Learning Learning 『学習の学習』 21 (1): LOOKING FORWARD

Looking Forward 今後のイベント
Continuity in Learning and Learner
Development LD SIG Forum at the PANSIG
Conference in Miyazaki

Introducing doctor-patient discourse analysis inFor those of you attending the PANSIG Conference

discourse analysis of doctor-patient interaction

at Miyazaki Municipal University this year, you arewarmly invited to take part in the LD SIG forum on

from the literature is introduced to third year

Sunday, 11th May 2014 from 1:45pm - 3:15pm inblending content teaching with language work inthe English classroom. Students’ written reflections

Room 101.

the classroom
Theron Muller - University of Toyama
This presentation will describe how medical

medical students in a medical English course,

are used to explore their learning on the course andIn this forum presenters will share their own stories
of continuity, showing specific ways to makehow they perceive this course's contents to belearning a continuous process of development forstudents. The forum will have simultaneous

737experience. Attention will be paid to howmaterial from the literature has been adapted todisplays and presentation corners, withmake it more accessible to students and how

opportunities for audience interaction, discussion
and plenary roundup. This year we have eightstudents' reflections illustrate the relevance of theexciting presentations with something for everyone:

professionals.

What are they doing now?

Know what works better for you, or what not

Debjani Ray - Tokyo University of Science
This presentation will focus on language learning

Satoko Ito - Nanzan University

process of some of my former students. Topics suchas; how they are using / not using the their L2

their teachers or through exercises in given
textbooks, but not many of them are aware whywhen they do not need to use it in a classroom; howthey are doing so. This lack of awareness is thought

their present environment encourages /discourages the use of their L2; and how they are

to affect their learning efficiency considering thatdeveloping / losing their L2 skills; will bediscussed. In order to do this, interviews with some

importance of nurturing learners’ metacognitiveability. Although teachers can supplement the lackof my former students, who are already graduatedand control their learning, once they leave schools,

or in their 3rd/4th year of university, will be used
to exemplify their current situation with their L2

the control is resumed to the students themselves.

development.

prepare students for the post-school phase byraising their awareness in the choice of learning

different from their past language learning

course to their future imagined selves as medical

Students use various cognitive strategies taught bypreceding research have repeatedly emphasized theThe focus of this presentation will be on how tostrategies.

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Learning Learning 『学習の学習』 21 (1): LOOKING FORWARD
Promoting Sustainable Learning in a Requiredof evaluation in order to yield a blend ofCommunication Course

quantitative and qualitative findings may

Ian Hurrell - Rikkyo University
The instructors at the English Discussion Center

demotivate some novice presenters. This discussion
focuses on such novices and the presenter’s(EDC) at Rikkyo University teach a compulsory

experience with setting aside performance rubrics

course in discussion skills for all freshmen enteringin order to allow learners to prepare their displays

the university. The course is successful in helping

in their own terms to impart a sense of learner task

the vast majority of students make great strides indeveloping their communicative ability. However,ownership and future learner empowerment. The
presenter shall discuss how latent learner presenteras a required course, there is a concern about

ability may be revealed, and how successful learner

whether the students are motivated to improve

ownership and empowerment may be enabled.

their skills after course is completed. This
interactive presentation will report on the methods
used to promote sustainable learning at the EDC

Video messages from the seniors to the freshmen
Alison Stewart - Gakushuin University

and will also discuss ideas for the future

What do good learners do to sustain and improve

improvements.

their second language ability outside theclassroom? This presentation describes an

Learning Trajectories: some cases of Japanesecollege students

autonomy-enhancing project in which senior
students act as role models for freshmen English

Satoko Ebara - International Pacific University

majors. Short video messages in which the seniors

This presentation will report on retrospective

describe the out-of-class practices that they haveinterviews with three third-year Japanese

tried and found useful are shown to freshmen at theuniversity students. All of them aim to becomeschool teachers and took the same non-credit

beginning of a semester-long generalcommunicative English class. The first-year

supplementary course in their first grade. In thisstudents discuss the messages in groups before

first year course, their original perceptions andwriting their own goals and plans for self-study.

behaviors of English learning were profiled. Two

Participants are invited to share their suggestions

years later, a semi-structured interview and selfreport questionnaires were conducted with theand experiences of facilitating role modeling ofautonomous learning.

same students regarding any motivational andbehavioral changes in their language learning.

Exploring principles and processes of learning in

Insights from these interviews and questionnaires

content-based learning course design

will be investigated.

Andy Barfield - Chuo University
Education for sustainable development identifies

Learner Ownership in Novice Student

specific approaches to learning (such as action

Presentation Successlearning and problem-based learning) that students

Lee Arnold - Seigakuin Universityand teachers should engage with. This presentation

While much of the research literature on student
oral presentation assessment focuses on

explores what principles and processes of learning
came into focus for the presenter in the design of aperformance, the emphasis on precision in rubrics

content-based learning course on forced migration,

Newsletter of the JALT Learner Development SIG <ld-sig.org/>70

Learning Learning 『学習の学習』 21 (1): LOOKING FORWARD
and to what extent the designing of this course

gauging learner growth in a study abroad program,

embodies the concept of education for sustainable

and Michael Stout and Clair Taylor will jointly

development (or not).

present on raising learner motivation and task
performance in two different universities by way of

We look forward to seeing you there!

learner sharing of their hometowns through theVoiceThread application. Finally, Robert Wernerwill demonstrate the learner-centric benefits ofweekly discussions on current events withEdmodo, a social networking platform.

JALTCALL 2014

Ian Hurrell
Learner Development SIG Programmes Chair

Sugiyama Jogakuen University, Nagoya.
June 6 – 8, 2014
Conference Theme
New Horizons in CALL

JALT CALL 2014 LD SIG FORUM
Don't miss out on our forum at JALT CALL!
June 6-8 is CALL 2014 at Sugiyama Jogakuen
University, and the CALL organizers have granted
LD an exciting forum this year that brings together
issues in learner development with Web 2.0. For theKeynote: Regine Hampel
Professor of Open andDistance Language
Learning at The Open
University, UK

forum, we will have five presentations from six
presenters - Lee Arnold, William Hassett, KevinOttoson, Michael Stout, Clair Taylor, and RobertWerner.
Lee Arnold will present on the enhancement oflearner effort and creation of teacher-learner peer
community from blog publishing learner writing,

Plenary: Glenn StockwellProfessor at Waseda
University, Tokyo, Japan

while William Hassett will provide an overview of
his institution's SALC (Self-Access Learning Center)and the web-based technologies chosen with theaim to enhance learner autonomy. Kevin Ottoson
will discuss the role of social networking sites insharing learner intercultural experiences and

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