Learning Learning 『学習の学習』22 (1): Featured Article

Featured Article
フィチャードアーテイクルThe Role of Teacher Autonomy in Learner Autonomy
Soyhan Egitim, Tokyo University of Science<soyhanegitim@gmail.com>
Abstract
The goal of this paper is to gain a deeper understanding of the role ofteacher autonomy in the development of learner autonomy. Firstly, thegeneral attributes of autonomous teachers are identified. Next, theteacher’s role in scaffolding and learner support was emphasized throughthe illustration of regular weekly homework assignments and learner goalsetting practices. The conclusion indicates that learner autonomy is an
essential element for successful learning and the teacher’s gradualwithdrawal from the learning process is needed in order to foster
autonomous learning skills in students.
Introduction
The importance of autonomy in learner development has been widely emphasized over the past
three decades. Holec (1981) defined autonomy as one’s own ability to take control of one’s own
learning. If we think about the classroom implications of this definition, we can assume that thecontrol of learning is gradually handed over to students in order to create the right environment
for them to develop their autonomous learning skills. Little (1991) suggests that autonomy can be
developed and deployed in a number of ways and situations, including in the classroom.
In a traditional teacher-centered classroom environment, teachers are perceived as theultimate authority, and it is they who are expected to control and direct the learning process.
Since teachers have the power, they also have the ability to change learners’ perception of theteacher’s role and of their own learning process. Benson (2001) describes autonomy as an
attribute of the learner’s approach to the learning process. The development of this attribute canbe linked to the learner’s ability to reflect on their own learning. Learner reflection involves
linking a current experience to previous learning which is especially important during thelanguage learning process. Since language learners are expected to apply the new language tovarious daily life or classroom situations they encounter, which is how language retention takes
place, their reflection on their own learning becomes essential in their language acquisition.
According to Gibbs (1998),“It is not sufficient simply to have an experience in order to learn.
Without reflecting upon this experience it may quickly be forgotten, or its learning potential islost (p.9).”
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Learning Learning 『学習の学習』22 (1): Featured Article
However, not all learners have an autonomous attitude towards learning a new language.
Some perceive the teacher as the sole provider of the language, which ultimately leads toteacher-dependent language acquisition. One of the challenges many language teachers face issteering learners away from a passive role where they expect the teacher to spoon-feed them the
new language. In order to change this perception, language teachers themselves need to bereflective. Being reflective as a teacher involves the process of self-observation and selfevaluation. Teachers need to think about what they do in the classroom, why they do it and what
benefits learners can gain from that. As teachers continue to adopt this self-observation and selfevaluation, they can become more reflective about their own teaching and guide their students in
the right direction to develop their own reflective learning skills. Once learners begin their own
self-observation and self-evaluation with appropriate guidance from their teacher, they can
gradually learn to reflect on their own learning. One of the effective ways to achieve this in alanguage classroom is to encourage learners to look back over their past experiences and makelinks with their current experience. For instance, if learners are learning how to make requests in
English, this would mean referring to their past experiences of making requests while learning thelanguage. Such practices can help learners gain a better understanding of how to reflect on theirown learning and positively influence their language acquisition process.
Reflective language teaching is a crucial part of learner development and autonomy. As
Voller (1997) stated, “The rise to prominence of learner autonomy as a goal in classroom settings,
in turn, has led to needs for retraining and enhanced awareness both of the importance of theteacher in structuring or ‘scaffolding’ reflective learning and of the complex, shifting
interrelationship between teacher and learner roles in a “pedagogy” for “autonomy” (p.1992). In
other words, if students are to learn to “take control”, the teacher may need to learn to “let go”
even while providing scaffolding and structure.
The teacher’s withdrawal from the learning process occurs partly as a result of their own
autonomy. Thavenius (1990) described teacher autonomy as the teacher’s ability and willingness
to help learners take responsibility for their own learning. His view indicates that teachers shouldreflect on their own roles and adapt to students’ new roles while supporting students’development of autonomy. The realization of this in a language classroom would mean thatlearners need to be allowed freedom to express themselves in order to learn to reflect on theirown learning.
Many teachers consider mistake correction as one of the key elements of successful
language teaching, but sometimes letting learners express themselves without paying muchattention to errors will give them the opportunity to learn from their own mistakes. As a result,learners will have less fear of making mistakes and develop greater confidence in the way theyexpress themselves. Confidence is an essential condition for effective communication giving
learners the courage to take more initiative and challenge themselves. This in turn helps them toarticulate their ideas and feelings using more complex language and, eventually, to develop theability to reflect on their past learning experiences. Benson (2001) emphasizes the role ofreflective learning in autonomy and suggests that the “autonomous learner is essentially one who
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Learning Learning 『学習の学習』22 (1): Featured Article
is capable of reflection at appropriate moments in the learning process and of acting upon the
results (p.95).” This can be an extremely challenging process for some learners. Thus, theteacher’s role in the effective management of this process is crucial.
If teachers themselves know that, in order to enhance language acquisition, learners needto learn from their own mistakes, then, needless to say, teachers will have the responsibility tohelp learners understand this process. Littlewood (1997) identified “Self awareness” as a key
element in fostering teacher autonomy as it leads to a better understanding of ourselves aslearners and professionals, of our strengths and weaknesses. Powell and Powell (2010) claimed
that teachers with high degrees of self-awareness know their strengths and their limits. They areable to make an accurate appraisal of their own talents and weaknesses, they are reflective andare able to learn from experience, they take responsible risks and, when they fail, they treat theincident as an opportunity for growth and learning (p.1991). As Little (1995) concluded “Teachers
are likely to foster growth in their learners if they also know themselves what it is to be anautonomous learner (p.175).”
While students are encouraged to develop their capacity and readiness to control their own
learning, they will eventually reach the point where they will be able to acquire their own
independent learning skills and, consequently, will begin to reflect on their own experiences(Brown, 2001, p. 89-90).
In order to illustrate the role of the teacher in developing learner autonomy, below I havegiven a detailed description of a classroom practice I developed, called “Regular Weekly
Homework Assignment”. I have explained my role as a facilitator in the management of theseassignments and the strategies I implement in order to help my students become more reflective
and autonomous in their language acquisition.
Weekly Homework Assignments
If the aim of a language class is to help students improve communicative competency in English
and take greater responsibility for their language learning, then learners need to be moreengaged in their own learning process and teachers need to provide support and scaffolding forthis. In my own classes, I usually set three major goals with my students before giving themweekly homework assignments:•
Research and discover new target language on your own.
•
Use the new target language in your writing.
•
Use the new target language in spoken communication effectively.
I usually have around twenty students in each class. Firstly, I have my students research thefollowing lesson’s target language using various resources on their own. They can either do it athome or using the university library. One of the key principles of this research activity is that I
make sure to refrain from influencing their findings. As a result of their initial effort, they obtainsome information regarding the target language.
In order to illustrate this activity more clearly, let’s imagine that the following lesson
covers adjectives for personality traits. In the first phase, I expect the students to research
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Learning Learning 『学習の学習』22 (1): Featured Article
information about the use of those adjectives for homework proir to the following lesson. Somestudents only create a list of adjectives, while some use those adjectives in sentences or list theadjectives with their dictionary definition. There can also be students who combine some or all of
the above approaches. However, in the end, this will help them gain some insights into the target
language.
During the second phase of the homework assignment, students need to use the language inwriting. In the case of adjectives for personality traits, this could be as simple as just selectingsome people from their surroundings and writing about their personality traits. Once they havefinished, they send me what they have written by e-mail, and I send them a reply with feedback.
The feedback allows students to observe their mistakes and revise their usage of the language on
their own prior to the following lesson.
The final phase of the activity takes place in class where students are expected to use thetarget language points in spoken communication. I usually start off my classes with a warm-up
activity in which I put students in pairs and have them talk about their daily routines, past events,
or future plans. This activity usually lasts five to ten minutes. Next, I divide them into larger
groups and then each student makes an oral presentation of their homework assignment to theirgroups.
Below is an example of a homework assignment submitted by a first year science student:
Table 1: Example of Homework Assignment
Personality Adjectives
Positive Adjectivies

Negative Adjectives

1.
2.
3.
4.
5.
6.
7.

a.
b.
c.
d.
e.
f.
g.

Outgoing
Talkative
Sociable
Hardworking
Easygoing
Punctual
Tidy

Shy
Quiet
Unsociable
Lazy
Strict
Tardy
Messy

My best friend is called Naomi. She is very friendly and talkative. She always chats with people forhours. But sometimes she is a little tardy. She often arrives late.

These assignments provide learners with essential training that can gradually help themunderstand the significance of their role in their learning. Once their weekly tasks are assigned, I
step back and refrain from interfering with their research and discovery. This is when theteacher’s withdrawal from the learning process comes into play. My deliberate lack ofinvolvement in the process puts them at the center of their own learning. The only time I am truly
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Learning Learning 『学習の学習』22 (1): Featured Article
present in the process is when I provide correction and feedback, yet as mentioned above, theirfindings remain uninfluenced. This also makes students realize the freedom they have to takecontrol of their own role and encourages them to take greater responsibility for their futureassignments. I believe that learners need to be given responsibility on a regular basis in order tolearn to take responsibility for their own learning.
During the writing phase of the activity, most students choose personally relevant situations
as they generally find it easier to use the language in this way. At that stage, my goal as a teacher
is to help them develop a sense of ownership of the language. This is a vital part of their learning
endevor. In order to help them gain a sense of ownership of the language, I try to allow mystudents the utmost freedom to use the language of their choice. In other words, I refrain fromcorrecting every grammar error they make unless the mistakes significantly change the meaningof their sentences. Since I respond positively to what they say, this in return, gives them more
motivation and confidence for the final stage, which is when they are expected to give an oralpresentation to their peers in class.
Needless to say, determining the amount of error correction depends upon the teacher’s
own judgment and what they expect from learners. However, in my own experience, I find that I
can only determine this if I have an adequate understanding of the learners’ needs andexpectations. Once I surely know that I have this awareness, I can make more accurate judgments
about my own expectations of their learners. If the goal of the teacher is to foster autonomy intheir learners, they may need to allow learners freedom with the way they wish to express
themselves.
It is also important to have realistic expectations from students as overloading them withtasks and assignments may also prove counterproductive. Many of my students have little time to
dedicate to learning English and they may get discouraged by overly demanding tasks. In order tomanage this problem effectively, I give my students a target word count for each writing
assignment. This helps me to determine how much time they are likely to spend on can theirEnglish language study. For instance, if I set the word count limit for 200 and most of them can’t
manage to fulfill the requirement, then I lower my expectations. Through trial and error this canbe easily determined.
Encouraging Learners to Set Their Own Goals
When helping learners to develop their autonomous learning skills, teachers should also encouragethem to make their own learning decisions. Gaining decision-making ability is an important stepfor learners to start setting their own goals. This ability may also reflect positively on theirmotivation. A growing body of research indicates that when students are working on goals they
themselves have set, they are more motivated and efficient, and also they achieve more thanthey do when working on goals that have been set by their teacher (Hom & Murphy, 1983, p.104).
Stiggings and Chappuis (2005) suggest that, by including goal setting and self-monitoring in thedaily classroom routine, a teacher can create a learning environment that increases student
involvement and motivation. Having students set their own goals can be a fairly challenging task
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Learning Learning 『学習の学習』22 (1): Featured Article
for most educators, particularly in schools where learners are accustomed to teacher-directed
learning and perceive goal setting as one of the teacher’s duties.
Rader (2005:124) emphasizes the role of teachers in guiding students to learn how to set
their own goals and lists a set of principles which include:• Decide a time when your goal will be achieved.
• Choose a specific goal and write it down.
• Develop a plan to achieve your goal.
• Visualize yourself accomplishing your goal.
• Work hard and never give up.
In order to evaluate and reflect on the effectiveness of Rader’s principles, I conducted asurvey on 28 Biological Science students during an English language class. I asked all the students
to set a new learning goal following Rader’s guidelines. The table below shows examples of one ofstudent’s goals created in accordance with each principle:
Table 2: Rader’s Principles and Student Goals
RADER’S PRINCIPLESSTUDENT EXAMPLE

Decide a time when your goal will be achieved.

My goal is to learn 90 new English words within
one month.

Choose a specific goal and write it down.

I can achieve this by adding three new words tomy vocabulary everyday.

Develop a plan to achieve your goal.

Firstly, I will keep a new vocabulary notebook.
Next, I will write the definitions of all the new
vocabulary using an English to English
dictionary. Then I will make a sentence using
each word. Finally, I will review the new
vocabulary everyday and use the new words inclass as often as possible.

Visualize yourself accomplishing your goal.

Once I achieve this goal, I will be able tocommunicate my ideas using a wider variety ofvocabulary.

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Learning Learning 『学習の学習』22 (1): Featured Article

Work hard and never give up.

I will do my absolute best to achieve this goal.

After filling in the table, all students in class had set a new goal for themselves based on
the above principles. In order to evaluate their initial reaction to their own goal-setting, I
designed an informal survey including three statements:
1. I have found the principles useful for my future studies. (Yes/No)
2. I would like to set my own goals by following the same principles in the future. (Yes/No)
3. I would still prefer my teacher to set my own learning goals for me. (Yes/No)
As indicated in the table below, all students selected “Yes” for the first statement. Thisshows that students were convinced on the effectiveness of the principles in goal setting. Twentyfour students selected “Yes” for the second statement which also means that the majority of thestudents would still like to follow the guidelines when they need to set new learning goals in the
future. Twenty-six students selected “No” for the final statement. This indicates that the vast
majority of the students would rather set their own learning goals and not involve their teachers
in their goal-setting endeavors.
Since I started this goal-setting practice with my students, it has become a regular part of
my classroom routines. Before we start off a new chapter in the course book, I always allow mystudents sometime to set a new goal based on Rader’s principles. As a result, they can develop
their self-awareness and reflective learning skills, which in return, may positively contribute totheir future decision-making endeavors.
Table 3: Survey Results
QUESTIONSYES

I’ve found the principles useful for my future studies. (Yes/No)

28

I would like to set my own goals by following the same principles in the
future. (Yes/No)
I would still prefer my teacher to set my own learning goals for me. (Yes/
No)

24

NO

26

Conclusion
The main goal of this paper was to emphasize the role of teacher autonomy in the development oflearner autonomy. In order to illustrate this theory, I analyzed my own role as a teacher in student
homework assignments and student goal setting. As I have shown, I scaffolded both activities frombeginning to end which appears to be of significant value to learners in helping them to complete
the activities successfully. The teacher’s role as a facilitator here can not be understated. In fact,
it plays an essential part in learner development and autonomy.
During the implementation of both activities I gradually withdraw myself from the learning
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Learning Learning 『学習の学習』22 (1): Featured Article
process and hand the control over to students. As other researchers have claimed, I have also
found that my own gradual withdrawal from the learning process is needed for my students tobecome autonomous. As I illustrated in both activities, I make the utmost effort to reflect on myown autonomy by providing scaffolding and support for learners, which is the result of my selfawareness and reflectiveness. In the future, I aspire to designing more activities to further
promote learner autonomy and gain deeper insights into the role of teacher autonomy in thedevelopment of learner autonomy.
References
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman/
Pearson Education.
Brown, H. D. (2001). Principles of language learning and teaching. New York: Longman.
Gibbs, G. (1988). Learning by Doing. A guide to teaching and learning methods. FEUHolec (1981). Autonomy in foreign language learning. Oxford: OUP.
Hom, H.L., Jr., & Murphy, M.D. (1983). Low achiever's performance: The positive impact of a selfdirected goal. Personality and Social Psychology Bulletin, 11, 275-285.
Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher
autonomy. System 23(2),175-81.
Littlewood, W. (1997). Autonomy in communication and learning in the Asian context. Autonomy
2000: The Development of Learning Independence in Language Learning Conference
Proceedings (pp.124-140). Thonburi, Thailand
Rader, L. (2005). Goal setting for students and teachers: six steps to success. The Clearing House,
78(3), 123–126.
Sheerin, S. (1997). An exploration of the relationship between self-access and independent
Learning. In Benson, P. and Voller, P. (Eds.). 1997. Autonomy and Independence in Language
Learning (pp.54-65). London: Longman.
Stiggins, R., Chappuis, J. (2005). Using student-involved classroom assessment to closeachievement gaps. Theory Into Practice, 44(1), 11-18. Retrieved from http://
ati.pearson.com/downloads/tip-pub.pdf
Thavenius, C. (1999) Teacher autonomy for learner autonomy. In D. Crabbe and S. Cotterrall(Eds.). Learner Autonomy in Language Learning: Defining the Field and Effecting change(pp. 159-63). Frankfurt am Main
Voller, P. (1997). Does the teacher have a role in autonomous language learning? In P. Benson and
P. Voller (Eds.). Autonomy and independence in language learning (pp.98-113). London:
Longman.
Powell, D. & Powell, O. (2010). Becoming an emotionally intelligent teacher, New York, Skyhorse
Publishing, Inc.

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

Looking Forward 今後のイベント
The stories of our success: Narratives
in language development—LD SIG
forum at the JALT Pan-SIG 2015
conference in Kobe
Hello to all of you! For those of you attending
the Pan-SIG conference, you are warmly
invited to take part in our LD SIG forum thisyear. PanSIG 2015 will be held at the Kobe City
University of Foreign Studies in Hyogo-ken,from May 16-17, 2015.
This year's LD SIG forum for the PanSIG
conference will focus on the role that
personal narratives can play in making thelanguage-learning process more interestingand enjoyable. As we have always done, theforum will have simultaneous displays andpresentations, with plenty of opportunities foraudience and presenter interaction anddiscussion. This year we will have six great
presentations for your interest andstimulation.
The role of music in building narrative,
grasping metaphor, and achieving
expository reach in L2 writing
Lee Arnold (Seigakuin University) and Joseph
Tomei (Kumamoto Gakuen University)
The narrative is defined as an account ofconnected events, and this presentation willshow how music can be used to aid andinspire learners to create written narratives inthe L2 with cohesion, range, and depth. The
presenters will explore:
1) how instrumental music may aid learners’
construction of meaning and narrative;2) how the metaphoric characterof lyrics may broaden comprehension andproduction of long-form essays.

In conclusion, the presenters willshow, through learner writing samples andlesson materials, how instrumental and vocal
music may provide learners with a foundationand stimulus for both factual and creative
writing.
Use of narrative flags for learners tounderstand and make themselves
understood
Helen Hanae (Toyo University)
When learners process long narratives, telltale
clusters of lexical features flag their attention
to hotspots where they pause to data-mine forgist and high-priority details. Just like datamining bots, even L2 readers and listeners oflower proficiency can use these “flags” tomove efficiently through poorly understoodnarratives. The presenter will examine thetwo streamlined sets of “flag” features(selected through POS tagging and manual
analysis) her learners use for academic/
business reading and listening. She will also
demonstrate how “flagging” Story Dicenarratives and interviews to attract readers’and listeners’ attentions may function to takethem on more easily followed and interesting
narrative journeys.
Sharing my story: learning French throughstorytelling in a French drama school
Yoko Morimoto (Meiji University)
To understand what a language learner may go
through, and to also bring aspects of SLA,
autonomy, neuro-ELT, and positive psychology
into her own learning, the presenter will share
her learning experiences of French to theintermediate level over the last three and halfyears. She will describe the most salient
moments of her experience—joining a French
drama school in Paris, and discovering that her

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Learning Learning 『学習の学習』 22 (1): LOOKING FORWARD
personal pleasure of open novel reading in her
drama class proved lively and engaging toothers. Through the recounting of such
experiences as a learner, she will sharefurther observations and analysis of what has
most contributed to her progress and what
may be applicable in pedagogical terms to
Japanese EFL university classroom settings.
Who’s holding the reins? Teachers talkabout approaches to ‘teaching’ aboutautonomy
Ann Mayeda (Konan Women’s University)
This presentation examines the threads fromthe narratives of four teachers involved in“teaching” autonomy through a three-year
tutoring course designed to scaffold learners
toward self-direction in setting and achieving
language-learning goals within a university
English department curriculum. These classes
are meant for learners to gain the tools andknowledge necessary in order to increaseautonomy and for the teachers to promoteand support it accordingly. This discussion will
center on two narrative threads—balancing
the processes of discovery towards the best fit
for teachers given their approaches toautonomous learning, and teaching with theincreased understanding of the best fit forlearners at each stage of their studies andlives. The threads seem to indicate a positive
relationship between teachers and learners
when there is a good match between what theteacher offers and what the learners are
comfortable with.
Language identity: from minority situation
to minority situation
Joel Laurier (Toyo University)
As Global English and English as a Lingua
Franca movements grow in their global
appeal, the native speaker model loses its
relevance for language teaching. Much lesstalked about is the teacher as second
language learner, unless it is in the teacher’s
homeland, despite the fact that the majorityof the world’s English speakers are themselves
not “native speakers.” This presentation is a
first-hand account of the presenter himself as
second language learner, in one of Kachru’s
inner-circle countries. It will show the path hetook toward identifying himself as an English
speaker, and how that path became even more
complex as he moved to Japan. His evolving
identity as a bilingual speaker in a minority
situation to a minority situation in a foreigncountry will also be discussed.

A web of connections – learnerautonomy and Web 2.0 LD SIG forum
at JALT CALL 2015 in Fukuoka
Don’t forget our CALL LD SIG forum right on
the heels of the PanSIG! This year’s CALL 2015
conference will be held in Fukuoka at Kyushu
Sangyo University from June 5-7, 2015.
This year’s CALL LD forum will focus on therole that Web 2.0 technology plays forlanguage learners and teachers, withpresentations and discussion on research and/or practices using Web 2.0 over a range ofmotivational, social and political issues
involving learner autonomy. For this forum wehave three lively and interesting presentations
for you.
Transportable identities and social
networks: a reflection on the pros and consof out-of-class communication
Richard Pinner (Sophia University)
Accept or Decline? Some teachers encourage
their students to befriend them on social
networking sites (SNS), while others areunderstandably wary. SNS can form a very
effective way of connecting with students
outside the classroom, engaging their real
lives and identities. It can also create
opportunities for authentic and motivating
communication, not just between classmates
but also within a web of connections withother learners and speakers around the globe.
It could also be a social and ethical minefield.

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Learning Learning 『学習の学習』 21 (1): LOOKING FORWARD
When people interact in different social
contexts, they may invoke different
Transportable Identities, which are either“latent or explicit” within the social context
of the discourse (Ushioda, 2011). The
presenter will draw on both publishedresearch and personal experience to reflect on
the use of these types of Web 2.0 technology
and the consequences they pose.
Affordances for intercultural learning
through a Facebook exchange
Alison Stewart (Gakushuin University)

exchange using PenPalSchools.com, a Learning
Management System (LMS) style tool for
managing classroom level exchanges. The
program recently expanded beyond thesecondary level to include use with university
students. Results of the study quantifying theeffects of the digital exchange on student's
intercultural sensitivity development revealed
increases in intercultural engagement andintercultural confidence after a six-weekdigital pen pal exchange. This study
contributes to a growing body of research into
the use of Web 2.0 to connect students inauthentic intercultural communication.

Computer-mediated exchanges offer plentiful
opportunities for language and culturallearning. Facebook is an ideal medium forsuch exchanges because, as the world’s
largest social networking service, it is familiar
to many young adult learners, as well as
because of the ease with which sources of
information, such as text, photographs, andlinks, can be incorporated into dialogue. The
Tokyo-Kota Kinabalu Unilink is a Facebook
exchange between university students inJapan and Malaysia, in which cross-culturalpairs of students share information on given
cultural topics over a four-week period. The
presenter shall identify affordances forlearning in one of the dialogues and consider
some implications for learner autonomy andlanguage pedagogy in university classes.
Developing intercultural sensitivity in ELF
through digital pen pal exchange
Simeon Flowers (Aoyama Gakuin University)
Development of English as a Lingua Franca(ELF) is parallel to development ofintercultural communicative competence. The
Internet in general and Web 2.0 in particularhave created greater opportunities for
gaining practical experience
towards developing such competence. In a
quasi-experimental study conducted at
Tamagawa University's Center for English as a
Lingua Franca (CELF), subjects were enlisted
to participate in a six-week online pen pal
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Learning Learning 『学習の学習』 22 (1): Sig Matters

Call For Contributions
原稿募集
Learning Learning is your space for continuing
to make the connections that interest you.
You are warmly invited and encouraged tocontribute to the next issue of Learning
Learning in either English and/or Japanese.
We welcome writing in different formats anddifferent lengths about different issues
connected with learner and teacher
development, such as:• articles (about 2,500 to 4,000 words)• reports (about 500 to 1,000 words)• learner histories (about 500 to 1,000 words)• stories of autonomy (about 500 to 1,000
words)• book reviews (about 500 to 1,000 words)• letters to the SIG (about 500 words)• personal profiles (100 words more or less)• critical reflections (100 words more or less)• research interests (100 words more or less)• photographs• poems... and much more...
We would like to encourage new writing andnew writers and are also very happy to workwith you in developing your writing. We would
be delighted to hear from you about yourideas, reflections, experiences, and interests
to do with learner development, learnerautonomy and teacher autonomy.

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

42

Learning Learning 『学習の学習』 22 (1): Sig Matters

Financial Report, 財務報告
SIG fund balance February 28, 2015 / SIG資金残高2015年2月28日
Balance in bank account 銀行口座の残高
Reserve liabilities JALT本部預け金

115,484368,250

Cash at hand （現金）

230

TOTAL

合計

483,964

PLANNED EXPENSES March to December 2015

2015年3月- 12月予定経費

Table rental at JALT 2014／JALT2014 全国大会テーブルレンタル代
Shipping LD materials to the conferences／SIGテーブル用マテリアル送料
LD SIG site cost ／SIGウェブサイト経費
Donation for best of JALT 2014／Best of JALTサポート
1 Research grant／研究助成金
3 National grants／全国大会参加助成金
2 National grants／全国大会参加助成金 (¥40,000 x 2)
2 Outreach grants／アウトリーチ助成金
JALT Pan-SIG conference grant／JALT Pan-SIG 参加助成金(17,000)(30,000)(7,500)(20,000)(25,000)(80,000)(80,000)(40,000)

JALT CALL conference grant／JALT CALL 参加助成金
Co-sponsor a JALT speaker／JALTスピーカー共同支援金-40,000

Get-together room hire／東京エリアミーティング会場費(25,000)

Other miscellaneous / 他の雑費

(20,000)

SUB-TOTAL

小計(40,000)(125,000)(469,500)

PROJECTED REVENUE March to December 2015
Membership 194 members／会費（194名）
SUB-TOTAL 小計

2015年3月- 12月予定収入
291,000
291,000

Projected SIG fund balance December 31st, 2015 / 予定SIG資金残高2015年12月31日
Balance in bank account 銀行口座の残高

105,234

Reserve liabilities JALT本部預け金

200,000
230

Cash at hand （現金）
TOTAL

合計

Mayumi Abe 阿部

305,464

真由美

LD SIG treasurer LDSIG財務 March 29, 2015

2015年3月29日

学習者ディベロプメント研究部会 <ld-sig.org/>

43