LD20 Exploring Learning Development: Practices, Pedagogies, Puzzles and Research.

Promo%ng	
  Self-­‐reﬂec%on	
  and	  Strategy	
  Use	
  with	  the	  Strategy	  TreeSatomi Yoshimuta, Huw Davies, andMayumi Abe
This paper describes follow-up practice of the tool for language learners the authors developed, theStrategy Tree. It consists of a tree with roots, water and the sun, which is drawn by learners. Eachpart of the drawing represents self-perceptions of affective, cognitive, and sociocultural/ interactive
second language ability, detailed by Oxford (2011). In order to foster self-regulation, it is shown
how a three-phase strategy cycle can be followed with the help of a teacher or MKO. A case study ispresented, which describes both the potential of the Strategy Tree, and its limitations, in a language
school setting. Finally, the paper reflects on feedback from workshop participants at the LD20
conference.
本発表は、私達が発案した学習振り返りツールであるStrategy Treeの追実践である。Strategy Tree は、学習者が描く木を模した絵である。その絵には、樹木、根、水、太陽が描かれる。各パーツは、 オックスフォード(2011)のaffective, cognitive,
sociocultural/interactiveストラテジーについての 学習者の認識を反映したものである。
Self-regulationを育むためには、MKOとしての教師の助けに基 づいて三段階のストラテ
ジー・サイクルを踏まえる必要がある。それにのっとった語学学校のケース スタディでは、Strategy Treeの可能性と限界を報告する。最後に、本論はLD20 conferenceにおける ワークショップ参加者のフィードバックについて述べる。

Introduction
In our LD20 presentation, the audience was introduced to the “Strategy Tree”, a visual tool created by theauthors (see Abe, Davies & Yoshimuta, 2014; Davies, Yoshimuta & Abe, 2014). It was designed to givelearners a wide-ranging view of their second language ability, and is based on the Strategic Self-Regulation(S2R) model of language learning (Oxford, 2011). This paper introduces Oxford’s theories, and then looks at
how strategies might be implemented into everyday tuition. Next, we describe the Tree’s use in language school
and university settings, before finally describing how our thinking about the Strategy Tree has developed sincegiving our presentation.

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LD20 Exploring Learning Development: Practices, Pedagogies, Puzzles and Research.

The Strategy Tree
The Strategy Tree consists of the images of a tree with subterranean roots, water from a pitcher, and the sun,which relate to Oxford’s (2011) affective, cognitive, and sociocultural/interactive strategies respectively (seeAbe et al., 2014). Oxford divided the principal language learning strategies into these three dimensions. The
affective dimension is mainly related to motivational strategies such as creating positive emotions and attitudes,
and maintaining motivation to learn the language. The cognitive dimension includes strategies such as
constructing, transforming and applying knowledge to L2 learning. The sociocultural/interactive dimension isrelated to communication skills across cultures and contexts (Oxford, 2011). Additionally, in our Tree, the trunk
represents pronunciation, vocabulary, grammar and the branches embody the four skills of listening, reading,speaking and listening.
In pedagogical settings, learners are encouraged to draw their own tree based on their reflections on their L2
ability and learning strategy use. If the learners decide that they have insufficient grammatical knowledge, thatpart of the trunk becomes narrower, and if learners believe that they lack in reading proficiency, the branches
representing reading do not look fully vegetated but hollowed out. Affective traits are illustrated by roots so that
if the learner has strong motivation, the root becomes prominent. As for the sociocultural/interactive dimension,
the perception of use of English in communicating with people is depicted by the width of the sun’s rays. If
learners believe that they have acquired good social skills in the L2, the light becomes more powerful. The
three dimensions are mutually influential, and meta-strategies orchestrate and manage them.
When we used the Strategy Tree for the first time in our teaching settings, learners were describing their levelsof proficiency and visualizing their strengths and weaknesses. However, Oxford details many other uses ofstrategic reflection.
Strategy assessment can serve as a baseline description, a source of predictions, a diagnostic tool, afoundation for deciding what strategies to teach, or a pre- and post-instruction measure to evaluate
strategy instruction (2011, p.140).
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Focus on strategies need not be limited to one area, and should be revisited to satisfy a range of teaching andlearning objectives.

The role of strategies in the learning cycle
According to Oxford (2011, p. 25), language learners typically follow a sequence of three phases for doing atask or solving a problem: strategic forethought (Task-phase 1), strategic performance (Task- phase 2), andstrategic reflection and evaluation (Task-phase 3). In Task-phase 1, learners gain a general view of the task or
the problem, set a goal and make a plan. In Task-phase 2, they implement the plan and monitor progress. In
Task-phase 3, they reflect on the overall process and the outcomes. Additionally, each learning strategy in the
S2R Model is likely to be useful in a certain phase; for instance, strategies related to planning are frequently
used in Task-phase 1. With this in mind, we feel that language learning strategies can be learnt effectively
within the three phases when teachers and learners select some learning strategies to use at each phase. Making
strategic adjustments to planned strategies at each phase can foster self-regulation, which is the ability to makedecisions on learning so that it becomes “something they do for themselves rather than [...] something that isdone to or for them” (Zimmerman in Benson, 2001, p.41).
Learning strategies can be acquired with the help of others (Oxford, 2011, p.27). When a more knowledgeable
other (MKO), like a teacher, advisor or classmate, is planning to help learners adopt a new strategy, she caninstruct in the following way. First, during Task-phase 1, the MKO introduces a new strategy to learners andhelps them understand the idea of the strategy and consider how and when to use it. Since this phase is forstrategic forethought, it might be helpful to encourage the learners to utilize strategies such as paying attention
and planning to provide learners with the means to tackle future problems independently. During Task-phase 2,
the learners monitor whether the strategy is working effectively when they use it. At this time they can use
strategies such as implementing plans and orchestrating strategy use while trying out the new strategy. At Taskphase 3, the learners assess the value of the strategy and make a decision whether they will use it again in their
future learning, utilizing the learning strategy evaluating at the same time. In short,

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learners can learn a new learning strategy in the process of the three phases while applying some other learning
strategies that they are already familiar with.

Case study: a language school student
This case study was chosen because it illustrates the need to consider all phases of learning when discussing
strategy use. The teacher was focused on Task-phase 2, performance or monitoring, while the learner desired
assistance with Task-phase 1, planning.
Davies’ learners in a language school setting were instructed to produce a baseline description of their current
English performance, which was intended to be used as a diagnostic tool to highlight suitable strategies that
could be fostered inside and outside the classroom. In an extension to their biannual counseling sessions, which
form part of their course, adult learners drew their own Strategy Trees, based on a template (see Figure 1), andan example drawn by the teacher, which was a self-reflection on his own second language ability (see Figure 2).
In the week prior to the counseling lesson, learners were asked to fill out a questionnaire designed to facilitate
the creation of their own Strategy Tree. They were encouraged to focus on what they were able to do in English
at that time and the drawing of the Trees was supplemented by one-to-one discussion with the teacher as thedrawing was taking place.

Fig. 1: Template(Click here to see full size)

Fig. 2: Teacher’s example(Click here to see full size)

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Fig. 3: Shigeru’s tree
(Click here to see size)
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One learner in particular, Shigeru (a pseudonym) who was a retired gentleman in his late-60s studying in a preintermediate group class, seemed not to engage so well with the task, and in discussion with the teacher gave
minimal detail regarding his own feelings about his own ability. Initially it was felt that the activity had been oflittle benefit to him, and that he had not realized the opportunity to self-reflect.
On closer inspection, however, it became clear that Shigeru used the Tree activity to set his own language
learning goals. The outcome of this activity was that Shigeru externalized his reasons for study: wanting to readan English newspaper, wanting to be able to write a letter in English, and to be able to speak to foreign people
and travel abroad. Goal setting is an element of Task-phase 1, strategic forethought (Oxford, 2011), and by
expressing his intentions, Shigeru, aided by the teacher, was able to formulate a learning plan. This also ensured
that future lessons were centered on his needs.
The counseling sessions were introduced to both encourage and develop learner self- reflection, and to help
each learner and teacher agree on a personalized learning plan for the next six months. Therefore, asking
Shigeru to draw his Tree raised his awareness about strategies, both strategies he was using at the time– like
listening to NHK radio programs and studying pronunciation – and ones which would enable him to achieve hislearning goals. The Strategy Tree use here is, therefore, related to Task-phase 3, strategic reflection andevaluation.
However, perhaps because counseling is only done twice a year and strategy instruction does not feed into thesyllabus, this activity seems not to have led to greater self-reflection from Shigeru. One puzzle moving forward
is how long-term strategic performance can be encouraged.

Workshop at our LD 20 Presentation
Much like the language school and university students who had produced Strategy Trees in our teaching
settings, it seemed the LD20 audience was motivated by the activity and excited to draw with colorful pens.
Participants said the process was a lot of fun, very interesting, and the swells and bumps of the tree helped themrealize the strong and weak points of their English proficiency.
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One of the participants who taught at a language school commented, “It seems the idea of a Strategy Tree canbe applicable to my workplace. Like others I really enjoyed drawing my Tree and it is helpful to recognize thecurrent status of my English proficiency and is as well effective in discovering goals in language learning. It
can surely be used at educational settings.” Another audience member, who works in a university, contacted us
to say how enjoyable and motivating his students had found the Strategy Tree for reflecting on theirimprovement at the end of the semester. Looking back at the presentation, discussion with the audiencereminded us that drawing the Tree for the purpose of promoting self-reflection could engage and motivate
learners in a variety of settings.

Conclusions: promoting strategy use
In university and language school settings, learners reported that the Strategy Tree was useful in aiding theirself-reflection, and in developing their awareness beyond the four skills. Some university students expressed intheir feedback that it was valuable for promoting the affective and sociocultural/interactive dimensions oflearning English. As a result, they developed an interest in finding strategies in different dimensions. However,
although we provided some direct strategy instruction in our classrooms, as Oxford suggests, it was not
sufficient (2011, p. 174). The instructor could not ensure the learners became aware of, discovered or recycled
any strategies in the limited time frame of the school settings. The same pattern emerged in the language
school. We feel that a concerted effort is needed by the teacher over time to introduce and implement strategies
at each phase of learning. use. We feel that this will be far more effective than one-off activities. However, we
are also aware that in many teaching settings, teachers do not have the authority or individual time with thelearners to accomplish this.
Another option to encourage strategy use, which we discussed with visitors to our presentation, is to revisit theStrategy Inventory for Language Learning (SILL), a 50-point questionnaire produced by Oxford (1990).
Introducing parts of the SILL, a few points at a time in line with learner needs revealed by the Strategy Tree,might encourage awareness about learning strategies and develop greater range in our students’ approaches toSpecial Issue of Learning Learning, Volume 22, Issue 2 October 201554

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learning. In asking our learners to draw their Trees for the first time, we found all of our learners used language
learning strategies, though many of them were unaware they were doing so.

References
Abe, M., Yoshimuta, S. & Davies, H. (2014). “Now maybe I feel like trying”: Engaging learners using a visualtool’. Studies in Self-Access Learning Journal, 5(3), 277-293. Retrieved fromhttp://sisaljournal.org/archives/sep14/abe_yoshimuta_davies
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Pearson Education.
Davies, H., Abe, M. & Yoshimuta, S. (2014). The strategy tree for language learners. In Hurrell, I., Abe, M.,
Brown, P. S., Bruce, S., Capouilliez, J., Chen, J., Davies, H., Kojima, H., Landicho, P., Opitz, T., Ray,D.,Taferner, R. H., Vye, S., Yoshimuta, S., LD SIG forum: Transitions in the lives of learners andteachers.In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings (pp. 52-53). Tokyo: JALT.
Retrieved from http://jalt-publications.org/proceedings/articles/3977-ld-sig-forum-transitions-liveslearners and-teachers
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle.
Oxford, R.L. (2011). Teaching and researching language learning strategies. Harlow: Pearson Education.

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Fig. 1: Template

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Fig. 2: Teacher’s example

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Fig. 3: Shigeru’s tree

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