The Learner Development Journal最新文献

{"title":"Concluding Commentary: Reflect, Write, and Share","authors":"Dominique Vola Ambinintsoa","doi":"10.37546/jaltsig.ldj7-10","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-10","url":null,"abstract":"","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating Learner Autonomy Development Through a Complex Dynamic Systems Theory Lens: An Indonesian Context","authors":"Ratna Yunita","doi":"10.37546/jaltsig.ldj7-3","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-3","url":null,"abstract":"This research explores the development of learner autonomy in Indonesia. After tracing the author’s learning journey as a pro-autonomy teacher, and sketching in some of the recent initiatives regarding autonomy in Indonesian education policy, the study focuses on two university students’ autonomy development during 2020-21. I employ Complex Dynamic Systems Theory (CDST) to analyse focal autonomy factors among non-English majors, using a qualitative approach with semi-structured interviews and triangulated data. The participants were two college students taking an English for Specific Academic Purposes (ESAP) course in their first year at university. The findings show that four key factors—learners’ affective state and regulation, behavioural change, restrictions, and external push and support—are connected to the development of learner autonomy. The following necessary conditions for achieving learner autonomy were discovered in this case study: creating opportunities to experience a sense of achievement within and beyond the classroom, as well as the teacher’s significant role in introducing autonomy and supporting students’ learning progress. 本研究はインドネシアにおける学習者オートノミーの発達を探索的に調査する。著者自身のプロの自律的な教師として学びの軌跡を巡り、インドネシアの教育政策におけるオートノミーに関する近年の取り組みを描いた後に、本研究は2020年から21年における大学生2名のオートノミーの発達に焦点を当てる。半構造化インタビューとトライアンギュレーションされたデータによる質的アプローチを採用し、英語専攻でない学生のオートノミー要因を分析するために複雑系理論（Complex Dynamic Systems Theory、CDST）を用いる。参加者は、1年時にESAP（English for Specific Academic Purposes）コースを受講した大学生2名である。知見としては、学習者の感情状態と調整、行動の変化、制限、外部からの後押しとサポートという4つの主要因が学習者オートノミーの発展に関連していることが得られた。この事例研究で明らかとなった学習者オートノミーを実現するための必要条件は、学生へのオートノミーの導入及び学習が進むのを支援する教師の重大な役割、そして、教室内外で達成感を経験する機会を設けることである。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Impact of Mandatory Reflection Activities on Students’ Perceptions of Group Work","authors":"Takaaki Morioka","doi":"10.37546/jaltsig.ldj7-6","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-6","url":null,"abstract":"In this research, I investigate the efficacy of mandatory reflection activities in raising students’ awareness regarding the significance of group work for effective communication. Although simply enhancing language skills is inadequate for communicating with others, incorporating group work in classrooms can facilitate both human relationships and communication skills. One approach to promote engagement in group work is to introduce reflection activities and offer opportunities for students to enhance their group work. However, as students may perceive reflection activities as imposed tasks rather than valuable tasks, to what extent might such mandatory reflection influence students’ perceptions of group activities? In this study, I employed a Cooperative Work Awareness Scale questionnaire to compare students in classes with and without reflection activities. The findings indicate that the group with reflection activities had a lower awareness of the importance of group work. Thus, in certain circumstances, incorporating reflection activities may not effectively enhance group work. この研究では、授業で義務付けられた振り返り活動が、コミュニケーションを図るためのグループ活動の重要性に対する学生の認識を高める効果があるかどうかを調査する。コミュニケーション能力を高めるためには、単に言語スキルを向上させるだけでは不十分であるが、グループワークを取り入れることで、人間関係とコミュニケーション能力の両方を高めることができる。そして、グループワークへの参与を高める方法として振り返り活動がある。しかしながら、義務付けられた振り返り活動は、グループワークの重要性に対する認識にどの程度の影響を与えるのだろうか。なぜなら、学生はリフレクション活動が価値のある活動ではなく、強制された活動ととらえる可能性があるからである。この研究では、協同活動の認識スケールの質問紙を使用して、振り返りの活動があるクラスとないクラスの学生を比較した。調査結果は、振り返りの活動があるグループの方が、グループワークの重要性に対する認識が低いことを示した。したがって、特定の状況では、振り返り活動はグループワークの認識を高める効果がない可能性がある。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"45 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of Peer Interaction on Emotion Regulation in the English Classroom","authors":"Misako Kawasaki","doi":"10.37546/jaltsig.ldj7-4","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-4","url":null,"abstract":"This study is a classroom-based case study on emotion regulation (ER) in the English as a foreign language (EFL) classroom. In order to clarify the influence of peer interaction on ER, this study aimed to: (a) identify the types of emotions that the students experience in the EFL classroom, (b) determine the situations in English classes that elicit these emotions, (c) explore ER strategies employed by the students, and (d) examine the influence of peer interaction on ER. The participants in this study were 26 non-English major first-year Japanese university students who attended my English class in the spring semester of 2022. The students answered two open-ended questionnaires and the results were analyzed both quantitatively and qualitatively. The students experienced a variety of negative and positive emotions and regulated their emotions using different ER strategies in various specific situations in the English classroom. The students also perceived the positive effects of peer interaction on emotion regulation (ER), such as a decrease in negative emotions and an increase in positive emotions. This study highlights the potential benefits of peer interaction in ER and the findings contribute to ongoing discussions on the role of interaction and the importance of ER for learners in EFL classroom. 本研究は、外国語としての英語の授業内における感情調節（ER）に関する事例研究である。本研究目的は次の4つである。（a）学生が英語の授業において経験する感情の種類を明らかにすること、（b）英語の授業のどのような状況で、そのような感情が引き起こされるかを明らかにすること、（c）学生が用いる感情調整戦略を探ること、（d）感情調整に及ぼす仲間の相互作用（ピア・インタラクション）の影響を検討することである。本研究の参加者は、2022年春学期に筆者の英語の授業に出席した、英語専攻でない日本人の大学1年生26名である。学生たちは2つの自由記述式アンケートに回答し、その結果を量的・質的に分析した。その結果、学生たちは様々なネガティブな感情とポジティブな感情を経験し、授業内の様々な具体的な状況において異なるER戦略を用いて感情を調節していた。また、学生たちは、否定的感情の減少や肯定的感情の増加といった、ピア・インタラクションが感情調節に及ぼす肯定的な効果を認識していた。本研究は、感情調整におけるピア・インタラクションの潜在的利点を明らかにすることによって、外国語教室におけるインタラクションの役割と学習者にとっての感情調整についての研究に貢献するものである。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"96 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tracing Emotion in the (Re)Construction of an EFL Identity During a Self-Directed Learning Module: A Short Story Approach","authors":"Amelia Yarwood","doi":"10.37546/jaltsig.ldj7-2","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-2","url":null,"abstract":"This paper explores the stories told by Hiroto, an EFL learner enrolled in a semester-long self-directed language learning (SDLL) module to understand how the emotional qualities found in the stories interact with Hiroto's identity (re)construction. Barkhuizen's (2016) short story approach was used in conjunction with emotion-based codes to analyse data extracts from interviews, constructed identity statements, and a visual language learning history. The findings reveal that Hiroto experiences a constant flux of emotions throughout his SDLL journey that interact in different ways with micro, meso, and macro-level factors such as an existing desired identity, academic obligations, cultural influences, and TOEIC examinations. 本論文は、1学期にわたる自己主導型言語学習（SDLL）モジュールに在籍するEFL学習者ヒロトの物語を探求し、彼の物語に見られる感情の性質がヒロトのアイデンティティ（再）構築とどのように相互作用するかを理解する。Barkhuizen（2016）のショートストーリーアプローチは、インタビュー、構築されたアイデンティティステートメント、視覚化した言語学習史から抽出したデータを分析するために、感情に基づくコードと組み合わせて使用された。その結果、ヒロトはSDLLの旅路によって、既存の望ましいアイデンティティ、学業上の義務、文化的影響、TOEIC試験などのミクロ、メゾ、マクロレベルの要因とさまざまな形で相互作用する、持続的な感情の流動を経験していることが明らかになった。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collegially Exploring Engaged Meaningful Learning: Stories, Perspectives, Dialogue, and Issues","authors":"Andy Barfield, Akiko Nakayama","doi":"10.37546/jaltsig.ldj7-8","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-8","url":null,"abstract":"In this article we (two university teachers in Japan) collaboratively reflect on our teaching experiences and practitioner research to do with what we have come to call “engaged meaningful learning” approaches such as Project-Based Learning (PBL) and Learning through Discussion (LTD). We use autobiographical stories, our responses to each other’s stories, different teacher and learner voices, as well as a reflexive dialogue, to develop personal and local perspectives about what engaged meaningful learning means for ourselves and our learners. Akiko shares her story of becoming socialized as a Japanese teacher and examines why she found that LTD promoted students’ engagement and critical understanding, whereas she had mixed experiences with using PBL. This led Akiko to puzzle long and hard over what successful practice means for her. Andy reflects on project work in his own education and past teaching, as well as in a recent curriculum reform process introducing PBL classes in which students research global issues and look at how such issues impact local communities and people that they know. He presents the story of one learner doing a project into ethical consumerism to illuminate the complex interplay between learner creativity, learner criticality, and learners’ translingual practices in PBL. In this unconventional patchwork multivocalic reflection we (Akiko and Andy) come to recognise the importance of acknowledging internal and external ideological constraints and of creating new discourses to foster critical awareness and agency in students for engaged meaningful learning. この論文では、プロジェクト型学習（PBL）やディスカッションを通した学習（LTD）のような、私たち（日本の大学教員2名）が「関与ある学習方法」と呼ぶアプローチに関する自身の教育経験と実践研究を共同で振り返る。私たちは、自伝的な物語、互いの物語への応答、教師と学習者のさまざまな声、そしてリフレクシブな対話を用いて、私たち自身と学習者にとって意味あり関与ある学習とは何かについて、個人的かつローカルな視点を発展させた。中山は、日本語教師として社会化するまでのストーリーを語り、PBLを使った経験が彼女にとっては評価が分かれるものであったのに対し、なぜLTDが学生の関与と批判的理解を促進することがわかったのかを考察する。そして、中山にとっての実践の成功とはなんだったのかという問いを投げかける。バーフィールドは、自身の教育や過去の指導におけるプロジェクトワークの経験とともに、学習者が国際的な問題について調査し、それらの問題がいかに学習者の身の回りの共同体や人びとに影響を与えているのかを考察するPBL授業を導入した最近のカリキュラム改革の過程について振り返る。PBLにおける学習者の創造性、学習者の批評性、学習者のトランスリンガルな実践の間の複雑な相互作用を明らかにするのに役立つ、倫理的消費主義についてのプロジェクトを行った一人の学習者の話を紹介する。この型破りでパッチワークのような多声的な内省の中で、私たち（中山とバーフィールド）は、内面化されたもの、外的なもの双方のイデオロギー的制約を認識することの大切さと、意味あり関与ある学習に取り組む学生らに批判的意識と主体性（agency)を育み、そのための新しい言説を創造する重要性を認識するようになった。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"98 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development","authors":"Dominic G. Edsall, Ellen Head, Aya Hayasaki","doi":"10.37546/jaltsig.ldj7-9","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-9","url":null,"abstract":"Learner autonomy is a complex concept that can be viewed from the perspective of human agency and identity within a continually changing, multilingual ecology. In this article, I address three of the conventions of learner autonomy that have solidified in the research literature highlighting how these conventions are challenged by the research in Learner Development Journal 7. I also address some of the challenges created by the trend towards complex dynamics systems theory in learner autonomy research. Adopting a complexity perspective (Cameron & Larsen-Freeman, 2007) with critical realism (Bhaskar, 2016) as a meta-theoretical framework, I argue that practitioner research should continue to deepen our understanding of learner autonomy and change by flexibly combining perspectives together. 学習者オートノミー（自律学習）は、絶えず変化する多言語エコロジーの中で、人間の主体性とアイデンティティの観点から考えることができる複雑な概念である。本論文では、学習者オートノミー（自律学習）に関する3つの定説を取り上げ、これらの定説がLDJの本号の研究によってどのような挑戦を受けているのかを明らかにする。また、学習者オートノミー（自律学習）の研究において、複雑動的システム理論への流れが生み出すいくつかの課題についても言及する。複雑性の視点（Cameron & Larsen-Freeman, 2007）と批判的実在論（Bhaskar, 2016）をメタ理論的枠組みとして採用することで、実践者研究が、相反する視点を柔軟に組み合わせながら自律学習と変化に関する理解を深めていくべきだと主張する。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to The Learner Development Journal Issue 7: Challenging the Conventions of Learner Development Research","authors":"","doi":"10.37546/jaltsig.ldj7-1","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-1","url":null,"abstract":"","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"83 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why I Utilize Autoethnography to Promote Learner Development: A Reflexive Narrative of English Teacher Development","authors":"Marlen Elliot Harrison","doi":"10.37546/jaltsig.ldj7-7","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj7-7","url":null,"abstract":"The last two decades of learner development scholarship have seen an expansion in applications of autoethnography, a qualitative research method that “seeks to describe and systematically analyze personal experience in order to understand cultural experience” (Ellis et al., 2011). As such, this self-reflexive autoethnography of teacher development traces the evolution of an English language and writing instructor’s exposure to and utilization of autoethnography in writing classrooms around the world. Through a series of written vignettes, I utilize narrative inquiry to highlight my openness to cultural exploration in the English language classroom, explore my tendency to utilize lived experience in academic contexts, and illustrate how this manifested in a critical expressivist curriculum for my university English writing classrooms in Japan, Finland, and the United States. 過去20年間の学習者の成長に関する研究において、「文化的経験を理解するために個人の経験を記述し、体系的に分析しようとする」（Ellis et al., 2011）質的研究の一手法であるオートエスノグラフィーの活用が拡がりを見せている。そのため、この教師の成長に関する自省的なオートエスノグラフィーは、ある英語ライティングの指導者が世界中のライティング教室でオートエスノグラフィーに触れ、活用してきた変遷を辿るものである。一連のヴィネットを通して、ナラティブ的探求を活用し、英語教室における文化探訪に対する私の開放性を強調し、アカデミックな文脈で生きた経験を活用する私の傾向を探り、そしてこのことが、日本、フィンランド、アメリカにおける私の大学英語ライティングの授業で、批判的表現主義カリキュラムにどのように顕れたかを説明する。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"103 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agency in and Beyond the Classroom: Learners’ Selection of Resources for Self-Directed Language Learning","authors":"Jon Rowberry","doi":"10.37546/jaltsig.ldj6-4","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-4","url":null,"abstract":"This paper reports an investigation into how two Japanese EFL learners enacted and enhanced agency through their selections of resources to support self-directed language learning. The research focused on a short course offered at the university where I work, which aimed to serve as scaffolding for learning beyond the classroom. In the course, learners were encouraged to take the initiative for their language study by identifying needs and goals, implementing learning plans, evaluating methods and materials, and reflecting on their learning. The project took the form of a practitioner research case study with two learners, Nanami and Takumi, as they engaged in self-directed learning over a period of 5 weeks. Drawing on multiple sources of information, including direct observation, learner reflections, and stimulated recall interviews, the two cases illuminate the unique and complex ways individual learners enact agency as they select and use resources for self-directed language learning. The data also forced me to question my own assumptions about the learning behaviours and perspectives of learners in my classes and to reconsider what constitutes professional expertise in the context of language learning beyond the classroom. 本論文では、2人の日本人EFL学習者が、自主的な言語学習を支援するためのリソースの選択を通じて、どのように学習者エージェン シーを実現・強化したかを調査した結果を報告する。筆者が勤務する大学で、教室外での学習のための足場かけとなることを目的とし た短期コースに焦点を当てた。このコースでは、学習者がニーズと目標を特定し、学習計画を実行し、方法と教材を評価し、自分の学 習を振り返ることによって、言語学習のイニシアチブをとるよう奨励された。このプロジェクトは、5週間に渡り、自主学習に取り組んだ 2人の学習者、ナナミとタクミに焦点を当てた実践的なケーススタディという形で行われた。この研究は、直接観察、学習者の振り返り、 回想法インタビューなど、複数の情報源を用いて行った。この2つのケースでは、個々の学習者が自主的な言語学習のためにリソース を選択・利用する際に、どのように学習者エージェンシーを発揮するのか、独特で複雑な方法を明らかにするものであった。また、この データは、クラスの学習者の学習行動や視点についての著者自身の仮定に疑問を投げかけ、教室を超えた言語学習という文脈で専 門的知識を構成するものを再考させるものであった。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128418085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}