LD SIG Realizing Autonomy Conference Proceedings

ENCO U R AG I N G S TU D E N T S T O E N G AG E I N
LEA R N I N G O U TS ID E T HE C LA S S ROOM
Clair Taylor, Daniel Beck, Darrell Hardy, Keiko Omura,
Michael Stout, & Gerald Talandis Jr.
This paper describes an ongoing action research project designed to promoteautonomous learning in a required Freshman English course at a Japanese university.
Several teachers collaborated to encourage self-access learning using a stamp card
system. Teachers used the cards as a way of introducing learning activities that learners
engage in outside of class time. At the time of writing, the project was in its second
cycle. Significant adjustments were made to the stamp card system at the end of the firstacademic year. The data from both cycles of research show that the stamp card system
encourages more students to make use of the university’s self-access facilities. The
findings highlight the importance of clear induction with hands-on experience,
especially for computer-related study, and the benefits of cooperation among teachersin implementing this approach.
英語の習得には授業内外での大量の学習が不可欠である。学生は学習法を学び、自律した学習者になる必要がある。本稿は、学生の自己学習を支援するために開発したス
タンプカード・システムの実践報告である。このシステムによって、多くの学生が、様々な学習法を体験し、授業外でも自己学習を進めることができるようになった。体験による学習法の指導だけでなく、教員の連携による持続的な支援も重要であることが明らかになった。

It takes roughly 10,000 hours of learning or practice to attain expert ability in any given skill(Ericsson, Charness, Feltovich, & Hoﬀman, 2006). Eaton (2011) applies this concept tolanguage learning and suggests that students supplement formal instruction with self-study,
practice in informal contexts, and overseas immersion experiences to get the 10,000 hours ofstudy and practice needed to become fully proficient. Recognizing that a limited number ofcontact hours will not be suﬃcient to significantly improve students’ language proficiency,
many universities in Japan are following the Japanese Ministry of Education’s Action Plan to
Cultivate “Japanese with English Abilities” (MEXT, 2003) by setting up conversation lounges toprovide places for learners to interact in English in an international atmosphere. Additionally,
universities are providing self-access centers which may include study booths, reading areas,
and access to online materials. However, these facilities often remain underused. Students may
not have the motivation, skills, or experience to make good use of the facilities, and an
institutional culture of independent study may not exist.
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Some universities in Japan have found a carrot-and-stick approach eﬀective in promoting
independent study. Ashurova and Ssali (2007) oﬀer points to students for participating insessions in their university’s World Plaza interaction lounge, and attendance at a World Plaza
event counts towards the students’ semester grade. Barrs (2010) reveals that one of the factors
underlying the success of his university’s popular self-access center is that students can earn
extra credit for undertaking independent study modules. Heigham (2011) reports that all
students on the Communicative English Program at her university are required to attend theself-access language center 12 times per semester to do independent listening, in lieu of alistening course. These papers all suggest that once they have been encouraged or pushed tomake use of the facilities, students see the benefits and many then become voluntary users.
The requirement or incentive to participate acts as a form of support that bridges classwork
and independent study, and helps learners make steps towards developing autonomy.
This paper describes an ongoing action research project aimed at encouraging self-study at our
institution.
Setting
Toyo Gakuen University is a private university with campuses in Chiba and Tokyo. The Chiba
campus serves approximately 1,200 first and second year-students, for whom English is arequired subject. Most students are still at false-beginner or elementary level, despite six years
of English language instruction. Motivation levels are generally low.
In 2006, the university opened an English Lounge at the Chiba campus. This is a relaxed,
comfortable space where students can have natural conversations in English. It is open all day,with Lounge Time sessions at lunchtime where students can chat with a native-speaker teacher
or intern over a meal. The lounge also serves as a self-access learning center, with learning
support and advice available during the lunch hour. The lounge is stocked with graded readers,
computers, and other learning resources.
Although the university created this English language environment, the facilities and resources
remained underutilized for the first four years. Attendance at Lounge Time sessions was poor;
teachers saw the same faces week after week, and attempts to attract more students throughspecial events were largely unsuccessful. Self-reports from students suggested that few learners
were making use of the website or the graded readers, or engaging in any kind of independent
study. Previous action research projects showed that the student population at this university
fail to engage in independent study unless supported by a tracking system which helps learners
work towards set goals (Taylor, 2009; Taylor & Birchley, 2008). There was, however, no
program-wide system in place to help students manage their independent study.
This was a particular problem for the authors of this study, as we faced this situation directly
on a daily basis. The five native-speaker instructors are assigned regular Lounge Time sessions,and one Japanese faculty member sometimes joins these sessions. We found it diﬃcult togenerate conversational flow and maintain a vibrant atmosphere in the lounge with so few
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students in such a large space, and dealing with the same students so frequently. The sessions
were uncomfortable, and we felt disappointed that the lounge was not thriving. We wanted to
do more to help our students make the most of the facilities provided for them and make moreprogress in their language learning.
Research Questions
In 2010, we decided to embark upon a collaborative action research project in an attempt totackle these problems (Talandis, et al., 2011). The following research questions were devised:• How can we get our students to study on their own outside of class?
• How can we boost attendance in the English Lounge?
Cycle 1: The Intervention
The intervention used in this project was a stamp card system (see Figure 1). Students wereinvited to earn stamps for participating in a Lounge Time session or event, attending a selfstudy support session, reading a graded reader, learning a set number of vocabulary items using
the web application Smart.fm (now iKnow!), and engaging in pronunciation practice using the
web application EnglishCentral. The items were chosen to encourage students to explore arange of study methods and develop in all skill areas. Both online applications allow students
and teachers to track student progress.

Figure 1. The 2010 stamp card.

The system was implemented across the Freshman English program, chiefly in the Speaking
classes. Program-wide coverage was easily achieved, since the members of this action researchgroup teach the Speaking component of this program for almost all of the approximately 600
first-year students. Cooperation was secured with the one Speaking class taught by anotherfaculty member in 2011, and two classes in 2012.

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The program is taught by teams of four teachers, with Speaking and Reading classes held in
regular classrooms, and Listening and Writing classes typically scheduled in computer rooms.
There are 20-26 students in a class, and the students are divided according to department andlevel. The stamp cards were distributed in the Speaking classes, and students were set thetarget of gaining a stamp in every box, earning credit towards their Speaking course grade.
There was flexibility as to whether the card was mandatory or optional, and with the amountof class time used for orientation. Some Reading, Listening and Writing teachers alsocollaborated with the Speaking teachers by promoting the card, providing further orientation,and counting stamps towards their course grades.

Methodology
In the first cycle of this project, teachers utilized the cards over the course of the Spring 2010
semester and gathered usage data and student feedback from an end-of-term questionnaire(see Appendix A). The authors of this study then produced written reflections on theoutcomes of this stage of the project, and shared these accounts with the other members of
the action research project group. Minor modifications were made before the Fall semester,with more usage data collected, in addition to student interviews. The next cycle of the project
began at the start of the 2011 academic year with significant changes to the system. Further
data was collected, from usage records and a feedback survey (Appendix B).
Cycle 1: Spring and Fall 2010
Spring Semester
A key diﬀerence in the way teachers implemented the stamp cards was the decision onwhether or not to make card completion mandatory. Three teachers made it part of the grade,and three gave extra credit for card completion. Data on completion rates supported the
mandatory approach (see Table 1). Where stamp cards were optional, the vast majority ofstudents did not attempt any kind of study at all. However, when stamp card completion was
required, most students engaged in some study, and 9% earned a stamp in every box.
Table 1Comparison of Optional Versus Mandatory Approaches
All

Part

None

Totals

Optional

0.5% (1)

18.0% (57)

81.7% (259)100.0% (317)

Mandatory

9.0% (24)

46.0% (122)45.0% (117)100.0% (263)Note. Numbers in parentheses represent students.

Collaboration proved to be another significant factor in achieving active student participation.
Two of the Speaking teachers persuaded team teachers to promote the stamp card in some of
their classes. When we compare the outcomes for these classes, it is clear that collaboration
among teachers led to more students earning stamps (see Table 2). For the four classes with noSpecial Issue of Learning Learning, Volume 19, Issue 2, July 2012（学習の学習特別号）!

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collaboration, fewer than half of the students submitted a card, compared to 60% of those inwhich students had this extra support from another teacher, and over 90% when two
additional teachers collaborated with the Speaking teacher. Students received moreencouragement and more orientation, and had a bigger incentive to earn stamps as they got
more credit for their eﬀorts. Also, unlike the Speaking teachers, the Writing and Listening
teachers hold their classes in computer rooms, so it is possible to build a regular slot into eachclass for students to use the web applications. This allowed students to become very familiar
with the tools, which enabled independent use.

Table 2
Eﬀects of Co#aboration
All*

Part**EnglishCentral
Average Points

Smart.fm
Average Points(Mastered Items)

No collaboration

6%

43%

729

18

2 teachers collaborating

0%

61%

687

48

3 teachers collaborating

86%

5%

4030

189

Note. Total number of classes = 9. *Percentage of students completing all of the card. **Percentage of students
completing part of the card.

Average lounge attendance during the Spring 2010 semester increased notably over theprevious year, as Figure 2 shows. The influx of students generated by the stamp cards resulted
in a more vibrant and attractive lounge atmosphere, which, in turn, provided further incentive
to come (see Figure 2).
On the questionnaire, a sizable proportion (9.7%) of the students commented that contact
with native speakers in the lounge and opportunities to speak 生英語 [nama-eigo = real-live
English] led to an increase in motivation. Their comments also indicated that the stamp card
gave reluctant students a reason to come to the lounge, and that once students participated ina session they found it a rich experience:
English Lounge は最初は行きにくかったけど、スタンプカードのおかげで、行きやすくなった。身近に英語が感じれた [sic]。

[At first it was hard to go into the lounge, but thanks to the stamp card it became easier togo in there. I was able to feel English up close.]This indicates that the stamp card can help students move out of their comfort zone to try
new learning experiences.

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Figure 2. Comparison of the average number of students attending lounge sessions in Spring2009 and Spring 2010.

Feedback from the questionnaire also helped identify strengths and weaknesses in the system.
Some students who attempted activities reported an increase in motivation because they could
improve their vocabulary, interact with native speakers more confidently, or discover new anduseful learning resources. Students who did not complete the cards cited a lack of time orinterest, whilst others had not understood the system or found the activities diﬃcult, whichsuggested the orientation to the stamp card needed improvement. Despite the improved
atmosphere, a number of students stated that it was 入りづらい [diﬃcult to enter] the lounge.
Fall Semester
In response to the results from the Spring semester, individual teachers made a variety ofminor changes for the Fall term. For example, teachers created more esthetically pleasing cards
by copying the template onto heavier, glossier card or colored paper. Some teachers carried out
regular progress checks and took students to a CALL room to familiarize students with the
web applications. Two teachers switched from an optional approach to a mandatory approach.

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Figure 3. Comparison of the average number of students attending lounge sessions in Fall 2009
and 2010.

Results continued to improve. Lounge attendance increased from an average of nine students
per session in Fall 2009 to just over 19 in Fall 2010 (see Figure 3). Furthermore, more students
were able to at least partially complete their stamp cards, with 45% of the students completingsome or all of the stamp card, up from 35% in the Spring semester (see Table 3).
These results supported the mandatory approach, but showed that the stamp card
intervention was failing to change the behavior of more than half the students, and thus
needed modification. Our aim was for all the students to engage in at least some of the stamp
card activities.
Cycle 2: Intervention Modifications in Spring 2011
Based on the results of the first cycle, a number of changes were made to the stamp card
system. First, all teachers made completion of the stamp card mandatory. The card now
constitutes 20% of the students’ grades in the speaking classes. The card has 25 boxes, andstudents are asked to fill 20 boxes with stamps. This builds in an element of choice, allowing
students to focus on activities which they find more enjoyable or useful. The stamp card was
also modified. The vocabulary web application Smart.fm became a paid service, and wastherefore substituted with a free vocabulary application, Quizlet. The CD-ROM that
accompanies the student textbook was introduced as an item, oﬀering students the option of
focusing on grammar. Furthermore, to provide more eﬀective orientation, a bilingual manualwas distributed in class, explaining the rationale behind the card system and each study
activity, and giving detailed instructions on registering for and using the web applications.
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Teachers also provided more eﬀective monitoring by giving weekly reminders to complete thecards.
The results showed considerable improvement. The average number of students coming to a
Lounge Time session in Spring 2011 was 33, compared to 24 in the first cycle of the project in2010, and only 10 in 2009 before the stamp card system was implemented (see Figure 4). The
number of students attending events in the lounge also increased from an average of 36 in thefirst cycle to 60 in the second cycle. The number of students completing all required tasks
increased dramatically (see Table 4).

Table 3
Stamp Card Completion Fa# 2010
All

Part

None

TotalsSpring Semester

4.3% (25)

39.1% (179)

64.8% (376)100.0% (580)

Fall Semester

6.0% (22)39.0% (217)

55.0% (319)100.0% (558)

All

Part

None

TotalsCycle 1 (Spring 2010)

4.3% (25)

30.9% (179)

64.8% (376)100.0% (580)

Cycle 2 (Spring 2011)30.0% (121)

53.0% (245)

17.0% (73)100.0% (439)

Table 4
Stamp Card Completion Spring 2011

While in the first semester of 2010 only 4% of students managed to complete all the required
tasks, by the end of the first semester of 2011, 30% were able to accomplish this. In fact, somestudents did much more than was required, filling several cards or getting extra stamps on theback of the card (see Figure 5). This indicates that the modifications to the stamp card systemwere eﬀective in motivating students to engage in independent study. However, the fact that
17% of the students failed to attempt any study at all suggests that teachers need to do more to
motivate and support this diﬃcult-to-reach group.
Ultimately, the goal of the stamp card system is not merely to achieve student compliance inusing the facilities, but to encourage students to develop lasting independent study habits. For
this reason we included items on the questionnaire which asked students about their future
intentions and expectations. The responses indicated that many students anticipate using one
or more of the learning activities over the summer, and also in their second year, when theySpecial Issue of Learning Learning, Volume 19, Issue 2, July 2012（学習の学習特別号）!

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would not be required to do so (see Figure 6). It is possible that, even though the questionnaire
was anonymous, students were trying to answer in a way that pleased their teachers. Even so,these results are positive, indicating that the stamp card system may have some impact on
students’ ongoing study habits and development.

Figure 4. Comparison of the average number of students attending lounge sessions in the Springsemester 2009-2011.

Figure 5. Stamp card with more than 20 stamps.

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Figure 6. Student questionnaire responses on their future study plans.
Discussion
This action research project has been a journey for the participating teacher-researchers, andhas impacted on our evolving beliefs about how best to foster independent learning in ourstudent population. We have grappled particularly with the issue of learner autonomy, which
we define as the learners’ freedom to choose how to learn and the ability to carry out theirlearning plans. This requires the learners to be proactive, to “explicitly accept responsibility for
their learning, share in the setting of learning goals [and] take initiatives in planning andexecuting learning activities” (Little, 2002). As teachers, we believe that we should empower
learners by encouraging autonomy. Thus, when our English Lounge was first opened, we felt
strongly that we should not force learners to make use of the facilities but instead attract themto the lounge by promoting the space and being as welcoming as possible. We also believedthat we should not require university-level students to engage in any particular form of
independent study outside of class time, but oﬀer a wide range of eﬀective and attractive
resources and let students explore them and find for themselves which activities best suit theirlearning style. However, the failure of this approach led us to re-evaluate our stance.

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It was clear that although we had given the students complete freedom in choosing how tolearn, students were not able to take responsibility and exercise those choices. There were anumber of obstacles for the students to overcome. Firstly, the majority of the learning
resources were online, yet many students struggled even to recall their passwords to log on to
the campus computers, and could not remember how to access or use the applications they
were introduced to in classes. More importantly, students lacked the experience to create theirown learning plans, and without any incentive to engage in independent learning, busy
students failed to make time for study. Moreover, due to lack of use, the English Lounge
became a somewhat stigmatized place. Students were embarrassed to be seen eating lunch witha group of teachers in the middle of a large, empty room. Overall, a culture had developed inwhich not studying was the norm.
The stamp card intervention aimed to tackle these obstacles, and the results indicated that it
was successful. The card system made it easier for students to create a learning path by setting
achievable goals and restricting the students’ choices to a limited range of activities. The
students could still choose when and where to study, and had considerable scope for choicewithin those activities (e.g., there are many genres and levels of graded readers in the library,
and a choice of over 2,000 videos to study in EnglishCentral). The system gave students areason to learn, as card completion counted towards the students’ semester grades. When
students had an incentive to study, they made use of the lounge and computer facilities. Inturn, this increased usage rate reduced any stigma about coming to the lounge. Also, students
felt the need to learn how to use the web applications, and weaker students sought help fromteachers and peers. It was common to see students helping their friends access and use theapplications, and working collaboratively.
As teacher-researchers we accepted that our freshman students need a structured system tohelp them develop autonomy, but some of us felt uncomfortable with making the stamp card
mandatory. At the start of the study three teachers made the cards optional, believing that wecannot help the students learn to take responsibility for their own learning if we remove that
responsibility from them. After the first set of data was collected, it was clear that the optional
approach was not successful. Two teachers switched to a mandatory approach, but one teacher
resisted, believing that his students could find in themselves the motivation and initiative toengage in the study activities if he promoted them more enthusiastically. Only after the second
collection of data did this teacher change his views, accepting that our students are not readyyet to take on this responsibility, and need the experience of engaging in the stamp card
activities for a sustained period to develop the skills, habits, and awareness needed to takecharge of their own independent study.
As this project progressed, we realized the power of group action research to generateinstitutional change. We found a shift occurring in the culture of our campus. Enteringclassrooms before lessons started, we sometimes found students talking about the stamp card,
discussing their motivation levels for diﬀerent activities. Our students began voluntarily
posting about their graded readers on Facebook, and the lounge became an increasinglySpecial Issue of Learning Learning, Volume 19, Issue 2, July 2012（学習の学習特別号）!

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popular place to spend time. The students now have a social and psychological environment
which supports independent study. This change would not have been possible if only one or
two teachers had introduced the stamp card system with their students. Only a small
percentage of students would have received the cards, and this would not have had the sameeﬀect on the school culture. The fact that the system has been implemented program wide is
the key to its success.
Moving Forward
The project continues to impact positively on student learning behavior and the developing
culture of independent learning at our institution. It is clear that a long-term commitment isrequired to sustain and deepen this process. The next cycle of this project will aim to improvestudent participation rates further through securing greater cooperation from other teachers in
the Freshman English team. The project group also aims to strengthen the practice ofextensive reading in English on campus by building stronger links between the stamp card
activities and classwork. As the 2012 student intake moves into their second year, it will also be
possible to explore how far these students continue to study English independently without
the stamp card system to motivate them.

Daniel Beck, Darrell Hardy, and Keiko Omura are sti# based at Toyo Gakuen University, which
has campuses in both Chiba and Tokyo. Clair Taylor now teaches at Gifu Shotoku Gakuen University and
Gerald Talandis Jr. now teaches at the University of Toyama. Michael Stout wi# start teachingat the University of Tsukuba in September. As a group, their research interests span a range of areas
including vocabulary learning, CALL, literature, project-based language learning, and online communities
of practice. They share a keen interest in self-access learning and passionately believe in the power of action
research as a transformative tool for bringing about positive change in educational institutions.
To cite this article: Taylor, C., Beck, D., Hardy, D., Omura, K., Stout, M., & Talandis, G. (2012). Encouraging
students to engage in learning outside the classroom. In K. Irie & A. Stewart (Eds.), Proceedings of the JALT
Learner Development SIG Realizing Autonomy Conference, [Special issue] Learning Learning, 19(2), 31-45.
Retrieved from http://ld-sig.org/LL/19two/taylor.pdf

References
Ashurova, U., & Ssali, V. (2007). Creating an L2 community in an L1 environment. In K.
Bradford-Watts (Ed.), JALT 2006 Conference Proceedings. Tokyo: JALT.
Barrs, K. (2010). What factors encourage high levels of student participation in a self-accesscentre? Studies in Self-Access Learning Journal, 1(1), 10–16.

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Eaton, S. E. (2011). How long does it take to learn a second language?: Applying the “10,000-hour rule” asa model for fluency. Calgary: Onate Press.
Ericsson, A. K., Charness, N., Feltovich, P., & Hoﬀman, R. (2006). Cambridge handbook on
expertise and expert performance. Cambridge: Cambridge University Press.
Heigham, J. (2011). Self-access evolution: One university’s journey toward learner control.
Studies in Self-Access Learning Journal, 2(2), 78-86. ****Little, D. (2002). Learner autonomy and second/foreign language learning. In The guide to goodpractice for learning and teaching in Languages, Linguistics and Area Studies. LTSN Subject
Centre for Languages, Linguistics and Area Studies, University of Southampton.
MEXT (2003). Action plan to cultivate “Japanese with English abilities.” Retrieved from:http://www.mext.go.jp/english/topics/03072801.htm
Talandis Jr., G., Taylor, C., Beck, D., Hardy, D., Murray, C., Omura, K., & Stout, M. (2011). The
stamp of approval: Motivating students towards independent learning. The Toyo Gakuen
Daigaku Kiyo [Bu#etin of Toyo Gakuen University] 19, 165-182.
Taylor, C., & Birchley, S. L. (2008). Virtual cards: An action research project exploring how far
online flashcards can invigorate vocabulary learning for students. The Toyo Gakuen Daigaku
Kiyo [Bu#etin of Toyo Gakuen University] 16, 47-56.
Taylor, C. (2009). How can I get my students to study vocabulary between classes? The Toyo
Gakuen Kiyo [Bu#etin of Toyo Gakuen University] 18, 277-288.

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Appendix A
Questionnaire Handed out to Students at the End of the 2010 Spring Semester
基礎英語1-4A Semester 1 Questionnaire

Class ____Your English teachers would be very happy if you could answer these questions in English or Japanese. It may takeabout 5 minutes.

お手数ですが、以下の簡単なアンケートにお答えください（約５分）。日本語でも、英語でも結構です。
1. How many stamps did you receive for each activity below?

以下の項目で、それぞれいくつのスタンプをもらいましたか？
●
●
●
●
●

Lounge time/event _____
Self-study support _____
Graded readers _____
Smart.fm _____EnglishCentral _____

2. What do you think the purpose of the stamp cards is?

このスタンプカードのねらいは何だと考えますか？

3. Did you find the stamp card motivating? Why or why not?

スタンプカードを使うことで、英語に対する意欲が上がりましたか？
理由も教えてください。

4. If you didn't use the stamp card, why not?

スタンプカードを使わなかった方への質問です。なぜ、使わなかったのですか？
●

I was too busy 忙しかった●

I was not interested 興味がわかなかった●

I did the activities, but I forgot to get a stamp●

I lost my stamp card and didn't replace it スタンプカードを紛失して、新しいカードをもらわなかった●

What is a "stamp card?" スタンプカードそのものを知らない●

Other (please write) その他

活動はしたが、スタンプをもらうのを忘れた＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

5. How can the stamp card system be improved?

今後、スタンプカードをより良くするためにはどうしたらいいと思いますか？

Thank you for your time!

ご協力ありがとうございました。

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Appendix B
Questionnaire Handed out to Students at the End of the 2011 Spring Semester
基礎英語とスタンプカードに関するアンケート Kiso Eigo Semester 1 Stamp Card
Questionnaire

class ____Your English teachers would be very happy if you could answer these questions. It may takeabout 2 minutes.
お手数ですが、以下の簡単なアンケートにお答えください。（所要時間2分）
1. Which KisoEigo teachers talked to you about the Stamp Card? Please circle Yes, No or Can’t Remember
基礎英語の担当教員はスタンプカードについて説明しましたか？「Yes」か「No」か「覚えていない」に○を付けてください。
Did your KE1 (Grammar/Writing) teacher talk to you about the stamp card?
Did your KE2 (Reading) teacher talk to you about the stamp card?
Did your KE3 (Listening) teacher talk to you about the stamp card?

Yes No Can’t Remember
Yes No Can’t Remember
Yes No Can’t Remember

2. Which teachers gave you class time to do Stamp Card activities, such as reading a graded reader, Quizlet,
EnglishCentral, or the CD-ROM? Please circle Yes, No or Can’t Remember.
どの基礎英語の担当教員が、授業内でスタンプカードの課題（グレイディッドリーダー、 Quizlet、EnglishCentral、またはCD- ROM）のために時間を使いましたか？「Yes」か「No」か「覚えていない」に○を付けてください。
Did your KE1 teacher give you class time to do Stamp Card activities?
Did your KE2 teacher give you class time to do Stamp Card activities?
Did your KE3 teacher give you class time to do Stamp Card activities?

Yes No Can’t Remember
Yes No Can’t Remember
Yes No Can’t Remember

3. Did you get enough training for the computer activities on the Stamp Card? Please circle Yes or No.
あなたは、スタンプカードの、パソコンを使った課題に取り組むために必要なパソコンの訓練を受けましたか？
「Yes」か「No」に○を付けてください。
Did you get enough training for using the CD-ROM?
Did you get enough training for using Quizlet?
Did you get enough training for using EnglishCentral?

Yes
Yes
Yes

No
No
No

4. Which activities will you use in the summer vacation? Please circle Yes or No for each.
夏休み中は、以下の課題の中で、どの課題に取り組みますか？「Yes」か「No」に○を付けて下さい。
I will use the CD-ROM in the summer vacation.
I will use Quizlet in the summer vacation.
I will use EnglishCentral in the summer vacation.
I will read graded readers in the summer vacation.

Yes
Yes
Yes
Yes

No
No
No
No

5. In your second year at Togaku, which activities do you think you will continue independently? Please circle Yes or No
for each.
２年生になってからは、以下の課題の中で、どの課題を自主的に使い続けますか？「Yes」か「No」に○を付けて下さい。
I will continue coming to the English Lounge
I will continue using the CD-ROM
I will continue using Graded Readers
I will continue using Quizlet
I will continue using EnglishCentral

Yes
Yes
Yes
Yes
Yes

No
No
No
No
No

Thank you for your time!

Special Issue of Learning Learning, Volume 19, Issue 2, July 2012（学習の学習特別号）!

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