The Learner Development Journal最新文献

{"title":"Learning Beyond the Classroom in an EFL Malagasy Setting: Two Student Teachers’ Experiences","authors":"Dominique Vola Ambinintsoa, Haingo Fanaperana Rajaonaritiana, Volatiana Olivia Rasoanindrina","doi":"10.37546/jaltsig.ldj6-7","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-7","url":null,"abstract":"In this paper, the three authors—a teacher and two student teachers (STs)—highlight the importance of learners’ agency in learning beyond the classroom (LBC), drawing on the STs’ LBC experiences as EFL learners in Madagascar. Through narrative accounts in the form of vignettes, the STs share their language learning histories (LLHs) beyond the classroom, identifying their purposes and drives for learning English, as well as their difficulties, strategies, and successes. The STs’ LLHs underscore the significance of interests that fed into their intrinsic motivation to continuously improve their English language skills and indicate that they were capable of creating learning opportunities and resources in a learning environment that can be considered as “under-resourced” (Smith et al., 2018, p. 8). The implications drawn from the LLHs include the idea of integrating into the classroom learners’ interests and strategies beyond the classroom to boost their motivation and the relevance of using LLHs in teacher education to help STs reflect on their learning experiences and existing knowledge about learning, as well as understand the importance of considering and responding to students’ genuine needs and interests. This paper breaks new ground in exploring LBC and LLHs in that two of the authors are current students identifying themselves as both EFL learners and future EFL teachers in a Malagasy context. It also sheds light on how to promote LBC in a context where resources can be seen as scarce. 本論文では、教師と2人の学生教師(ST)からなる3人の著者が、マダガスカルにおけるEFL学習者としてのSTの教室を超えた学習 (LBC)経験をもとにLBCでの学習者のエージェンシーの重要性を強調する。STは、教室外での言語学習の歴史(LLH)をヴィネット形式の物語で語り、英語を学ぶ目的や動機、困難、戦略、成功などを明らかにする。彼らのLLHは、英語を継続的に向上させるための内 発的動機につながる興味の重要性を強調し、「リソース不足」(Smith et al., 2018, p. 8)とされる学習環境において学習機会やリソ ースを作り出す能力があることを示している。LLHから、学習者のモチベーションを高めるために、教室を超えた学習者の興味や戦略 を教室に取り入れるという考え方や、教師教育におけるLLHの活用の妥当性などが示唆された。本研究は、マダガスカル語の文脈の 中でEFL学習者と将来のEFL教師を目指す学生が共同執筆しているという点で、非常に独自性の高いものである。この論文は、マダガ スカルにおけるEFL学習者と将来のEFL教師である在校生の共著であり、彼ら自身の言葉によって、その声を直接的に伝える。また本 稿では、資源が乏しいとされる状況において、LBCをどのように推進するかについても光を当てている。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"101 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":"133148881","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":"Building a Critical Reflective Practice With High School Language Learners","authors":"Ann Flanagan","doi":"10.37546/jaltsig.ldj6-2","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-2","url":null,"abstract":"It is rare for language learners, especially young learners, to have the awareness to reflect on their language learning process. This study examines the use of critical reflective writing journals in high school. It follows the journey of two female high school students through three stages of critical reflection: reflection-in- action, reflection-on-action, and reflection-for-action. Students were encouraged to practice consistent reflection outside the classroom, writing twice or three times a week. This case study is aimed at exploring critical reflection, learning beyond the classroom, and motivation. The students applied critical thinking skills to analyze and modify their own learning. Journaling facilitated a greater sense of self-awareness in students, which enabled them to identify their own strengths and improve areas of weakness in language learning. In their view, journals were a valuable resource for studying English. Results support the adoption of critical reflection practices encouraging students to become more involved in their language learning. In becoming more responsible for their learning, students begin to make conscious choices about what they are interested in exploring further while monitoring and evaluating their progress. 言語学習者、特に若い学習者にとって、自分の言語学習過程を振り返る意識を持つことは稀である。本研究は、高等学校における批 判的省察文ジャーナルの使用について検討する。4人の女子高校生が、行動に関する考察、行動のための考察、行動中の考察という3 つの段階を経て、批判的な考察を行う過程を追ったものである。生徒たちは、教室外で、週に2、3回書くという一貫したリフレクション スタイルを実践するよう促された。この研究の目的は、批判的省察、教室を超えた学習、モチベーシを探ることである。生徒たちは、批 判的思考スキルを応用して、自分たちの学習を分析し、修正した。ジャーナルは、生徒の自己認識力を高め、その結果言語学習におけ る自身の強みを認識し、弱点となる分野を改善することを可能にした。参加者は、ジャーナルが英語学習にとって貴重なリソースとな ったという見解を示した。この結果は、生徒が批判的な省察の実践を採用することが、自身の言語学習により深く関与することを可能 にするという仮説を支持するものである。その過程で、学生は自分の学習にもっと責任を持つようになり、自分の進歩を監視し評価し ながら、さらに探究心が刺激されることを意識的に選択するようになるのです。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"6 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":"114428875","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":"Beyond the Classroom, Beyond the Track: The Role of English in the Transformation of Career Perspectives in Three Females in Rural Japan","authors":"Aya Hayasaki","doi":"10.37546/jaltsig.ldj6-6","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-6","url":null,"abstract":"This study explores the process of perspective shifting among female English language learners who participated in an English project-based learning programme in rural Japan. In Japan, academic achievement and career aspirations are determined by socioeconomic status, gender, and region. However, in English language education in Japan, there has not been sufficient research addressing the learning experiences of individuals considering such social contexts beyond the classroom. Therefore, this study investigates the reality and potential of English language learning among women living in rural areas. Three female graduates of a senior high school in Kagoshima Prefecture were purposively selected, and a 90-minute semi- structured interview was conducted with each. Trajectory equifinality modelling (Sato et al., 2009) was used for data analysis. The findings revealed how the three women overcame different constraints, including lack of access to diverse role models and peers, few opportunities to make meaningful connections between English language learning and real life, and parental attitudes towards investment in language education and family financial situation. Given the current state of educational inequality, this study represents a proposal to further the debate on how English language learning can make a meaningful difference to an individual’s overall life and subsequent career choices. 本研究は、日本の地方において、英語でのプロジェクト型学習プログラムに参加した女性英語学習者の意識変容過程を探索する。日 本では、学力や進路希望は社会経済的地位、性別、地域によって規定される(松岡、2019)。しかし、英語教育においては、教室を超え たそのような社会的文脈を考慮した個人の学習経験について十分に研究されていない。そこで本研究では、地方出身女性の英語学 習の実態と可能性を探った。鹿児島県内の高校を卒業した女性3名を合目的的サンプリングで選定し、それぞれに90分の半構造化面 接を実施した。データ分析には、複線径路・等至性モデル (Sato et al., 2009) を使用した。結果として、3名の女性が、多様なロール モデルや仲間との接点の少なさ、英語学習と実生活を有意義に結びつける機会の少なさ、言語教育への投資に対する親の考え方や 家庭の経済状況に関する課題など、様々な制約を克服した過程が明らかになった。教育格差の現状を踏まえ、本研究は、英語学習が 個人の人生全体やその後のキャリア選択に意味のある変化をもたらすことをめざし、議論を深めることを提案するものである。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"110 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":"116821824","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":"A Case Study of Collaborative Online International Learning Between Finnish and Japanese University Students: Learning and Using English Beyond the Classroom","authors":"Chika Hayashi","doi":"10.37546/jaltsig.ldj6-5","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-5","url":null,"abstract":"This paper aims to examine how a pair of Japanese and Finnish university students collaborate through an original Collaborative Online International Learning (COIL) project which was introduced as a completely out-of-class activity. Using a case study approach, I focus on the Japanese student’s reflection for an in-depth understanding of her experience of the COIL project over 4 months. The analysis is based on the data collected through an interview and her actual interchange of email messages and letters with her Finnish partner student. The results show (a) that the Japanese student embarked on the project with both expectations of intercultural communication and anxieties about her English proficiency, and (b) that the two students co-constructed their own communication styles as they shared personal information and developed empathy and rapport with each other. I also found (c) that the Japanese student’s obsession with formality and accuracy as well as recognition of her lack of communicative English contributed to the gradual decrease in the number of email messages. However, (d) this helped her to realize her needs and maintain, even enhance, her motivation to study English. The study also sheds light on the necessity of providing well-balanced opportunities for students to learn and use both formal and informal English in order to encourage better communication. 本稿は、授業外活動として独自に導入した「国際協働オンライン学習プロジェクト」に於ける日本とフィンランドの大学生ペアの協働の過程を探究する。ケーススタディの手法を用いて、同プロジェクトに4ヵ月間参加した日本の学生のインタビューと実際のやりとり (eメ-ルと手紙)を分析した結果、(a)日本の学生は異文化交流への期待とともに、自身の英語力に対する不安も抱きながらプロジ ェクトに参加し、(b)日本とフィンランドの学生はお互いに個人情報を共有し、心を通わせ信頼関係を築きながら自分たちのコミュニ ケーションの形式を協働的に創り上げた。また、(c)日本の学生の形式と正確さへの執着および英語力の不安により、eメールや手紙の送信回数が徐々に減る傾向が見られたが、(d)同時にそれにより自身のニーズを認識し、英語学習のモチベーションの維持ひいては 向上に結びついたと認識していることが明らかになった。さらに本研究の結果、より良いコミュニケーションを促すために、フォーマル に加えてカジュアルな英語表現の学習および使用の機会の必要性も示された。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"89 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":"131494515","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 Learner Development Journal 6: How We View Learner Development Beyond the Classroom","authors":"Isra Wongsarnpigoon","doi":"10.37546/jaltsig.ldj6-1","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-1","url":null,"abstract":"","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"10 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":"131053089","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":"Extensive Listening in the Time of COVID-19: Supporting Students so They Can Become Self-Reflective, Independent Learners","authors":"Gretchen T. Clark","doi":"10.37546/jaltsig.ldj6-3","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-3","url":null,"abstract":"Due to the spread of COVID-19, universities around the world began making use of online tools such as learning management systems (LMS) and Zoom. For language teachers, teaching skills such as listening and speaking proved to be a challenge. This paper describes how an extensive listening (EL) program was organized asynchronously for a class of 21 students studying English at a private women’s university in central Japan. Students were asked to choose at least one audio or video resource from a list provided by the author and complete a digital listening journal for 21 weeks. In the journal students were required to document the resource title, website information, a summary, listening problems, and goals for future journal entries. On the LMS, the author provided feedback to help students navigate listening problems and choose resources that fit their needs. This paper reports on the experiences of three students who completed the task regularly. An analysis of their journals and submission practices was used in combination with semi-structured interviews to understand their listening processes. The students’ stories provide insight into how the skill of listening is practiced and may be of interest to educators who wish to introduce EL in their own contexts as an out-of-class activity. COVID-19の蔓延にz世界中の大学がLMS(Learning Management System)やZoomなどのオンラインツールを活用すうになった。しかし、語学教師にとって、リスニングやスピーキングといったスキルの指導は難しい。この論文では、中部地方の私立女子 大学で英語を学ぶ21人の学生を対象に、非同期で行わた多聴(EL)プログラムについて説明す。学生は、筆者が提供したリストか 少なくとも1つのオーディオまたはビデオリソースを選択し、21週間にわたデジタルリスニングジャーナルを完成させう課題を 行った。ジャーナルには、教材のタイトル、ウェブサイト情報、要約、リスニングの問題点、今後の目標などを記録すう求めた。LMS上 では、著者がフィードバックを提供すことで、学生がリスニングの問題を解決し、自分のニーズに合ったリソースを選択できうにし た。この論文では、定期的にタスクをこなした3人の学生の経験を検証す。彼女たちのリスニングプロセスを理解すために、半構造 化インタビューとジャーナル、提出物を組み合わせて分析に使用した。彼女の体験談は、リスニングのスキルがどのうに練習さ ていかについての洞察をもたし、授業外の活動としてELをそぞの文脈で導入したいと考え教育者にとって関心の高いもの であう。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"46 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":"128333487","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":"Space Matters: Language Learning Environments Beyond the Classroom in the Post-COVID World","authors":"P. Benson, Mayumi Kashiwa","doi":"10.37546/jaltsig.ldj6-9","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-9","url":null,"abstract":"","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"28 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":"121591815","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":"Some Thoughts on Implementing a New Teaching Approach: A Review of Clarke’s “Exploring Autonomous Learning…”","authors":"Mizuka Tsukamoto","doi":"10.37546/jaltsig.ldj6-8","DOIUrl":"https://doi.org/10.37546/jaltsig.ldj6-8","url":null,"abstract":"This practice-based book review looks at Donna Clarke’s (2019) “Exploring Autonomous Learning: A Teacher’s Experience and Learners’ Perception” in Autonomy in Language Learning: Getting Learners Actively Involved (Menegale, 2019). This chapter in the book is a reflection on her first attempt to make her class, at the Japanese School of Brussels, more student-centred. In reviewing the chapter, I reflect on my experience of my first attempt at teaching a semester-long project-based course in relation to some of the key ideas discussed by Clarke. In doing so, I discuss the concerns, successes, and challenges that we shared and faced in incorporating a teaching approach that was new to us both. I also take a close look at the methodology that she used in her study. Finally, I conclude this book review by considering how I would respond to Clarke’s four questions that she frames her action research with. 本稿はAutonomy in Language Learning: Getting Learners Actively Involved (Menegale, 2019)に収められている Donna Clarke (2019)の“Exploring Autonomous Learning: A Teacher’s Experience and Learners’ Perception”の 書評である。本書のこの章は、ブリュッセル日本人学校でのClarke自身の授業をより学習者中心にするための初めての試みについて の考察である。この章を振り返りながら、Clarkeが論じた重要な考え方に関連して、筆者が初めて試みた1学期間を通してのプロジェ クトベースの授業の経験を振り返ってみた。私たち双方にとって新しい教育アプローチを取り入れる際に共有し、直面した懸念、成功、 課題について論じる。また、Clarkeが研究に用いた方法論についても考察する。最後に、Clarkeがアクション・リサーチの枠組みとし て掲げた4つの質問に対して、私ならどう答えるかを考えてこの書評を締めくくる。","PeriodicalId":132324,"journal":{"name":"The Learner Development Journal","volume":"96 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":"129311382","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}