanese educational contexts.
Toward More Effective Active Learning – Analyzing
Students’ Interaction in a Discussion Class
Kio Iwai, Rikkyo University
Active learning is defined by Bonwell and Eison(1991) as “instructional activities involving students
in doing things and thinking about what they are
doing.” In Japan, ever since the Central Council for
Education mentioned active learning in its report in2012, a variety of learning methods have been
explored in order to promote active learning. In theuniversity discussion class where I teach, various
ways to involve students such as pair-practice, pairopinion exchange, group-opinion exchange are
adopted. While in some discussions, students

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

10

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
mechanically ask questions and answer them, intraditional arrangement where retention is believed
other discussions, students arrive at a deeper
to be as little as 5% that has led to a growing
understanding as a result of continuous efforts
interest in active learning approaches in Japan (Ito,trying to understand each other. I would like to2017). Small classes are often seen as a prerequisite
illustrate what is happening in a discussion where
for active learning. However, this poster willlearners think harder about what they are doing by
introduce an active approach to learning used withanalyzing students’ interaction. Further, I would likea class of over 100 students. The course introduced
to suggest a way to enhance effectiveness of active
began as a much smaller class of around 50
learning.
students but expanded over several years to almost
200. During this time, techniques were evolved to"Meccha active": Deep Active Learning,
promote active learning, including group discussion,
Collaborative Project-based learning, and Teacher
presentations, journal writing and use of a mobile
Education“clicker.” The poster will illustrate how these
Nick Kasparek, International Christian University
techniques have been implemented and modified,This presentation will unpack the revised official
student reactions to the activities and the kind of
buzzword “active learning” in its recent official
problems still faced.
meaning as “independent, dialogical, and deeplearning” (Matsushita 2018, p. 8), exploring the
Fostering Active Learning in Compulsory EAPClasses for Non-English Major Students
literature shaping and responding to official
Jenny Morgan, Sophia University
Japanese policies and addressing curriculum design
Teaching for the first time in a compulsory EAP
more broadly. As Matsushita notes, active learning
skills-driven syllabus, I was uncertain how to
was first explicitly contrasted with “one-sided
balance the institutional requirements with a morelectures” (p. 16), which rarely characterizebottom-up, learner-driven approach to learning andcommunicative English language courses. However,teaching. I had various concerns about how to makedrawing upon my experience teaching an English
academic English learning relevant and interesting
discussion course for teacher-trainees with
to first-year students with a wide range of linguistic
mandated active learning assignments, I suggest
and academic skills. Would an ‘active learning’that collaborative project-based learning provides aapproach which provides learners with many
helpful framework for English instructors not only
opportunities for ‘interaction, autonomy and deep
to fulfill such “active learning” requirements but
learning’ (MEXT guidelines in McMurray, 2018) bealso to use these assignments for meaningful
effective in engaging students from diverse“meccha active” learning. While ideally institutions
departments and developing their EAP skills? In
would provide teacher training for how to use
this poster presentation, I will share classroom“active learning,” I hope to present clear and simple
activities, puzzles and materials, and invite
structures that teachers can use independently andparticipants to comment and share theircollaboratively to create and scaffold “deep active
experiences in fostering active learning.
learning” worthy of its name.
Effects of Issue Logs on Learners’ Active Learning
and Speaking Skills Improvement Sakae Onoda,
Juntendo University
This presentation will show how issue log tasks, atype of pair work, can help learners engage inactively listening to each other’s stories andNewsletter of the JALT Learner Development SIG <http://ld-sig.org/>
11
Active Learning in Large Classes
Patrick Kiernan, Meiji University
Large university classes are often the epitome ofpassive learning, where the teacher speaks and thestudents listen. Indeed, it is a reaction against thisLearning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
responding to these with curiosity and critical
Autonomous Active Learning through Teletandem:
minds, thus helping them build rapport andOne Undergraduate’s Experience
ultimately improve their English interactional skills.
Clair Taylor, Gifu Shotoku Gakuen University
L2 literature indicates that the intensive use of such
Teletandem is an active learning practice where atasks, when finely tuned to learners’ proficiency
proficient speaker of one language pairs with aand intellectual and motivational levels, can help L2
proficient speaker of another, and through regularlearners achieve their linguistic, affective, and social
voice/text/video chat meetings (using angoals, all of which are critical to using English in
application such as Skype), each helps the othertoday's global society. The presenter will firstlearn their target language. The learners exercise
explain the features of issue log tasks along withand develop autonomy as they negotiate the timing
their theoretical underpinnings, the learners’ key
and content of the sessions, the tools used, andfeatures, and their feedback on their own issue log
approaches to correction and feedback. This
performance, including perceived pedagogicalnarrative study explores the tandem experiences ofbenefits. Finally, the presenter will show a DVD of
one undergraduate learner of English, studying at alearners’ performance so that members of theprivate university in Japan, who engaged in weekly
audience can witness how learners engaged in thetandem activity for 17 months with an Americantask.
learner of Japanese, organized through their
universities, which are partner institutions. The
Learners as Co-Researchers: Actively Learning
story illustrates the affordances of tandem activity
about Active Learning
for the maintenance or development of language
Joe Sykes, Akita International University
skills, for sustaining motivation to learn, and for
By engaging university students in inquiry into theirpersonal growth through the building of deep,
emplaced learning, I was able to gain deep insights
strong bonds with a teletandem partner.
into their experiences of active learning, while
simultaneously empowering them in a number of
Feeling Pressure or Comfort? Students’
ways. As co-researchers, they developed practical
Perceptions toward English only Classrooms
and intellectual skills of inquiry, the use of which led
Koki Tomita, Soka University
to greater awareness of factors influential over theirThis research attempts to find out connections
learning and identity formation, and gave them abetween students’ emotions toward speaking
voice in university policy. The project I present
English and English only policy implemented in fourinvolved three phases: an ‘auto-ethnographic’skill English courses. In particular, this study
phase, in which the co-researchers reflected on
examines how students’ willingness totheir learning journeys, presented them ascommunicate (WTC) in an environment where themultimodal narratives and conceptualised theuse of English is reinforced by the teacher changes
university as a place of active learning; anover time. Participants of the study are 93 freshmen‘ethnographic’ phase, where they extended theirstudents studying at a private university located in aunderstanding by inquiring into the perspectives ofsuburb of Tokyo. They belong to the faculty of law,other students in the university; and, an ‘action’education, or literature of the university and meetphase, in which we (the co-researchers and I) used
two times a week for the English course. This study
our findings to inform evidence-based policy
employs the paired samples T-test to measure to
recommendations, made to the university
what extent the level of WTC changes after taking
administration.
the courses held under an English only
environment. In semi-structured interviews, theNewsletter of the JALT Learner Development SIG <http://ld-sig.org/>

12

Learning Learning 『学習の学習』 26 (2):GREETINGS AND NEWS UPDATES
researcher also follows up with participants to
identify further needs of participating classes
Learning Learning Editorial Teamtaught all in English.
Those working on Learning Learning share acommitment to working together in small teams. We
aim to learn together about writing, editing,Language Learner Autonomy and its Relation withresponding, and/or translating, for our shared personal
Motivation Beyond the Classroom
and professional development. Some areas where weFang-Ying Yang, National Chiao Tung University,
would like to encourage SIG members to take part and
Taiwanwork together on Learning Learning include:
This study aims to examine the nature of language• Layout and Design: working on the formatting andlearner autonomy in a self-directed English listening
preparation of finalised content for online
program and explore its relation with motivation
publication
beyond the classroom. A mixed-method design was• Members’ Voices (co-)coordinating: contacting
adopted. Thirty-seven EFL college students
news members of the SIG and working with themvoluntarily participated in a non-credit out-of-classto develop their writing in a variety of formats andself-directed English listening program. The
lengths as a first step to taking part in the SIG’s
program provided resources and support for two
publication activities;
forms of learning: self-directed listening practices• Looking Back (co-)coordinating: working withusing online materials and socially-mediatedcontributors writing on events related to learnerlearning through onsite and online interactions
development (conferences, forums, get-togethers,
workshops, both face to face and online) forwith teachers and peers. Participants were allowed
publication in Learning Learning;
to develop and implement their own study plans.
Quantitative data included TOEFL listening test
• Research and Reviews (co-)coordinating:encouraging potential contributors to send inscores, a motivation questionnaire, and an end-ofsummaries and accounts of research, as well as
program questionnaire. Qualitative data included
reviews (of books, journal articles, materials, orlearning diaries, end-of-program interviews, andweb resources relating to learner development),teacher/researcher’s field notes. Findings indicate
and working with them to develop their writing forthat participants who had higher levels of
publication in Learning Learning.Learning Learning
promotional instrumentality of learning English
If you are interested in any of these areas of working
showed higher levels of proactive autonomy; those
together (and/or you have other areas of interest) and
who had preventional instrumentality tended towould like to discuss your interest and ideas, pleaseemail the Learning Learning editorial team:demonstrate reactive autonomy. The theoretical<LLeditorialteam@googlegroups.com>
connection between autonomy and motivation will
be discussed.

Newsletter of the JALT Learner Development SIG <http://ld-sig.org/>13