Learning Learning 学習の学習 20 (2): LOOKING FORWARD

Looking Forward 今後のイベント
Transitions in the Lives of Learners and Teachers

learner, teacher, and participant observer. (Warning:

JALT 2013 LD SIG FORUM

this poetic presentation may contain humour andrhyme.)

Hideo Kojima - Hirosaki University
In-service EFL teachers’ transitions from being

Robert Taferner - Hiroshima University

dependent to becoming more autonomous

The Role of Correct Feedback in L2 Writing andteacher-learners

Grammar Development

As a teacher educator, I have helped pre- and inservice EFL teachers to promote their autonomous

In this session, the presenter will summarize themain features of written corrective feedback (CF) on

learning to teach. In the forum, I focus on two cases

second language (L2) writing theory and practice.

of in-service EFL teachers’ autonomous

While there is ample support for the use of CF on

development under collaborative and reflective

improving comprehension, cohesion, and thesupervision. Teacher A, a high school EFL teacher,
implemented strategy-based instruction in his

mechanical features of learners’ writing, there islittle support for its use for long-term grammar

portfolio program to develop learner autonomy,

acquisition. In this study of university level

while Teacher B, an elementary school EFL teacher

Japanese EFL students, the presenter will

and her peers with no certificate in teaching English

demonstrate the ability of written CF to affect thecollaboratively implemented strategy-based
instruction in Foreign Language Activities touse of tense and aspect in learners’ compositions inpretests, and immediate and delayed post-tests

promote pupils’ learning to learn. Both cases haveover a period of one school term.

some implications for innovation in EFL educationin Japan.

Aya Matsumoto & Yuki Ide - Meisei University

Caroline Ross - Nakamura Junior and Senior High

From Langauge Learner to Langauge User
This presentation will describe some of the

School for Girls

experiences of two students of International Studies

The Elementary Structures of Teaching in Japan.

at Meisei University. The presenters, a senior

An anthropological account of (one) learner’s

student and a junior student will highlight how

development within the EFL world
I will discuss how joining the Learner Development

these experiences have helped them to make thetransition from English learners to English users.

SIG has taught me invaluable lessons, not only

Experiences including participating as a teacher inabout my teaching practices, but also about

a summer school project, as a teacher's assistant in ateaching English in Japan. From feeling very much

University programme, volunteering at the JALT

an isolated and unsupported teacher, I now feel I
am part of a network that I can support, and benational conference and studying abroad havehelped the presenters develop as language learners

supported by. I will draw upon my background as

and language users. Finally, the presenters will

an anthropologist to examine my role as a reflective

attempt to express how these events have shaped

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
their personal goals.

encourage learner autonomy in the globalclassroom.

Andy Barfield - Chuo University
Transitions in students' understandings of

Debjani Ray - Tokyo University of Science

becoming global

Transitions in my classroom

In content-based courses where students do self-

I would like to share my story of how and why I

directed research projects and engage with complex

initially tried to change my teaching style and insocial, legal, political and global issues, how dodifferent individuals see themselves as 'becoming

what way it gave me some positive result. To suitthe needs of the class how I gradually changed

global'? What transitions do they go through inmyself from being a controlling teacher or adeveloping over time their understandings ofteacher-centred educator to a more relaxed learner-'becoming global'? In this presentation I would likecentered educator and how that resulted in theto explore such questions around students'changing constructions of their global imaginaries.

learners' transitions from not-so-happy passive
learners to happy active learners.

Samuel Bruce - Yokohama Chapter

Huw Davies - The Open University (UK)Two-way street: an approach to peer observations

Mayumi Abe - Temple University Japan Campus

This presentation will discuss the supportive peer
observation approach used in the World Language

Satomi Yoshimuta - Temple University Japan Campus /Seigakuin University

Centre at Soka University in Tokyo. The approach is

The strategy tree for language learners

very much about mutual benefit for both observer

Meeting to discuss learning strategies, theand observee, with those observing often finding aspresenters talked about experiences with learners

much if not more benefit from the process. After
describing the peer observation system, thewho struggle in the university English classroom;
about being a distance learner with limited

presentation will look at some responses from

opportunities for interaction, and about providing

participants in the process and consider the benefits

counselling advice to students that go beyond theand possible shortcomings of the process.

four skills. Influenced by Oxford (2011) and her S²R

Saki Michi - Ritsumeikan University

model, the presenters created the strategy tree, avisual aid depicting the three dimensions ofLearner autonomy and the global classroom

language learning: cognitive, affective and

The purpose of my presentation is to discuss ways

sociocultural. The strategy tree is intended as a toolin how learning together with international

for counselling or use in the classroom to promotestudents in the communication classroom canenhance learner autonomy in the Japanese EFL

autonomous, self-regulated learning.

classroom. The presenter will examine issues

Joseph Tomei - Kumamoto Gakuen University,

regarding learner autonomy and analyse student

Ken Ikeda - Otsuma Women's University

survey results on autonomous learning andUsing cross-institutional student collaboration to

students' intercultural communication experienceson and off the university campus. The presenterestablish seminar paper topics and thesis
development: a progress reportwill conclude by giving suggestions on how to

We report on the collaborative learning efforts ofNewsletter of the JALT Learner Development SIG <ld-sig.org/>

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
students between our universities which started in

how such experiences and communities canApril with generating initial topics, followed withtransform our learning, teaching, and other areas ofstudents interacting with each other through theresearch process and preparing their seminar

professional practice, from volunteering andorganising conferences to reviewing, editing, andpapers in the write-up stage. We report on the

publishing.

effects of such student collaboration with our own
guidance of the students’ papers. We hope to see

Stacey Vye - Saitama University

the degree of this kind of interaction, involving
shared understanding, authority over content, andNarrative learning transformations in a university
learner autonomy seminar after the course is overcontrol over activity, help students establish

It is not often that university students and theirownership of their topics, and in turn, help us, as

learner/teacher in a volunteer collaborative

supervisors, develop ways to further assist them.

autonomy seminar from the previous year can have

Trevor Coombes & Aiko Minematsu - Shoei Girls Juniora venue for sharing critical transformational
narratives. Many teachers wonder what has becomeand Senior High Schoolof their efforts to support their learners’ language

An online teacher's lounge: Blogs as platforms forand lifelong developments, because the teacher

collaboration and reflection

often does not know the outcomes of their learners’

Creating a culture of sharing among fellow teachers
in the same institution can be demanding at times.

personal development after the courses are overwith too many students and not enough time. In

Based upon our experiences at Teacher's College

this session, visitors can learn about coolColumbia University, we began a closed reflective

transitional narrative stories from the learners andblog for teachers in a private junior and senior highthe learner/teacher beyond the bounds of language

school in Tokyo, with the purpose for English
teachers to exchange ideas and reflect upon thelearning and the seminar.

ongoing process of their teaching practices. In thisJennifer Capouilliez, Jianwn Chen, Ian Hurrell, Paul

presentation, we will share the process of setting up

Landicho & Tim Opitz – Rikkyo University

the blog, the discussions which generated from it,

What do you think? – Rikkyo University EDC

and teacher responses. Our own reflections will also
be shared.

Showcase
This presentation will showcase the course
provided by the English Discussion Center (EDC)

Philip Brown - Konan Women’s University

to all freshmen at Rikkyo University. This unified

Expanding horizons and pursuing ongoingcourse employs a learner-centered methodology

professional development through collaboration
An ongoing commitment to learning is not only awhich has the students work together in small
groups to develop the communication skills andhallmark of professionalism but also fundamental

fluency to hold extended discussions in English.

to personal growth as a lifelong learner and a

Instructors from the EDC will present the learner-

teacher. Whilst collaboration may not always

centered teaching techniques used in the course

appeal to all, it is hoped that by sharing stories ofcollaboration from within and outside the Learnerand visitors will also have the opportunity toexperience these techniques for themselves throughDevelopment SIG, we might reflect and explore

interactive activities. In addition, teacher research

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
seeking to foster this learner-centered environment

Long papers

will also be on display.
JALT2013 Conference Preview

Sun, Oct 27, 1:20 PM - 2:20 PM; room: Kitano
The learning body-embodied learning

JALT2013大会のご案内

Thornbury, Scott - The New School

compiled by Ian Hurrell

The separation between mind and body, afundamental truth in modern Western thought, issuccumbing to a view that thinking, and hence
learning, is embodied, i.e. the mind extends beyond
the grey matter of the brain, and is realised, at leastin part, through gesture, movement, andphysicality. What might this mean for (second)
Here are somelanguage learning? This talk will review
developments in this exciting new field, and (verypresentation listingsfrom the conference

tentatively) suggest some applications.

schedule that have

Short Papers

indicated a relationshipto learner development. Some of the presentations

Sat, Oct 26, 11:00 AM - 11:25 AM; room: 502

are from LD SIG members while others may be ofrelated interest to our membership. With a bumper

Investigating learning goals via learned attention

crop of 37 LD related sessions, including:

Department; Rouse, Andrew - University of

1 Long paper;

Hawaii at Manoa, SLS Department
The presenters will introduce the concept of

22 short papers;
3 forums;

Learned Attention and discuss related research

1 workshop;

and an application of the concept to explicate the

9 poster presentations and
1 Meeting,issue of limited attainment of adult second
language acquisition (Ellis & Sagarra, 2010, 2011).

there is a lot to whet your appetite this year!

Then, using specific examples, the presenters will

Peters, Ryan - University of Hawaii at Manoa, SLS

including mathematical models (Kruschke, 2006)

explain how goals interact with learning
Please note to double check the listings on the day

experiences through the lens of Learned Attentionof the conference for any room changes. You are
more than welcomed to submit a presentationand highlight potential benefits that metacognitiveawareness of this process offers learners.

review, report and/or reflection to the Learning
Learning journal: <http://ld-sig.org/LL/

Sat, Oct 26, 1:20 PM - 1:45 PM; room: 404

index.html>

Personal Learning Projects: A stepping-stone tolearner autonomy?
Sykes, Joe - Akita International University
This presentation describes an approach toNewsletter of the JALT Learner Development SIG <ld-sig.org/>70

Learning Learning 学習の学習 20 (2): LOOKING FORWARD
integrating self-access learning with an English
language speaking/listening curriculum as aSat, Oct 26, 5:25 PM - 5:50 PM; room: 303

scaffold to greater learner autonomy via'PLPs' (Personal Learning Projects). Findings are

Movie-making activities in English remedial class
Nakanishi, Noriko - Kobe Gakuin University

presented from an analysis of audio learner diaries,

The presenter will introduce a series of activities

with examples of first-hand insights from learners,

involved in the making of the Fall of Freddie theinto the process of taking personal responsibility for

Leaf movie. Based on the picture book story, thetheir learning, in many cases, for the first time.

students prepared Japanese subtitles, suitable
photos, and the English narration to make theirSat, Oct 26, 1:20 PM - 1:45 PM; room: 407

own original movies. Though most of the students

Exploiting memories to inspire language learning

were very reluctant learners at first, they graduallyCollett, Paul - Shimonoseki City University;

became interested in reading the story and aware of

Sullivan, Kristen - Shimonoseki City University
The presenters will discuss how learners' memories

the importance of English grammar andpronunciation.

can serve as catalysts for the beliefs that motivateand sustain learning. By helping unlock these

Sat, Oct 26, 6:35 PM - 7:00 PM; room: 407

memories, we can encourage learners to see theEnhancing metacognition through guided reflection

connection between important past events and theirbeliefs. We will introduce several activities to

Kanzaka, Izumi - Soka University
This paper reports on action research conducted toencourage students to link past experiences withfacilitate active participation in the Japanesecurrent and future learning endeavors, and discuss

university EFL context. The students were guided

the efficacy of such activities, along with otherthrough two ways: reflective questionnaires

approaches to help learners inspire their own
learning.

designed to help them reflect on their attitude inclass, identify the reasons they did not volunteer,
and think how they could participate more actively;Sat, Oct 26, 4:15 PM - 4:40 PM; room: Sumireand language-learning advisory sessions to discuss

Learner autonomy and intercultural

students' willingness to communicate. This paper

communication
Saki, Michi - Ritsumeikan University

will discuss how metacognitive awareness can beenhanced through guided reflection.

The purpose of this presentation is to discuss ways
in which learning with international students in theSat, Oct 26, 6:35 PM - 7:00 PM; room: Tsutsuji

communication classroom can enhance

Developing a support system for tandem learning

autonomous learning of Japanese EFL students. The
presenter will examine issues regarding learner

Wakisaka, Masako - Doshisha University; Ou,
Lixian - Osaka University; Aoki, Naoko - Osaka

autonomy and explain student survey results on

University

autonomous learning and students' intercultural

こ の発表は、日本の大学キャンパスで留学生と日

communication experiences on and off the

本人学生のカリキュラム外の活動として行っている

university campus. The presenter will conclude bygiving suggestions on how to encourage learner

タンデム学習プロジェクトにおいて、参加者がどの

autonomy in the classroom.

学習者ディベロプメント研究部会 <ld-sig.org/>

ようなこと に困難を感じ、それを解決するために

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
主催者側がどのようなサポート・システムをデザイ

Beyond chat: A testing-based speaking center

ンしたか、その効果はどうだったかを報告する。

Sasaki, Daniel - Soka University; Chirnside, Alex

Sun, Oct 27, 9:00 AM - 9:25 AM; room: Reception- Soka University
Many EFL self-access center programs play anHall A
Fostering learner autonomy in higher education
Miyahara, Masuko - International Christian
University; Fukao, Akiko - International Christian
University; Watanabe, Atsuko - International
Christian University; Tsuda, Atsuko International Christian University; WatanabeKim, Izumi - International Christian University
This presentation reports the preliminary findings
on a two-year longitudinal study that explores how
autonomy can be fostered among university
learners studying English at higher education in
Japan. By investigating the interplay of curriculumbased, classroom-based, and resource-based
approaches, the presenters share both students' andinstructors' voices which help to shed light into theprocess of autonomy development in the context offormal language learning.
Sun, Oct 27, 9:35 AM - 10:00 AM; room: 305
A longitudinal CA study of L2 learner identity

important role in supporting the development of
linguistic skills. However, beyond generalconversation and discussion skills are specificspeaking skills, which are required for students tobe successful on the TOEFL iBT. With a need arising
to meet various student goals, a TOEFL iBT
speaking center was established. The paper will
describe how the center was setup, the difficulties
that occurred, and the solutions that weredeveloped.
Sun, Oct 27, 12:45 PM - 1:10 PM; room: 503
Peer interaction in a high school EFL classroom
Minematsu, Kazuko - Tsuda College
An increasing number of second language (L2)learning studies have begun to investigate peerinteraction, focusing more on the social nature oflearning. The purpose of this sequential mixed
methods study was to investigate whether peerinteraction is meaningful in a high school EFL
classroom, where 80% of the students perceived

Siegel, Aki - Rikkyo University

themselves as poor at English. The presenter will

Utilizing the methodological framework ofConversation Analysis to analyse the management

through the peer interaction process.

of rights to knowledge, this study investigates thedevelopment of language learner identity from alongitudinal perspective. Conversational data werecollected from the interactions of two L2 users ofEnglish, over the course of two years. Throughanalyses of word search sequences located within
this data set, participants' identities were found to
be co-constructed in interaction, as well as changing
across time.
Sun, Oct 27, 9:35 AM - 10:00 AM; room: Reception
Hall A

show what the students learnt and how they felt

Sun, Oct 27, 1:55 PM - 2:20 PM; room: 402
Emergence of group autonomy through SAC
activities
Kimura, Harumi - Miyagi Gakuin Women's
University
The idea of setting up self-access centers (SACs)
started in view of supporting individualized
language learning, but in reality they function fordivergent purposes. One is fostering group
autonomy as a prerequisite of learner autonomy
and personal autonomy. SAC users reported that

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
working with others at SAC helps them takelearner awareness can be raised to start the process,responsibility of their own learning. Their reflection

and how necessary skills are enabled throughindicated that learners' capacity for self-regulation
can develop through experiencing group autonomy.

teaching methodologies such as Problem-based
Learning (PBL). The presenter will share his current
research on how PBL develops LLL skills andSun, Oct 27, 3:50 PM - 4:15 PM; room: 407

challenges teachers to explore the questions of why

Effects of explicit inputs on speaking fluency

and how PBL does this, in relation to developing

Lee, Nancy Shzh-chen - Kyoto University
This study examines the influence of explicit inputs

students LLL skills.

on the speaking fluency of Japanese university

Sun, Oct 27, 5:00 PM - 5:25 PM; room: 302

students (N = 240). Once a week for eight weeks,

Teachers and students: At L1 odds in EFL classsubjects narrated the Eiken Pre-Level-1 four-picture

Carson, Eleanor - Hiroshima City University

speaking test. Subjects were exposed to: 1) selfreview, 2) teacher modeling, and 3) explicit teachingThis study examines if English learners' L2experience, education and proficiency relate to their

inputs. It was found that all subjects have improved

preferences for L1 use by teachers in the EFL class,their speaking fluency but those exposed to teacher

and whether teachers' nationality, education,modeling and explicit teaching demonstrated thetraining, and L2 proficiency influences theirgreatest gains.

tendency to use learners' L1 in class. Survey results
support positive answers to both questions.

Sun, Oct 27, 4:25 PM - 4:50 PM; room: 405

Students preferred L1 use for emotional situations,

CLIL lectures, autonomy, and portfolios as a bridge

while teachers preferred L1 for classroom

Adamson, John - University of Niigata Prefecture;

management, indicating mismatching preferences.

Coulson, David - University of Niigata Prefecture
The presenters will illustrate how students develop

Theoretical and pedagogical implications will be
discussed.

academic competencies on a 1st year English
lecture preparation course at a Japanese university.

Sun, Oct 27, 5:00 PM - 5:25 PM; room: 504

It is argued that the use of students' course

Young lingua franca users in a transborder space

portfolios, encouraged by a Content and Language
Integrated Learning (CLIL) approach, lead to

Tanaka, Hiromasa - Meisei University; Ogane,
Ethel - Tamagawa University; Sugiyama, Aya -stronger autonomous study skills. Findings show

Hoya Second Elementary School; Okuyama,

how students become more competent

Kurumi - Meisei Elementary School; Kawamata,academically and independent through a network

Takanori - Meisei Universityof resources and brokers available to them.

The presenters will describe learner identity
development in a transborder space, in whichSun, Oct 27, 4:25 PM - 4:50 PM; room: 407

Taiwanese and Japanese children interact using

Teaching lifelong learning skills: PBL in action

English as a lingua franca (ELF). Data include

O'Dowd, Gregory - Hamamatsu University Schoolinterviews, video recordings, and narratives by theof Medicine
This presentation provides insights into theJapanese and Taiwanese students. Analysis of thedata was generated through dialogue among thecharacteristics of life-long learning (LLL), howresearchers and appears to point toward the critical

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
role of the development of a lingua franca user

tertiary institutions have to conduct their studies in

identity in enhancing sustained language learning.

English, often their second or third language ofSun, Oct 27, 5:35 PM - 6:00 PM; room: 403

preference. Tests are administered to ascertain
students' level of linguistic competence andTeachers' learning strategies and their teachingpossible academic achievement and programmes

Hokamura, Michiyo - Temple Univsity; Tsumatori,

are offered to support students in overcoming thisChizuko - Temple University

language barrier. A comprehensive, compulsory

The presenters will report on what kind of
language-learning strategies teachers use. The

program (including language skills) is suggested toassist students in attaining their full academicpresenters conducted Oxford's questionnaire,potential.

Strategies Inventory for Language Learning (SILL),
as well as interviews. The participants wereSun, Oct 27, 6:45 PM - 7:10 PM; room: 501

teachers are from high school, university, andEnglish conversation school. The presenters also

Learning autonomously for language proficiency
Vye, Stacey - Saitama University

look at the relationship between participants'

Autonomy research advocates that learners gain

strategies and their instructions, and between theircontrol over their learning, but what about

strategies and their proficiency, and changes in

proficiency gains? Considering the reliability of theteachers' strategies over time.

IELTS exam, the results from the pre- and post-testsof 20 university students were compared with theirSun, Oct 27, 5:35 PM - 6:00 PM; room: 404

autonomous language-learning practices for 23

Researching out-of-class activities for group work

weeks. This research suggests that language study

Yasuda, Raymond - Soka University

plans designed by the learners and their self-

With the spread of programs either simulating
western education or preparing students for study

reported amount of time spent on the desiredlearning focus contributed to greater language

abroad, L2 group work has increased within Japan.

proficiency.

The increase of such assignments has created aneed to investigate L2 project work in the JapaneseMon, Oct 28, 11:20 AM - 11:45 AM; room: 402

context. A qualitative investigation into out-of-classgroup work in an English medium EAP class was

The benefits of a conference internship program
Ashrova, Umida - Nanzan University

conducted to identify the challenges students faced,

This presentation will explore how participation in

the autonomous strategies used to overcome thosean internship program at a large conference

challenges, and the additional support deemed

benefited a group of university students. Using annecessary.

expectancy and value framework for motivation,
the interns' initial motivation for engagement in theSun, Oct 27, 6:45 PM - 7:10 PM; room: 403

program and how their motivation evolved was

Language (dis)ability of university students

studied. This internship experience might also be

Elston, Wilma - University of Johannesburg Southuseful in sustaining motivation to study a foreign

AfricaIn South Africa, the problem exists that

language as it provided what Brophy (1999) refers
to as a life application.

approximately 65% of students that register at

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
Forums

Opitz, Timothy - Rikkyo University;
Ray, Debjani - Tokyo University of Science;

Sat, Oct 26, 12:45 PM - 2:15 PM; room: 301
CALL Forum: Technology and best practices inDavies, Huw - The Open University (UK);Abe, Mayumi - Temple University Japan Campus;

language learning

Yoshimuta, Satomi - Temple University Japan

Gorham, Tom - JALT CALL SIG;

Campus/Seigakuin University;

Robb, Tom - ER SIG;

Ross, Caroline - Nakamura Junior and Senior

Elliott, Darren - LD SIG;
Cihi, Guy - Lexxica;

High School for Girls; I
keda, Ken - Otsuma Women's University;

Riley, Paul - Oxford University Press;

Tomei, Joseph - Kumamoto Gakuen University;

Martyn, Billy - Language Cloud;

Minematsu, Aiko - Shoei Girls Junior and Senior

Martyn, John - Language CloudHigh School;

This year's CALL SIG forum will be an extension of
the theme of our annual conference. We will be

Coombes, Trevor - Shoei Girls Junior and SeniorHigh School

exploring how technology has affected the bestpractices of different areas of language teaching andThis forum consists of interactive presentations thatlearning. We are bringing together speakers fromlook into how Learner Development is a process ofdifferent SIGs and different areas of language
education to talk about how technology haschange and the ways this manifests itself in
different educational contexts. Themes will include:

influenced the best practices in their particular

Learner transitions from being passive to becoming

areas. This includes extensive reading, vocabulary,

active, autonomous learners; the presenters'

learner development, learning managementtransitions from being teacher-centered educators

systems, and learning materials.

to becoming learner-centered educators; and SIG
members' transitions from working individually toSun, Oct 27, 11:35 AM - 1:05 PM; room: 301

working collaboratively with teachers and learners

LD Forum: Transitions in the lives of learners andin various LD SIG activities.

teachers
Hurrell, Ian - Rikkyo University;
Barfield, Andy - Chuo University;

Sun, Oct 27, 5:35 PM - 7:05 PM; room: 301
Self-access and the lifelong voyage of learning

Kojima, Hideo - Hirosaki University;

MacKenzie, Dirk - Konan Women's University;

Taferner, Robert - Hiroshima University;

Thornton, Katherine - Otemon Gakuin

Matsumoto, Aya - Meisei University;

University;

Ide, Yuki - Meisei University;
Bruce, Samuel - Yokohama Chapter;Yamashita, Hisako - Kanda Institute of Foreign
Languages;

Saki, Michi - Ritsumeikan University;

Porter, Mathew - Hiroshima Bunkyo Women's

Brown, Philip - Konan Women's University;

University;

Vye, Stacey - Saitama University;

Taylor, Clair - Gifu Shotoku Gakuen University;

Capouilliez, Jennifer - Rikkyo University;
Chen, Jianwen - Rikkyo University;

Baierschmidt, Junko - Kanda University ofInternational Studies;

Landicho, Paul - Rikkyo University;

Sykes, Joe - Akita International University;

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Learning Learning 学習の学習 20 (2): LOOKING FORWARD
Birchley, Sarah Louisa - Toyo Gakuen University;

Hirata, Yoko - Hokkai-Gakuen University; Hirata,

Omura, Keiko - Toyo Gakuen University;

Yoshihiro - Hokkai-Gakuen University

Beck, Daniel - Toyo Gakuen University;
Ishikawa, Yukiko - Soka Women's College;

The purpose of this study is to examine the efficacy
of corpus-based tasks in combination with online

Matsumoto, Kaori - Soka University;

language-learning tools implemented in a Japanese

Shibata, Satomi - Tokoha University

university. Specifically, the attitudes of different

On the lifelong voyage of learning, the self-accessstudents towards tasks in a blended language-

centre is a port where learners can refuel with ideas,
restock with learning materials, share stories oflearning course were analyzed. The findings
suggest that student perception of corpus-based

their adventures, and chart out new directions fortasks differs significantly according to several major

the future. In four presentations and a poster

factors.

session, contributors will discuss a variety ofcurrent issues in self-access related to learnercognition, advising, assessment, space design andSat, Oct 26, 11:00 AM - 1:00 PM; room: Exhibition
Hall #3

curriculum integration. Organized by the Japan

Teaching methodologies for lifelong learning

Association of Self-Access Learning.

O'Dowd, Gregory - Hamamatsu University Schoolof Medicine

Workshops

This poster presentation provides a description of
the characteristics of life-long learning (LLL) andSun, Oct 27, 1:20 PM - 2:20 PM; room: 307

paths to needed skills through teachingStudent attitude to translation in SLA

methodologies such as Problem-based Learning

Sonda, Nozomu - Yamaguchi University/One(PBL) and Team-based Learning (TBL). The

World Intl
Recently, L1 use and bilingualism have begun to bepresenter will share findings from his current
research on how PBL is developing LLL skills andrecognized in SLA and the place of translation

challenge teachers to explore the questions of why

seems to have been found (Cook, 2010; Vermes,

and how in relation to developing students LLL

2010), which has deep implications to Japaneseskills.

college English education. Since there seems to bemuch less research in terms of student attitude, thisSat, Oct 26, 11:00 AM - 1:00 PM; room: Exhibition

study proposes to examine Japanese college

Hall #3

students' attitude towards translation for both

A project-based workshop for active learning

speaking and writing purposes. The study method

Kawamura, Akemi - Tokyo International

will employ both quantitative and qualitative
approaches.

University; Matsubayashi, Yoshiko - Tokyo
International University; Maeda, Joyce - Tokyo
International University

Posters

Japanese learners of English are often characterized
as passive participants in a traditional classroom. In

Sat, Oct 26, 11:00 AM - 1:00 PM; room: Exhibition
Hall #3

an effort to remedy this situation, a project- basedclass was designed as one of the cornerstones of the

Evaluation of a student-created corpus

English curriculum at the presenters' university.

Newsletter of the JALT Learner Development SIG <ld-sig.org/>76

Learning Learning 学習の学習 20 (2): LOOKING FORWARD
This presentation will outline the project adopted,

Sat, Oct 26, 4:15 PM - 6:15 PM; room: Exhibition

its contribution to language acquisition, and theHall #3

problems encountered by both learners andteachers. Suggestions will be made for how to

Becoming a good language learnerBartelen, Herman - Kanda Institute of Foreign

implement a similar project in other locations.

Languages; DiGiulio, Anthony - Kanda Instituteof Foreign Languages

Sat, Oct 26, 11:00 AM - 1:00 PM; room: Exhibition

Educational research suggests that students who

Hall #3
Engagement through creative homework design

exhibit more control over material choice andlearning strategies, are more likely to be motivatedCochrane, Robert - Kyushu Sangyo Universityand driven towards greater language gains. This

English language learning can be a challenge forposter presentation will include a pamphlet,

non-English majors, but limited class time can be

Becoming a Good Language Learner , which was

supported with effective homework design. This
poster presents an action research project

distributed to first-year students at a two-year
English vocational college. The pamphlet addresses

investigating the effects of how creative homework

the issues of setting goals, planning, reflection,

design, combined with task-based learning andmotivation, language-learning strategies, time

language-learning strategy instruction, can increase

management and the choice of materials andstudent engagement and self-regulation. Surveys,
class evaluations, peer collaboration and teacher

technologies.

observation will be presented and discussed along

Sun, Oct 27, 3:50 PM - 5:50 PM; room: Exhibition

with suggestions for improving effective homework

Hall #3

activities.

Video recording as a learner assessment toolSat, Oct 26, 11:00 AM - 1:00 PM; room: Exhibition

Okada, Yasuko - Seisen University
Video technology has been widely implemented inHall #3

language classrooms. This study investigates the

Learner autonomy for science-major EFL students

effect on self-evaluation of Japanese EFL learners'

Murase, Fumiko - Tokyo University of Agriculture

presentation skills in the classroom. The results

and Technology
What should we know when we intend to help

suggest that self-evaluation using video recording
can help language students reduce the burden ofscience-major university students develop their

being an evaluator. The benefits of using a video

autonomy, as well as their English proficiency?

camera for assessment purposes in the classroom

Following the overview of a project on developing

will also be discussed.

a program for promoting science-major students'
autonomy and improving their English proficiency,

Sun, Oct 27, 3:50 PM - 5:50 PM; room: Exhibition

the presenter will report on the survey studies

Hall #3

investigating their needs in English learning andWhat comprised their self-regulated language

their characteristics in terms of learner autonomy

learning?

and discuss how these findings could beincorporated into the program design.

Ebara, Satoko - International Pacific University
The aim of this study is to explore the factors fordiscouraging or facilitating self-regulatory

学習者ディベロプメント研究部会 <ld-sig.org/>

77

Learning Learning 学習の学習 20 (2): LOOKING FORWARD
language learning among Japanese university

languages other than English and/or from diverse

students. While some quantitative studies haveteaching and learning contexts (elementary school,

investigated learners' tendency of their original
perception and the change, this study laid emphasis

junior high school, senior high school, distancelearning, language school, and university settings)

more on the retrospective interviews to learners'

to come along and take part

realities. It elucidates the individual learner's

Spread the word with this flyer!

reaction to each life history and environment oflearning.
Sun, Oct 27, 3:50 PM - 5:50 PM; room: Exhibition
Hall #3
Effect of time gap on English learning of students

Forum: Transitions in the lives ofLearners and Teachers

Tseng, Yen-Cheng - Chang Jung Christian
University; Guo, How-Ran - National Cheng

13 interactive presentations focusing on:

Kung University• Learners’ transitions from passive to active learners

To evaluate the effects of the time gap on the results• Teachers’ transitions from teacher to learner centered educatorsof English learning in Taiwanese college students,
we investigated the relationship between scores of
the General Scholastic Test taken prior to entering• Development of learner-centered practices

college and TOEIC after a 10-week English course.
Of the 136 participants, the highest correlation wasobserved in freshmen, while the lowest was inseniors. The results indicated that the time gap hasa remarkable impact on the results of English

featuring an LD Poetry Recital and snacks

Sunday 11:35 ~ 13:05

learning.

Room 301

Meetings
Sun, Oct 27, 1:20 PM - 2:20 PM; room: 301
Learner Development SIG AGM
Barfield, Andrew - Chuo University,
Silver, Rich - Ritsumeikan University,
Stewart, Alison - Gakushuin University,
Murase, Fumiko - Tokyo University of Agriculture
and Technology
This meeting is an opportunity for SIG members to
discuss together different SIG projects and plans, aswell as to make decisions about SIG activities forthe coming year. We welcome your participation in

Kobe Convention Center - waiting for YOU!

the AGM and encourage teachers teaching

Newsletter of the JALT Learner Development SIG <ld-sig.org/>78