Learning Learning 『学習の学習』 28(2): Greetings And News Updates

Learning Learning『学習の学習』
Newsletter of the Learner Development SIG

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Co-coordinators' Greetings for Autumn 2021 ….. Koki Tomita & Tetsuko Fukawa

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MINI-PROFILES: SHARING YOUR LEARNER DEVELOPMENT INTERESTS |ミニプロフィール：学習者ディベロップメントについての関心の共有
Mini-profiles ミニプロフィール …. Kayoko Horai

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MEMBERS’ VOICES | メンバーの声
Towards the In-class Development of Learner Autonomy and Self-regulated Learning. …. Szabina Adamku

7Interest and Research in Learner Autonomy…. Dominique Vola Ambinintsoa
Ecologically Partnering Our Students and Nature: Empowering Learners, Learning, and Life! …. Tim Murphey

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A Teacher Can Change Students’ Perception of English …. Kaori Suzuki

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FREE SPACE | フリー・スペース
Talking of Breaking With the Third-party Academic Paradigm in Writing About Inclusive Practitioner
Research …. Tim Ashwell, Andrew Barfield, Alison Stewart

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STORIES OF LEARNING AND TEACHING PRACTICES | 学習・教育実践の成功談・失敗談
From Hating to Teaching English: An Interview with Jackson Koon Yat Lee.….
Ken
Ikeda &
Yat LeeExit Cards
asJacksona BridgeKoon
betweenTeachers and Students in Online Learning….. Cecilia Smith Fujishima &19
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Adrienne Johnson

LOOKING BACK | 報告
Reflections on the Learner Development SIG Forum at PanSIG 2021: Challenges in Multilingual Learner
Development….. Rei Sandy, Michael Kuziw, Chie Tsurii, Dominique Vola Ambinintsoa R., Alison Stewart,
Kevin Mark, Alexandra Shaitan, Kizuna Fuse, Blair Barr, Lorraine de Beaufort, Andy Barfield, Ellen Head
July 4th 2021 Get-together Report….. Tim Cleminson, Cecilia Smith Fujishima, Tetsuko Fukawa, Ellen Head,
Ian Hurrell, Ken Ikeda, Koki Tomita
Sept 26th 2021 Get-together Report ….. Tim Cleminson, Ellen Head, Ian Hurrell, Ken Ikeda, Koki Tomita,
Lorna Asami
LOOKING FORWARD | 今後のイベント
JALT2020 Online 46th Annual International Conference on Language Teaching and Learning & Educational
Materials Exhibition
Creating Community Learning Together: Quality of Life and Learning
SIG MATTERS | インフォメーション
Learner Development SIG Financial report March 2021 to February 2021 …. Patrick Kiernan
Writing for Learning Learning『学習の学習』応募規定
Cover Design & Layout, James Underwood

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Learning Learning 『学習の学習』 28(2): Greetings And News Updates

In this issue | 本号について
Hello and greetings to all of our readers at Learning Learning. I hope that you will be inspired and encouraged by the
many people who have written for this issue of our biannual online newsletter. I would also like to send out a heartfelt
thanks to my co-editors for their support in my first venture as lead editor. It has been a great experience for me
personally and one of firsthand learner development for sure!
Our Learner Development SIG coordinator, Koki Tomita, will open this autumn issue with our SIG news and afarewell as he hands over the reins to our incoming coordinator, Tim Cleminson. We have so appreciated Koki’s work
here along with his co-coordinator Tetsuko Fukawa in LD with the many events and publications that they haveplanned, directed, and participated in. We will miss their leadership, but are glad to know that our SIG will be in good
hands with Tim.
We have recently restarted a section called “Mini-profiles” for our busy members to be able to share snippets about
what interests, puzzles, and/or intrigues you about learner development. Kayoko Horai wrote to us telling us a bit
about the disruption that the 2019 Kumamoto earthquake and then Covid19 pandemic brought to her personal andprofessional life. We are very thankful that she is safe and glad that she is able to continue to be with us.
In Members’ Voices, Szabina Adamku relates her story of focusing her research interests on learner autonomy andself-regulated learning in her home country of Hungary. Now in Tokyo, she says that she sees similarities in how
language learning is approached in Hungary and Japan. She is presently researching vocabulary learning practices anddoing qualitative studies to discover more about students’ self-regulated learning. Dominique Vola tells us that the
beginnings of her study of learner autonomy with students in Madagascar served as the impetus to earning a Ph.D in
fostering learner autonomy. She is presently at the Kanda University of International Studies, researching advising, selfdirected learning, and in-class reflection. Tim Murphey brings up an important point that teachers should remember
who our students are as they are learning and growing and have all of their future careers ahead of them. He uses theword “partnerism” and highlights works from Riane Eisler that emphasize dependency on one another over having adomineering worldview and agenda. Kaori Suzuki writes about the teacher who inspired her dream to become fluent inEnglish and tells of how she has come to realize the importance of her influence in the classroom to help learners form
their identities as English speakers in a global environment.
In our Free Space, is an article by Tim Ashwell, Andrew Barfield, and Alison Stewart. In 2015, they founded the
Learner Development Journal, our SIG’s online open-access annual publication and formed its first Steering Group. As
they consider Inclusive Practitioner Research, they show us new genres and ways of writing with increased
collaboration between author and editor. I hope that you will take up their invitation to contribute your reflections to
the knot of issues at the end of their article which were raised by the participants of the Learner Development Journal
Issue 5 that is to be soon released.
The next section of our 28.2 issue are two special stories about Learning and Teaching Practices. The first is a Zoom
interview by one of our own editors, Ken Ikeda, with Jackson Koon Yat Lee, a university teacher in Tokyo. Keninterviewed Jackson about his conflicted feelings as he learned English and moved from Hong Kong to Canada and thento Japan. Ken comments on how Jackson’s language experience resonates with his own personal experiences andshares Jackson’s reasons for choosing language education as a career. Our second story is by Cecilia Smith Fujishima
and Adrienne Johnson who explain how they have adapted exit cards for use in their online classrooms to ascertain
their students’ progress, feelings, and a sense of the class as a whole. They show us that exit cards are easy to use andinvaluable as a tool to improve the communication between teacher and learner.
Following Learning and Teaching Practices, is Looking Back, where Blair Barr compiled reflections from sixteen
attendees of the Learner Development SIG Forum at PanSIG 2021 on the presentation theme of “Challenges inMultilingual Learner Development.” Another Learner Development event covered in this Looking Back section is theonline Get-Together that was held in July and September. There were reflections from July’s meeting on topics such as
an Exploratory Practice board game by Tim Cleminson and limits of learner autonomy by Ian Hurrell. The September
Get-Together featured such topics as how to encourage learner involvement in hybrid classrooms, CEFR standards, andSMART goals.

学習者ディベロプメント研究部会 <http://ld-sig.org>

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Learning Learning 『学習の学習』 28(2): Greetings And News Updates
Upcoming events for our SIG for the remainder of the year include the next Get-Together at the end of October(which will have been finished at the release of this newsletter), the annual JALT International Conference from
November 12-15 which will be held online this year on the theme of “Reflections and New Perspectives.” Please join
Learner Development SIG members Aya Hayasaki, Gareth Barnes, and Sakae Onoda at the LD Forum on November
13th from 18:30-19:30. Then, on December 12th from 14:00-16:30, we will have a modified version of our annual
Creating Community: Learning Together (CCLT) conference, with this year geared to give our students center stage on
the theme of “Quality of Life and Learning.”
Concluding this issue is our Treasurer’s Report by Patrick Kiernan, with the good news that in spite of a severebudget cut from the JALT Central Office, our SIG has managed to stay healthy and in the black.
I would like to close by encouraging those who are considering writing for us, to peruse our Information forContributors at: http://ld-sig.org/information-for-contributors/ to find the right section for your personal and reflective
story of learner development. The editors here at Learning Learning are ready and willing to help you to tell yourpersonal story of learner development. If you would like to join our group of editors, please send us a message at<LLeditorialteam@googlegroups.com>. We thank you all for your participation and for making this SIG such a vibrant
and warm place to be.
Lorna Asami, lead editor for 28.2, on behalf of the Learning Learning editorial team: Ken Ikeda,
Mike Kuziw, Hugh Nicoll, Koki Tomita, James Underwood
Tokyo, November 2021

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

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Learning Learning 『学習の学習』 28(2): Greetings And News Updates

Co-coordinators' Greetings for Autumn 2021 |コーディネーター挨拶
Welcome to the fall issue of SIG's newsletter, Learning
Learning. Thank you very much to the many people whohave contributed to this issue, working hard with theeditorial team to put together this issue. In thesegreetings, I would like to reflect on our activities since
the last issue and write my farewell to you as a CoCoordinator of the Learner Development SIG.
To begin, I extend my appreciation to each one of themembers and officers who contributed to our SIG
activities throughout the year. Our activities were so
informative and engaging because you made ouractivities worthwhile. In particular, I would like toexpress my appreciation to the contributors (Kayoko
Horai, Dominique Vola, Nicole Gallagher, Tim Murphey,
Kaori Suzuki, Szabina Adamku, Jackson Lee, Cecilia Smith
Fujishima, Adrienne Johnson, Blair Barr, James
Underwood, Ian Hurrell, Andy Barfield, Patrick Kiernan)
and editors (Andy Barfield, Mike Kuziw, Kento Nakachi,
Yoshio Nakai, Hugh Nicholl, and James Underwood) of
this issue of Learning Learning led by Lorna Asami and
Ken Ikeda. Thanks for the terrific job, all!
Next, I would like to address my gratitude to allpresenters and members who joined our online forums
and Get-togethers (monthly meetings). We should notforget to appreciate the dedication and commitment of
my fellow officers, Blair Barr, Ken Ikeda, James
Underwood, Ian Hurrell for hosting our events. 2021 has
been another challenging year for all of us in the field of
education. In the midst of such uncertainties, we needed
to have a place where we could connect to share ourviews and ideas and overcome the challenges that wewere facing. At the 2021 PanSIG Conference in May, we
had 13 presenters (Isra Wongsarnpigoon, Ellen Head,
Akiko Nakayama, Andy Barfield, Alison Stewart, Lorraine
de Beaufort, Kevin Mark, Rita Kelly, Jussi Jussila, Yuri
Imamura, Alex Shaitan, Chie Tsurii, and Kizuna Fuse)
under the theme of Local and Global Perspectives:
Plurilingualism and Multilingualism. In June, we also
held another forum to share our insights on learnerdevelopment at the JALT CALL Conference with thetheme Reimagining Learning Communities Online. For
this forum, the LD SIG had an amazing list of speakers,
which featured Leticia Vicente Rasoamalala, Martin
Mullen, Satoko Watkins, Dominique Vola Ambinintsoa
Razafindratsimba, Gareth Barnes, Lee Arnold, and Yuta
Sato. Please check the following URL for more details of
our online forums. https://ld-sig.org/events/

学習者ディベロプメント研究部会 <http://ld-sig.org>

Now let’s look at the events coming up in the rest of2021. In November, we will have our final forum in 2021
at the online JALT International Conference with thetheme of Learner Development SIG Identities on
November 13th from 10:45 to 12:15. Join us at https://jalt2021.edzil.la/session/2327. On the same date, we aregoing to have our Annual General Meeting where all LD
members can join and discuss topics regarding the LD
SIG.
I imagine a lot of LD members have been looking
forward to hearing updates from us on our annual
signature conference, Creating Community: Learning
Together. After much consideration and discussions
among our officers, we decided to take a break fromholding the event for this year. Instead, we have beenplanning to have a small-scale festival theme meeting forour students. You will hear from us about the event
soon, so please check your email box for the news.
In 2022, we will face a big decline in the number ofofficers. We are looking for volunteers who can work
together to create a wonderful community as CoCoordinator, Program Chair, editors of Learning
Learning, a Learner Development Journal Steering Group
member, and online Get-together team. If you areinterested in taking one or more roles in our SIG, pleasecontact Co-Coordinators at ld@jalt.org.
To close, I would like to thank all the members andofficers who supported me in the total four years of mytenure as a co-coordinator of the LD SIG. The past four
years have been an incredible journey, and filled with joy
and appreciation. In particular I would like to thankAndy, Yoshi, Ellen, Ken, Blair, Tetsuko, Patrick and Hughfor supporting me and sharing a number of great piecesof advice since the beginning of my tenure. Thank you
all! After the November AGM, Tetsuko and I willcompletely step down from the Co-Coordinators roleand support Tim Cleminson, one of the incoming CoCoordinators. Once again, thank you so much for yoursupport. I am looking forward to meeting all at theForum and AGM.
Thank you LD and bye for now.
Outgoing Learner Development SIG Co-Coordinators
Koki Tomita & Tetsuko Fukawa

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Learning Learning 『学習の学習』 28(2): Mini Profiles

Mini-profiles: Sharing Your Learner Development Interests |ミニプロフィール：学習者ディベロップメントについての関心の共有… in which SIG members introduce themselves
briefly (just 50 to 100 words or more), and write
about what interests, puzzles, intrigues them about
learner development, and/or about a particularapproach or project, or research that they are doingor plan to do, or simply share a short reflection, todo with learner development …
…!!"#$%&'()*+,-./012345()6789:;<=>?@ABCDEFGHAAI9JKLMNOPQNNR+STUVWXYZ[\]^_`abcdBe53+fF53ghi6$jk
lmn,78Fo,pq$rP9#-./012
345()6,:;<s9DaCtuBv$owx
w,yKFz{|}~Pw•K`ab

Learning Learning is your space for continuing to makethe connections that interest you. You are warmly
invited and encouraged to contribute to the next issueof Learning Learning in either English and/ orJapanese. In order to provide access and opportunities
for Learner Development SIG members to take part in
the SIG’s activities, we welcome writing in different
formats and lengths about issues connected withlearner and teacher development.

Kayoko Horai

け るスペースです。次号の『学習の学習』への日本語（もEmail: <khorai@m.sojo-u.ac.jp>

しくは英語、及びニ言語で）の投稿を募集していま す。メ

Hello everyone. My name is Kayoko Horai.
I decided to rejoin the LD SIG because I am interested in
the theme of Learner Development, even though I had
not been actively engaged in LD before. Also, I havebeen out of the LD SIG for a while because of the
Kumamoto earthquake in 2016. I had to rebuild myhouse and the SALC building where I work at myuniversity. After I finally felt like things settled down, thepandemic started with all of its unexpected challenges in2020.
Right now, I am a learning adviser/teacher in Sojo
University in Kumamoto. When I was a university
student, I couldn't imagine being an English educatorbecause I didn’t do well in English class in school. Then, I
finally realized that English is a great communication
tool when I met non-Japanese people. Now, I enjoy
supporting STEM students in my university and assisting
their development. I am interested in advising inlearning, Self-directed learning, learner development,
and the SALC. I look forward to joining more LD SIG
events to learn from the other members.

ンバーの皆様にSIGの活動にご参加いただきたく、形式や長Call for Contributions
Deadline for the Spring 2022 issue:
February 28th, 2022

『学習の学習』は会員の皆様に興味ある繋がりを築きつづさを問わず、学習者および教師の成長に関 する以下のような原稿をお待ちしております。 ターで、年に２回（春と秋）オンライン出版されています（ISSN 1882-1103）。学
習者の成長、学習者と教員の自律に関するアイディア、省察、経験や興味に関連したさまざま形式の原稿を収録しています。SIGの多くのメンバーが『学習の学習』に寄稿し、共同体の意識を築き共に学習しています。どうぞ奮ってご投稿され、SIG内でのまたそれを超えた繋がりを築いてくだ
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Learning Learning 『学習の学習』 28(2): Members’ Voices

Members’ Voices | メンバーの声
Towards the In-class Development of
Learner Autonomy and Self-regulated
Learning
Szabina Adamku
Meisei University, International Studies
CenterE-mail: <szabina.adamku@meiseiu.ac.jp>
My research interest in learner autonomy, moreparticularly in self-regulated and strategic foreign
language learning started in my home country, Hungary.
Located in the heart of Europe, Hungarians aim to gain
foreign language knowledge – mainly in English andGerman – for existential benefits such as better job
opportunities, broader learning possibilities, or evenprospects of settling in a foreign country. However, selfreported research statistics on foreign language skills
placed Hungary fifth from last among EU countries(Eurostat, 2019), and domestic large-scale research
results (Öveges & Csizér, 2018) revealed a yet widely
applied frontal teaching style in primary and secondary
school education, leaving little room for communicative
language practice. While self-reported data include theparticipants’ level of confidence beyond language
knowledge, and recent changes are emerging inapproaches to EFL instruction through more practicallanguage skills development, these results serve as awarning to the stakeholders of EFL education about theneed for improvement.
Granted with the opportunity to join the EFL
instructor’s team at a Japanese private university where,
besides general EFL classes across all departments, there
is an International Studies Program with several English
classes focusing on different aspects of EFL language
practice and widening learners’ global understanding, I
have gained a broader insight into the field of EFL
education. By taking part in both general English classes
and the focused international communications program,not only am I able to draw a parallel between Hungarian
EFL education and the still widely-applied grammartranslation methods in Japanese EFL instruction(Fujiwara, 2018), but through participating in a programthat aims to provide EFL learners with adequate

学習者ディベロプメント研究部会 <http://ld-sig.org>

language skills for their successful entry into global
platforms, I can gain insight into Japanese learners’ EFL
learning activities.
I firmly believe that EFL instruction goes beyond
providing material, knowledge, and practice that fulfil
the aims of a pre-set curriculum (may they be passing
high-stake language tests or meeting a certain
predetermined level of language knowledge). Building
learning strategies, especially in our time of rapidly
emerging digital opportunities in foreign language
practice, is just as vital for learners as receiving thenecessary knowledge and opportunities for practice(Oxford, 1997, 2017; Schmitt, 1998). As EFL practice has
been moving progressively outside the boundaries ofclassroom instruction, language instruction and training
needs to shift focus from mere in-class practices topromoting strategic outside-class EFL skills development(Benson, 2013; Zimmerman, 2008). The initiator of suchlearning processes can often be the teacher (Murray,2014), and while learners have their individual goals,
needs, learning styles and difficulties, the promotion of
successful autonomous and self-regulated learning
should be incorporated into the EFL teaching syllabus.
Although learning a foreign language spans acrossseveral skills and focuses, when determining myresearch focus, I narrowed my interest down to a crucial
aspect of language acquisition: that of vocabulary
learning (Folse, 2011; Ghazal, 2007). As Hungarian andJapanese EFL instruction both share the educational
goals of (1) preparing learners for high-stake tests
necessary for their life achievements and (2) providing
useful skills for the global demand of English language
application, sufficient knowledge of vocabulary isdesired both by learners, teachers and the outcomes
determined by the learning curricula. Therefore, one of
my missions in my ELT and research activities is to finduseful and applicable means of promoting anddeveloping learners’ strategies for their out-of-class, selfcontrolled EFL vocabulary expansion.
My PhD research activities in Hungary focus onsecondary-school EFL learners and teachers; however, I
believe that language learning spans across a longer –and often life-long – continuum, with each phasestrongly affecting the next. While conducting
quantitative studies about Hungarian secondary-school7

Learning Learning 『学習の学習』 28(2): Members’ Voices
EFL learners’ current self-regulated EFL vocabulary
learning practices and teachers’ views and activities
regarding the development of such learning processes, I
am currently making qualitative inquiries among
Japanese university students about their beliefs,
experiences, views, development and approaches
related to their self-regulated EFL learning, with certain
focus on vocabulary learning. I hope my results can shedlight on tangible problems and meaningful pedagogicalimplications that contribute to the field of EFL
instruction and, within that, teachers’ contribution to
the development of learner autonomy and selfregulated learning both in Japan and on a global scale.

Schmitt, N. (1997). Vocabulary learning strategies. In N.
Schmitt & M. McCarthy, (Eds.), Vocabulary:
Description, acquisition, and pedagogy. Cambridge
University Press.
Zimmerman, B. J. (2008). Investigating self-regulationand motivation: Historical background,methodological developments, and future prospects.
American Educational Research Journal, 45(1),References

Dominique Vola Ambinintsoa

Benson, P. (2013). Learner autonomy. TESOL Quarterly,
47(4), 839-843.
Eurostat. (2019, April). Foreign language skills statistics[Data set]. Eurostat Statistics Explained. <https://
ec.europa.eu/eurostat/statistics-explained/
index.php?title=Foreign_language_skills_statistics>
Folse, K. (2011). Applying L2 lexical research findings in
ESL teaching. TESOL Quarterly 45(2), 362-369.
Fujiwara, Y. (2018). The role of grammar instruction in
Japanese EFL context: Towards communicative
language teaching. JAS4QOL, 4(4), 1:1-11.
Ghazal, L. (2007). Learning vocabulary in EFL contexts
through vocabulary learning strategies. NovitalROYAL, 1(2), 84-91.
Murray, G. (2014). The social dimensions of learnerautonomy and self-regulated learning. Studies in SelfAccess Learning Journal, 5(4), 320-341.
Öveges, E., & Csizér, K. (Eds.), (2018). Vizsgálat aköznevelésben folyó idegennyelv-oktatás kereteiről és
hatékonyságáról: Kutatási jelentés [Research into theframework and effectiveness of foreign language
instruction in Hungarian public education: A report].
Oktatási Hivatal. https://www.oktatas.hu/pub_bin/
dload/sajtoszoba/
nyelvoktatas_kutatasi_jelentes_2018.pdf
Oxford, R. L. (1990). Language learning strategies: Whatevery teacher should know. Heinle & Heinle.
Oxford, R. C. (2003). Toward a more systematic model of
L2 learner autonomy. In D. Palfreyman & R. C. Smith(Eds.), Learner autonomy across cultures: Language
education perspectives (pp. 75-91). Palgrave
Macmillan.
Oxford, R. L. (2017). Teaching and Researching Language
Learning Strategies. Routledge.

Kanda University of International
Studies

166-183.

Interest and Research in Learner
Autonomy

Email: <dvolaamb@buffalo.edu> or<razafindratsimba-d@kanda.kuis.ac.jp>
I was an English as a Foreign Language (EFL) teacher inan English language center in Madagascar for several
years before I decided to learn more about learnerautonomy, as I realized the latter was what my students
were lacking. They tended to be dependent on teachers
to give them instructions and to guide them on what tolearn and what resources to use, though they werealready university students and workers. I then started
to read papers about learner autonomy, the capacity totake charge of one’s learning (Benson, 2011), a notionthat was unfamiliar in the context where I was. The
more I learned about it, the more I felt that I needed to
do much more than just reading about it. Thus, I decided
to pursue a PhD on fostering learner autonomy in the
EFL Malagasy context in New Zealand.
For my PhD, I especially worked with EFL student
teachers and in-service teachers in Madagascar, as I
strongly believed that learner autonomy starts withteacher education, as Little (1995) states, “Language
teachers are more likely to succeed in promoting learnerautonomy if their own education has encouraged them
to be autonomous” (p. 180). Firstly, I investigated theaffordances for learner autonomy in a rural Malagasy
school. Secondly, I conducted a nine-week practitioner
research with first-year student teachers, aiming todevelop their metacognitive awareness on their writingby means of reflection. The findings from these twophases showed that learner autonomy can and shouldbe implemented in any context. However, before theNewsletter of the JALT Learner Development SIG <http://ld-sig.org>

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Learning Learning 『学習の学習』 28(2): Members’ Voices
implementation, it is crucial to study the context inorder to find the affordances and the constraints
regarding learner autonomy. The first phasedemonstrated that it is important to understand the inservice teachers’ existing beliefs and teaching practices
in order to raise their awareness of learner autonomy
gradually by means of reflective questions. The second
phase showed that experiencing the implementation oflearner autonomy on their learning for nine weeks madethe student teachers aware of their capacity to takecharge of their writing and their learning in general by
setting goals, monitoring and self-evaluating. They also
realized their responsibility towards their learning, andexpressed their willingness to promote the same to their
future students, as exemplified in the following quotefrom one of the students:
If I were a writing teacher, I would use the reflective
journal sometimes for my students. I would tell themthat learning by themselves is really important because
when we are just given lessons, we forget them after a
few times and we do not really understand why they arelike that, but when we have to find solutions and lessons
by ourselves, we never forget them. I would let them[set] clear goals and challenge themselves to attainthem. (N1)
Including the implementation of learner autonomy informal teacher education can, therefore, be the mosteffective and sustainable way to foster autonomy.
In addition to my PhD thesis (published in 2020), I am
still writing on the studies I conducted in Madagascar
and some follow-up studies. I still would like to continue
working with student teachers and teachers on the
promotion of learner autonomy in the EFL Malagasy
context and hopefully the Japanese context.
Still related to the investigation about affordances forlearner autonomy, I am co-authoring a paper with twoof my Malagasy former students, which will be publishedin the Learner Development Journal 6. In the paper, thetwo student teachers share their English language
learning histories (LHL), which, according to Murphey
and Carpenter (2008), are rich sources of data to analyze
learners’ perceptions and beliefs vis-a-vis the languages
they learn and to identify the ‘seeds’ of their agency. In
the paper, we focus on the student teachers’ learning
beyond the classroom, including their sources ofmotivation as well as the activities they did.

学習者ディベロプメント研究部会 <http://ld-sig.org>

As a learning advisor at Kanda University ofInternational Studies now, I have been conducting
research related to advising (e.g. Ambinintsoa, 2020),
self-directed learning resources (e.g. Ambinintsoa et al,2021), and in-class reflection. My experience as alearning advisor has enabled me to appreciate theimportance of Intentional Reflective Dialogue (IRD) (Kato& Mynard, 2016) and to understand the uniqueness ofeach learner. It has reconfirmed my belief in thenecessity of self-reflection, which I have applied in myown Japanese learning. I am now writing a paper on selfreflection as the solution to motivation according to myown language learning experience. In addition to learnerautonomy and advising, I am interested in motivation
related to multilingualism.

References
Ambinintsoa, D. V. (2020). Using an advising tool to help
students go beyond “just learning”, Relay Journal,
3(2), 221-228.
Ambinintsoa, D. V., Mynard, J., & Yamamoto, K. (2021).
Promoting self-directed language learning:
Transitioning from paper-based materials to online
learning apps, Harnessing the Potentials ofTechnology to Support Self-Directed Language
Learning in Online Learning Settings, Proceedings ofthe 2020 STELLA Symposium, Stockholm, Sweden,
October 2020.
Benson, P. (2011). Teaching and researching autonomy(Second ed.). Routledge.
Kato, S., & Mynard, J. (2016). Reflective dialogue:
Advising in language learning. Routledge.
Little, D. (1995). Learning as dialogue: The dependenceof learner autonomy on teacher autonomy. System,
23(2), 175-181.
Murphey, T., & Carpenter, C. (2008). The Seeds of Agency
in Language Learning Narratives. Narratives oflearning and teaching EFL (pp.12-34). Palgrave
Macmillan.
Dominique Vola Ambinintsoa is a learning advisor
at Kanda University of International Studies in
Chiba, Japan. She holds a PhD in applied linguistics,
focusing on fostering learner autonomy in an EFL
context (Victoria University of Wellington, New
Zealand) and a Master of Education in TESOL (State
University of New York at Buffalo, US). She is a comanaging editor of the Research Institute forLearner Autonomy Education’s Relay Journal and isa co-editor for an upcoming issue of the Learner
Development Journal. She has a particular interest

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Learning Learning 『学習の学習』 28(2): Members’ Voicesin learner autonomy, self-access language learning,
advising in language learning, and positive
psychology in education. In addition to Japan, she
has had experience of teaching English in
Madagascar, the United States, and New Zealand.

Ecologically Partnering Our Students
and Nature: Empowering Learners,
Learning, and Life!
Tim Murphey,
Research Institute for Learner
Autonomy Education (RILAE),
Kanda University of International
Studies (KUIS)Email: <mitsmail1@gmail.com>“Partnering? Partnerism?”
Strange words just six months ago (when the virus waspeaking again in Japan) and I ran across Riane Eisler’schapter in The New Possible (2021), “Caring for People
and Nature First: Four Cornerstones for a Successful
Progressive Agenda.” Eisler, anthropologist turned
lawyer-activist, has been telling us in her many books
since 1987 that partnerism offers a more equitable andegalitarian way to address our problems and hopefully
survive a bit longer on this planet. We have all heard
how everything is connected (how our biologies,
psychologies, sociologies, economies, and ecologies all
depend upon each other) and Eisler does an excellent
job of showing how the “domineering agenda” of
economists is connected to recent socio-ecologicalproblems:
Both capitalism and socialism were attempts to moveaway from the domination economics that pervaded
most of recorded history. Examples included the topdown economics of tribal chiefs, Chinese emperors,
Middle Eastern sheiks, and European kings and feudallords. Adam Smith was interested in challenging thesystem of mercantilism: the control of economics fromthe top by kings and court officials. Marx challenged
capitalism and the exploitation of workers and peasantsby so-called nobles and the growing bourgeoisie.
While many today focus on the differences between
Smith and Marx, both men actually saw nature as
something to be dominated and exploited. They did notconsider the damage to our natural life support systems
or the need to care for them…(p. 72)
We do not need to be scientists to understand thatmany of our social and ecological systems drasticallyneed revising to have a sustainable future. That’s the big
picture.
Eisler also writes of teachers partnering students in
education (Tomorrow’s Children 2000) for a better, more
ecological way of “walking our talk” and creating
dialogue in which teachers continue to learn as well.
When such partneristic learning communities emerge
dialogically in education, the possibility that they canemerge in families, businesses, and communities grows
as well and we all begin to reap the benefits of moreegalitarian and equitable societies. (Educators should
never assume that they are just teaching the students infront of them; they are teaching future parents,
politicians, and business leaders in whose hands theworld will evolve.) Respectful and trusting partnerships
empower all of us and we all end up learning, being
more creative, and evolving more ecologically.
Unknowingly almost, I have been drifting that way
somewhat throughout my career. At first by getting
students to share the classroom by giving me feedback
so that I could make our classes more equitable throughaction logging (Murphey 1993, Miyake-Warkentin et al,2020), fighting against the Japanese university entrance
exam system (Murphey 2004), publishing student work
(Murphey 2021a&b), and social testing (Murphey 2013,2018, 2019).
Engaging the minds of youth with respect and trust
through partnering them goes much further andstraighter to the target of ecological and meaningfulactive learning and lifelong engagement. (NB: Educators
should never assume that they are just teaching theirstudents; they are teaching future communities,
parents, politicians, and business leaders, through theirstudents in whose hands the world will evolve in eternal
ecological waves of respectful and trusting
partnerships.) Of course teachers and students will comearound to this easier than politicians and corporations,and we can only hope that some of our students will get
into politics and corporations and eventually shiftsystems. After first reading Eisler’s chapter, I have read
five of her books and am on #6. I have also found thelinks centerforpartnership.org and partnerism.org very
helpful as well. It seems rather obvious that the “spare
the rod and spoil the child” domineering form ofeducation is not only outdated but does not work.

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Learning Learning 『学習の学習』 28(2): Members’ Voices
For more information about Riane Eisler see here:
https://centerforpartnership.org/
https://
www.partnerism.org/
Eisler, R. (1987). The chalice and the blade. Harper.
Eisler, R. (2000). Tomorrow’s children: A blueprint forpartnership education in the 21st century. Westview
Press.
Eisler, R. (2002). The power of partnership. New World
Library.
Eisler, R. (2007). The real wealth of nations. BerrettKoehler Publishers.
Eisler, R. and Fry, D. (2019). Nurturing our humanity:
How domination and partnership shape our brains,
lives, and future. Oxford.
Eisler, R. (2021). Caring for People and nature first: Fourcornerstones for a successful progressive agenda. In
P. Clayton, K. Archie, J. Sachs, & E. Steiner (Eds.), The
new possible: Visions of our world beyond crisis (pp.
71- 79). Casade Books.
References:
Miyake-Warkentin, K., Hooper, D., & Murphey,(2020). Student action logging creates teacher
efficacy. In P. Clements, A. Krause, & R. Gentry (Eds.),
JALT 2019 Proceedings, 341-349. https://jaltpublications.org/articles/25989-student-actionlogging-creates-teacher-efficacy
Murphey, T. (1993). Why don't teachers learn what
learners learn? Taking the guesswork out with action
logging. English Teaching Forum, 31(1), 6-10.
Murphey, T. (2013). With or without you and radicalsocial testing. Pookela (Hawai’i Pacific University
Newsletter) 20(69), 6-7.
Murphey, T. (2018). Stretching boundaries with social
testing and self-evaluations in language classes. J.
Mynard & I. K. Brady (Eds.), Stretching boundaries:
Papers from the Third International Psychology ofLanguage Learning Conference (pp. 47-48). IAPLL.
Murphey, T. (2019). Peaceful social testing in times ofincreasing individualization & isolation. Critical
Inquiry in Language Studies. 16(1), 1-18. https://doi.org/10.1080/15427587.2018.1564138
Murphey, T. (2004). Participation, (dis-)identification,
and Japanese university entrance exams. TESOL
Quarterly, 38(4), 700-710.
Murphey, T., (2021a). Ask your students for a change:
Using student produced and selected materials(SPSMs) in dialogic pedagogy, The Language Teacher,45(5), 9-16.
Murphey, T., (2021b). Voicing Learning. CandlinMynard.

学習者ディベロプメント研究部会 <http://ld-sig.org>

Tim Murphey (PhD Université de Neuchâtel,Switzerland,) TESOL’s Professional Development in
Language Education series editor, co-author with
Dörnyei of Group Dynamics in the Language Classroom(CUP/2003), author of Music and Song (OUP/1991),
Teaching One to One (Longman/1992), Language
Hungry! (Helbling/2006), a novel about Japan’s entrance
exam system The Tale that Wags (Perceptia/2010),
Teaching in Pursuit of Wow! (Abax/2012), co-editor with
Arnold of Meaningful Action: Earl Stevick’s Influence on
Language Teaching (CUP/2013), and author of Voicing
Learning (2021 Candlin& Mynard). He is presently asemi-retired visiting professor at the Research Institutefor Learner Autonomy Education (RILAE), Kanda
University of International Studies. (100 words)

A Teacher Can Change Students’
Perception of English
Kaori Suzuki
Student in the Graduate School of Global
Communication and Language Akita International
University
Email: <i2000101@gl.aiu.ac.jp>
How will students feel my English instruction is effective
and fruitful? I am currently seeking the answer as a
graduate student at the School of Global Communicationand Language at Akita International University. In thepast, I did not consider students' feelings or help
students pursue their dream of English acquisition. Totell the truth, I forgot why I wanted to become a fluent
English speaker and what experience I have had in orderto achieve the goal. In this article, I would like to identify
what makes my students think my instruction is effective
or fruitful. I appreciate providing me with thisopportunity to write about my English learning andteaching process. I would like to share the process ofrecognizing my lack of awareness and identifying better
approaches to teaching.
The first thing I learned that makes my instruction
effective and fruitful is that possessing a dream ofgetting a global status is vital to becoming anautonomous English learner. My values were changed by
one teacher when I was a second-year high school
student. Her English was like a native speaker’s, and she
was glittering. I began to hold an admiration for her. I
concentrated on her instruction and talk of experiences

11Learning Learning 『学習の学習』 28(2): Members’ Voices
overseas, and took notes as much as possible. My
English grades drastically improved, and I started tofantasize about becoming a fluent English speaker andgetting a job that required English. Until then, I
perceived nothing more than English as one of theschool subjects. When I was in college, I was depressedwith many assignments and wanted to get away fromlearning English. However, my dream was alive and has
inspired me to continue learning English until now. After
getting a degree in English and an English teacher'slicence, I began working for a company, but my dreamwas still in my mind. I started to go to an English
conversation school. Finally, I began to work as an
English teacher. I realized that my dream would cometrue if I kept my dream alive.
My English instruction was entirely like the style I
experienced at school rather than my individual English
learning. Students' unmotivated faces explained thatthey were only studying English to get good marks in theexams. Thus, I felt compelled to encourage students tofind their own dreams and convey that English canbroaden their possibilities. At the same time, the newcourse of study published by the Ministry of Education
stated that English lessons should be conducted in
English at high schools (MEXT, 2009, 2018). My teachingexperiences made me want to improve my English skills
and learn novel instruction methods to inspire mystudents.
The second thing I learned that makes my instruction
effective and fruitful is that I need to take into
consideration the feelings or difficulties of my students
in relation to their English learning. Most of my previous
students interpreted English as one of their school
subjects, just like I did. Nothing more, nothing less. I
learned that a motivational factor, "International
Posture," is one stimulus for raising autonomous
learners (Yashima, 2009). If students can see themselves
involved in the global society, it may help them tobecome interested in English and overcome their
negative feelings or any difficulties they are having. It
takes a long process for students to change fromrecognizing English as a school subject to realizing thatthey can have an international posture in society. I
believe teachers can change students' perceptions ofEnglish. To achieve this, teachers should be aware of
their students' perception of English education.
Students' behaviors, reactions, or facial expressions
presumably want to convey some messages to me.

Chatting with students outside the classroom indeed
gives us clues to see their perceptions.
Since an English teacher is the closest Englishspeaking and English-learning person to a student, weteachers must show our postures as the models to
support students' English learning. However, justlearning the instruction methods does not mean thatteachers can immediately put them into practice. I haverealized that repeated training and reflection are vital tosatisfy the Course of Study and raise autonomous
learners. It is essential to know what is difficult for
students, what activities encourage student
engagement, and how to give them a sense ofachievement.
With the development of the internet, students must
know that English is a universal language and English isrequired to communicate worldwide. However, it takes along time to acquire English. It is crucial to become
autonomous learners to make dreams practical goals. It
is necessary to consider whether our classes are exciting
and worth joining and support students to continuelearning. When our students find their dream, we know
we have succeeded.

References
Ministry of Education, Culture, Sports, Science, andTechnology (MEXT), Japan. (2009). High school courseof study (English).
Ministry of Education, Culture, Sports, Science, andTechnology (MEXT), Japan. (2018). High school courseof study (English).
Yashima, T. (2009). International posture and the ideal L2
self in the Japanese EFL context. In Z. Dörnyei, E.
Ushioda (Eds.), Motivation, Language Identity andthe L2 Self (pp. 144-163). Multilingual Matters. doi:
https://doi.org/10.21832/9781847691293-008.

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Learning Learning 『学習の学習』 28(2): Free SpaceFree Space | フリー・スペース
Talking of Breaking With the Third-party Academic Paradigm inWriting About Inclusive Practitioner Research
Tim Ashwell, Komazawa University
Email: <tashwell@komazawa-u.ac.jp>
Andrew Barfield, Chuo University
Email: <andybarfieldchuo@gmail.com>
Alison Stewart, Gakushuin University
Email: <stewart1411@gmail.com>

Setting the Scene
In August this year we took part in a symposium on Fully Inclusive Practitioner Research at the 2021 AILA World
Congress hosted online by the University of Groningen, Netherlands. The focus of our two sessions in the symposium
was on breaking with conventional modes of academic writing about learner development and learner autonomy issues—and on researching and writing about learner development and learner autonomy issues in ways that are more
inclusive and personal, especially for new writers, than traditional genres of published research. In this dialogue wetrace our thinking around key issues to do with trying to produce an alternative approach with The Learner
Development Journal, particularly Issue 5 (LDJ5).

Dialogue
Alison: In the nearly 30 years since the Learner Development SIG was founded, there has been an enduring focus on
seeking to understand our practices through discussion and sharing at get-togethers, mini-conferences, andconferences, and through writing. The SIG’s newsletter, Learning Learning, published biannually, has been a lively forum
for many different kinds of contributions, including learner and teacher voices, reflective writing, dialogic pieces, short
research articles, stories of practices, as well as experimental forms of writing about learner development and learnerautonomy. In addition, the SIG has over the years brought together groups of practitioner-researchers to publish
different books of anthologies of research and reflection (see https://ld-sig.org/publications/). As one of the editors of
two of these collections, I can attest to the fact that these projects were hugely rewarding and enjoyable collaborations,involving large numbers of contributors, and also a great deal of time and energy from the team of editors working oneach project. In setting up the Learner Development Journal in 2015, we wanted to create a sustainable way for LD SIG
members (and others interested in learner development), particularly people new to writing about their practices, or
new to writing in English, to work together over time in investigating and writing about a particular area of learnerdevelopment that interested them.

Tim: The original concept for the Learner Development Journal appears on the journal website under “Aims andobjectives”:
Rooted in a commitment to community, collaboration, and praxis, each issue of the learner development journal
publishes work on a particular learner development theme that the contributors to that issue explore together under theleadership of the issue co-editors.
Each year, one or two people, usually LD SIG members, put themselves forward as co-editors of a new issue with aparticular theme in mind. These people formulate a call for proposals which aims to attract both SIG and non-SIG
members to join them to discuss the theme with a view to publishing the issue two years down the line.

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Learning Learning 『学習の学習』 28(2): Free Space
The LDJ is an annual online, open-access journal that presents practitioner-driven research on LD-related issues. This
does not necessarily mean, however, that every contributor has to write an academic paper. In fact, one of thestrongest underlying principles of the LDJ is that people are encouraged to move away from writing in a traditional
academic genre. From the outset, editors were urged to accept book reviews, interviews, and written conversations aswell as more conventional academic texts.
Perhaps even more than a collection of writing, each issue of the LDJ involves a form of group-based professional
learner development—a process of shared exploration. The process is an intensely collaborative one and the desire isto create an environment which encourages novice writers and editors to step forward knowing that they will receive
the support of other special interest group members.

Andy: And, in that interactive, collaborative environment, one question that comes up is who the contributors are
writing for. In the first place it’s for themselves and the other practitioners involved in a particular issue of the LDJ—for
the immediate community that they are part of, and with whom they discuss their inquiries and writing as they
develop. From a broader perspective, they are writing for members of the Learner Development SIG and other likeminded groups in other parts of the world, so the imagined readership for the Learner Development Journal areaficionados of learner development and learner autonomy—people who have a strong interest and enthusiasm in
exploring through research, practice, dialogue, and writing learner development and autonomy puzzles and issues thatinterest them.
At AILA2021 we talked of “breaking with the third-party academic paradigm.” For us, “third-party academic
paradigm” suggests a strong distancing effect. In much academic writing writers adopt an objectivist stance and try totake up a universalising position, which not only removes the author from “practitioner” readers, but also positions theauthor as practitioner at a distance from their learners. In such writing, the convention is to reproduce general realitiesof learning and then, through lengthy literature reviews, to situate practice within the global field, rather than raisingparticular questions and puzzles that writers themselves have within their own local contexts. With the Learner
Development Journal, and especially with Issue 5, we have been trying to encourage writers to move away from thisparadigm and develop more personalised ways of writing.
For LDJ5 we have called these alternative genres, narrative accounts and practice-related reviews. In narrative
accounts, contributors have been aiming to ground their writing in concerns and questions that they have aboutengaging with the multilingual turn for learner development to, and write their inquiry as an unfolding story, in which
they include different voices, relate their inquiry to arguments and debates in the field where appropriate, and write
questioningly to take up critical positions to do with multilingualism and learner development (the theme of LDJ5).
Some examples of openings from near-final drafts in the slide below illustrate such ways of writing. The opening on
the left is from two teachers, Jussi Jussila and Riitta Kelly, at a university In Finland; the opening in the middle is by
Lorraine de Beaufort, who teaches French in Hong Kong, while the one on the right was created by Vasumathi
Badrinathan (University of Mumbai, India), who has been exploring multilingual issues with a group of French teachersin Mumbai. In each case the writers take a strongly personalised position.

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Learning Learning 『学習の学習』 28(2): Free SpaceThe other genre that LDJ5 writers have been focusing on is practice-related reviews of books to do withmultilingualism in language(s) education. Here contributors have been aiming to connect their reviews to particular
local learner development practices and concerns that they have. So, whereas a conventional “third-party academic”
review might well aim to provide objective, “clinical” summaries of a specific work, the authors of the practice-related
reviews in LDJ5 have created a range of personalised writing (including critical dialogues, autobiographical reflections,and explorations with students) about different questions that the book(s) under review raise(s) for them.

Alison: So having introduced the two “new” genres, narrative accounts and practice-related reviews, that wereintended to replace the more traditional third-party paradigm, we asked our audience to think about the issues that thejournal, and particularly all the people involved in creating Issue 5, have faced.
For the contributors to the issue, and to the editors as well, the new genres were unfamiliar. How did the writers andthe editors envisage this kind of alternative writing? Did they see this in the same way? Were there conflicts or
misunderstandings?
Since the aim was not just to work together for mutual benefit, but also to publish something that would be ofinterest and value to other teacher-practitioners, what role did the editors play in shaping or influencing the writingthat was done? What brokering structures and processes were created to enable the contributors to produce highquality writing?
In asking these questions, we wanted to encourage the audience to share the critical, puzzling perspective that weare trying to bring to our own reflection on the writing and publishing practices of the LDJ, and particularly the current
issue.
So how were the alternative genres realised in practice? To begin with, the editors set up “response communities,”groups of contributors and editors (who were also writers), who shared drafts and discussed their ideas, both in writing
and in online meetings. The purpose of these groups has been to forefront the drafting process and to enable writers todevelop their thinking through this collaborative dialogue. Another important aspect of this is that the editors havebeen closely involved with the writing process from the outset, rather than seeing writing only once the authors havecompleted a final draft, as is more usual. The assumption was that, in addition to levelling the perceived hierarchy
between editors and writers and ensuring friendly and constructive communication, these groups would also facilitateshared understanding and expectations about the kind of writing that LDJ aspires to publish.

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Learning Learning 『学習の学習』 28(2): Free Space
Tim: One of the other things that has been introduced for the current Issue, Issue 5, is the idea that contributors should
write in a cumulative way. They have been asked to first put down their thoughts in personal, experiential pieces ofwriting. They have then shared those ideas with other contributors before trying to build on that initial piece of writing
to extend it and to push themselves further.
In LDJ Issues 1 to 4, different editors either leaned towards a traditional academic approach to the production of ajournal issue or have been veering towards a more exploratory mode of working which is reflected in the kind of writingthat is produced. LDJ Issue 5 contributors have been encouraged to move away from evidence-based writing that
includes an extensive literature review. Instead, writers have been encouraged to see writing as a means of exploration
or reflection. Writing therefore inevitably becomes an interactive drafting and responding process which is an integral
part of the exploration and reflection.
Through reflecting on the assumptions and processes surrounding LDJ, we have realised that a formal academic
style is not necessarily appropriate for the kind of practitioner research which fits in with learner development. A
reflective personalised mode of writing is probably more in tune with exploring how people experience classrooms andhow they can grow and develop as learners. Writing which starts from a personal perspective can help teachers to
forefront their own professional experience and break with some of the usual tropes that encourage writers to disguisetheir own agency and presence.

Andy: Another key factor in the collaborative development that LDJ aims to foster has been the dialogic review processwith different parties at various stages. In the first place this involves members of the same response community
sharing and discussing their writing and ideas with each other as they take shape and unfold. For example, the response
community that I was in met in Zoom six times over 14 months or so for 1½ to 2 hours, in which we discussed with eachother our doubts and uncertainties about writing, as well as incomplete fragments, stories, and drafts. Feedback alsocame from two reviewers in the LDJ Review Network, who were asked to respond reflectively to contributors' writing inprogress—to puzzle over the writing, reflect on what they wished to understand better, and focus on the quality oflearning-teaching-researching that the writer(s) were trying to nurture through their inquiry and writing. Our hope wasthat reviewers would stand alongside the writer(s) in the quest for quality of understanding and share questions andpuzzles with them. Writers also received extensive feedback from a member of the Learner Development Journal
steering group (currently Tim Ashwell, Dominic Edsall, Tanya McCarthy) on their incomplete second drafts.
Later, comments and questions came from two of the LDJ5 editors (Oana Cusen, Riitta Kelly, Yuri Imamura, andmyself). We believed that writers needed plenty of space and interaction with different parties along the way before
they started getting feedback from editors as things moved towards a final draft for publication. Our comments were
written as well as videoed. In order to demystify and make our feedback transparent, we recorded a video-discussion ofeach complete draft, shared the video with the respective contributor(s), and then arranged to talk together in Zoom
about the further development of their writing. This let us personalise our editorial stance; at the same time, it createdsome kind of distancing effect in responding to different writers, both novice and experienced.

Alison: I’d like to add to what Andy has written about feedback in the form of video-discussions. This innovation cameabout after one of the editors was unable to join a meeting and asked for a recording of what was discussed. Unlike
written feedback, which can seem somewhat authoritative and conclusive, the recorded discussions allowed the writers
to witness the editors’ initial and evolving views as they talked through what they had read. As a contributor who
received video feedback on my practice-related review, this was a fascinating, if somewhat disconcerting experience.
I’m not sure I particularly enjoyed viewing a discussion about what I had written at that stage—as the writer, it felt like I
was eavesdropping on a conversation about my writing, even though the editors were addressing their comments tothe camera and a future me. Nevertheless, this use of technology helped me to think about my writing again from theperspective of readers who were also invested in the experience and ideas I was trying to convey.

Tim: Through two questionnaires, a series of interviews, and reviewing the email correspondence we have had with LDJ
editors, contributors, reviewers and others, we began to identify a number of “knots”—recurring issues and themesthat intrigued us and for which we had no ready-made answers or solutions. These included the following:

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Learning Learning 『学習の学習』 28(2): Free Space
Discourse
We noticed how by using certain vocabulary, we and LDJ contributors trap ourselves into thinking in particular ways
about the LDJ. The very fact that we (stupidly?) called it a “journal” has set up many expectations and possibly many
misconceptions about the project. Similarly, terms such as “steering group,” “editor,” “reviewer,” and “article/paper”
have led sometimes to assumptions about roles and modes of work which can be unhelpful. It might be better for us to
use new vocabulary to describe new practices.
Miscommunication
With contributors/writers, editors, reviewers, and members of the steering group part of the LDJ structure, it isobviously crucial that these different people and groups communicate effectively with one another. Things can be
misconstrued, and things may get miscommunicated. For example, writers and reviewers may see the feedback process
differently and can be disappointed with the feedback they receive, or may feel the other person does not want toenter into a collaborative discussion about the writing.
Feelings
Feelings can be hurt in this kind of endeavour just as they can in traditional academic publishing. Writers can feelmisunderstood when they want to write in a particular way which may not fit with what the editors are hoping for.
Some writers have dropped out at a late stage in the process because they do not seem to want to commit themselvesto this exploratory, collaborative way of working.
Quality and standards
This is interesting because one might assume that in the LDJ, in terms of the writing, anything goes! But, of course,
ultimately when the editors move towards publishing an issue of the LDJ they want it to be good and they want to feelthat people will read it and enjoy it and learn from it. So, this is something that we've been struggling with: how you
can encourage people to write in a very original, creative, exploratory way but still ensure that it turns into a decent
product which will be judged by how coherent it is, how easy it is to read, how relevant it seems to the topic underdiscussion, and how well the writer makes the context easy for the reader to understand. This raises questions about
what sorts of standards we are wishing to adhere to or what we regard as good quality writing when it comes to writing
about practitioner research and when we are trying to make learner development issues come alive for readers.

Alison: We end this written dialogue as we ended our presentation at AILA: with knots, intractable puzzles that wehope to unravel and understand better. Reflecting on these knots together is, we hope, something that is not only
enjoyable in itself, but a practice that might also lead to more sustainable processes of collaborative writing for
publication. In the poster video that we prepared for our second session in the symposium, we identified a number ofknots: accepting new genres, power dynamics and issues, writing quality, (mis) communication, collaboration andcommitment, novice and experienced writers, different expectations and assumptions, and emotions around thereview process. As with our poster, we invite readers of Learning Learning to take some time to view the comments ofwriters, editors, reviewers, and steering group members—and to add your own reflections in turn.
To view the knots that emerged, go here and follow the links.

(Laura, 2011)

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Learning Learning 『学習の学習』 28(2): Free Space

References
Badrinathan, V. (2021/in press). Multilingualism in the foreign language classroom: The curious case of French in
Mumbai. The Learner Development Journal, 5. [Page numbers and URL not yet available]
de Beaufort, L. (2021/in press). Narrative inquiry: Learning to walk on shifting sands. The Learner Development Journal,
5. [Page numbers and URL not yet available]
Kelly, R., & Jussila, J. (2021/in press). Reflections on co-teaching multilingual university-level language andcommunication courses. The Learner Development Journal, 5. [Page numbers and URL not yet available]
Laura, S. (2011, November 24). How to untangle knots (My mother’s yarn) [Blog]. http://
writingwhatsreal.blogspot.com/2011/11/how-to-untangle-knots-1-my-mothers-yarn.html

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Learning Learning 『学習の学習』 28(2): Stories Of Learning and Teaching Practices

STORIES OF LEARNING AND TEACHING PRACTICES |学習・教育実践の成功談・失敗談

From Hating to Teaching English: An Interview with Jackson Koon Yat Lee
Ken Ikeda

Jackson Koon Yat Lee

Otsuma Women’s University
Email: <kodanuki@gmail.com>

Toyo University
Email: <chaomaifan@hotmail.com>

Ken: Jackson and I conducted this interview in Zoom for our classes to showcase him as someone who was born in an
Asian country then moved to Canada where he developed a phobia to speak in English. Initially, Jackson and I had thisinterview for our classes to showcase him as someone who was born in an Asian country then moved to Canada where
he developed a phobia to speak in English. We agreed that his experiences could inspire students who harbor similarfears of becoming able English users.As our interview progressed, I found myself vicariously immersed in his
experiences, seeing myself in him, through a narrative inquiry lens (Connelly and Clandinin 2000) that situated me intime, location and personal experience. Although I was born and raised in the United States, I could see parallels with
my own upbringing that brought me to Japan.
Much of what I reacted to Jackson’s experiences is embedded in this interview. I’d like to let his retelling of his
language development experiences speak for themselves, and invite others to react and engage in dialogue with us.

Jackson: Thank you Ken for this valuable opportunity to share my experience as an English learner with othereducators. I believe it is an interesting account that demonstrates several important aspects of language learning,
including language trauma and confidence. It also shows how exploring our own journey as learners, we can discovervaluable teachable moments for our students.
Here is a link to our interview uploaded to YouTube. Some portions of the transcript below have been condensed andabridged for readability. Time stamps are included below to aid those readers who would like to view more.

Jackson: (00:46) My full name is Jackson Koon Yat Lee. I'm a Hong Kong-born Canadian. When I was ten, my family
immigrated to Vancouver, Canada, where I had lived for 12 years before coming to Japan to teach English. I have been
here for almost a decade now.
“This narrative will explore how I overcame my fear of English as an immigrant and eventually turned my experience
into a story I share to encourage my students in their journey in English learning, summarized in three life lessons at theend.”
In Hong Kong (HK) , we spoke only Cantonese. People called me Lee Koon Yat (李冠一), but I also had my English name,Jackson Lee. My family did relatively well, and I grew up as the first grandchild of a big family, being loved and spoiled
by my relatives. Elementary school in Hong Kong was quite strict, but since I didn’t go to cram school as most children
did, my childhood was rather simple, relaxing, and sheltered.
When I was nine, my father informed us we were moving to Canada. I honestly didn’t comprehend what that meant. I
didn't understand the concept of overseas or immigration. All I knew was that I would be leaving my home, my school,
my friends and my relatives. I got really upset and didn’t know the rationale behind this drastic change. We moved to
Canada several months later.

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Ken: Did your parents tell you later why they moved to Canada? Was it related to the 1997 transfer?
Jackson: It is partially related to that, but we were quite late in 2000. We never met anyone who immigrated from
Hong Kong after us. Another major reason for immigration was that my father wanted his children to see the world,
acquire another language, and have more options in life.

Ken: How long did you hate your father for doing that?
Jackson: (laughs) I would say about ten years. I didn’t realize how life-changing this experience was until much later.
Instead, I was fixed on the immediate hardships, specifically the language barrier. People in Hong Kong studied English
from kindergarten but my teachers focused more on vocabulary and spelling than actual communication. I had aced allof my vocabulary quizzes, but there was never a chance to speak the language.
When I moved to Canada as a sixth grader, I immediately realized that I couldn't make friends or understand what
the teachers were saying. They were nice people, but I couldn't connect or share my thoughts with them. To help me,
the teachers looked for other students who could speak Cantonese and asked them to be my 'friends'. However, it also
limited me on who I could approach for conversations.
I had ESL classes every day, which I would attend in the room across the hallway. On one hand, I didn’t need to learn
subjects like French and science that I could not understand. On the other hand, I stopped learning science, a subject I
used to be passionate about. I also felt embarrassed whenever I would stand up and leave our classroom for ESL at least
once a day. Besides ESL classes though, I still had to take the normal English classes, which I hardly understood.
I didn't hate school life, but I hated that I couldn't do the things I used to be able to do like making friends or
studying science, all because of the language barrier. Due to the resentment and shame, I started avoiding using English(15:15) even though I was in a situation where I should be using English.
At that time, my father was working in HK and only visited occasionally. My mother's English wasn't good and she
couldn't drive. Life was difficult for her, especially with two young children. For instance, when we were renting, thelandlord wanted to sell the house, and we were forced to move within a month. My mom didn’t know how to look forplaces to rent. There were listings in local newspapers, but calling and negotiating in a second language was nervewracking. Another example was when we took the bus downtown for the first time. When we reached downtown, I
cried and begged my mother to not get off and let the bus turn around and take us home instead. The naive little
Jackson was afraid we would get lost forever, and my mom was quite angry. Feeling helpless in a foreign land, unable tofunction or communicate due to language differences, I had become afraid of Canada and any new experiences.
In comparison, my 6-year-old brother picked up the language and by the 3rd grade he was well integrated in theclass. He was making friends and having fun while I was busy being scared and avoiding English. Watching him adapt tothe environment successfully while I struggled actually made me jealous, but I didn’t know what I could do, and I simply
stayed in the comfort zone, hanging out with my handful of Cantonese-speaking friends.
At the end of elementary school, we moved, which meant I was changing school districts. I had just made a few
friends in elementary school, and I already had to say goodbye. The night before entering secondary school, I stayed up
crying, frightened about the idea of not having anyone there who could speak Cantonese.
As expected, there were only strangers. I couldn't identify the Cantonese speakers in the school, and there were noteachers matching ‘friends’ for me. I also missed another year of science due to a schedule mix-up and ESL classcommitments, which set me back even further.
In the ESL program, the higher level you reached meant less ESL classes to take. Eventually, you ‘graduate’ fromneeding ESL classes altogether. My ESL teachers were mostly teachers at school who taught other languages (ex.
Japanese, Mandarin) and had learned English as a second language too. My social circle started to expand to bond withother ‘Chinese kids’, which included anyone from HK, Mainland China and Taiwan. We all got along really well because
we shared similar cultural beliefs and values. Ironically, I saw significant improvements in my Mandarin.
My issue continued to be my negative attitude towards English. I had my classmates ask questions on my behalf. My
friends would lead presentations while I focused on the artistic tasks. I did my best to minimize public speaking.
However, the more I avoided speaking up and interacting with new people, the more introverted, shy, and negative I
had become.

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Ken: I could relate to your experience, because I was a nerd too.
Jackson: Entering university felt like I was starting from zero again in a brand new environment. I majored incriminology in university, and there was not a single Chinese-speaking classmate in my program. My studies went well,
but socially, I didn’t make a single friend at university because I didn’t know how to communicate casually in English. I
was also still lacking confidence in my English. For instance, I would always check with teachers whether spelling
mistakes on exams would be penalized before I even made the mistakes.

Ken: You said you hated English but you're teaching English!
Jackson: Two things happened that significantly changed how I considered my relationship with English. The first was
my part-time job selling Japanese kitchen appliances in a small store. The customer base was mostly Chinese, but more
and more English-speaking customers became interested in Asian cuisines, and I was the expert who could explain andteach them about rice cookers and hot water pots. This contrasted with my previous job at a pizza shop where I did
everything but dealing with customers. Without realizing it, this sales job built up my confidence in English as I foundsuccess in my verbal English interactions, something I rarely experienced through my school life.
Another life-changing event happened when I was 20, when I took a trip to HK with my best friend from high school.
We always communicated in Cantonese, but a random thought inspired me to try speaking in English throughout theday. I was curious about the reactions I would receive from strangers on the street. People on public transit did doubletakes at us: first to locate the source of the English they heard, and another to confirm if the English was really comingfrom the two ordinary looking Chinese young men. It may not have mattered to anyone else, but I felt the recognition
as an English speaker for the very first time, which ironically happened in Hong Kong.
This event made me realize my English wasn’t as bad as I always imagined, as I had been absorbing the language fora decade. The issue was that I had convinced myself that my English was insufficient, my vocabulary was lacking, myaccent was weird, and it was an embarrassment. Thus, I had locked my English away and avoided using it in front ofpeople. The recognition as an English speaker by strangers blew the lock off. Since then, I found much more comfort
with my spoken English.

Ken: (As I listened to Jackson, I remember having a similar experience many years ago. I was speaking in English with awhite American on the train. He told me that everyone was looking at me because I was speaking English at the same
speed as him. Of course they didn't know I was a native English speaker if they only looked at my face.)

Jackson: Back at university, I had lost interest in criminology. I also thought that my still-weak English made me
undesirable in the job market. Rather than pursuing a professional career, I thought I would continue my comfortable
kitchen appliances job for a couple of years. Working in Japan never came across my mind until I took an elective classcalled ‘Japanese Cultures through Films’ during my final semester, which discussed different values and beliefs found inJapanese society.
While writing the final exam for that class, which was also my final day at the university, I was distracted by thoughts
about my future. When I finished, I waited to be the last to submit so I could thank him for the course, and we struck up
a conversation.
“Based on your impressive work, you are quite passionate about Japan. Have you thought about working there?” I
explained to him my interest in Japanese pop-culture. However, employment was unlikely with a criminology degree.
He agreed but gave another suggestion. “You could teach English in Japan as an ALT (assistant language teacher).
This is your opportunity to fulfill a dream. Give it a try, even just for a year"
Despite many worries including having no interest in education, communication, and certainly, a job focused on
English, my fondness for Japanese culture was enough to have me considering. Also, the professor’s words of “give it atry” lingered in my head and ended up convincing me to “try” and applied for a position.
In hindsight, this life-changing interaction with the professor shaped the kind of teacher I wanted to become, one
who sees potential in students and would encourage them to explore beyond their comfort zones.

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When I made up my mind, I also spoke with my mother. She was understandably shocked, knowing my struggles
with English and fear for new environments. She hesitated but ultimately supported me in pursuing a new challenge.
Throughout my application process, worries about my subpar English returned. Many ALT job recruitments listed‘native English speakers with any university degree’ as requirements. In Vancouver, I had never come across the term
‘native speaker’ because there were so many people from different cultural backgrounds. (I recognize ‘native speaker’
to be a problematic term, but that is a discussion separate from this interview.) People in school were ‘in ESL’, ‘out of
ESL’, or ‘didn’t need ESL’. ‘ESL student’ is a status anyone can graduate from, but ‘native speaker’ is something people
are born into. I did not know if I qualified, but I got hired 2 months after my interview.
Initially, I was still very worried about how students and local teachers saw me. Perhaps they would doubt my ‘native
speaker-ness’ based on my appearance and/or HK heritage, so I avoided telling people about my Hong Kongbackground. In Canada, I was someone from HK. However, in Japan, I presented myself purely as a Canadian. My
introduction was "Hi. I'm Jackson and I'm from Canada." Considering my journey and struggles, I felt like I was afraudulent English speaker, let alone an English teacher.
It took me two years to realize that teachers and students focused on how I taught rather than who I was. Somestudents told me that they appreciated how clearly I spoke, which came from me being very conscious and careful withmy accent and pronunciations. Everyone involved enjoyed my lessons, and that replaced the fears and worries I had
with motivation to become a better teacher. Years later, I had discovered my passion in teaching, and I realized that my
one-year trial had turned into an unexpected career.

Ken: It reminds me of when I applied to be an ALT. I wrote on my application that my nationality was "Japanese" eventhough I was born in the United States and I had an American passport. We are our own worst enemy. We think, "Iknow myself better than anyone else, and I am not good enough." We ought to realize that often people think the
opposite of what we think ourselves.

Jackson: Reflecting upon my experiences, there were three important lessons I learned.
1. English (or any skill) is not an on-off switch. A person is not either a ‘good English speaker’ or not, nor is it about
being a ‘native speaker’ or not. Instead, it is a scale of what I can do now with my skills now, and what more I can do as I
further improve.
2. Confidence is essential in learning. No matter how much English I learned in Canada, my lack of confidence drove me
to avoid using it, so I never understood how capable I really was. Thus, we must nurture students’ self-confidencealongside their skills.
3. This is about life in general. When given time to reflect, negative experiences at the moment may turn out to bepositive life-changing experiences. I hated my father for immigration, but now I am really glad he opened a new world
for us. English has traumatized me for over a decade, but that has shaped my identity and beliefs as a language teacher.
Being able to reflect and view an event from different perspectives can help us find more things in life to appreciate.
With my students, they learn from me that liking something is not a prerequisite to learning it. However, recognizing
their own growth throughout the learning journey and finding pride in improvements will be greatly encouraging.
Without crediting ourselves for our effort, we end up locking our own progress away and give ourselves negative labelsthat hinder further growth. At the same time, I also tell my students that if I can get here after hating English for 12
years, those with a more positive relationship with English can get much further than me. (laugh)
Finally, by sharing this with other teachers, I hope more educators can see that many personal experiences in ourlives can become valuable teachable moments. It requires us to seek deeper into how we have grown and overcome
obstacles, and then match them with our understanding of what will support our students at their stages ofdevelopment.
Thank you, Ken, for this opportunity to share my story. This has turned my past struggles into a positive message
that can hopefully help some people in their classes or in their journey of language learning.

Ken: There is so much in your experience that it is a success story. I hope you will have more and more successes inyour life, because you are not a native speaker, you are able to give confidence to students, to go over a great wall. I

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hope students will be more inspired to use English for learning and their part-time job and for anything else in theirlives.

Afterthoughts
Ken: Those who have ears to hear - how many students will hear our stories and use them to inspire them to do
likewise or change their ways?

Exit Cards as a Bridge between Teachers and Students in Online Learning
Cecilia Smith Fujishima,

Adrienne Johnson

Shirayuri University
Email: <fujishima@shirayuri.ac.jp>

Shirayuri University,
Email: <johnson@shirayuri.ac.jp>

Introduction
With the wide-scale introduction of online learning in response to the COVID-19 pandemic, numerous strategies havebeen employed to maintain quality in university education. To overcome the lack of technological preparedness,
Japanese universities have adopted a range of multimedia tools to facilitate synchronous and asynchronous
communication between teachers and students. Zoom, a previously relatively unknown software, burst onto theeducational scene offering videoconferencing as a solution which would bridge the geographic divide between teachersand students doing online learning (Zoom, 2020). The attraction of Zoom, vis-a-vis other video conferencing technology,
is its ability to offer a viable alternative to group work through the breakout room functionality, which allows teachers
to assign students into small, adjustable groups within larger meetings.
However, with a lack of in-person contact, it is difficult for teachers to ascertain how students are doing. Despite thevarious classroom experience substitutes available, limitations remain. It is difficult for teachers to move between
breakout groups smoothly and unobtrusively, and more so to get a sense of the whole class when students are
separated into groups, making it challenging to assess the class' progress and well-being. Teachers therefore need todevelop strategies to ascertain students' progress, feelings, and sense of the class in online learning.

Literature Review
According to Mazna Patka et al., exit cards “are formative evaluations of student knowledge and instruction undertaken
at every class meeting” (2016, 659). They are an established teaching practice typically used to give “on-going feedback
to help instructors make decisions about instructional techniques, pacing, or classroom management” (Eifler, 2018).
Exit cards are common in the Japanese university setting, with many universities providing pre-cut slips of paper toteachers to be distributed in class to collect student feedback.
Exit cards, or the concept behind them, are particularly well-suited to an online learning environment with a few
alterations, and present a high potential yield of information with little initial effort on the part of the teachers or
students. Furthermore, they provide a wealth of data from students to assist in the transition between offline andonline learning. In response to the COVID-19 pandemic, many educators with little to no online teaching experience
were suddenly thrust into the world of entirely online lessons--while general advice and guidelines are useful, for manyteachers, each class presents particular and potentially unique challenges, in which case direct feedback from students
is best for managing and adjusting class content, pace, format, etc. Previous research has suggested “that Exit Cards are

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most useful in creating a dialogue between students and teacher” (Patka et al., 2016, 666), and thus well suited tomaking these adjustments in response to student needs. In light of this, exit cards are a highly effective and rich tool.

BackgroundWe began to employ online exit cards for a confluence of reasons. In the first semester, from our observation, somestudents were overwhelmed with the switch to online learning due to large amounts of homework, social isolation, andcomparative difficulty in communicating with teachers. We also reevaluated our own first-semester efforts to havestudents write weekly about their progress towards course learning objectives in their introductory seminar classes. We
judged that this opportunity for feedback was valuable, but the focus on recording academic progress did not provide
adequate space for students to communicate their broader situation about struggles and success in the class.
Furthermore, the length and detail required of these original weekly progress reports seemed to be overwhelming, andthe feedback gradually became less rich over the course of the semester from the majority of students.
Before the second semester began, we decided to alter the form of the feedback sheets to give students more
freedom to choose what to report. Lengthy feedback on specifically academic progress occurred only at the end of aunit in introductory seminars. Exit cards were also employed in second semester elective courses due to large numbersof enrolled students. Exit cards would provide an easier way for students in large, multi-level classes to communicate
with their teachers more broadly about their successes or troubles, including content, interpersonal, and technicalproblems. We aimed to use information from the students as a way to check on their perception and understanding of
the class to inform decisions about the way the class was conducted.

Implementation
The original template was created with Google Docs, and assigned to students individually within Google Classrooms.
The same template was used for introductory seminar and elective courses. Respondents ranged from first to fourthyear English majors.
Students were instructed to choose two (2) questions from the following list, and write at least thirty (30) words in
response to each.

1. What was something that went well in today's class?
2. What was something that was difficult for you today?
3. What would you change to improve the next class?
4. How did your group work go today?
5. What was something new / interesting you learned today?
6. What was something you learned today that you will be able to use in the future?
Table １. Exit Card Questions
Students could choose any combination of two questions each week. Students were also provided with a “free talk”
section which was not required, but allowed them to speak about other topics not covered with the questions.

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Figure 1. Sample Exit Card
The deadlines for exit cards varied throughout the semester; initially, we hypothesized that, like an in-person exit
card, which is completed before students leave class, it should be completed as soon as possible after the end of class.
Thus, an initial deadline of an hour after class was utilized. However, this deadline proved to be unfeasible. Students, insome cases, have more than 20 classes a week as well as responsibilities outside school, such as part-time jobs. Somestudents reported the short time frame for completion was stressful and did not allow them enough time to complete
the exit cards to their own satisfaction. In negotiation with students, the deadline was gradually extended, typically by
the weekend after a class was completed.

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Exit cards were given in two elective classes (one conducted by each author) and all introductory seminar classes forfirst and second year students (four total). Points for the cards were assigned based on a rubric with eight (8) total
points: two (2) points assigned for timeliness, two (2) points assigned for completion, and four (4) points allotted for
effort and detail. It was emphasized to students that they would not be judged on the content of their answers (e.g.
they were free to criticize and be honest), but rather on the above three criteria only.
We provided feedback on the students’ responses (a) through the Google Classroom “private comment” feature
directly in response to the exit card and, when appropriate, (b) in class time through action (e.g. adjusting breakout
rooms) or spoken comment (e.g. providing details regarding an uncertainty, while maintaining the anonymity of thewriter).

Results
For the sake of brevity, lengthy reports on student feedback will not be covered here. Instead, we will present a brief
overview of the main issues discovered through the use of exit cards, and examples of students’ feelings aboutteachers’ use of exit cards.
While the amount and quality of feedback varied depending on the student and week, we were able to ascertain
and then work to address the following major issues with students’ online learning experience through the use of
online exit cards:
Interpersonal Issues

e.g. different levels of commitment/effort within groups leading to frustration

Confidence & Ability Issues

e.g. inability to understand instructor’s directions

Structural Issues

e.g. overall workload, issues with overlapping deadlines

Personal Issues

e.g. family concerns that affected online learning

Table 2. Main Issues Uncovered through Exit Cards
At the end of the semester, we gathered student feedback in a longer-form semester reflection. Within it, we
specifically requested students’ advice to future teachers if online learning were to continue. The following quotes arefrom students who explicitly suggested the use of exit cards in their appraisal of the semester

Advice to Teachers(Week 15)

“Exit card is a very good way to know how students feel and their opinions aboutclass. Teachers can see their class from students’ perspective.”“5b. What advice would you
give teachers and the school
to make a better
environment for students?”“Collect students' feelings about the class. Unlike the normal face-to-face class,teachers can’t see students when we are in the breakout room, so, teachers can’t
see us “what we do in the room”. So, teachers have to know about us throughour eyes (our feeling) For example, using like Exit cards”

Table 3. Students Recommending Use of Exit Cards

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Discussion
Overall, we report significant success with the use of online exit cards. They were able to obtain invaluable feedback
from the students through the use of the exit cards, and implemented a number of classroom improvements andadjustments based on this feedback. Students also reported that in the isolated environment of online learning, they
were relieved to have a direct means of communication with teachers. Because the teachers are both full-time, thefeedback was also used to inform department policy about students and online learning. In a subsequent paper, we will
detail the improvements we implemented specifically through the Zoom breakout room functionality thanks tofeedback from exit cards.
As the students were all English majors, the exit cards were all conducted entirely in English, which likely had a nonnegligible impact on students’ (a) ability to fully express their ideas and (b) potentially diminished their understandingof what was being asked. Regardless, the information obtained from these exit cards remains valuable, evenconsidering this limitation. Furthermore, it had the added benefit of improving students’ English skills, which added
both (a) academic merit and (b) potential motivation for students. In particular, the students responded positively tothe opportunity for individualized feedback from teachers presented by the exit cards.
In summary, we find that digital exit cards are a valuable addition to any online learning class, and provide a wealth of
information to allow educators to have a better grasp on their students’ learning, progress, and overall situation during
the school year.
In summary, we find that digital exit cards are a valuable addition to any online learning class, and provide a wealthof information to allow educators to have a better grasp on their students’ learning, progress, and overall situation
during the school year.

References
Eifler, K. (2018, November 2). Exit Cards: A Simple Formative Assessment Strategy. UP Teaching & Learning Community
Blog. https://sites.up.edu/tl/exit-cards-a-simple-formative-assessment-strategy/
Patka, M., Wallin-Ruschman, J., Wallace, T., & Robbins, C. (2016). Exit cards: creating a dialogue for continuous
evaluation. Teaching in Higher Education, 21(6), 659-668. http://www.tandfonline.com/action/showCitFormats?
doi=10.1080/13562517.2016.1167033
Zoom. (2020, April 1). A message to our Users. Zoom. Retrieved March 22, 2021, from https://blog.zoom.us/a-messageto-our-users/
Cecilia Smith Fujishima is a full-time lecturer in the International Society and Culture section of the Department ofEnglish Language and Literature at Shirayuri University in Tokyo. She has an MA in Global Studies from Sophia
University and a Cambridge CELTA. She has taught history, social science and English in Australia, China, Thailand andJapan. She has a strong interest in content and language integrated learning and using the power of cooperative
learning to make complex concepts accessible for students with a wide range of English levels.
Adrienne Johnson is a full-time lecturer in the International Society and Culture section in the Department of English
Language and Literature at Shirayuri University in Tokyo and a PhD Candidate in the Graduate School of Interdisciplinary
Information Studies at the University of Tokyo. She specializes in gender, media, and cultural studies, and has publishedon Japanese subcultural practices as well as pedagogical subjects. She has experience teaching both English language
and content courses in English, and has a particular interest in women’s education and the active promotion of genderequality.

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Looking Back | 報告
Reflections on the Learner
Development SIG Forum at PanSIG
2021
Challenges in Multilingual
Learner Development
May 5, 2021
6:00 p.m. - 7:30 p.m.

Rei Sandy, Nagoya University of Foreign Studies
Thank you for the presentations. I loved that I could
reflect on my language portrait and that I was able toreceive information on the various modes ofmultilingualism - especially about spaces, identities, andsocial norms.

Michael Kuziw, Jin-ai University
The focus on narrative inquiry is very effective indrawing out and analyzing the learning feedback that
occurs in learners. It gave me inspiration to consider
individual student identity.

Chie Tsurii, Momoyama Gakuin Daigaku
I really enjoyed the presentations and discussions. I am
really impressed by the course design to equip students
with knowledge of countries they plan to visit, shown in
Alexandra’s presentation.

Dominique Vola Ambinintsoa R., Kanda Universityof International Studies
I have a project called "Multilingual me,” and I think theuse of the language portrait mentioned in Andy's
presentation will help a lot with this project. I am
looking at my linguistic repertoire already, but I did notthink of the language portrait. So, thank you, Andy!

Alison Stewart, Gakushuin University
I was very taken with Kevin's account of creating
materials for and with his student Kizuna. Great use ofmultimedia - something I would like to learn more
about.

going to. I wanted to ask her more about whether she
used her own location in London or her own identity as
Greek-Ukrainian in discussing cultures and stereotypes?

Kevin Mark, Meiji University
Alison's observation of the way prospective Japaneseteachers of English found the TESOL related books theystudied to have little relevance to the Japanese context.
Lorraine's insight into how narrative reflection allows
you to become more aware of the (inner) choices
available regarding who we want to be.

Isra Wongsarnpigoon, Kanda University ofInternational Studies
The idea of teaching courses in multiple languages withmultiple teachers seems like an interesting way to help
students learn the multilingual competences that the
program is aiming for, in a way that makes sense—all at
once, as they will need to use the languages in a
multilingual society, rather than separated in different
courses.
In Tsurii and Head's presentation, it was great to see
their research on how native-speakerism was being
propagated by Japanese society, universities, andJapanese individuals; the idea of creating third culture
spaces as well as the rest of their talk dovetailed nicely
with some of the concepts Yuri and I had presented.
Interesting discussion in the final breakout rooms
about whether these spaces for certain language use aregood.

Riitta Kelly, University of Jyväskylä
That there are still invisible borders stopping us frombeing multilingual/using our multilingual language
repertoire and it's sometimes hard to say what causes
this to be difficult. It seems that in Japan this is perhaps
more strict than in many other countries or otherlanguage communities. Coming from a strongly
monolingual country myself I can kind of understand
why this works the way it does but it would beinteresting to hear more about the ways that stop
people from using languages that they know, focusing on
the strongest one alone.

I was also impressed by what Alex said about getting
her students to do research on the countries they are

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Alexandra Shaitan, Birkbeck College, University of
LondonI attended Alison Stewart's presentation. I learned about
a practice-related review and its implementation inteaching about SLA Pedagogy at the tertiary level. Alison
reported on some findings and challenges pertaining tomonolingualism discussion she had had with her
students.

Kizuna Fuse, Meiji University
I learned that learning goals depend on who you are,and the important thing is to stay aware of why you
want to learn.

Blair Barr, Tamagawa University, Otsuma Women's
University
Kevin and Kizuna - I loved listening to the French
activity and putting the sentence puzzles together. I wasreally intrigued with the goal of practicing and learning
two languages in one place.
Alex - Learning stereotypes from pictures illustrating
nationality: It's interesting that we have to fight backagainst stereotypes from those images right from thestart. I even find these stereotypes tend to be quite
dated.
Akiko - The Korean learner of English in Japan saw
herself as “a missionary” when living in other countries?
I wanted to hear more about this individual’s
experiences, but, unfortunately, I got pulled away by
responsibilities of managing the forum.
Discussion with Michael Kuziw, Alex Shaitan, andRiita Kelly was interesting, as we are all speaking frommultilingual experiences. I was especially interested inhearing about others' experiences, like my own, where
we mix our second language with Japanese when we areliving in an environment where Japanese is more active.

Akiko Nakayama, Hiroshima University
It was a little bit of a rush but provocative and goodpresentations! After listening to today's presentations, I
wondered how languages can be named as one in theminds of learners, such as Japanese or English. I want tokeep thinking about multilingualism!

Lorraine de Beaufort, ATILF, Université de Lorraine,
Nancy, France
Regarding Alexandra's presentation, I did not have time
to share that I don't think it is so easy to get rid ofstereotypes concerning cultures because they are

学習者ディベロプメント研究部会 <http://ld-sig.org>

running discourses in our societies. I would have also
liked to make the point that you cannot share "a"culture, you can only share interpretations of that
culture. Anyone culture is different for anyone from thisculture and for anyone outside that culture. In my study,
it became clear that if my four participants seemed at
first to refer to stereotypes of French culture, what wasmore striking was that their interpretations werestrongly connected to personal issues and constraints intheir society. Would it not be more interesting inintercultural communication courses to focus onlearning to meet 'another/the other (i.e. other humanbeing)' who is different but still the same as me rather
than learn about a foreign culture which is not easily
definable?
Ken Ikeda, Otsuma Women’s University
Kevin and Kizuna - I am glad for Kevin that he wasable to overcome his initial dismay in Kizuna’s habits
which led both to develop an interest in French, sparking
Kizuna to read Camus’ L'Étranger. I am also intrigued in
Kevin’s two dimensions of teaching as spontaneous andsystematical.
Andy - I thank you for bringing to light the linguistic
repertoires of your two students. I am always drawn to
the historical and negotiation of local dialects withmainstream ones (learning about Putonghua and the
Jeju Incident for the first time). Thanks to these two
student accounts which illuminated their odysseys, I was
brought to think about the taken-for-granted attitudes of
my students for their Tokyo accent and their othering ofregional accents.
Lorraine - I was drawn to your session because you
used narrative inquiry to probe into the lives of yourstudents regarding their motives to learn French. I
regard narrative inquiry as a great tool of analysis given
my initial academic grounding in history. Your comment
about Candice’s feeling freer to write short stories in
French because this language was not commonly
understood in Hong Kong reminded me of theconnection between my wife and Norwegian (but she
refused to learn the latter because of its relatively few
speakers).
Akiko - I was moved by her telling about her feelingto be an ‘ornament’ among the English teachingcommunity in South Korea moving her to a newcommunity among Korean wives. It has caused me toreflect on my many years journeying to find a research
abode and niche, which I have found in this LD SIG.

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Learning Learning 『学習の学習』 28(2): Looking Back
Andy Barfield, Chuo University
To everyone who joined my presentation in the second
round - My apologies for leaving the Zoom room totally
spontaneously and absolutely abruptly -- ahhh! -- justafter Akiko asked a question in the discussion! My
computer suddenly died, and by the time it had
recharged enough for me to rejoin the LD Forum, thesecond round was already over! I’m really sorry about
this, but hope you could discuss further -:) If you would
like to have a copy of my slides, please feel free to email
me at <andybarfieldchuo@gmail.com>. Many thanks.
Alison - Thank you for sharing about your practicerelated review for Issue 5 of The Learner Development
Journal. It was a shame that we were pushed for time
for discussion (20 seconds!), and I hope we have anotheropportunity to follow up and explore some of the knots
that you mentioned in exploring the multilingual turnwithin a particular institutional context.
Akiko, Chie & Ellen, Lorraine, Jussi and Riitta - I
dropped by for just a few minutes in each of yoursessions in the second round. Thank you one and all. It
was a pleasure to see you all in the same place, so to
speak -:) I hope very much that you enjoyed the forum
as part of a wider process of participation around the
LDJ5 project. @Jussi and Riitta, at one point you invitedus to read one of your slides and ask questions if we hadanything we wanted to check. I greatly appreciated thesilence and the space that you offered the listeners toreflect and ask questions at that point.

Ellen Head, Miyazaki International College
As we get used to meeting in virtual reality, the theme ofembodied cognition continues to interest me. Where
does language belong, in the space, and in the physicaland mental map of the self? In Andy Barfield'spresentation, he introduced language portraits made by
two multilingual students. Language portraits are a
deceptively simple idea (drawing a simple figure andcolouring in different colours to show which parts of the
body one's various languages and dialects seem to be
associated with). I first heard about this idea in apresentation by Alice Chik "Multilingual Sydney",https://www.multilingualsydney.org/
languagesofsydney . Andy went one step further by

connecting this with sociopolitical factors impacting
language use and emotions related to language use foreach student. One student had learned Shanghainese asa child but been required to use Putonhua (astandardized form of Mandarin) as a student. I was very
interested because I lived in Shanghai for a couple ofyears and noticed the extremely swift and visible
changes to the old communities. It was interesting thateven someone as young as 20 could have experienced ashift during their lifetime.
Isra Wongsarnpigoon and Yuri Imamura described
two spaces in their SALC, space dedicated tomultilingual communication and a space for "onlyEnglish communication". They discussed how over time
"only English" seemed to be given more kudos by
students than "multilingual space". This was fascinating
because in my presentation with Chie Tsurii we had
discussed native-speakerism. In the final ultra-shortreflection session, I was grouped with a young man who
is still studying in a college with a choice of "English
only" and "multilingual" dedicated spaces. It seemedthat having particular spaces helped him to get in theright frame of mind for using his L2. We did not havetime to ask how he would feel if L3 was suddenly used!
The forum was a very intense 90 minutes and as always
with zoom, the sudden vanishing of the hallucinatory
presence of my friends and colleagues in my living room
left me feeling a little sad. I am hoping I can catch up
with some of the presentations which I was not able toattend through LDJ 5 and other future publications.
Returning to the theme of spaces and language learning,
I am looking forward to the publication of this book by
Phil Benson in June 2021, which may stimulate further
discussion https://www.multilingual-matters.com/page/detail/Language-Learning-Environments/?
k=9781788924894

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Learning Learning 『学習の学習』 28(2): Looking Back

July 4th 2021 Get-together Report
In attendance: Tim Cleminson, Cecilia Fujishima, Tetsuko
Fukawa, Ellen Head, Ian Hurrell, Ken Ikeda, Koki Tomita

Discussion topics in the meeting
There were 2 main topics at the meeting. Firstly, Tim
Cleminson shared the work he has been doing with
exploratory practice. Then, the group discussed thepossible limits of learner autonomy.

listen to the answers of the other students, they map
out a self-evaluation.
Tim also shared an article by Judith Hanks,
introducing a wide range of theoretical issues related to
EP. There are a lot of case studies here to see the way
the approach has been implemented by different
practitioners. Judith Hanks (2018). From research-aspractice to exploratory practice-as-research in language
teaching and beyond

Reflections from participants

1) Exploratory Practice (EP) - Hero’s Journey
Game
Tim has been working on a board game for the first ‘real’lesson in a class. It’s a self-intro game. The board gamealso introduces students to a broader view of the skills
and challenges related to using English. It’s designed todevelop more common ground and expectations
between teachers and students. Like what exactly are
we doing in this lesson? The game is a combination ofindividual and group questions. As students answer andIan: This was an interesting topic as I remember theworkshop that Alison Stewart gave on the topic a few
years ago. The idea of identifying puzzles together withthe students and helping students to consider theprocess of learning more deeply is one that I try to
implement into all of my learning programs.
However, it can sometimes be difficult tocommunicate some of these unfamiliar concepts to thestudents. The game that Tim showed in the meeting wasan effective and elegant method to communicate theideas of self-reflection and metacognition for language
learning which would be perfect for orientation lessons.
I look forward to trying to implement some of theseideas in my classes next semester.

2) Limits of learner autonomy
The group discussed the limits of autonomy, the role ofcooperation in autonomy - being “cooperatively
autonomous.” We also discussed the role of the teacher.
The teacher as an expert in language, as a motivator
who can help students find their own path to a moreenlightened purpose for their study, as a provider of aframework that enables them to reach higher goals.
Ellen introduced the book Maintaining Control:
Autonomy and Language Learning (https://www.jstor.org/stable/j.ctt1xw9m0) Which has many
interesting ideas regarding this topic.

Reflections from participants
Ian:This is an issue that I often grapple with in myapproach to teaching. I am a strong believer indeveloping learner autonomy; helping my students totake control over their learning journeys. However, I alsofeel conflicted with giving my students control and myrole as an expert in language learning. For example, if I
see a student going in a direction that I haveexperienced to be unproductive, do I intervene and try

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Learning Learning 『学習の学習』 28(2): Looking Backto push the student in a “better” direction, or do I let
the student go through the experience themselves.
This is a conversation that I am always having withmyself when considering my teaching. Ellen introduced
an interesting book, edited by our very own Andy
Barfield, that seems to tackle this very issue:
Maintaining Control, Autonomy and Language learning.
If I can find a copy, I would be interested to read how
others feel about this topic
Ken: Ian and I were concerned if the teacher ought toallow students to create and develop their own ideas
without guidance, especially if seemingly the same
student ideas are re-created, or if the teacher could
provide advice so as to foster their own development.
I think the European University Association (EUA) ,which published a piece about “promoting active
learning in universities”, offers a radical approach of
instructors as, “[individuals who] change from that of aprovider of knowledge to that of a facilitator of learning.
Students need to be considered co-creators of their own
knowledge and be given the opportunity to explore thisrole through, e.g. research-, problem- or inquiry-basedlearning and participation in decision-making
processes.”More than active learning, I regard this as active
negotiation to carry over into learning, lest students
think of autonomy as atomized (I credit this idea to
Cecilia).

Sept 26th 2021 Get-together Report
In attendance: Tim Cleminson, Ellen Head, Ian Hurrell,
Ken Ikeda, Koki Tomita, Lorna Asami, James Underwood
Regrets: Cecilia Smith Fujishima

Discussion topics in the meeting
In this meeting we mainly discussed 3 topics. First, we
discussed teaching hybrid classes and how to encouragelearner engagement when some students are physicallyin the classroom and others are online. We then talked
about exploratory practice and metacognition andstudents’ struggles with thinking about and reflecting on
their own learning. Finally we looked at the topic ofimplementing CEFR standards into language teaching,such as can-do lists and SMART (Specific, Measurable,
Achievable, Relevant, Time-bound) goals.

After the meeting, the participants provided some
excellent reflections on the topics mentioned above, so I
think I will let them do the talking!

Reflections from participants
Tim - It was great to talk about some of my researchideas and get feedback from others about how they
approach similar challenges. I am someone who likes tothink aloud and get a lot from working things out in
dialogue. Although we are all facing similar challenges,
we approach them from different angles. Sharing
perspectives with other practitioners is a really powerful
way to interrogate your own ideas. I'm sometimes pretty
direct in my own responses to others, but that comesfrom being engaged and caring about what they say.
I feel that's reciprocated in the group - it's a space inwhich we trust each other enough to share our ideas
and engage critically with each other. It's also a great
space for sharing teaching paradigms. Each paradigm
has something you can learn from. I often feel like I
know nothing, so hearing about what others do and thetools they use to teach develops my knowledge of the
field and my conception of what's credible.
Lorna - Today’s LD get-together was a comfortable,casual time of seeing familiar faces and meeting new
people (Hello Tim, it was nice to meet you!) We sortedout various details for upcoming events and publications
and talked shop as much as time allowed.
Ken’s helpful tips to Ian on hybrid online teachingwere from his experience as well as student feedback,
Tim Cleminson’s critical incident questionnaire will be
put to good use in my classes this term, and Koki
Tomita’s comments regarding CEFR “can do” statements
as well as his initial needs-analysis helped me to think
about a different way to set up goals for courses.
This LD get-together was a stimulating afternoon of
inquiry, consultation, and camaraderie, encouraging uswith positivity for this autumn term of learnerdevelopment in our classrooms.
Ellen - Talking about exploratory practice is always great!
It was interesting to hear how several of us have usedsimilar tools in different ways or at different stages in theclass, with the aim of helping learners to understandtheir own learning process. Tools which were mentioned
were CEFR can-do lists, motivation graphs, SMART goals.
Lorna talked about students' difficulties in articulating
meta-cognitive understanding in English when linking
the SMART goal to the lesson objective, and the "aha"moment when they realized they had already got it. Tim

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Learning Learning 『学習の学習』 28(2): Looking Backtalked about exploring reflection using creative means.
Ken talked about using a values questionnaire to build
up [pyramid discussions I think], which he uses as a way

how I harp on my students to write how relevant theirresearch summary is to their thesis, when instead they
could find strands to tie their readings to constructing

JALT2020 Online 46th Annual International Conferenceon Language Teaching and Learning & Educational
Materials Exhibition
Friday, November 12 to Monday, November 15, 2021
https://jalt2021.edzil.lato show students that they do actually have opinions.
One of the things I like about the get-togethers is that if
you attend a few times you can get insight into how
other people's projects are developing, and so you learn
more than you might learn from a single presentation.
Koki - We talked about high-flex teaching, exploratory
practice and the CEFR in our discussions. I've personallynever experienced high-flex teaching, so the participants
shared a lot of insightful information. Careful
preliminary research and preparation on top of normalclass preparation are necessary before conducting it. In
particular, teachers need to be keen on how online andface-to-face students like to interact with each other.
Also, setting up the environment for smooth interaction
between students taking classes online is important.
Exploratory practice is another topic by which I was
intrigued. Listening to Tim's experience using EP in theclassroom, I recalled that I hadn't included this type ofteaching and learning practice in my lessons for so long
and would like to read more on this concept for deeper
understanding.
Ken - I was impressed by Lorna telling us about a student
who thought watching 20 videos was anaccomplishment. It's great she encourages students tomove from being a fly on the wall to taking control of
their own learning. One idea that sprouted in my mind is
to ask my students to write 10-15 words/ideas that theycame to learn to use well in my course. Some of theseideas might come directly from those taught in thecourse, but I would hope they might develop their own
insights. Fashioning those words into parsimonious form
might be a good way for students to develop
mindfulness in their own learning.
I liked Lorna's suggestion that relevancy is notconnecting, but tying, which requires concerted focus(like with our shoes) as well as effort. I thought about

学習者ディベロプメント研究部会 <http://ld-sig.org>

their methodology.
Ian - In this get-together, I wanted to discuss theprospect of teaching hybrid classes this semester. Withthe vaccination rate improving, both students andteachers are eager to get back on campus for face-toface classes. However, I have some classes where 1 or 2
students cannot enter the country so they need to join
the classes virtually. I already have some ideas about
how I will approach this. With the number of students
online being so small, I was hoping that I could bring acomputer to the class and have the students join
virtually through the computer screen. For some of theclasses, the students are required to bring a computer toclass, so I thought that I could have students log into
Zoom in the classroom when doing group work with thestudents overseas.
However, I still haven't had the chance to experienceteaching hybrid classes so I was eager to hear theexperiences of the other participants in the get-together
and get their advice. There were several usefulsuggestions; some mentioned that I should involve thestudents with choosing the method of interaction withthe class. I thought this was an excellent idea and very
LD! Employing Google apps such as Google Forms andGoogle Docs so that the online students can better
participate in online activities was another suggestion.
Finally Tim recommended using a Critical Incident
Questionnaire to keep track of the students feelings. He
also provided some useful resources: https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/
docs/docs/Critical_Incident_Questionnaire_ed.pdf ,http://www.stephenbrookfield.com/critical-incidentquestionnaire. I want to express a big thank you to allparticipants for offering their suggestions for teachingHybrid classes, and I look forward to trying them withmy students.

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Learning Learning『学習の学習』 28 (1): Looking Forward

Looking Forward | 今後のイベント
Learner Development Sessions at JALT 2021
Click here for more information: https://bit.ly/3bGR0uQ

The Power of ‘Obsidian’ – Revolutionising the Way We Take Notes
Fri, Nov 12, 16:15-17:00 Asia/Tokyo
Michael Walker
Note-taking is essential for any academic endeavour. Yet many curriculums fail to teach a systemised and effective
approach to this skill. The repercussions are significant, more often than not resulting in substandard work being
submitted by students. Inspired by Sönke Ahrens' breakout book 'How To Take Smart Notes', this workshop will cover
the principles of taking smart notes and introduce a powerful note-taking app called 'Obsidian' that will help teachersand students alike optimise the thinking process.

Learner Development SIG Identities
Sat, Nov 13, 10:45-12:15 Asia/Tokyo
Gareth Barnes
In this LD SIG forum, presenters will look at who the LD SIG is as a special interest group. What does learnerdevelopment mean to SIG members? What experiences have members valued? What research have members
embarked on? Where is the SIG going? How is the LD SIG interpretation of learner development evolving? The forum
will feature timed rounds of interactive narratives highlighting themes such as self-regulation, autonomy, learner
identities, and lifelong learning.

The Effect of Dual-Language Authentic Materials in Junior High Schools
Sat, Nov 13, 10:45-11:10 Asia/Tokyo

Michael Kuziw
The use of dual-language authentic material in storytelling for English language learning is well understood. Thoughsome studies have focused on the use of bilingual children’s books as authentic material, less is known about theeffects of student-produced dual-language authentic material on early English language development. In thispresentation, the presenter aims to explore how junior high school students make use of these materials in theirlanguage development.

The Effect of Practice Tasks on L2 Writing Development: A CAF Perspective
Sat, Nov 13, 11:25-11:50 Asia/Tokyo
Paul Marlowe / Mayumi Asaba
The presenters will share the results of a mixed-methods study investigating the effects of different types of writing
practice on developing complexity, accuracy, and fluency (CAF) in the writing of Japanese university students. Threegroups who received regular practice in either sentence-combining, translation, or fluency writing were compared on
measures of CAF across one semester. The findings from the study will be discussed in terms of pedagogicalimplications for writing instructors.

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Learning Learning『学習の学習』 28 (2): Looking Forward

Perceptions of Multimodal Remediation Compositions in L2 Academic Writing
Sat, Nov 13, 12:05-12:30 Asia/Tokyo
Eric Ku
Multimodal remediation-based compositions (MRCs) are multimodal compositions where students convert acomposition from one mode to another. This study examines EFL students’ perceptions of MRCs. How does doing MRCs
impact student perceptions of L2 writing? How do student perceptions differ between text-based compositions (TC)and multimodal compositions (MC)? Findings show that doing MRCs did not change student perceptions of L2 writing.
However, students did have distinct perceptions distinguishing TCs from MCs.

Developing Effective Hand-Written Notes in 1st-Year University Classes
Sat, Nov 13, 12:45-13:45 Asia/Tokyo
Robert Moreau
Effective note-taking by hand plays an integral role when students must research and discuss complex topics. However,first-year university students may lack experience in preparing and using notes effectively. Also, they may not be awareof specific benefits that hand-written notes can offer. In this presentation, methodologies used to help students
develop note-taking skills for communication and reflection, as well as ways that hand-written notes can be used in
online classes, will be discussed.

Scaffolding Oral Task Difficulty to Enhance Engagement and Performance
Sat, Nov 13, 12:45-13:10 Asia/Tokyo
Robert Stroud / Stephen Harris
Low-level students often struggle to speak up within orally interactive classwork due to problems with confidence,anxiety, and task difficulty. Participants will be introduced to a powerful three-stage scaffolding model for tasks whichhelps students improve fluency over time by better preparing, checking, and reviewing planned speech. Recent data on
the influence of the model on engagement and performance will be shared and guidance given on applying the modelto any language learning context.

Out-of-Class Learning at a Japanese University Self-Access Center
Sat, Nov 13, 12:45-13:45 Asia/Tokyo
Luke Harrington
This poster session outlines the first part of a longitudinal qualitative study that investigates university students’participation in a self-access center by focusing on their perceptions, learning experiences, and attitudes. The researchis concerned with whether students will become more willing to seek out future opportunities to use English beyond
the classroom in non-formal settings after having been strongly encouraged to do so as part of their English course.

Cluster Analysis Using Test Scores and Test Familiarity and Preparation
Sat, Nov 13, 13:25-13:50 Asia/Tokyo
Tetsuya Fukuda / Kimberly Klassen
This presentation reports individual differences in L2 English proficiency gains after one year in an intensive English
program at a small private university in Japan, using test scores, a survey, and interviews. For the current study, cluster
analysis was used to identify subgroups from a large cohort based on their test preparation and experience. Cluster
analysis, a multivariate exploratory procedure, revealed five subgroups, organised by their proficiency gains or losses,
and test familiarity and preparation.

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Learning Learning『学習の学習』 28 (1): Looking Forward

Spiral Upward: A Framework for Engendering Reflective Output
Sat, Nov 13, 14:05-14:30 Asia/Tokyo
Jeffrey L. McEntire
Paul Ricoeur’s “self” expands its self- and world-understanding by 1) encountering the outside or the other, 2) reflecting
upon this encounter, and 3) mediating and processing it through the self’s existing identity: spiraling forward. This
presentation employs said framework to engender students’ output that reflects their expanded worldview vis-à-vis
their lived reality (e.g., hobbies, diet). This three-step process equips them ultimately to reflect upon the insights gained
as a result of their encounters

Making Classes SMART to Boost Student Motivation and Achievement
Sat, Nov 13, 14:45-15:10 Asia/Tokyo | 18
Stephen Harris / Robert StroudStudents make greater efforts within language learning tasks if they fully understand where their performance is, whereit should go, and how to get it there. The presenter will introduce how to raise student motivation and achievement
within common English communication tasks with SMART checklists. Participants will see how they can create more
confidence and focused classroom environments by applying simple checklists of skills, measures, actions, reasons andtime to their own contexts.

Cultivating Autonomous Learning With a Language Learning Strategy Database
Sat, Nov 13, 15:25-16:25 Asia/Tokyo | 18
Lucas Pignolet / Tomoko Eto / Matt Saunders / Ben Rentler / Maiko Berger / Kiyu Itoi
This panel will overview the evolution of integrating independent learning into a Japanese university’s English program.
As language classes moved online in 2020, our research team identified the need to provide students with accessible
and practical language learning strategies (LLS) to supplement their personalized self-study. Thus, an online LLS
database was developed. Student and teacher feedback will be discussed, revealing insights into how an LLS databasecan be used to support students’ autonomous learning.

Serendipities in Self-Access Learning: Positives From the Pandemic
Sat, Nov 13, 18:00-19:30 Asia/Tokyo
Clair Taylor / Katherine Thornton / Stacey Vye
The COVID-19 pandemic has been problematic for self-access and social language learning spaces where
community, interaction, and proximity are central to our mission. Moves to remote or hybrid learning and theneed for social distancing have forced us to rethink our practices. This forum explores how these initiatives
have led to greater choice for learners and even some surprising benefits. There will be two minipresentations, followed by discussion time.

Narrative Inquiry into the Student Sojourn Experience - JALT2021 Kevin Cleary Invited
Speaker Presentation
Lyndell Nagashima
Sat, Nov 13, 18:00-19:00 Asia/Tokyo

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Learning Learning『学習の学習』 28 (2): Looking Forward
Narrative Inquiry is a body of research that considers personal accounts, giving voice to those often invisiblein academia. The presentation incorporates Japanese university students’ English language accounts. The
purpose is to understand learners from a holistic perspective. Language learning is an individual journey of
discovery and progressive skills. It is hoped this presentation will provide perspective, as an educator or alanguage learner yourself, on personal journeys represented in the Japanese classroom.

Making the Most of Online Learning: Student Reflections, Teacher Responses
Sat, Nov 13, 18:00-18:25 Asia/Tokyo
Cecilia Smith Fujishima / Adrienne Johnson
This presentation outlines research into student experiences of remote learning. The initial goal was to learn more
about students’ online learning experiences and devise informed interventions. The presentation outlines a three-stepinformation gathering process: exit cards, a qualitative survey of reflections, and a Google Forms survey to quantify
experiences across the department. These provide insight into factors that influenced students’ satisfaction withremote-learning and illustrate the benefits of engaging students in the process of analysis.

Learner Development SIG AGM
Sat, Nov 13, 18:30-19:30 Asia/Tokyo | LD SIG Zoom Account

The Efficacy of Studying Abroad at Varying Lengths through Remote Learning
Sat, Nov 13, 18:40-19:05 Asia/Tokyo
Aaron Chao
This study examines two groups of Japanese university students who participated in a five-month and ten-month study
program overseas during the COVID-19 pandemic. Both groups were required to take the TOEIC exam pre-departureand post-arrival, and quantitative analyses were used to measure any improvements at both the individual and grouplevel. Research methods were also utilized to determine the effects of the pandemic on the overall study abroad
experience.

Emergency Remote Learning: Learner Perceptions and Readiness for Autonomy
Sun, Nov 14, 10:45-11:10 Asia/Tokyo
Tanya McCarthy
This study explored learner perceptions and readiness for autonomy after one year of emergency remote learning. An
open-ended survey was administered to 850 first-year undergraduates across eight faculties. Qualitative analysis oflearner perspectives highlighted positive and negative impacts of self-directed online learning in areas such astechnology, social relationships, affective issues, and self-monitoring strategies. The researchers concluded that
autonomy-based educational technology should be widely adopted in higher education contexts and, if possible, preuniversity orientation programs.

Student Reflections on Projects Leading to New Perspectives
Sun, Nov 14, 12:45-13:10 Asia/Tokyo
Oana Cusen
Project-based learning and teaching (PBLT) has been recognized as an approach that fosters learner autonomy. This
presentation introduces the Students as Teachers project, during which university students prepared and taught a 90minute lesson based on a unit from a four skills textbook. Student reflections throughout the project and at the end of

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Learning Learning『学習の学習』 28 (1): Looking Forward
it will be discussed in detail to show how students developed new perspectives on their development as learners ofEnglish.

Expanding Opportunities for Intercultural Development Through COIL
Sun, Nov 14, 13:25-13:50 Asia/Tokyo
Kevin Ottoson
Collaborative online international learning (COIL) is a method of virtual exchange that offers a way to help bridge theopportunity gap to study abroad by providing cross-cultural exchanges without leaving home. This presentation outlines
the process of implementing COIL activities with university students in China and Japan and reports on the impact ofsuch activities on student perspectives of language development, motivation to study a foreign language, andintercultural competencies.

Investigating the Impact of a Teletandem Online Language ExchangeSun, Nov 14, 14:45-15:10 Asia/Tokyo
Katherine Thornton / Levi Durbidge
Teletandem is an online language exchange, where two students learning each other’s languages are paired to practise
their languages and support each other’s learning online. The researchers administered a survey and several interviews
to investigate the experiences of teletandem participants from a Japanese and an Australian university, specificallyfocussing on the programme’s impact on students’ motivation to learn, their autonomous learning skills, and theiridentities as language learners and users.

Benefits of Social Emotional Learning in University Classrooms
Sun, Nov 14, 15:25-15:50 Asia/Tokyo
Natasha Hashimoto
In this presentation, I describe the context and challenges that led me to include social emotional learning (SEL)
methods in my teaching. I discuss specific strategies and activities I utilized in online university courses with ELLs andshare some positive outcomes of the approach. SEL practices include various activities and strategies; however, as themethod I utilized was not implemented campus-wide, I introduce only a handful of activities and strategies thatlearners successfully used.

Students’ Opinions About Peer Teaching
Sun, Nov 14, 16:05-16:30 Asia/Tokyo
Devon Arthurson
First, an overview of peer teaching will be given. Next, an introduction to a peer-teaching activity will be shared. Thendata will be presented about students’ opinions about the experience of teaching, how this experience will help themin the future, advice they would give to others about peer teaching, and if peer teaching was a positive or negative
experience. Lastly, possible ways for instructors to use this activity will be discussed.

Autonomous Language Learning Perceptions and Practices in Japan
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Learning Learning『学習の学習』 28 (2): Looking Forward
Sun, Nov 14, 18:00-18:25 Asia/Tokyo
Adam Christopher
This study examined intermediate and advanced Japanese EFL learners’ perceptions regarding their own and theirteachers’ responsibility in learning the foreign language autonomously, their decision-making ability in learning theforeign language, and their EFL autonomous learning activities inside and outside the classroom.

Using Eye-Tracking Equipment to Improve Test-Taking Strategies of the TOEIC
Sun, Nov 14, 18:40-19:05 Asia/Tokyo
Marshall Higa
Eye-tracking equipment for second language acquisition purposes is an underused tool. This is due in part to budget
constraints and a lack of affordable devices on the market. This study examines whether low-cost, self-fabricatedequipment can be used to assist students in their study of the Test of English for International Communication (TOEIC)
by allowing students the opportunity to visually observe their recorded eye-movements after taking a TOEIC practice
examination.

A Qualitative Investigation of Japanese Learners’ Experience in Teletandem
Sun, Nov 14, 19:20-19:45 Asia/Tokyo
Kie Yamamoto
The presenter will report on a qualitative investigation of Japanese college students' learning experience in teletandem.
During the COVID-19 pandemic, a group of Japanese female college students had joined a series of language learning
sessions with American college students online since October 2020. Drawing on the analysis of pre-/postquestionnaires, student reflections, and interviews, the researcher will discuss the impact of tandem learning in the
online environment, particularly on the students’ self-concepts in L2 learning.

Reflecting on Reflection: Peer Feedback Over Distance
Mon, Nov 15, 10:45-11:45 Asia/Tokyo
Zack Robertson
Peer review can be an effective tool for involving students in the assessment process; however, the sudden switch toonline learning last year introduced new challenges to effective implementation. This workshop will provide an
overview of peer review and adaptations the presenter made to continue the activity in an exclusively online university
writing course. Then, after examining the effects and consequences, it will reflect on how the modified procedures
might inform the practice moving forward.

A Study of Self-Reported Academic Misconduct Among Japanese University ELLs
Mon, Nov 15, 12:05-12:30 Asia/Tokyo
Gordon D Carlson
This presentation examines the results of a survey on self-reported academic dishonesty among English language
learners (ELLs) across nine Japanese universities. The study includes the domains of cheating on tests, plagiarism,
falsehoods in assignments, and dishonest acts committed in English language classes. An analysis shows the prevalenceof cheating and the most frequent behaviors. The presenter concludes that by knowing the common traps in which
students fall, educators can proactively work to increase academic integrity.

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Learning Learning『学習の学習』 28 (1): Looking Forward

Study Abroad During a Pandemic: Problems and Solutions
Mon, Nov 15, 12:45-13:10 Asia/Tokyo
Kris Ramonda / Todd James Allen
For many second language learners, study abroad presents an opportunity for both cultural immersion and L2 language
development. However, the necessity of social distancing during the coronavirus pandemic has greatly impacted thestudy abroad experience for many learners. This presentation reports on a cohort of Japanese university students who
studied abroad in 2020, including the problems they encountered and the solutions they adopted to maximize theirexperiences.

Belonging and Becoming in a Learner-Led Community of Practice
Mon, Nov 15, 13:25-13:50 Asia/Tokyo
Daniel HooperThis presentation outlines a study investigating members’ identification with a student-led learning community within auniversity self-access centre. Interview data from members suggested members’ identities within the community wereconnected to the comfortable learning environment, an international, imagined English community, and thenegotiation of certain sociocultural norms. This presentation will also address practical implications based on thefindings of this study for SAC staff aiming to cultivate and support student-led learning communities.

Perspectives From the Pink Shirts: Reflections From Student Volunteers
Mon, Nov 15, 14:05-14:30 Asia/Tokyo
Andria Lorentzen
Student volunteers are vital to running a conference successfully, and volunteer feedback can be used as a tool toimprove the conference experience for both volunteers and attendees. This presentation will give a brief overview ofthe student volunteer process, from initial recruitment to final training, and will share the results of a mixed-method
survey in which student volunteers reflect on their experience. Suggestions on how to improve the volunteer
experience will be discussed.

Creating Community Learning Together: Quality of Life and Learning
Sunday December 12th from 2 PM to 4.30 PM
Message from CCLT organizing team: Tim Ashwell, Andy Barfield, Tim Cleminson, Ellen Head, Ian Hurrell, Ken Ikeda,
James Underwood (CCLT organizing team)
As you might have heard in previous messages, we were not planning to hold a large formal Creating Community
Learning Together (CCLT) event like last year. However, in the last Get-together on Sunday October 24th, several LD
members discussed options for a more informal CCLT event on “Quality of Life and Learning” that we hope will be an
exciting and inspirational experience for both teachers and students.
The focus would be on small-group discussions between students (and teachers) from different schools anduniversities sharing experiences and puzzles from the last 6 months. ***Please see further below for some example
anecdotes and discussion questions.***We plan to hold the event online on Sunday December 12th from 2 PM to 4:30 PM with two rounds of discussion
and reflection.

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Learning Learning『学習の学習』 28 (2): Looking Forward
Our idea is to hold an afternoon of online discussions where participants will have the chance to share withstudents and teachers from other universities their experiences of living and learning through these unusual 6 months.
Ahead of the event, participants will be asked to write a short anecdote or small story (say, 70 to 100 words) withsome questions or puzzles about their experiences as in the examples further below.
At the event, participants will break into small groups to share their personal stories and anecdotes and to discuss
the questions or puzzles that they have. Participants will be expected to speak in English or Japanese, but mainly inEnglish! Below is a rough schedule of how we think the event would proceed, more information and updates regarding
registration for CCLT and submission of anecdotes and puzzles will be provided soon:
14:00 Introduction 5-10 minutes
14:10 Round 1: 40 minutes
In groups of 4, students from different universities and schools introduce themselves and ice-break, in break-out rooms
for 40 minutes, then share & discuss their anecdotes and puzzles (with teachers acting as facilitators, or forming theirown discussion groups)
14:50 10-minute break / note-taking
15:00 Round 2: 40 minutes
Groups are reshuffled: a second round of discussions for 40 minutes, sharing their anecdotes and puzzles
15:40 10-minute break / note-taking
16:00 Reflection: 20 minutes
16:20 Wrap-up/closing: 10 minutes
Example anecdotes and puzzles>>>>>
Anecdote: I am a third-year student. In April this year I was due to go to America as an exchange student from myuniversity, but the International Center told me that I would have to wait until September before leaving because thesituation in the US was still unsettled. However, I was then told I would need to wait until April next year. I am now
afraid that this will interfere with job-hunting and I wonder whether I should go.
Questions: Have you had a similar experience? Are you planning to study abroad?
Anecdote: I am a teacher and I have been wondering how my students feel about online and face-to-face learning.
From my perspective, teaching online is in some ways easier (I don’t have to commute), but in other ways it makes life
more complicated (I can’t judge so easily how engaged my students are and cannot see their reactions).
Questions: From your perspective, what do you feel are the advantages of online classes? Are there any disadvantages?
Are there aspects of online learning that you want to continue even after we go back to face-to-face classes?

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Learning Learning 『学習の学習』 28 (2): Sig Matters

SIG MATTERS | インフォメーション
Learner Development SIG Financial Report March 2021 to September 2021
As reported in the previous LL, we did have some concerns about the impact that budget cuts from JALT Central
Office (JCO) might have on SIG finances. With this in mind, at the AGM in November we agreed on a policy of
sticking to our budget for the current year but reviewing it at the following AGM if the SIG income were to be cut.
This was decided on the basis that there is still enough surplus overall to keep to our budget, even with cuts. As
anticipated/feared there was a substantial cut to the revenue from ¥157,697 last year to ¥57,736. However, we didalso receive a ¥35,000 share of income from PANSIG2021. This amount is less than half of some previous years but
something we did not receive last year. Nevertheless, with few onsite events there has also been little in the way of
expenses with lower than anticipated costs for CCLT6 and, so far, only the Research Grant award being made thisyear. CCLT6 made income equal to the current PayPal account of almost 26,000 but the only expense was the Zoom
accounts (¥8,800) resulting in a healthy profit.
Revenues: March 2021 – September 2021 /€•‚ƒNƒQ„…†‡ƒNƒQ„ˆ†‰Š‹Œ'•Ž••Œ‘Œ‰’“”Œ„•€•57,736–’—%&'ƒNƒQŒ˜•™š•Ž›Œœ••ž‘Œ–’—%&'€•

35,000”™•ŽŸŒ•• ••¡•Œ‘Œ€•¢p

92,736

Expenses: March 2020 – September 2021 /£¤‚ƒNƒQŒ„…†‡ƒNƒQ„ˆ†¥•¦•Ž•§¨Œš•Ž••Œ©Qª«N¬NNN-Œ‘Œ78®¯°

40,000ŠŠ“”±Œ•ª˜••¦•¦Œ‘žŠŠ“”±£¤

8,800”™•ŽŸŒ²ª˜••¦•¦Œ‘Œ£¤¢p

48,800%&'Œœ¡•³Œ´ŽŸŽ•§•µŒ%•˜••›´••Œ…N¬ŒƒNƒQŒ‘%&'¶°·¸‚ƒNƒQ„ˆ†…N¹ºŽŸŽ•§•Œ»•Œ´Ž•¼ŒŽ§§™¡••Œ‘Œ½m¾¿·¸

312,740¥•¦•• •ŒŸ»Ž´»Ÿ»•»•¦Œ‘Œ‰’“”ÀÁÂ^°200,000–ŽÃ–ŽŸŒŽ§§™¡••‘ŒÄÅÆÇeÈÉ)6

25,972ŠŽ¦¨Œ»•Œ¨Ž•³Œ‘Œj°ºŽŸŽ•§•Œ‘Œ¢p0538,712Later in the year, there will probably be expenses from the JALT national conference and perhaps three further grantawards to pay out, as well as web expenses, but these will easily be covered. Overall, the SIG finances remain
healthy and though the situation will still be up for review at the AGM I don’t anticipate a need for any dramaticchanges.
Patrick Kiernan, SIG Treasurer
Email: <kiernan@meiji.ac.jp>

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Learning Learning 『学習の学習』 28 (2): Sig Matters

Writing for Learning Learning『学習の学習』応募規定
Deadline for Contributions to the Spring issue: February 28th 2022
Contributions / 寄稿
We encourage new writing and new writers and are happy to work with you in developing your writing.
We would be delighted to hear from you about your ideas, reflections, experiences, and interests to do withlearner development, learner autonomy, and teacher autonomy. これまでにない形式のもの、また新しい方々からのご投稿をお待ちしております。内容についてもぜひご相談ください。みなさまのご意見やお考え、ご経験、そして学習者の成長、学習者と教師の自律性に関することなど、ぜひお聞かせください。For more details about formats and lengths (形式と長さ) of writing suitable for Learning
Learning, please see below. To upload your writing to the editorial team of Learning Learning, please use thislink.

Formats and lengths / 形式と長さ
Learning Learning is your space for continuing to make the connections that interest you. You are warmly
invited and encouraged to contribute to the next issue of Learning Learning in either English and/or Japanese.
In order to provide access and opportunities for Learner Development SIG members to take part in the SIG’s
activities, we welcome writing in different formats and lengths about issues connected with learner andteacher development, such as:『学習の学習』は会員の皆様に興味ある繋がりを築きつづけるスペースです。次号の『学習の学習』への日本語（もしくは英語、及びニ言語で）の投稿を募集しています。メンバーの皆様にSIGの活動にご参加いただきたく、形式や長さを問わず、学習者および教師の成長に関する以下のような原稿をお待ちしております。

Mini-profiles: Sharing your learner development interests / ミニプロフィール：学習者
ディベロップメントについての関心の共有
Here SIG members introduce themselves briefly (just 50 to 100 words or more), and write about what interests,
puzzles, intrigues them about learner development, and/or about a particular approach or project, or research thatthey are doing or plan to do, or simply share a short reflection, to do with learner development (about 100 words ormore)：… ここでは、SIGメンバーの学習者ディベロップメント研究に取り組む原動力となる関心や課題とともに短い（200から400字程度）自己紹介をお届けします。特別なアプローチやプロジェクト、現在進行中の研究やその計画、さらには学習者ディベロップメントの取り組みに関する内省など、それぞれの思いや考えが寄せられています (約200-400字程度以上)

Short articles on issues to do with learner/teacher development and autonomy / 学習者と教師の成長・自律に関する小論#1: short individual articles (1,200 – 2,500 words)： 小論（単著） (約3,600-7,500字)
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Learning Learning 『学習の学習』 28 (2): Sig Matters#2: short group-written articles (1,200 – 4,000 words)： 小論（共著）(約3,600-12,000字)

Reflective writing about learning for learner/teacher development and autonomy / 学習に関する省察 ー 学習者と教師の成長・自律を目指して#1: particular puzzles that you and/or your learners have about their learning, practices, development,
autonomy, and so on, and inviting other Learning Learning readers to respond (1,000 words or more)：ご自身や学習者の悩み（学習、実践、成長、自律など）に関して、LL読者と一緒に考えましょう。(約4,000字)#2: dialogue with (an)other SIG member(s) (1,000 to 2,000 words)：SIGメンバー同士の対話 (約4,000
字-8,000字)#3: stories of learners becoming autonomous (about 500 to 1,000 words)： 自律・成長する学習者に関する話 (約2,000字-4,000字)#4: stories of your learning and teaching practices: success and failure (about 500 to 1,000 words)：学習・
教育実践の成功談・失敗談 (約2,000字-4,000字)

Members’ voices / メンバーの声#1: a short personal profile of yourself as a learner and teacher and your interest in learner development(about 500 to 1,000 words) ：学習者・教員としての自身のプロフィールと学習者の成長に関する興味(約2,000字-4,000字)#2: a story of your ongoing interest in, and engagement with, particular learner development (and/or learnerautonomy) issues (about 500 to 1,000 words) ：学習者の成長や学習者の自律に関する興味や取り組み(約2,000字-4,000字）#3: a short profile of your learner development research interests and how you hope to develop yourresearch (about 500 to 1,000 words) ：学習者の成長に関する研究内容と今後の研究の展望 (約2,000
字-4,000字）#4: a short profile of your working context and the focus on learner development/learner autonomy that a
particular institution takes and/or is trying to develop in a particular curriculum (about 500 to 1,000 words)：
教育環境の紹介、所属機関やカリキュラムにおける学習者の成長や自律に関する取り組み (約2,000
字-4,000字）

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Learning Learning 『学習の学習』 28 (2): Sig Matters

Learners’ voices / 学習者の声
Learners share stories of their learning, reflections on their practices of learning, or report on a project or research thatthey are doing or plan to do related to learner development (about 300 to 500 words)：学習者が自分の学習経験、学習の実践についての考察、または学習者の成長に関連して行っている、もしくは計画しているプロジェク
トや研究について報告します。 (約1200-2000字程度以上)

Research & reviews / 研究 & レビュー
#1: summaries and accounts of new graduate research (1,200 – 2,500 words) ：大学院での研究内容の要約
やその振り返り (約2,400字-5,000字）#2: proposals for a joint project/joint research (about 500 to 1,000 words)： 協働プロジェクト・リサーチの提案 (約2,000字-4,000字)#3: reports (of a conference presentation, research project, particular pedagogic practice, and so on, to dowith learner development) (about 500 to 1,000 words)： レポート（学習者の成長に関する学会発表、研究プロジェクト、教育実践など）(約2,000-4,000字)#4: reports of research in progress (about 500 to 1,000 words)： 研究中間報告(約2,000字-4,000字)#5: book, website, article reviews (about 750 to 1,500 words)：書籍、ウェブサイト、論文の批評(約3,000
字-6,000字)

Free space / フリー・スペース#1: photographs, drawings, and/or other visual materials about learner development, and/or related tolearner autonomy：学習者の成長や自律に関する写真、絵、視覚資料#2: activities and tips for learner development/autonomy (about 500 to 1,000 words) ：学習者の成長・自律を促す活動やヒントの紹介 (約1,000字-2,000字)#3: some other piece of writing that you would like to contribute and that is related to learner development：その他の学習者の成長に関する執筆#4: poems… and much more： 詩、その他。

Learning Learning Editorial Team
<LLeditorialteam@googlegroups.com>
Those working on Learning Learning share a commitment to working together in small teams. We aim tolearn together about writing, editing, responding, and/or translating, for our shared personal andprofessional development. Some areas where we would like to encourage SIG members to take part and work
together on Learning Learning include:
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Learning Learning 『学習の学習』 28 (2): Sig Matters• Layout and Design: working on the formatting and preparation of finalised content for online
publication• Members’ Voices (co-)coordinating: contacting news members of the SIG and working with them todevelop their writing in a variety of formats and lengths as a first step to taking part in the SIG’s
publication activities;• Looking Back (co-)coordinating: working with contributors writing on events related to learnerdevelopment (conferences, forums, get-togethers, workshops, both face to face and online) for
publication in Learning Learning;• Research and Reviews (co-)coordinating: encouraging potential contributors to send in summaries
and accounts of research, as well as reviews (of books, journal articles, materials, or web resources
relating to learner development), and working with them to develop their writing for publication in
Learning Learning.
If you are interested in any of these areas of working together (and/or you have other areas of interest)
and would like to discuss your interest and ideas, please email the Learning Learning editorial team
<LLeditorialteam@googlegroups.com>
Many thanks!

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