Learning Learning 学習の学習 20 (2): LD SIG Member Voices

LD SIG Members' Voices
LD SIG メンバーの声
My Learner Autonomy and Intercultural
Communication Research Interests

a stronger and more consistent approach toautonomy-promoting practices in the institution.
This took the form of an independent learningjournal. After a 5-week trial in several classes, there
was some indication of more autonomous learning
practices. In addition, the feedback from theGareth Humphreys

learners was positive overall with most feeling that

Sojo University, Kumamoto
Email: humphreysgarethit helped them transition from their traditional
learning practices to those required of them on the@hotmail.com

EAP programme and later on their specialist
degree courses. The journal is now in use acrossthe EAP programme.

My interest in learner autonomy started in 2009"
I left Vietnam in 2011 to work on an
education project with Newcastle University inwhen I took up a new teaching position in aboth Angola and the UK. During this time, as aVietnamese EAP context in Ho Chi Minh City. It
was clear early on there that passive learning

result of working with high-level learners of

behaviour was an issue. Among the expatriate
teachers, complaints such as ‘the students doan interest in intercultural communicativecompetence (ICC), an area that has experienced

nothing outside of class’ were commonplace.

rising interest over the last 10-15 years (Sinicrope,

Indeed, the perceived passive learning was often
used to explain poor results. And yet, while it was

Norris & Watanabe, 2007).

possible to sympathise with these frustrations, they
seemed a little unfair. The well-meaning intentions

interests in learner autonomy and ICC as I
undertake a research study as part of a PhD withof the teachers were clear, but I felt that many of

the University of Southampton, UK (due to start intheir frustrations stemmed from a lack ofunderstanding of the local context.

February 2014). I want to analyse how a learner"learn more about learner autonomy in order to findacquisition among Japanese EFL learners since thisis a relationship that is still to be studied in depth. I

more effective ways to promote the concept, and so

am especially interested in: (a) how can definitions

I completed an action research project to address
the cultural challenges that my colleagues and Iof learner autonomy and ICC be framed in awere facing. This was a collaborative process

autonomy and ICC encouraged in a Japanese EFL
context?; and (c) to what extent does learner

As a teacher on the programme, I wanted to

involving a number of teachers and students which

diverse nationalities and backgrounds, I developed"

I am now about to combine both of myautonomy approach may help develop ICC

Japanese EFL context?; (b) in what ways are learner

led to the development of an intervention to ensure

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
autonomy aid the development of ICC among

years, it is likely that the research methods will

Japanese learners in EAP?

adapt as I start to work more closely with my"I believe that this analysis of therelationship between learner autonomy and ICC issupervisor and with the Southampton researchgroup. Currently, I am working on the early stages

important as the acquisition of ICC can beof my literature review in which I am discussing

hindered by the classroom setting (Byram, 1997).

contrasting perceptions towards learner autonomy

Therefore, my aim is to understand the extent thatand ICC in Western individualist and Asian

ICC can develop among a group of EFL learners in
a Japanese university context within an organisedcollectivist cultures.
"
In terms of my personal motivation forframework outside of the classroom, where

doing this research, I hope it will provide

students may develop their own autonomous

assistance in meeting my long-term career goals oflearning approaches. I hope to find that ICC skills

continuing to work in tertiary institutions withcan be acquired as a result of learner experienceand learner reflection, when the focus shifts frominternational people. While my primary aim is toprovide learners with transferable skills throughteaching to learning (Zumbihl, 2012, p. 227). It is

student-centered, open-ended, problem andmy hope also that this study will further theinquiry-based learning, I also want to further myunderstanding and possibly reinforce the notion

development and prospects in educational researchand philosophy that learner autonomy and ICC area fundamental part of a learner’s journey.

in Asia.
"
I would be very glad to hear from any"

Learner Development SIG members who haveMy research will take place in a university

EFL context in Kumamoto, where I am now based.

similar interests or who may be able to offer some

Here there is an emphasis on the development of

PhD preparation advice.

learner autonomy through teacher support. I
intend to adopt a combined quantitative andReferences

qualitative approach, enabling comprehensive

Benson, P. (2006). Autonomy in language teachingaccounts with data from questionnaires designed

and learning. Language Teaching, 40, 21-40.

to reach a large number of learners, and more
open-ended responses from focus groups which
will be richer in detail (Lichtman, 2010, p. 84). The
focus groups should enable an analysis of learner

Byram, M. (1997). Teaching and assessing
intercultural competence. Clevedon:
Multilingual Matters.
Edley, N. & Litosseliti, L. (2010). Contemplating

autonomy and ICC skills and by providing

Interviews and Focus Groups. In L. Litosseliti

multiple views and experiences (Edley &(Ed.), Research methods in linguistics (pp.

Litosseliti, 2010, p. 165). This combined approach
can be beneficial in language research as it stands

155-179). London: Continuum.
Holliday, A. (2005). The struggle to teach English as

to reveal wider aspects (Lazaraton, 2005, p. 215)

an international language. Oxford: Oxford

which I hope will lead to a more complete

University Press.

understanding of learner autonomy in its

Lazaraton, A. (2005). Quantitative research

relationship with ICC acquisition.
"
However, given that I will not be carrying

methods. In E. Hinkel (Ed.), Handbook of
research in second language teaching and learning.

out any actual research for at least a couple of

New Jersey: Lawrence Erlbaum.

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
Lichtman, M. (2010). Qualitative research inapplication I was accepted to do Japanese studies.

education: A user’s guide (2nded.). Singapore:

The two departments had completely different

Sage.
Oxford, R. L. (2003). Towards a systematic model

attitudes to teaching and learning. In my English
courses, I always felt that teachers consideredof L2 learner autonomy. In D. Palfreyman & R.

students’ progress to be important. They were also

C. Smith (Eds.), Learner autonomy acrossaccessible when students needed help, for example

cultures: Language education perspectives (pp.

recommended books for self-study and introduced

75-91). Basingstoke: Palgrave Macmillan.
Sinicrope, C., Norris, J., & Watanabe, Y. (2007).

learning strategies. On the contrary, the Japanese
department positioned itself as an educator of theUnderstanding and assessing intercultural

new generation of researchers, therefore, little wascompetence: A summary of theory, research,done to meet or attend to students varying levels

and practice (Technical Report for the Foreignof Japanese proficiency, pace and learning

Language Program Evaluation Project). Second
Language Studies, 26(1), 1-58.

difficulties. The curriculum consisted of reading
academic texts and classical grammar from the

Zumbihl, H. (2012). Learner autonomy in acquiring

second year on and Chinese readings (‘kanbun’)intercultural communicative competence forfrom the third year, all of which required a firm

study abroad. Proceedings of Intercultural

language knowledge which most of the students

Competence Conference Volume 2 (pp. 227-37).
University of Arizona.

lacked. As a result, students soon realized that they
had two options: give up (which was chosen bymore than 70 per-cent of my classmates) or study

How Learning Experiences Affect My
Teaching

together and help each other. I selected the latter.
"

First of all, we needed to become able tolook up new words quickly. Senior students
introduced us to useful software programmes andwebsites and we also borrowed dictionaries andÁgnes Patkó
International Studies Centre

grammar books from the library for reference. At

Meisei University
Email: agnes.patko@meisei-classes to discuss our different translations andattempted to create the ‘best possible solution’ by

u.ac.jpputting the best part of each work together. As thethe beginning, our study group met only before theworkload and difficulty of the texts increased, we
started to divide the texts into smaller sections andI obtained my MA degrees in ELT and Japanesestudies at Eötvös Loránd University (ELTE),

assign each section to a person in the group totranslate it. Before the classes, we simply copied

Hungary. When I started university, humanities

the missing parts from others. However, thisstudents had to choose two majors. As I had
always wanted to become an English teacher,method did not prove to be effective when the

majoring in ELT was obvious. However, I wanted
something rare as my other major and as Japanesemeaning of specific vocabulary or grammar items.
So, we decided to assign each passage of the texts

language proficiency was not required for theto at least two people who worked together. In

teacher asked for the reading of a kanji or theNewsletter of the JALT Learner Development SIG <ld-sig.org/>

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
addition, we increased the number of meetings"

both to discuss the texts, and translate the mostit is easy to form groups of two, three or four.

complicated parts together. During our meetings,
we not only improved our translation skills but

Activities include discussing topics, information
gap activities, filling in charts, making posters, andalso mastered various study techniques. The

preparing presentations. The length of group work

learning strategies and techniques we developed

varies according to the task, ranging from 2-3

were applicable to studying in general. As a result,minutes to 15-20 minutes. I often re-group students

by the end of the third year, we had become
autonomous learners and we now formed awithin one lesson so that they can get to know eachother and learn to work with different people. The

coherent and effective study group, whose

problems I face when doing group activities andmembers made decisions about their own learning

projects with them are disruptive behaviour andprocesses. These experiences proved the validity ofgoing off task. If one member of the group iscollaborative learning to me and made me realisethat collaborative learning goes hand in hand with,

unwilling to participate it breaks the balance, andas a result, it either makes other students go off

or leads one to, greater autonomy.

task also or imposes more work on them.

"

Therefore, as a teacher I emphasise the importance

Since April 2013, I have been teaching

I have 12 students in my first year class, so

English at Meisei University, Tokyo. Here, I amof taking responsibility for learning and maketrying to make use of my language studying
history to foster my students’ improvement in

students aware of their own learning processes. Ifthey learn to make decisions on their own learning,communicating in English. I have introduced

then they start getting closer to becoming

strategies and techniques that I found useful, forautonomous.

instance flashcards, recording my voice, making"

posters, and shared my learning experiences suchas collaborative learning and how I became able tooperation—with each member taking part equally—in order to be able to get closer to themake decisions about my learning and become

implementation of collaborative learning later. (Iautonomous.

would not call my first year class collaborative, as"

it implies students taking great responsibility overIn the first few weeks of the semester I

I consider it important to foster co-observed great differences between my first andsecond year students in terms of co-operation. The

how tasks are to be executed and roles to be
assigned (Hirade, 2011), for which they are notsecond-year students worked well together fromready yet. We are still approaching that stage.) You

the beginning and were ready to make decisions

will recall that as an undergraduate I was ‘forced’

about the roles and responsibilities within theto use collaboration as a tool but my students aregroup even at the start of the semester. On thecontrary, for my first-year students, group and pair

introduced to it step by step. I regularly apply
activities in which they have to make decisions orwork activities were rather new. In high school it

determine the role of each student. I attempt toseems that they hardly needed to co-operate withmake them think about how various tasks andone another in the language lessons; consequently,

problems could be resolved and ask them to reflect

initially, they felt uncomfortable solving various
tasks with other students who they had just met.

on the way they approached and solved the task,
which helps them realise how they can learn most

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
effectively. I believe that such activities help them

Reference

become more autonomous at the same time.

Hirade, Y. (2011). Five differences between"
At the time of writing this in July, theSpring semester is almost over and I have seen

collaborative learning and cooperative learning.
Learning Learning, 18(2), 18-25. Retrieved fromconsiderable changes in how my students are

http://ld-sig.org/LL/18two/2011b.pdf

becoming more and more responsible for their own
learning. In the final group project, which involved
writing and preparing an advertisement, they were
free to decide who they wanted to work with, their

Meet Joël Laurier, a Cooperative Learning
Facilitator!

topic and how to execute the task. Hardworking
students deliberately selected each other aspartners and the less engaged ones realised thatJoël Laurier

they had to work together, which they did not like.
However, they all knew the importance of the

Gunma Kokusai Academy

project in their final grades so instead of

Email:

pretending to be inept in order to do as little work

waldolaurier@gmail.com

as possible they attempted to put something
meaningful together. That was a significant point
for them: they decided not to fail the course andtake it more seriously. Although there was great

Hello, my name is Joël Laurier. I am a French

difference between the quality and language of theCanadian but was born and raised in English

final products the groups submitted, I consider all

Canada. I am bilingual and working on mastering
Japanese to a reasonable degree. I have been inof them successful in relation to the decisions they
had made and how they carried out the task. I feelJapan for 16 years and call Tatebayashi, Gunma mythat they made a big step towards autonomy.

hometown. I am currently teaching at Gunma"

Kokusai Academy where I have the great fortune

As a university student, I experienced how

collaboration can influence one’s attitude tolearning and the results of it. As a teacher I am
attempting to implement the strategies andof working with fantastic children who do havemotivation toward learning English. I have justfinished my MA in TESOL at Teachers College

approaches I used as a learner in my classroom:

Columbia University. It was there that I learned ofcollaboration was a key educational/ sociocultural

my new passion—cooperative learning. This

process for me which helped me becometeaching strategy has changed not only my way ofteaching but also the way I look at teaching inautonomous, and I believe that my students canbenefit from such an approach also. However, theygeneral. I joined the Learner Development SIG in

first have to see that they are the ones who need toorder to be able to share ideas on cooperative

make decisions on and take responsibility for, theirlearning with like-minded people in Japan who

own learning. They also need to recognise how

think their students deserve better than a
traditional style of teaching. I look forward tocollaboration can be used as a tool. If they do, thenthese practices might well be able to lead them tomeeting you all.

greater autonomy.

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
A Welcome and Necessary Change:
Introducing Autonomy in a Low Motivation
Environment

lessons and curriculum. In addition, in each class I
have a significant number of other obstacles suchas student absences (sometimes as many as 1/3 to
1/2 of the class are missing) and an inability toassign homework due to lack of student

Brandon Kramer
Temple University Japan (Osaka)
Email:
brandon.L.kramer@gmail.com

cooperation. The students in this environment
often act out in class, walk around freely, talkloudly, or sometimes openly refuse to do any workat all as instructed.
"

Working in this environment can be very

frustrating, but I understand the importance oftrying new ideas to encourage the students to learn
In my current situation introducing student
autonomy could have a great impact on myand, more importantly, to want to learn. The
current English educational system is not working

students' lives both inside and outside of thefor my students. Using my own quizzes and tests,

classroom. In this short article I will explore theestablished vocabulary size tests, and self-efficacy

concept of autonomy in language teaching andlearning within the context of my current

surveys, I have yet to find a significant difference

educational institution and outline a general action

in ability or confidence in English between the 1styear and 3rd year students, despite the two years ofplan for my own classes for the next two semesters.

instruction that separates them. If the current

With a careful implementation I believe that I cansystem is not working, I feel that I have an

help my students become more autonomous in
their language learning, a welcome and necessary

obligation as a teacher to search for a newchange if I wish to support their journey becoming

approach to English instruction. I personallybelieve that rather than continuing to remove

independent, successful language users.

student responsibility to make instruction easier, I
should give it back whenever possible and let the

The learning context
Among the many definitions of autonomy

students take more control of their own education.

published I prefer the simple and direct definition"
Previously attempted student-centeredlessons have generally led to confusion and failed

given by Benson (2011): “a capacity to control one's

plans. Discussions and classroom observations

own learning” (p. 58). Scharle and Szabo (2000)

with colleagues have lead me to realize thatelaborate that autonomy is not a trait that a student
either has or does not have, but is instead

students spend a majority of their time in otherpossessed “to varying degrees” in every individualclasses copying English phrases and sentences
word for word along with Japanese translations

in every context. Currently I am teaching at a

into their notebooks. To my surprise and seemingly

private high school in Japan with about 1,000 low

at odds with the literature denouncing grammar

proficiency, low motivation students. I see amajority of the students at school only once atranslation and such rote-learning activities, theweek, severely limiting time-on-task and often

students seem to be much more focused andmotivated during these tasks. Given simple andhindering my progress (and theirs) through themechanical tasks, almost all of the students seem to

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
focus on the activity and complete it as instructed.

can control rather than worrying about issues that I

Although I would like to label this situation as

have no influence over such as what happens inlacking student autonomy due to the heavy teacher
influence, the students often seem to prefer it,other classrooms. Over the next two semesters I
will work to enthusiastically provide the space andautonomously opting for a teacher to tell themmaterials for more motivated students who haveexactly what to do. This echoes the concerns

the desire to independently come to study andexpressed by Pennycook (1997) that our desire as

learn, focusing on the “ability” of students to study

teachers to impose autonomy could lead us todismiss such ‘opting out’ as a legitimate possibility.

autonomously.
"First I plan to simply offer open study times

I must therefore work within this context towhere students can come and interact withincrease the students’ motivation in class while

English, on a completely voluntary basis andslowly trying to increase their confidence in theinitially supervised by a teacher. This open study

efficacy of autonomous learning.
"
I believe there are two significant reasonssession will be located in the school’s Language
Laboratory every morning before school where thewhy I should encourage student autonomy. The

students can choose to attend and review material

first is my hope that nurturing the students’

covered in class, study for a large-scale test such as

autonomy will inspire change and help increase

TOEIC or EIKEN, or simply try to use English andstudent motivation, as “learners can only assume
responsibility for their learning if they have somecommunicate in a relaxed space. I feel that thisalone will be a large step towards autonomy whencontrol over the learning process” (Scharle &compared to their current classroom setting, asSzabo, 2000, p. 80). The second reason is to support

well as offer a much better environment to meetthe students who are interested in learning English

the students’ individual needs. In addition to

but are being limited by their less-motivated peers.
Fostering the desire and ability to take control andproviding the physical space to learn, I would also
like to equip the students with the tools they needlearn outside of the classroom could help theseto study on their own, including instruction in

students be successful in an otherwise difficult

using various study methods they can practiceenvironment.

outside of school such as using word cards and

The plan

extensive reading. I believe in the power ofextensive reading, in particular, and its potential to

As Benson (2012) explains, rather than having

encourage student autonomy. Fortunately, I was

direct control over student autonomy itself, as aable to arrange for the purchase of over 300 gradedteacher I can only influence any of the three

reader books in April this year, which act as thevariables which comprise it: ability, freedom, anddesire. I can only help to create an environment

start of a library the students can use to learn on
their own. Such forms of informal Englishthat fosters the growth of autonomy within myextracurricular learning have not previously

students, by aiming to “bring something out ofexisted at my school, but I believe they will be very

students, rather than put something 'in'" (Benson,

useful in encouraging the students to take control

2012, p. 7). Due to the limited time available andthe conditions of my workplace environment, Iof their own learning experience. Lastly, I would
like to include some form of self-reflective tasks inwant to make limited changes to variables that I

this process, reminding the students of their roles

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
and guiding them to consider their own learning. It

References

is imperative that the students come to view

Benson, P. (2011). Teaching and researching autonomy.

themselves as a crucial part of the whole learning
process (Scharle & Szabo, 2000) if they are to(2nd ed.). London: Pearson.
Benson, P. (2012). Autonomy in language learning:further develop their capacity to control their own

How to do it 'here'. Unpublished conference

learning.

paper.
Pennycook, A. (1997). Cultural alternatives andMy hopes
I consider autonomy an essential component ofautonomy. In P. Benson & P. Voller (Eds.),
Autonomy and independence in language learning

language learning, but it cannot be forced upon

(pp. 35-53). New York: Addison Wesleystudents who are not ready or willing to embrace

Longman.

it. With a slow, steady, and well-thought out

Scharle, A., & Szabo, A. (2000). Learner autonomy: A

introduction, however, it is my hope that theseideas will spread and I can help my students

guide to developing learner responsibility.
Cambridge: Cambridge University Press.

become better learners throughout their lives.
While the plan outlined above is small in scale,even if only a few students benefit it will have been

Exploring Learner Development through ePortfolios

worth the effort. While I do not know how many
students will utilize the space and materials
offered, with any luck the students who come will
see the benefits and bring any knowledge andenthusiasm gained back into the classroom to thebenefit of others.
"
Finally, I would like to thank the Learner

Rachelle R. Meilleur
Sojo University, Kumamoto
Email: rrmeilleur@yahoo.ca

Development SIG for the opportunity to join thiscommunity and learn from those much wiser andmore experienced than I am. While I am eager totry the ideas outlined above and see if I can help
inspire positive changes in my students, the plan is

The Sojo International Learning Center (SILC) at

flexible and I am open to other suggestions. I

2010, and I was one of the original 10 teachers who

would love to hear from anyone who has had

were responsible for the set-up. Initially the main
issues that we faced involved trying to get asimilar experiences introducing student autonomy,

Sojo University in Kumamoto, opened in April

whether successful or unsuccessful, or anyone withany advice to give. I am still very new to the field

curriculum in place for over 700 students, figuringof learner development and I have a lot to learn,

dealing with shell-shocked non-English majors

one of the reasons why I was eager to join the LD

who had not one, but two classes of English
Communication a week. After a while, the next

SIG. I am looking forward to learning more fromnot only my own experiences and trials, but also
from the experiences of others.

out how we were going to assess them, andchallenge for us was to introduce the students to
the Self-Access Learning Center (SALC), which
occupies the entire second floor of the building. It

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices
consists of a conversation lounge, a reading area

were quite specific, but over time they becamewith multi-level graded readers, listening stations,more generalized, and we tended to get more

speaking booths, a large English-only DVD
collection, with comfy sofas and large screen TVs

detailed responses from the students as a result.
Students did become better at reflecting as the year

to watch movies, and much more. Although somewore on, and they provided a lot of usefulstudents started using the SALC for their own

information as to what they found useful andpurposes, it appeared (to me) that the majority ofinteresting to do (not always the same thing.) We

students were using the SALC only to complete theactivities they were required to do in class.

were able to complete the first stage of this project,
but unfortunately not the latter stages, primarily"

due to time management issues in the second

As this seemed to me like a waste of a great

opportunity to use such a useful facility, I decided

semester.

to find a way to get the students more interested in"using it. I first came up with a project that had thestudents choosing their own homework that paired

my current project. After reading several articles
about the benefits of language learning portfolios

their own interests with English study (Meilleur,(Banfi, 2003; Cadd, 2012; Collins & Hunt, 2011;2013). For example, if they enjoyed watching

Davis, 2003; Lam & Lee, 2010; Nunes, 2004; Shimo,

movies, they could watch movies in English and2003), I decided to use the concept of student-

use movie books or other resources to learn fromthem as well. However, most students did justgenerated websites as e-portfolios as way of
encouraging students to keep a record of theirenough to meet the requirements and nothing

language learning progress, both in and out of themore, and almost none of them did their work inclassroom. Although we have some server issues,

the SALC (or used SALC resources). After that, I

our facility is CALL-friendly (English laptops andrealized that students would need more “training”
in how to be (hopefully motivated) autonomous

headsets in every classroom for every student,
digital projectors, etc.), and I knew I would be able

learners. Thus I began a new project with two ofto help my low-level students in class in building

my colleagues that focused on reflective writing.

their sites. I was unsure where to start, but a

The idea here was that students would become

colleague of mine introduced me to the Weebly

better equipped to make the language learning
choices they needed if they reflected more on whatplatform <http://www.weebly.com/>, which isvery user-friendly. After creating my own classworked and didn’t work for them, and why.

website with it, I realized that if I could use it

Afterwards, they would be introduced to various

myself, my students would be able to as well. It is

external activities (i.e., any language study done

mostly a question of dragging and dropping tooutside of the classroom, whether it was done in
the SALC or not) that they could later choose to

create what you need on the pages. Students canbuild as many pages as they like on the site,use either concurrently with their English classes,

upload audio and video files, embed documents

or in later years. Students were asked to reflect on aand YouTube videos, have their own personal blog,

variety of topics, ranging from their own English-

and more. This, of course, is with the Pro version of

language learning histories, to activities done inclass, as well as reflections concerning projects andthe site, which I currently pay for ($1 a student peryear), but the free version offers quite a lot ofpresentations. Initially the reflection questions

possibilities as well.

These two previous projects have led me toNewsletter of the JALT Learner Development SIG <ld-sig.org/>

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Learning Learning 学習の学習 20 (2): LD SIG Member Voices"

The initial set-up for the e-portfolios washope to discover whether or not, over time, howvery teacher-specific. I wanted the portfolios tomany will continue to use and add to their e-have the same basic set-up that students would
personalize as they went along. Thus, every

portfolios through their own self-directed study
long after they’ve finished my class.

student’s website has the same title (i.e., Name’s"English Portfolio), and every website has the samewith this project include finding a way to evaluate

four basic pages: Home, Homework (with added

the work done on the websites and trying to be

subpages), My Blog, and My Links. The Home
page is a place where students describe

consistent in checking in on the students’ websites
on a regular basis. In addition to these practicalthemselves, and their English-learning, personal,

matters, there is also the challenge in having theand future goals. They can also add photos orstudents “own” their websites, where they takeother information here. The Homework pages

control of the content, and add to them as they see(which include reflections, a speaking journal,
video uploads of their speaking tests andfit. Hopefully, in doing so, students will become
more aware of their own learning development,

presentations, and more) are a repository of all theand will be able to become more motivated andwork that I have asked them to do in and out ofautonomous language learners.

class. The Blog page is just that, a personal blog"

where students can write what they like on topicsof their choice, although occasionally I ask them toa half years on developing autonomy withJapanese students and have found from mywrite about something related to what we haveprevious projects that there is a real need to foster

done in class. The Links page is a place where theyand develop learner reflection and modes of

can add links to useful sites at school—such as theautonomous learning with them (Lyddon, 2011;

Sojo Moodle and different Facebook pages—andalso to other language learning sites that theyMatsumoto, 1996; Skier & Vye, 2003); however,there is also a danger in having students become asenjoy.

dependent on the teacher for their autonomy as"

While there may be some argument as toSome of the current challenges I am facing

I have been working over the past two andwith other elements of their language learning.

how tech-savvy Japanese students are (outside of"using their mobile phones), I find that most of thestudents are engaged with their own websites to

Exploring Learner Development Conference inTokyo this November, but I am also interested invarying degrees. With the exception of a handful ofcollaborating with other LD members who may be

students, most know how to navigate their sites

interested in this project, or something similarly

and add the elements they need to their pages. As

related. Please feel free to contact me any time.

this is a new project, there have been a few minor
hiccups along the way, but I continue to have

References

students upload their work, reflect on it, andBanfi, C. (2003). Portfolios: integrating advanced

introduce them to various activities they can do

language, academic, and professional skills.

outside of class. In the second semester, the

ELT Journal, 57(1), 34-42.

teacher-directed focus will lessen as the students
will be required to come up with their own English

I will be presenting on e-portfolios at theCadd, M. (2012). The electronic portfolio asassessment tool and more: The Drakelearning plan, with teacher guidance of course. I

学習者ディベロプメント研究部会 <ld-sig.org/>

24

Learning Learning 学習の学習 20 (2): LD SIG Member Voices
University model. The IALLT Journal, 42(1),in Japan 1: Autonomy you ask (pp. 27-40). Tokyo:

96-126.

Japan Association of Language Teaching.

Collett, P. (2011). Using goals to facilitate selfregulated learning. In A. Stewart (Ed.),
JALT2010 Conference Proceedings (pp. 725-734).
Tokyo: JALT.

The Reluctant Language Learner Turned
Language Teacher: A brief outline of mylanguage learning history

Collins, W. & J. Hunt (2011). Improved student
motivation and confidence through self-accesslistening, video forums and talking journals.

Rose O'Loughlin (MA ELT)The JALT CALL Journal, 7(3), 319-333.

Guest Lecturer
International Studies Centre
Meisei University

Davies, S. (2003). Learner portfolios: Who is at thecontrols? In A. Barfield and M. Nix (Eds.),

Email: rose.oloughlin@meisei-

Learner and teacher autonomy in Japan 1:
Autonomy you ask (pp. 233-256). Tokyo: Japanu.ac.jp

Association of Language Teaching.
Lam, R. & Lee, I. (2010). Balancing the dual
functions of portfolio assessment. ELT Journal,64(1), 54-64.
Lyddon, P. (2011). Training Japanese university

My language learning history has been tenuous at
best. Like the majority of Irish children, I had
absolutely no interest in learning my native
language, Irish (Gaeilge). It is generally viewed as

English learners for greater autonomy. In A.

a 'dead language' by the majority of the Irish youth

Stewart (Ed.), JALT2010 Conference Proceedings—a language with no 'real world' applications
outside of Ireland and only slightly more within.

(pp. 700-713). Tokyo: JALT.
Matsumoto, K. (1996). Helping L2 learners reflect
on classroom learning. ELT Journal, 50(2),143-149.
Meilleur, R. (2013). Becoming an autonomous
learner: Successes and failures. Sojo Journal, 38,
105-109.
Nunes, A. (2004). Portfolios in the EFL classroom:

By the end of secondary school, I could not evencreate a simple grammatically correct sentence in
Irish that I had not learned by heart. My repertoire
now consists of very basic vocabulary and usefulexpressions like “Can I go to the toilet?” and“Merry Christmas”, and this is after almost 16
years of language learning. I also spent six years

disclosing and informed practice. ELT Journal,

learning French, and my skill in this language was58(4), 327-335.

little better. Deciding to view myself as a ‘bad
language learner’ enabled me to rationalise thisShimo, E. (2003). Learners’ perceptions of portfolio
assessment and autonomous learning. In A.
Barfield and M. Nix (Eds.) Learner and teacher

ineptitude quite well. I had absolutely noautonomy in Japan 1: Autonomy you ask (pp.

either language and found myself attempting to re-

175-188). Tokyo: Japan Association of Language

learn the present simple during my final years insecondary school. This pursuit was quickly

Teaching.
Skier, E. & Vye, S. (2003). One reality of
autonomous learning in Japan. In A. Barfieldand M. Nix (Eds.) Learner and teacher autonomy

conception of the essential role of grammar inabandoned when I realised that all I needed to doin order to obtain a high grade in both languages
was to ‘learn the exam’. Although this tactic left me

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

25

Learning Learning 学習の学習 20 (2): LD SIG Member Voices
incapable of speaking either language, it did result

language learning and that benefit them as a result.

in quite high grades in both exams, which suited

I also feel that I now have a greater understandingme perfectly at the time and continues to suit anincreasing number of native Irish learners.

of my English communication students’difficulties. Moreover, I find it easier to explain the"nuances of the English language by giving a few

Since moving to Japan almost four months

ago with just the words for “hello”, “goodbye” andexamples of what I know about the Japanese“thank you”, I already have a better knowledge oflanguage. Overall, I believe that my "non-language

Japanese grammar than I ever had after 16 years oflearning Irish and six years of learning French.

learning history" is on the way to actually
becoming a "language learning history" and I am

Teaching language learning has undoubtedly

looking forward to using this to my advantage forhelped in this process, but I am of the opinion thatthe rest of my teaching career.

lowering my affective barrier was and is the main
component of my progress. Instead of relying on
osmosis, I am actively studying the language andLearners’ Development of Autonomy
through a Speaking Task

making an effort to speak it as often as possible.
This does not mean that I am anywhere close to
having a conversation in Japanese, but I am slowly
building up a base of grammar and vocabulary
which I am hoping will all come together within
the year and enable me to have a semi-basic
conversation in Japanese.
"

Upon deciding to move to Japan, I was

informed that I would be teaching students of alower level than I was accustomed to. From the
beginning, I assumed that not having an evenpartially fluent second language would negatively
affect my teaching. I thought that I would not beable to relate to my future students as language
learners and that I would not be able to understandthe difficulties that they were facing. Surprisingly, I
feel that my ‘non-language learning history’ isgiving me good insight into the feelings of mycompulsory English students. I find myself
regularly thinking back on what I know about Irish
and French and trying to remember the reasons
why these language points managed to slip
through my affective barrier. I feel that this is
helping me to proactively combat disinterest andto frame lessons/teaching accordingly in ways that
accommodate the students’ feelings towards

学習者ディベロプメント研究部会 <ld-sig.org/>

Robert J. Werner
Kanda University ofInternational Studies
Email: wernerr@kanda.kuis.ac.jp
My name is Robert Werner, and I have recently
joined the Learner Development SIG. I am alecturer at Kanda University of International
Studies, as well as the Associate Editor of theStudies in Self-Access Learning Journal. My
experience includes eight years of ESL/EFL
teaching at the elementary, secondary, and postsecondary levels in both the United States andJapan. I am new to the field of learnerdevelopment, having become interested in it
recently through an in-class assignment. This inturn led to a desire to assist my students inbecoming better learners.
"
Highly motivated students of mixed ability
levels in my university English communication
class completed a series of assignments where theyrecorded a conversation with a proficient user ofEnglish, listened to it, and reflected on theirperformance. The assignment was designed for26

Learning Learning 学習の学習 20 (2): LD SIG Member Voices
students to improve their speaking over the course

learners develop their critical thinking skills. Thisof the semester, and part of the reflection entailed

unexpected discovery instilled in me the belief thatmaking a plan to improve for the next conversation(again with a proficient user of English), which was

I was moving in the right direction, and I could see
the potential for further student improvement

to take place about three weeks later. Students thenthrough becoming more active myself in the field

had time to implement their plan and prepare forof learner autonomy.

the next topic before repeating the process.

""As the instructor, I listened to theirrecordings, read their reflections, and gave as

my students’ development. In my never-ending
quest to use technology both in and outside themuch meaningful feedback as possible to supportclassroom, I have introduced students to Edmodo,

them by annotating their electronic submissions

an online social networking tool for educators thatwith comments on the conversations andhas an interface similar to that of Facebook. With

reflections. Through grading assignments andexamining students’ reflections over time, I noticed

so many students using Facebook, Edmodo
provides familiarity without a high learning curve.

an ability by some students to critically reflect onStudents have access to folders customized by thetheir speaking and make adjustments in order to

instructor, including links, documents, and audio/

improve in specific skill areas. For example, one

video files that can be accessed anywhere, thus

student initially wrote, I want to improve mygrammar and vocabulary. I couldn't speak rightproviding an online tool for autonomous learning.
These folders constitute an electronic library, whichgrammar and difficult vocabulary. If I improved

is exclusively available to the students in athem, I [would] be able to speak English fluently.

particular class or classes, as determined by the

An excerpt from a later reflection by the same

instructor. My class’s Edmodo library contains

student not only shows a detailed and thoughtful
response, but also that she was enjoying thefolders labeled dictionaries (including collocations
and synonyms/antonyms), pronunciation (videos

experience: I would like to improve vocabulary. I

of mouth movement and place/manner of

do songs worksheets. I will listen to the songs andarticulation), vocabulary (student-created "how-to"

fill in the gaps. I can learn vocabulary as I sing! So,

guides for strategies taught in class), andit's easy to learn words by heart. This strategy
improves my skill, not only word skill, but also

pragmatics (student-created videos on correct
pragmatic language use). By accessing theselistening skill. As a result of this and otherfolders, students can revisit various resources

students’ progress, I became determined tothroughout their development as learners (bothimprove my own teaching so as to facilitate thisduring the course and after it has ended).

type of development in more learners.
"
Around the same time, I had a conversation"
My current research investigates students’plans to improve in speaking over the course of awith one of the university’s learning advisors, andsemester (as described above). I am analyzing their

it became clear that we had been independently

goals (e.g., vocabulary, pronunciation, etc.), thebeen working toward the same goal with some ofmeans of achieving these goals, and examining thethe same students. He was trained in the field ofautonomy, whereas I was fueled by my priorrelationship between students’ perceptions of selfefficacy (and other factors) and their choices. In theexperiences in helping younger English language

future, I hope to look more deeply into different

I feel that CALL has also played a part inNewsletter of the JALT Learner Development SIG <ld-sig.org/>

27

Learning Learning 学習の学習 20 (2): LD SIG Member Voices
ways of thinking with regard to improvement inI began teaching, I didn’t view it as my profession

speaking in order to better understand why

mainly because I knew nothing about it. Neither

individuals make certain choices. As I am
constantly pushing students to reach their

did I plan on staying in Japan for so long. So, what
happened?

individual potential, I am also striving to develop"

professionally myself. Through this process I wantand I had a promise of a new start at sunny

to help as many students as possible not only to

Melbourne University. To be honest, I was boredattain their goals in acquiring higher language
skills, but also to progress in their development as

and I wanted to go back to school to study History.
Luckily, I had a cousin who was a lecturer inautonomous learners. Through my present and‘Australia’s No.1 University’ and a good way in.

future research, I hope that I am able to make a

But my re-education plan needed funding. It’s apositive contribution to the field and help otherlong story, but basically I arrived in Japan andeducators to likewise assist learners in theirdevelopment.

started my teaching career at a lowly Eikawa in
downtown Utsunomiya, a factory town… and as it

I hail from foggy London via rainy Ireland

was the bubble years… ka-ching!

A Life Spent in Learning Development"

In those days, most visitor-teachers in

Utsunomiya, came from the U.S.A. or Canada. At
William Hassett
Dokkyo Medical University
Email:

teaching I found getting work easier using thatwhassett@dokkyomed.ac.jp‘difference’ to my advantage. We had a tight-knit

Hello there, my name is William

did what we did to get by. It took awhile, but then I
began seeing the job as more than a means ofHassett. I am currently a lecturer
at Dokkyo Medical University working for the
Department of Premedical Sciences in its language
division. The emphasis of the department isn’t
focused on English language. In fact, it is only
since 2012 that the native language teachers
working here even saw a contract. I was offered afull-time/yearly contract in April and I hope by
accepting the post I will find, at long last, somesecurity in this profession.
"

first, I found it difficult to find a job because I am/
was London-Irish, but when I got a start in

I’ve been in Japan for a very long time,

longer than most of my students. I’ve seen a lot ofchanges, my work, the hairdos, AKB48? But
something that hasn’t really changed so much, I
think, is teaching and… how little Japanese I
speak. Unfortunately, I didn’t major in education;
I’m not a natural teacher. I’m an engineer. So when

学習者ディベロプメント研究部会 <ld-sig.org/>

community back then; we helped each other andputting rice on the table. With the encouragementfrom the real teachers among us, I started to takethings more seriously, eventually returning to the
UK to get a TEFL Diploma.
"
When I returned to Japan, I was able tomove away from cram schools and I started
teaching for Time T.I. (a subsidiary of Time
Magazine). I began teaching, in factories, to young
engineers. Back then, many of the big companies
were sending their workers abroad, mostly to the
US and Europe. I prepared them by improving
their general communication skills, but I also
helped them to communicate their work
knowledge, in English, to foreign engineers when
they were posted. My engineering backgroundbecame a useful tool and I felt at home walking

28

Learning Learning 学習の学習 20 (2): LD SIG Member Voicesaround the factory floor with my students

attend the 20th Anniversary Conference and hopeexplaining their jobs to me. For the first time I felt

to see many of you there.

the joy of teaching and it was so fulfilling. But thencame the depression and factories started cuttingback in education support resulting in my

Learner Development Issues in Language
Educationcompany folding. Fortunately, with the slimmingJohn Garrett

down of the JET program, I was able to find work

Email: garrett_john@hotmail.com

teaching at a Junior High School then at a HighSchool and now finally I have moved to the

Two concerns arise when I think of learner

dizzying heights of DMU, which I started in spring
2013.
"

Looking back, I realize that my whole life

development in the study of English. First, themotivations behind the pursuit to learn English
worldwide seem questionable. Second, it seems

has been one of Learner Development. In my case,my search for security in Japan has forced me tonewer ways to assist students in learning achange and adapt but more importantly to learn
and develop new skills. I’m still learning,

currently in the process of finishing an MA in
TESOL, and my study has focused on looking at

hopefully still developing, but I’ve a long way tothe influences that push students to learn ago before catching up with my peers and thethought of that gap scares me. A bigger scare islanguage along with how they might do it moreknowing that it’s only now that I’m beginning tounderstand what it’s really like to be a teacher…

"
Not long ago, I watched a TED talk which
detailed that over two billion people are studying

even after all this time, there is so much I don’t

English. The speaker in the TED talk seemed tounderstand and so much for me to learn.
"
Back to the beginning and my job at DMU.

think the situation was of benefit to the world. But,

There is so much that needs to be done here.
Persuading everyone that English is important isthese two billion people. I wonder what kinds ofsocial systems they are involved with. I wonder if

one thing but my biggest task at the moment is tothey might be in need of not only re-evaluating

motivate my students who are busy learning to be
doctors. In this regard, I’m trying to establish atheir motivations to study English, but theirself-learning/access center where all our students,
doctors and nurses can come, meet and make"A review of the literature seems to point tocorporate influences as a persuasive factor infriendships through English. But I need help. By

shaping students' perceived needs for English. Tsuijoining the Learning Development SIG I’m hoping
to find people there who can advise and help me

and Tollefson (2007) state that individual reactions

make my SAC real and successful. I need tounderstand more about Learner Development anddetermined, by the linguistic practices andpreferences of multinational corporations,

how to go about developing my students’ English

transnational organizations, and international aid

skills autonomously. The JALT Kobe Conference in
October will be a first. Further down the line, on

agencies” (p. 18). Language learners may perceive

November 23-24 I will make it my business togained some worthwhile help to ensure theirlanguage have yet to be significantly utilized. I'm

efficiently.

I wonder what the different motivations are behind

involvement within the societies that they exist.

to globalization have been “shaped, and eventhat by acquiring English as a skill, they will have

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

29

Learning Learning 学習の学習 20 (2): LD SIG Member Voices
economic security. As to who can actually use

References

English to enhance their lives economically or

El Refaie, E. (2009). Multiliteracies: how readers

otherwise is in question. Some contend that theusefulness of the language is decreasing relative tointerpret political cartoons. Visual
Communication, 8(2), 181-205.

population and that this parallels the increasingly

Holborow, M. (1999). The politics of English.

polarized economic realities between the "haves"Thousand Oaks: Sage Publications.

and the "have-nots" (e.g., Holborow, 1999). In other

Jones, E. (2010). The use of comic book style

words, English is a language that provides
opportunities more for the established elite thanreading material in an EFL extensive reading
program: A look at the changes in attitude andfor the masses. In any case, this is a social

motivation to read in English in a Japanesedistortion that needs to be looked at and addressed

university. Language Education in Asia, 1(1),with students.

228-241. Available at: http://dx.doi.org/"
In second language acquisition, I havethought about how one might introduce new types

10.5746/LEiA/10/V1/A19/Jones
Krashen, S. D. (2004). The power of reading: Insights

of material that could both cognitively andfrom the research. Westport, CT: Libraries

motivationally assist students in achieving their

Unlimited.

learning objectives. Material that would appeal toLiu, J. (2004). Effects of comic strips on L2 learners'

students who either can't engage with existingmaterial or simply want variety. I've consideredreading comprehension. TESOL Quarterly,
38(2), 225-243.

two types of reading material that might help—

McCloud, S. (1994). Understanding comics.

comic book formatted reading material, andNorthampton, MA: William Morrow

motion comics. Evidence shows that language

Paperbacks.

learning material in a comic book format mightoffer substantial cognitive and motivational

Tsui, A., & Tollefson, J. (2007). Language policy,
culture, and identity in Asian contexts. Mahwah,

benefits over conventional material (El Refaie,

New Jersey: Lawrence Erlbaum Associates.

2009; Jones, 2010; Krashen, 2004; Liu, 2004;

Wolk, D. (2008). Reading comics: How graphic novels

McCloud, 1994; Wolk, 2008).

work and what they mean. Cambridge, MA: Da"
I've studied these two areas for some time
now, though I have yet to write an article for a

Capo Press.

journal. The study of what motivates students tolearn English is disturbing, as it seems to indicate aworldwide failure in education in general. On theother hand, the more technical study in reading forsecond language acquisition seems somewhat
uplifting. Despite questions regarding student
motivation to study English, it seems a winner
either way if students can be helped to do it more

Pallas Athena, the goddessof wisdom, courage,
inspiration, civilization,
law and justice, justwarfare, mathematics,
strength, strategy, the arts,
crafts, and skill.

effectively.

学習者ディベロプメント研究部会 <ld-sig.org/>30