I have taught English for almost two decades to second language learners in Japan. I received a MA in TESL/TEFL from The University of Birmingham and a Ph.D. from Macquarie university. My areas of interest are Learner Development and Self-Access Learning Centres.
JALT Postconference Publication - Issue 2020.1; August 2021
Active participation in learning is a central concept in many higher education institutions in Ja... more Active participation in learning is a central concept in many higher education institutions in Japan. For science and technology students in particular, learning approaches that promote collaboration, self-regulatory practices, and critical thinking in the L2, are especially encouraged in order to help prepare students for real-life research and/or professional situations. A collaborative learning initiative, iLearn, is introduced in this paper, which aims to help raise awareness of the qualities of good scientific writing and presentations by encouraging critical evaluation of authentic research through peer-review practices. Methodologically, the researchers examined peer-review exchanges of scientific posters and papers and then used content analysis to identify, categorize, and analyze meaningful exchanges. The authors concluded that it is worthwhile to implement collaborative programs that can help sci-tech learners to participate effectively in international and intercultural ...
Peer-assisted learning (PAL) is a form of collaborative learning which is an effective method of ... more Peer-assisted learning (PAL) is a form of collaborative learning which is an effective method of helping learners to give feedback in Second Language (L2) Academic Writing (AW) courses; however, there are still many teachers today who do not implement this approach for various reasons. With fewer students, a student-centered approach is ideal. In larger classes however, an alternative approach might be required to maintain a similar amount of feedback without sacrificing quality. This research proposes PAL as a viable alternative for large AW classes, in helping to facilitate meaningful interaction and improve critical thinking skills through deep engagement with writing tasks.291 students, across nine faculties, participated in the study. Being able to receive ongoing and detailed feedback was essential in order for students to fully acquire the range of skills and knowledge needed to participate effectively in later advanced writing and research courses. A survey was administered to students to determine which method of feedback was most beneficial in helping students to improve writing: teacher-feedback solely or a blend of PAL with in-class teacher instruction. Results showed that 80% of students felt more engaged with the writing process through the PAL system with regard to pedagogic, academic, affective, cognitive, metacognitive, and social factors. The research concludes that there is great potential for collaborative learning in higher education institutions in the L2 context depending on various factors, such as the learner’s language skills as well as motivational levels of both the teacher and learner.
The analysis of advising sessions has recognized common standards of the profession
in areas suc... more The analysis of advising sessions has recognized common standards of the profession
in areas such as advising skills employed and non-verbal communicative
practices. There are however numerous variations in advisor behavior due to
differences in cognitive processes. This study used a stimulated recall approach
to identify the content of inner thought categories of eight learning advisors-inaction
during individual advising sessions. A grounded theory analysis of 800
thought units revealed a hierarchical structure of five main and 16 sub-categories.
By tapping into the cognitive processes of advisors, a descriptive framework of
advisors’ inner speech was created and a more complete picture of advising
emerged. This led to an appreciation of the wealth of information advisors held
and applied during their sessions and provided empirical evidence which could
possibly influence changes in the current method of advisor training.
Over the past two decades, Japan's Ministry of Education, Sports, Science, Culture and Technology... more Over the past two decades, Japan's Ministry of Education, Sports, Science, Culture and Technology (MEXT) has proposed several action plans for curricular reform which state that upon graduation from tertiary institutions, students should be able to function effectively, in English, in an international setting. Each year, there has been an increased emphasis on " independent-minded learning. " This study examines whether students, after one year of tertiary education, could reflect on their current situation, visualize changes in their development, and consider what it meant to be " independent minded " in their approach to learning. An Independent Learning Scale (ILS) was introduced to students as a horizontal line drawn across the whiteboard, with the numbers one to five evenly interspaced along the line. The number one represented a learner dependent on teacher instruction, while the number five represented a proactive, independent learner. Students were asked to choose the number which best represented their perception of themselves. Data showed students' perceptions at each of the five levels. Interpretation of the findings suggests that learners were indeed capable of reflecting on learning, but felt they needed training in how to learn in order to become more " independent-minded. "
In G. Brooks (Ed.), The 2016 PanSIG Journal. Tokyo, Japan., 2017
The credibility of any professional should be based on degree of knowledge and experience. Creden... more The credibility of any professional should be based on degree of knowledge and experience. Credentials in many cases however, are determined solely by academic degrees, publications and/or memberships to professional organizations. For professionals involved with Language Learning Advising (LLA) however, there is a significant need to acquire background and up-to-date specialized knowledge on various aspects of Second Language Acquisition (SLA) as well as counselling practices. The “standard of knowledge” which represents current practices in LLA (knowledge domains, skills, values) has not been fully examined or detailed in current LLA literature. This research thus aims to identify and compile current standards of knowledge, which reflects LLA-in-action.
In G. Brooks, M. GrogaIn & M. Porter (Eds.), The PanSIG Conference Proceedings, Miyazki, Japan: JALT., 2015
Learning-by-doing is said to be one of the most effective ways of learning. By combining learning... more Learning-by-doing is said to be one of the most effective ways of learning. By combining learning tasks with real-life goals, students can receive a more authentic and long-lasting learning experience. This paper describes a course designed for undergraduate students at a Japanese tertiary institution in mainly science and technology departments. Students were expected by the end of the course to give a presentation and practice answering questions in English about their research. Throughout the course, real-life activities were introduced at intervals to help students understand skills needed for participating in conferences, feel more confident when interacting with others through networking, and to encourage higher order thinking through reflection-on-learning.
Volume 10, Number 1 Spring 2013 The International Journal of Self-Directed Learning (ISSN 1934-37... more Volume 10, Number 1 Spring 2013 The International Journal of Self-Directed Learning (ISSN 1934-3701) is published biannually by the International Society for Self-Directed Learning. It is a refereed, electronic journal founded to disseminate scholarly papers that document research, theory, or innovative or exemplary practice in self-directed learning. Submission guidelines can be found at
The TOEIC (Test of English for International Communication) is currently the main examination use... more The TOEIC (Test of English for International Communication) is currently the main examination used in Japan as an employment requirement and in several institutions, to streamline students. For non-English majors, it can be especially difficult to reach the required target set by each organization. A self-directed learning model for TOEIC study was thus designed to encourage students to renegotiate their learning goals and try a new style of learning in order to achieve their TOEIC target in a more focused manner. The acronym FITE (Focus – Input – Training – Evaluation) was used to help students focus on specific areas of their learning, find a good balance for their self-directed activities and self-monitor their development each month as they prepared for the test. This study follows the progress of a lower-proficiency level student who was struggling to achieve his target. After eight weeks of self-directed learning, he showed gains in both reading and listening scores. The research concluded that whereas a program of daily study of TOEIC-specific practice exercises from textbooks was the main component in learner success, it was also essential for students to be cognizant of strengths and weaknesses; to focus on a particular area of improvement; to expose themselves to other forms of learning for enjoyment; and to self-evaluate their learning progress in order to increase their overall abilities.
TOEIC (Test of English for International Communication)は現在、
日本で雇用に必要な条件として、また教育機関における学生の効率的なランク付けのために、使用されている主要な試験である。英語専攻でない学生にとって、企業や学校の定める必要スコアに到達することは大変である。そこで本論ではTOEICのための自主学習モデルを考案した。それは学生に学習到達目標を再設定させ、より集中的に学びTOEICの目標スコアに到達できるように、新しい学習スタイルを取り入れさせるものである。ここでは、「Focus(重点の絞り込み) – Input(インプット) – Training(演習) – Evaluation(評価)」の頭文字を取ったFITEというモデルを使用した。これは学生がTOEICの勉強をする際、ある特定の学習分野に重点を置き、自主学習行動の適切なバランスを発見し、毎月自らの進歩を自己観察することを促すものである。本論では、目標達成に努力していた習熟度の低い1人の学生の進歩を追った。8週間の自主学習の後、この学生はリーディングとリスニング両方のスコアを伸ばした。結論として、TOEICに特化した練習問題テキストの日々の学習が学習者の成功の主な要因である一方、学生が自分の得意不得意を認識し、特定分野を重点的に改善し、他の学習形態への挑戦を楽しみ、学習進度を自己診断することも、総合力強化のために非常に重要であった。
The promotion of the philosophy of advising for language learning in the language classroom has b... more The promotion of the philosophy of advising for language learning in the language classroom has been receiving more attention recently as institutions try to narrow the gap between formalized learning and self-directed practices. This research describes how a traditional classroom learning environment in a tertiary institution in Japan was re-defined by promoting reflexive practices and employing tools typically employed in one-to-one advising situations. Several support structures were included in the course which connected the underlying principles of advising for language learning with the core goals of the curriculum. The 15-week course was divided into three components – two inside the classroom and out-of-class learning. A questionnaire was administered toward the end of the course which aimed to gain feedback on reflexive activities as well as to find out how and if students were engaged in self-directed learning practices outside of class. The main conclusion from this research was that promoting advising tools in the classroom would be a feasible option for teachers as it encouraged students to think more deeply on their strengths and weaknesses in language learning as well as meeting students’ specific needs, while at the same time adhering to institutional aims.
International Journal of Self-Directed Learning, May 2013
This paper analyzes the written reflections of 18 freshman students in a self-directed learning c... more This paper analyzes the written reflections of 18 freshman students in a self-directed learning course. In the pilot course, it was found that the depth of students’ reflections was limited to mainly short answers or surface reflections. Students reported that they found it difficult to understand the concept of reflecting on learning. A new course that placed more emphasis on various levels of reflection was designed with the specific aim of helping students to reflect more deeply on their learning so that they could be more aware of why they were doing what they were doing and see their accomplishments. The course culminated in a final 500-word report in which the students were asked to reflect on what they learned about themselves (the mirror), strengths and weaknesses they identified in their learning (the microscope) and how this connected to their life outside the classroom and into the future (the binoculars).
Advising in Language Learning: Dialogue, Tools and Context, May 2012
The analysis of advising sessions have identified common standards of the profession in areas suc... more The analysis of advising sessions have identified common standards of the profession in areas such as advising skills employed, communicative practices and procedures such as gestures, note taking and body language. There are however numerous variations in advisor behavior due to differences in cognitive processes. In a similar advising situation, at a critical point in the discourse, two advisors may take opposite approaches. How advisors make decisions is a question that has not been fully explored in research literature. This study uses a stimulated recall approach to identifying inner thoughts and understanding advisor’s problem-solving and decision-making processes. By tapping into the cognitive processes, a more complete picture of advising would emerge and possibly influence changes in the current method of advisor training.
Autonomy in Language Learning: Advising in Action, 2012
The purpose of advising in language learning is to help learners to think more deeply about the l... more The purpose of advising in language learning is to help learners to think more deeply about the language learning process in order to become more autonomous language learners (Carson & Mynard, 2012). The advising process is negotiated through dialogue between a learner and an advisor and this interaction can often be
facilitated by the use of various tools. In this paper, the authors who are all (past or present) learning advisors (LAs) at Kanda University of International Studies (KUIS) in Japan, begin by briefly outlining an underpinning theoretical framework for advising in language learning. The theoretical framework draws on both constructivist and sociocultural viewpoints. The authors then describe various tools that can be employed to facilitate the reflective processes.
Independent language learning: Building on experience, seeking new perspectives, 2011
Learning a second language can be a frustrating process if a learner does not develop effective l... more Learning a second language can be a frustrating process if a learner does not develop effective learning strategies to take control of his/her learning process. Taking control of one’s learning involves developing metacognitive strategies such as setting appropriate goals, monitoring progress and reflecting on outcomes. Goal-setting is a commonly used metacognitive strategy in self-directed learning. This paper, which reports on a case study of three learners over a period of one year in their quest to become better language learners, addressed two questions:
1 Would a focus on goals enhance learning?
2 Would the learners be able to apply knowledge gained through independent studies to classroom learning and/or life beyond the classroom?
The acronym GOAL (Goal-Oriented Action Learning) was used to highlight the focus on learning goals and on the learners who were to become active in the learning process. Over the course of the study, goal-setting strategy went from being one of many metacognitive strategies to being at the absolute core of the study, while Action Learning (AL) became the educational process whereby the participants monitored their actions and experiences in order to improve performance. It was hoped that, by the end of their studies, learners would understand how to apply the knowledge they had gained to their classroom learning, other areas of independent study and even life beyond the classroom.
This paper is based on the premise that a considerable amount of language can be acquired outside... more This paper is based on the premise that a considerable amount of language can be acquired outside the classroom lesson, and that as educators it is our responsibility to raise awareness of the value of self-directed learning. Self-access language learning (SALL) promotes the idea that as there are different types of learners with different language needs, students learn better if they are actively in control of their own learning. The paper focuses on how a SALL course was integrated into the curriculum at a private university in Japan. A mixed method approach incorporated whole class and small group discussion, reflective diary writing, out-of-class learning and one-to-one meetings with the teacher. Feedback on the course from a questionnaire was used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivation; improving specific language skills; and increasing knowledge of self-access resources.
In the 8 years since it was established, the Self-Access Learning Centre (SALC) at Kanda Universi... more In the 8 years since it was established, the Self-Access Learning Centre (SALC) at Kanda University of International Studies in Chiba, Japan, has gone from strength to strength. The SALC offers a range of optional self-directed study modules for all freshman students and sophomore students, to develop skills such as goal-setting, selecting appropriate resources and self-monitoring strategies. Supported by a learning advisor, reflection is an integral part of these modules, with learners submitting diary entries with each unit’s work, which are then commented on by their advisor, creating a written dialogue which serves to raise awareness of their language learning beliefs and habits. In this paper, we will detail the ways in which our modules encourage learner autonomy through reflective study while helping them to develop the cognitive and metacognitive skills needed to take charge of their own language learning and become truly autonomous language learners.
Language advising has successfully carved out its niche over the past two decades, and is now a m... more Language advising has successfully carved out its niche over the past two decades, and is now a more recognized profession within the field of EFL. This is probably due to the increased interest in the fostering of learner autonomy and policies promoting the development of life-long skills. There are many self-access centers with advisory services in higher education institutions in Japan where the learning advisor is central to the process of fostering independent language learning skills. However, for many educators, this field remains somewhat of a mystery, as the number of learning advisors and studies in this area, although increasing is limited. This paper provides a brief glimpse into the world of advising, introducing readers to counseling skills and practices used during advising sessions. For teachers interested in becoming a language advisor, or for those wanting to know more about advising, this paper functions as an introduction to this emerging profession.
Research suggests that despite attempts by the Ministry of Education to promote a more communicat... more Research suggests that despite attempts by the Ministry of Education to promote a more communicative style of teaching in classrooms across Japan, instigating curricular innovations generally remains difficult due to top-down policies designed without clear guidelines. This paper describes a successful curriculum innovation carried out in a junior high school from 2005 to 2007 where the Assistant Language Teacher (ALT) incorporated a communicative approach within the traditional grammar-structured system. Success was seen as a direct
result of collaboration between the ALT, the learners and the Japanese teachers of English (JTEs). As the top-down approach to curriculum development, where the main stakeholders were presented with one-size-fits-all materials, was seen as ineffective in bringing about educational reform, a bottom-up approach was taken to raise awareness of different teaching methodologies and to encourage classroom observation and collaboration. The paper concludes that successful curriculum reform is possible if teachers are made aware of their power as change agents.
Learn English expressions particular to engineering genres Read, think and communicate about adva... more Learn English expressions particular to engineering genres Read, think and communicate about advanced technology in English Learn to accurately read scientific articles with technical vocabulary and sentence patterns related to the genre Understand basic knowledge that will become foundation for future engineering innovations
JALT Postconference Publication - Issue 2020.1; August 2021
Active participation in learning is a central concept in many higher education institutions in Ja... more Active participation in learning is a central concept in many higher education institutions in Japan. For science and technology students in particular, learning approaches that promote collaboration, self-regulatory practices, and critical thinking in the L2, are especially encouraged in order to help prepare students for real-life research and/or professional situations. A collaborative learning initiative, iLearn, is introduced in this paper, which aims to help raise awareness of the qualities of good scientific writing and presentations by encouraging critical evaluation of authentic research through peer-review practices. Methodologically, the researchers examined peer-review exchanges of scientific posters and papers and then used content analysis to identify, categorize, and analyze meaningful exchanges. The authors concluded that it is worthwhile to implement collaborative programs that can help sci-tech learners to participate effectively in international and intercultural ...
Peer-assisted learning (PAL) is a form of collaborative learning which is an effective method of ... more Peer-assisted learning (PAL) is a form of collaborative learning which is an effective method of helping learners to give feedback in Second Language (L2) Academic Writing (AW) courses; however, there are still many teachers today who do not implement this approach for various reasons. With fewer students, a student-centered approach is ideal. In larger classes however, an alternative approach might be required to maintain a similar amount of feedback without sacrificing quality. This research proposes PAL as a viable alternative for large AW classes, in helping to facilitate meaningful interaction and improve critical thinking skills through deep engagement with writing tasks.291 students, across nine faculties, participated in the study. Being able to receive ongoing and detailed feedback was essential in order for students to fully acquire the range of skills and knowledge needed to participate effectively in later advanced writing and research courses. A survey was administered to students to determine which method of feedback was most beneficial in helping students to improve writing: teacher-feedback solely or a blend of PAL with in-class teacher instruction. Results showed that 80% of students felt more engaged with the writing process through the PAL system with regard to pedagogic, academic, affective, cognitive, metacognitive, and social factors. The research concludes that there is great potential for collaborative learning in higher education institutions in the L2 context depending on various factors, such as the learner’s language skills as well as motivational levels of both the teacher and learner.
The analysis of advising sessions has recognized common standards of the profession
in areas suc... more The analysis of advising sessions has recognized common standards of the profession
in areas such as advising skills employed and non-verbal communicative
practices. There are however numerous variations in advisor behavior due to
differences in cognitive processes. This study used a stimulated recall approach
to identify the content of inner thought categories of eight learning advisors-inaction
during individual advising sessions. A grounded theory analysis of 800
thought units revealed a hierarchical structure of five main and 16 sub-categories.
By tapping into the cognitive processes of advisors, a descriptive framework of
advisors’ inner speech was created and a more complete picture of advising
emerged. This led to an appreciation of the wealth of information advisors held
and applied during their sessions and provided empirical evidence which could
possibly influence changes in the current method of advisor training.
Over the past two decades, Japan's Ministry of Education, Sports, Science, Culture and Technology... more Over the past two decades, Japan's Ministry of Education, Sports, Science, Culture and Technology (MEXT) has proposed several action plans for curricular reform which state that upon graduation from tertiary institutions, students should be able to function effectively, in English, in an international setting. Each year, there has been an increased emphasis on " independent-minded learning. " This study examines whether students, after one year of tertiary education, could reflect on their current situation, visualize changes in their development, and consider what it meant to be " independent minded " in their approach to learning. An Independent Learning Scale (ILS) was introduced to students as a horizontal line drawn across the whiteboard, with the numbers one to five evenly interspaced along the line. The number one represented a learner dependent on teacher instruction, while the number five represented a proactive, independent learner. Students were asked to choose the number which best represented their perception of themselves. Data showed students' perceptions at each of the five levels. Interpretation of the findings suggests that learners were indeed capable of reflecting on learning, but felt they needed training in how to learn in order to become more " independent-minded. "
In G. Brooks (Ed.), The 2016 PanSIG Journal. Tokyo, Japan., 2017
The credibility of any professional should be based on degree of knowledge and experience. Creden... more The credibility of any professional should be based on degree of knowledge and experience. Credentials in many cases however, are determined solely by academic degrees, publications and/or memberships to professional organizations. For professionals involved with Language Learning Advising (LLA) however, there is a significant need to acquire background and up-to-date specialized knowledge on various aspects of Second Language Acquisition (SLA) as well as counselling practices. The “standard of knowledge” which represents current practices in LLA (knowledge domains, skills, values) has not been fully examined or detailed in current LLA literature. This research thus aims to identify and compile current standards of knowledge, which reflects LLA-in-action.
In G. Brooks, M. GrogaIn & M. Porter (Eds.), The PanSIG Conference Proceedings, Miyazki, Japan: JALT., 2015
Learning-by-doing is said to be one of the most effective ways of learning. By combining learning... more Learning-by-doing is said to be one of the most effective ways of learning. By combining learning tasks with real-life goals, students can receive a more authentic and long-lasting learning experience. This paper describes a course designed for undergraduate students at a Japanese tertiary institution in mainly science and technology departments. Students were expected by the end of the course to give a presentation and practice answering questions in English about their research. Throughout the course, real-life activities were introduced at intervals to help students understand skills needed for participating in conferences, feel more confident when interacting with others through networking, and to encourage higher order thinking through reflection-on-learning.
Volume 10, Number 1 Spring 2013 The International Journal of Self-Directed Learning (ISSN 1934-37... more Volume 10, Number 1 Spring 2013 The International Journal of Self-Directed Learning (ISSN 1934-3701) is published biannually by the International Society for Self-Directed Learning. It is a refereed, electronic journal founded to disseminate scholarly papers that document research, theory, or innovative or exemplary practice in self-directed learning. Submission guidelines can be found at
The TOEIC (Test of English for International Communication) is currently the main examination use... more The TOEIC (Test of English for International Communication) is currently the main examination used in Japan as an employment requirement and in several institutions, to streamline students. For non-English majors, it can be especially difficult to reach the required target set by each organization. A self-directed learning model for TOEIC study was thus designed to encourage students to renegotiate their learning goals and try a new style of learning in order to achieve their TOEIC target in a more focused manner. The acronym FITE (Focus – Input – Training – Evaluation) was used to help students focus on specific areas of their learning, find a good balance for their self-directed activities and self-monitor their development each month as they prepared for the test. This study follows the progress of a lower-proficiency level student who was struggling to achieve his target. After eight weeks of self-directed learning, he showed gains in both reading and listening scores. The research concluded that whereas a program of daily study of TOEIC-specific practice exercises from textbooks was the main component in learner success, it was also essential for students to be cognizant of strengths and weaknesses; to focus on a particular area of improvement; to expose themselves to other forms of learning for enjoyment; and to self-evaluate their learning progress in order to increase their overall abilities.
TOEIC (Test of English for International Communication)は現在、
日本で雇用に必要な条件として、また教育機関における学生の効率的なランク付けのために、使用されている主要な試験である。英語専攻でない学生にとって、企業や学校の定める必要スコアに到達することは大変である。そこで本論ではTOEICのための自主学習モデルを考案した。それは学生に学習到達目標を再設定させ、より集中的に学びTOEICの目標スコアに到達できるように、新しい学習スタイルを取り入れさせるものである。ここでは、「Focus(重点の絞り込み) – Input(インプット) – Training(演習) – Evaluation(評価)」の頭文字を取ったFITEというモデルを使用した。これは学生がTOEICの勉強をする際、ある特定の学習分野に重点を置き、自主学習行動の適切なバランスを発見し、毎月自らの進歩を自己観察することを促すものである。本論では、目標達成に努力していた習熟度の低い1人の学生の進歩を追った。8週間の自主学習の後、この学生はリーディングとリスニング両方のスコアを伸ばした。結論として、TOEICに特化した練習問題テキストの日々の学習が学習者の成功の主な要因である一方、学生が自分の得意不得意を認識し、特定分野を重点的に改善し、他の学習形態への挑戦を楽しみ、学習進度を自己診断することも、総合力強化のために非常に重要であった。
The promotion of the philosophy of advising for language learning in the language classroom has b... more The promotion of the philosophy of advising for language learning in the language classroom has been receiving more attention recently as institutions try to narrow the gap between formalized learning and self-directed practices. This research describes how a traditional classroom learning environment in a tertiary institution in Japan was re-defined by promoting reflexive practices and employing tools typically employed in one-to-one advising situations. Several support structures were included in the course which connected the underlying principles of advising for language learning with the core goals of the curriculum. The 15-week course was divided into three components – two inside the classroom and out-of-class learning. A questionnaire was administered toward the end of the course which aimed to gain feedback on reflexive activities as well as to find out how and if students were engaged in self-directed learning practices outside of class. The main conclusion from this research was that promoting advising tools in the classroom would be a feasible option for teachers as it encouraged students to think more deeply on their strengths and weaknesses in language learning as well as meeting students’ specific needs, while at the same time adhering to institutional aims.
International Journal of Self-Directed Learning, May 2013
This paper analyzes the written reflections of 18 freshman students in a self-directed learning c... more This paper analyzes the written reflections of 18 freshman students in a self-directed learning course. In the pilot course, it was found that the depth of students’ reflections was limited to mainly short answers or surface reflections. Students reported that they found it difficult to understand the concept of reflecting on learning. A new course that placed more emphasis on various levels of reflection was designed with the specific aim of helping students to reflect more deeply on their learning so that they could be more aware of why they were doing what they were doing and see their accomplishments. The course culminated in a final 500-word report in which the students were asked to reflect on what they learned about themselves (the mirror), strengths and weaknesses they identified in their learning (the microscope) and how this connected to their life outside the classroom and into the future (the binoculars).
Advising in Language Learning: Dialogue, Tools and Context, May 2012
The analysis of advising sessions have identified common standards of the profession in areas suc... more The analysis of advising sessions have identified common standards of the profession in areas such as advising skills employed, communicative practices and procedures such as gestures, note taking and body language. There are however numerous variations in advisor behavior due to differences in cognitive processes. In a similar advising situation, at a critical point in the discourse, two advisors may take opposite approaches. How advisors make decisions is a question that has not been fully explored in research literature. This study uses a stimulated recall approach to identifying inner thoughts and understanding advisor’s problem-solving and decision-making processes. By tapping into the cognitive processes, a more complete picture of advising would emerge and possibly influence changes in the current method of advisor training.
Autonomy in Language Learning: Advising in Action, 2012
The purpose of advising in language learning is to help learners to think more deeply about the l... more The purpose of advising in language learning is to help learners to think more deeply about the language learning process in order to become more autonomous language learners (Carson & Mynard, 2012). The advising process is negotiated through dialogue between a learner and an advisor and this interaction can often be
facilitated by the use of various tools. In this paper, the authors who are all (past or present) learning advisors (LAs) at Kanda University of International Studies (KUIS) in Japan, begin by briefly outlining an underpinning theoretical framework for advising in language learning. The theoretical framework draws on both constructivist and sociocultural viewpoints. The authors then describe various tools that can be employed to facilitate the reflective processes.
Independent language learning: Building on experience, seeking new perspectives, 2011
Learning a second language can be a frustrating process if a learner does not develop effective l... more Learning a second language can be a frustrating process if a learner does not develop effective learning strategies to take control of his/her learning process. Taking control of one’s learning involves developing metacognitive strategies such as setting appropriate goals, monitoring progress and reflecting on outcomes. Goal-setting is a commonly used metacognitive strategy in self-directed learning. This paper, which reports on a case study of three learners over a period of one year in their quest to become better language learners, addressed two questions:
1 Would a focus on goals enhance learning?
2 Would the learners be able to apply knowledge gained through independent studies to classroom learning and/or life beyond the classroom?
The acronym GOAL (Goal-Oriented Action Learning) was used to highlight the focus on learning goals and on the learners who were to become active in the learning process. Over the course of the study, goal-setting strategy went from being one of many metacognitive strategies to being at the absolute core of the study, while Action Learning (AL) became the educational process whereby the participants monitored their actions and experiences in order to improve performance. It was hoped that, by the end of their studies, learners would understand how to apply the knowledge they had gained to their classroom learning, other areas of independent study and even life beyond the classroom.
This paper is based on the premise that a considerable amount of language can be acquired outside... more This paper is based on the premise that a considerable amount of language can be acquired outside the classroom lesson, and that as educators it is our responsibility to raise awareness of the value of self-directed learning. Self-access language learning (SALL) promotes the idea that as there are different types of learners with different language needs, students learn better if they are actively in control of their own learning. The paper focuses on how a SALL course was integrated into the curriculum at a private university in Japan. A mixed method approach incorporated whole class and small group discussion, reflective diary writing, out-of-class learning and one-to-one meetings with the teacher. Feedback on the course from a questionnaire was used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivation; improving specific language skills; and increasing knowledge of self-access resources.
In the 8 years since it was established, the Self-Access Learning Centre (SALC) at Kanda Universi... more In the 8 years since it was established, the Self-Access Learning Centre (SALC) at Kanda University of International Studies in Chiba, Japan, has gone from strength to strength. The SALC offers a range of optional self-directed study modules for all freshman students and sophomore students, to develop skills such as goal-setting, selecting appropriate resources and self-monitoring strategies. Supported by a learning advisor, reflection is an integral part of these modules, with learners submitting diary entries with each unit’s work, which are then commented on by their advisor, creating a written dialogue which serves to raise awareness of their language learning beliefs and habits. In this paper, we will detail the ways in which our modules encourage learner autonomy through reflective study while helping them to develop the cognitive and metacognitive skills needed to take charge of their own language learning and become truly autonomous language learners.
Language advising has successfully carved out its niche over the past two decades, and is now a m... more Language advising has successfully carved out its niche over the past two decades, and is now a more recognized profession within the field of EFL. This is probably due to the increased interest in the fostering of learner autonomy and policies promoting the development of life-long skills. There are many self-access centers with advisory services in higher education institutions in Japan where the learning advisor is central to the process of fostering independent language learning skills. However, for many educators, this field remains somewhat of a mystery, as the number of learning advisors and studies in this area, although increasing is limited. This paper provides a brief glimpse into the world of advising, introducing readers to counseling skills and practices used during advising sessions. For teachers interested in becoming a language advisor, or for those wanting to know more about advising, this paper functions as an introduction to this emerging profession.
Research suggests that despite attempts by the Ministry of Education to promote a more communicat... more Research suggests that despite attempts by the Ministry of Education to promote a more communicative style of teaching in classrooms across Japan, instigating curricular innovations generally remains difficult due to top-down policies designed without clear guidelines. This paper describes a successful curriculum innovation carried out in a junior high school from 2005 to 2007 where the Assistant Language Teacher (ALT) incorporated a communicative approach within the traditional grammar-structured system. Success was seen as a direct
result of collaboration between the ALT, the learners and the Japanese teachers of English (JTEs). As the top-down approach to curriculum development, where the main stakeholders were presented with one-size-fits-all materials, was seen as ineffective in bringing about educational reform, a bottom-up approach was taken to raise awareness of different teaching methodologies and to encourage classroom observation and collaboration. The paper concludes that successful curriculum reform is possible if teachers are made aware of their power as change agents.
Learn English expressions particular to engineering genres Read, think and communicate about adva... more Learn English expressions particular to engineering genres Read, think and communicate about advanced technology in English Learn to accurately read scientific articles with technical vocabulary and sentence patterns related to the genre Understand basic knowledge that will become foundation for future engineering innovations
This research analyzed the written reflections of eighteen freshman students in a self-directed l... more This research analyzed the written reflections of eighteen freshman students in a self-directed learning course. In the pilot course, it was found that the depth of students’ reflections was limited to mainly short answers or ‘surface’ reflections. Students reported that they found it difficult to understand the concept of ‘reflecting on learning.’ A new course which placed more emphasis on various levels of reflection was designed with the specific aim of helping students to reflect more deeply on their learning so that they could be more aware of why they were doing what they were doing and see their accomplishments. The course culminated in a final 500-word report in which the students were asked to reflect on what they learned about themselves (the mirror), strengths and weaknesses they identified in their learning (the microscope) and how this connected to their life outside the classroom and into the future (the binoculars).
Currently, language advising endorses the use of developmental methods to facilitate learner auto... more Currently, language advising endorses the use of developmental methods to facilitate learner autonomy. This interactive method of advising considers the learner’s narrative and the building of a genuine relationship with the learner. Prescriptive advising, on the other hand, focuses on dispensing information and prescribing remedies to problems. This study examined the congruence between learners’ perceptions of their learning advisor’s style of advising and their preferred style of advising. Based on results of a questionnaire, the researcher concluded that instead of looking at advisor procedure as two sides of a paradox, it should instead be viewed as points on a continuum.
Although language advising continues to grow steadily within the field of EFL, there still remain... more Although language advising continues to grow steadily within the field of EFL, there still remains a distinct lack of research which identifies the unique language that makes up the discourse of advising. In this study, the researcher aimed to identify distinguishing features that encompassed language advising at Kanda University of International Studies (KUIS) in order to try and develop a taxonomy of skills representative of the discourse used in this context. The researcher examined literature from person-centered counseling, coaching, teaching and therapeutic discourse to assist in building the framework. A corpus of advising discourse consisting of 20 transcripts (approximately 60,000 words) from eight learning advisors was created and through transcript analysis, common patterns emerged to help identify a structure within the advisor-learner dialog. Through this study, the researcher hoped to highlight the need for further research and development in the area of discourse analysis in order to enhance advisor training programs and contribute to further growth of the advising profession.
This presentation is based on the premise that a considerable amount of language can be acquired ... more This presentation is based on the premise that a considerable amount of language can be acquired outside the classroom lesson (see Pinker, 1994), and that as educators it is our responsibility to help prepare learners to take charge of their own learning. Self-access language learning (SALL) promotes the idea that as there are different types of learners with different language needs students learn better if they are actively in control of their own learning. One of the advantages of SALL is that it is a flexible and learner-centered option, offering instructors and institutions a means of supporting learners in their out-of-class learning. This however, in no way diminishes the value of the more traditional “teacher-centered” classroom instruction. Rather, SALL and classroom instruction should be seen as complementary to each other. The presentation focuses on how a SALL course was adapted and integrated into the curriculum at a private university in Japan, to help learners become more effective language learners.
In a blended learning environment, learners were given instruction in the classroom and they also carried out independent studies in the self-access center. Over the duration of the one-semester course, students were expected to analyze their needs; set specific, focused goals; select and evaluate resources connected to their language goals; show effective time-management skills; share successful language learning strategies with their classmates; design an action plan; monitor progress; and reflect on their learning. The teacher/advisor assumed the role of facilitator by helping learners to carry out their individualized learning plan and providing advice or assistance when needed. Twenty freshman students participating in this study were asked to keep a record of their progress and development through a portfolio of work done and a reflective journal. Data from questionnaire and in-depth interviews were used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivating; improving specific language skills; and increasing knowledge of self-access resources. Further, learners reported feeling increased confidence in other classes as their language skills improved. Results of this study aimed to inform management whether the course should be included in the following semester.
Pinker, S. (1994). The language instinct: The new science of language and mind. London: Penguin Books.
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Papers by Tanya McCarthy
Keywords: Peer-Assisted Learning, Collaborative Learning, L2 Academic Writing, TEFL/TESL
in areas such as advising skills employed and non-verbal communicative
practices. There are however numerous variations in advisor behavior due to
differences in cognitive processes. This study used a stimulated recall approach
to identify the content of inner thought categories of eight learning advisors-inaction
during individual advising sessions. A grounded theory analysis of 800
thought units revealed a hierarchical structure of five main and 16 sub-categories.
By tapping into the cognitive processes of advisors, a descriptive framework of
advisors’ inner speech was created and a more complete picture of advising
emerged. This led to an appreciation of the wealth of information advisors held
and applied during their sessions and provided empirical evidence which could
possibly influence changes in the current method of advisor training.
過去20年にわたり、文部科学省は、高等教育課程修了段階で、学生が国際的な舞台や状況において英語で不自由なくコミュニケーションがとれるようになることを明言したカリキュラム改革に対するさまざまなアクションプランを策定してきた。その中で、年々、高等教育レベルでの「主体的な学び」の必要性が高まりを見せている。本研究では、高等教育を１年間受けた学生が、現況を省察し、自己成長過程における変化を視覚化し、自身の学習の「主体性」の意味に関して考察できるかを検証する。調査手法として「主体的学習指標（Independent Learning Scale: ILS）」を用いた。ホワイトボードに描かれた横線に１から５までの番号を等間隔に振り、１は教師の指示への依存を示し、５は自発的、自律的な学習者であることを説明した後で、学生には学習者としての自己について最もよく当てはまる番号を選ばせた結果、回答は５段階のレベルそれぞれに分かれた。本研究結果より、学習者は学習を省察する能力を身につけているが、より主体的になるために学習方法のトレーニングが必要だと感じていることが示唆された。
専門家の信頼性は、その知識と経験の量に基づくべきです。しかし、時には専門家の資格情報が学位、出版物、専門機関のメンバーシップだけに基づいています。ランゲージ ラーニングアドバイザーは、SLAとカウンセリングとしての知識を必要としています。 知識の標準はまだ知られていません。研究の目標は、ランゲージ ラーニングアドバイザーの知識を識別することです。
実践的な学習は、最も効果的な学習法であると言われています。実践的な学習を、実生活での目標と結合することによって、学生はより実用的に、かつ長期にわたり学習経験を受けることができます。本紙は日本第三機関の、主に科学部と工学部の学部生のためのコースを記載しております。学生は、コースの終わりまでにポスター発表をし、研究について英語での質問応答をします。コース期間中、実生活での活動において学生が学会に参加する際に必要な技術を養い、ネットワークを通した他者とのコミュニケーションにも自信がつき、英語の上達にむけてより熟思する力が身に付きます。
TOEIC (Test of English for International Communication)は現在、
日本で雇用に必要な条件として、また教育機関における学生の効率的なランク付けのために、使用されている主要な試験である。英語専攻でない学生にとって、企業や学校の定める必要スコアに到達することは大変である。そこで本論ではTOEICのための自主学習モデルを考案した。それは学生に学習到達目標を再設定させ、より集中的に学びTOEICの目標スコアに到達できるように、新しい学習スタイルを取り入れさせるものである。ここでは、「Focus(重点の絞り込み) – Input(インプット) – Training(演習) – Evaluation(評価)」の頭文字を取ったFITEというモデルを使用した。これは学生がTOEICの勉強をする際、ある特定の学習分野に重点を置き、自主学習行動の適切なバランスを発見し、毎月自らの進歩を自己観察することを促すものである。本論では、目標達成に努力していた習熟度の低い1人の学生の進歩を追った。8週間の自主学習の後、この学生はリーディングとリスニング両方のスコアを伸ばした。結論として、TOEICに特化した練習問題テキストの日々の学習が学習者の成功の主な要因である一方、学生が自分の得意不得意を認識し、特定分野を重点的に改善し、他の学習形態への挑戦を楽しみ、学習進度を自己診断することも、総合力強化のために非常に重要であった。
facilitated by the use of various tools. In this paper, the authors who are all (past or present) learning advisors (LAs) at Kanda University of International Studies (KUIS) in Japan, begin by briefly outlining an underpinning theoretical framework for advising in language learning. The theoretical framework draws on both constructivist and sociocultural viewpoints. The authors then describe various tools that can be employed to facilitate the reflective processes.
1 Would a focus on goals enhance learning?
2 Would the learners be able to apply knowledge gained through independent studies to classroom learning and/or life beyond the classroom?
The acronym GOAL (Goal-Oriented Action Learning) was used to highlight the focus on learning goals and on the learners who were to become active in the learning process. Over the course of the study, goal-setting strategy went from being one of many metacognitive strategies to being at the absolute core of the study, while Action Learning (AL) became the educational process whereby the participants monitored their actions and experiences in order to improve performance. It was hoped that, by the end of their studies, learners would understand how to apply the knowledge they had gained to their classroom learning, other areas of independent study and even life beyond the classroom.
In this paper, we will detail the ways in which our modules encourage learner autonomy through reflective study while helping them to develop the cognitive and metacognitive skills needed to take charge of their own language learning and become truly autonomous language learners.
設立以来8年間、神田外語大学のセルフアクセスラーニングセンター（the Self-Access Learning Centre：SALC）は更なる発展を続けている。SALCでは1年生と2年生を対象に選択制の自主学習コースを開講している。このコースでは目標設定、適切な教材選択、自己管理等のスキルを学ぶことを目的としており、学習者はラーニングアドバイザーのサポートのもと、自主学習を行う。毎週、章ごとに課題および自己学習日記を提出し、提出物はラーニングアドバイザーからのコメントが加えられて返却される。このラーニングアドバイザーとの日記を介した対話により、学習者は自身の言語学習に対する考え方、また学習方法についての認識を深める。この論文ではこのコースがどのように、言語の自律学習に必要な認知学習能力や高次認知学習能力の発達をサポートし、自己との対話に重きを置いた学習を通して、学習者の自律性を育成しているかを詳しく紹介する。
過去2年間て言語学習相談の仕事は活動範囲を拡げ、EFLの分野においてより認められる職種になりつつあります。これはおそらく自律学習の促進に対して関心が高まってきたことと、一生涯使えるスキルの発達を奨励する方針が多く見られるようになってきたためでしょう。日本の高等教育機関には相談を受けられる数多くの自習センターがあり、そこでは自律的な言語学習の促進において学習アドバイザーが中心的な役割を担っています。しかしながら、多くの教育者にとってまだこの分野はやや未知な存在です。というのもこの分野における学習アドバイザーや研究が増えつつあるとはいえ、まだ数に限りがあるからです。この論文では言語学習相談の仕事の概要と、相談に用いられるカウンセリングの技術と実践について紹介します。言語学習アドバイザーになりたいと考えている教師やこの新しい分野についてさらに知識を深めたい読者にとって、この論文は最適な入門となることでしょう。
result of collaboration between the ALT, the learners and the Japanese teachers of English (JTEs). As the top-down approach to curriculum development, where the main stakeholders were presented with one-size-fits-all materials, was seen as ineffective in bringing about educational reform, a bottom-up approach was taken to raise awareness of different teaching methodologies and to encourage classroom observation and collaboration. The paper concludes that successful curriculum reform is possible if teachers are made aware of their power as change agents.
日本では、文部科学省がコミュニカティブな言語教授法を広く推進しているにもかかわらず、特にトップダウンという従来のやり方では、扇動的なカリキュラム改革は概して困難であるということが調査によってわかっている。本論文では、2005年から2007年にかけて、従来の文法中心の教授法に、外国語指導助手（ALT）がコミュニカティブなアプローチを導入した日本の中学校でのカリキュラム改革の成功例を取り上げている。成功の要因は、ALTと日本人の英語教師、そして生徒がより協調関係を強めたということにあった。従来のトップダウン方式のカリキュラム開発では、現場の教師は一般的な教材を使用することが求められ、これらは教育改革をする際に有効な手段とはなっていことから、多種多様な教授法に対する認識を高めるため、また授業視察の機会やコラボレーションの機会を促進するため、ボトムアップの方式が採用された。本論文は、教師が自らが改革の主体者であることへの認識を高めることによって、カリキュラム改革が成功に導かれることを示唆するものである。
Books by Tanya McCarthy
Learn to accurately read scientific articles with technical vocabulary and sentence patterns related to the genre
Understand basic knowledge that will become foundation for future engineering innovations
工学ジャンルに特有の英語表現を学ぶ先端技術を英語で読み・考え・語るために
・国内外の先端技術を紹介する記事をリーディング素材とした総合教材。
・ジャンルに特有の語彙や文型を理解した上で、記事の情報を正確に読み取る学習、さらにサマライズや発信型を含むさまざまな練習問題に取り組む構成です。
・記事は、今後さらなる発展が注目されるテーマについて、基礎知識になるものを厳選しました。
Posters by Tanya McCarthy
Keywords: Peer-Assisted Learning, Collaborative Learning, L2 Academic Writing, TEFL/TESL
in areas such as advising skills employed and non-verbal communicative
practices. There are however numerous variations in advisor behavior due to
differences in cognitive processes. This study used a stimulated recall approach
to identify the content of inner thought categories of eight learning advisors-inaction
during individual advising sessions. A grounded theory analysis of 800
thought units revealed a hierarchical structure of five main and 16 sub-categories.
By tapping into the cognitive processes of advisors, a descriptive framework of
advisors’ inner speech was created and a more complete picture of advising
emerged. This led to an appreciation of the wealth of information advisors held
and applied during their sessions and provided empirical evidence which could
possibly influence changes in the current method of advisor training.
過去20年にわたり、文部科学省は、高等教育課程修了段階で、学生が国際的な舞台や状況において英語で不自由なくコミュニケーションがとれるようになることを明言したカリキュラム改革に対するさまざまなアクションプランを策定してきた。その中で、年々、高等教育レベルでの「主体的な学び」の必要性が高まりを見せている。本研究では、高等教育を１年間受けた学生が、現況を省察し、自己成長過程における変化を視覚化し、自身の学習の「主体性」の意味に関して考察できるかを検証する。調査手法として「主体的学習指標（Independent Learning Scale: ILS）」を用いた。ホワイトボードに描かれた横線に１から５までの番号を等間隔に振り、１は教師の指示への依存を示し、５は自発的、自律的な学習者であることを説明した後で、学生には学習者としての自己について最もよく当てはまる番号を選ばせた結果、回答は５段階のレベルそれぞれに分かれた。本研究結果より、学習者は学習を省察する能力を身につけているが、より主体的になるために学習方法のトレーニングが必要だと感じていることが示唆された。
専門家の信頼性は、その知識と経験の量に基づくべきです。しかし、時には専門家の資格情報が学位、出版物、専門機関のメンバーシップだけに基づいています。ランゲージ ラーニングアドバイザーは、SLAとカウンセリングとしての知識を必要としています。 知識の標準はまだ知られていません。研究の目標は、ランゲージ ラーニングアドバイザーの知識を識別することです。
実践的な学習は、最も効果的な学習法であると言われています。実践的な学習を、実生活での目標と結合することによって、学生はより実用的に、かつ長期にわたり学習経験を受けることができます。本紙は日本第三機関の、主に科学部と工学部の学部生のためのコースを記載しております。学生は、コースの終わりまでにポスター発表をし、研究について英語での質問応答をします。コース期間中、実生活での活動において学生が学会に参加する際に必要な技術を養い、ネットワークを通した他者とのコミュニケーションにも自信がつき、英語の上達にむけてより熟思する力が身に付きます。
TOEIC (Test of English for International Communication)は現在、
日本で雇用に必要な条件として、また教育機関における学生の効率的なランク付けのために、使用されている主要な試験である。英語専攻でない学生にとって、企業や学校の定める必要スコアに到達することは大変である。そこで本論ではTOEICのための自主学習モデルを考案した。それは学生に学習到達目標を再設定させ、より集中的に学びTOEICの目標スコアに到達できるように、新しい学習スタイルを取り入れさせるものである。ここでは、「Focus(重点の絞り込み) – Input(インプット) – Training(演習) – Evaluation(評価)」の頭文字を取ったFITEというモデルを使用した。これは学生がTOEICの勉強をする際、ある特定の学習分野に重点を置き、自主学習行動の適切なバランスを発見し、毎月自らの進歩を自己観察することを促すものである。本論では、目標達成に努力していた習熟度の低い1人の学生の進歩を追った。8週間の自主学習の後、この学生はリーディングとリスニング両方のスコアを伸ばした。結論として、TOEICに特化した練習問題テキストの日々の学習が学習者の成功の主な要因である一方、学生が自分の得意不得意を認識し、特定分野を重点的に改善し、他の学習形態への挑戦を楽しみ、学習進度を自己診断することも、総合力強化のために非常に重要であった。
facilitated by the use of various tools. In this paper, the authors who are all (past or present) learning advisors (LAs) at Kanda University of International Studies (KUIS) in Japan, begin by briefly outlining an underpinning theoretical framework for advising in language learning. The theoretical framework draws on both constructivist and sociocultural viewpoints. The authors then describe various tools that can be employed to facilitate the reflective processes.
1 Would a focus on goals enhance learning?
2 Would the learners be able to apply knowledge gained through independent studies to classroom learning and/or life beyond the classroom?
The acronym GOAL (Goal-Oriented Action Learning) was used to highlight the focus on learning goals and on the learners who were to become active in the learning process. Over the course of the study, goal-setting strategy went from being one of many metacognitive strategies to being at the absolute core of the study, while Action Learning (AL) became the educational process whereby the participants monitored their actions and experiences in order to improve performance. It was hoped that, by the end of their studies, learners would understand how to apply the knowledge they had gained to their classroom learning, other areas of independent study and even life beyond the classroom.
In this paper, we will detail the ways in which our modules encourage learner autonomy through reflective study while helping them to develop the cognitive and metacognitive skills needed to take charge of their own language learning and become truly autonomous language learners.
設立以来8年間、神田外語大学のセルフアクセスラーニングセンター（the Self-Access Learning Centre：SALC）は更なる発展を続けている。SALCでは1年生と2年生を対象に選択制の自主学習コースを開講している。このコースでは目標設定、適切な教材選択、自己管理等のスキルを学ぶことを目的としており、学習者はラーニングアドバイザーのサポートのもと、自主学習を行う。毎週、章ごとに課題および自己学習日記を提出し、提出物はラーニングアドバイザーからのコメントが加えられて返却される。このラーニングアドバイザーとの日記を介した対話により、学習者は自身の言語学習に対する考え方、また学習方法についての認識を深める。この論文ではこのコースがどのように、言語の自律学習に必要な認知学習能力や高次認知学習能力の発達をサポートし、自己との対話に重きを置いた学習を通して、学習者の自律性を育成しているかを詳しく紹介する。
過去2年間て言語学習相談の仕事は活動範囲を拡げ、EFLの分野においてより認められる職種になりつつあります。これはおそらく自律学習の促進に対して関心が高まってきたことと、一生涯使えるスキルの発達を奨励する方針が多く見られるようになってきたためでしょう。日本の高等教育機関には相談を受けられる数多くの自習センターがあり、そこでは自律的な言語学習の促進において学習アドバイザーが中心的な役割を担っています。しかしながら、多くの教育者にとってまだこの分野はやや未知な存在です。というのもこの分野における学習アドバイザーや研究が増えつつあるとはいえ、まだ数に限りがあるからです。この論文では言語学習相談の仕事の概要と、相談に用いられるカウンセリングの技術と実践について紹介します。言語学習アドバイザーになりたいと考えている教師やこの新しい分野についてさらに知識を深めたい読者にとって、この論文は最適な入門となることでしょう。
result of collaboration between the ALT, the learners and the Japanese teachers of English (JTEs). As the top-down approach to curriculum development, where the main stakeholders were presented with one-size-fits-all materials, was seen as ineffective in bringing about educational reform, a bottom-up approach was taken to raise awareness of different teaching methodologies and to encourage classroom observation and collaboration. The paper concludes that successful curriculum reform is possible if teachers are made aware of their power as change agents.
日本では、文部科学省がコミュニカティブな言語教授法を広く推進しているにもかかわらず、特にトップダウンという従来のやり方では、扇動的なカリキュラム改革は概して困難であるということが調査によってわかっている。本論文では、2005年から2007年にかけて、従来の文法中心の教授法に、外国語指導助手（ALT）がコミュニカティブなアプローチを導入した日本の中学校でのカリキュラム改革の成功例を取り上げている。成功の要因は、ALTと日本人の英語教師、そして生徒がより協調関係を強めたということにあった。従来のトップダウン方式のカリキュラム開発では、現場の教師は一般的な教材を使用することが求められ、これらは教育改革をする際に有効な手段とはなっていことから、多種多様な教授法に対する認識を高めるため、また授業視察の機会やコラボレーションの機会を促進するため、ボトムアップの方式が採用された。本論文は、教師が自らが改革の主体者であることへの認識を高めることによって、カリキュラム改革が成功に導かれることを示唆するものである。
Learn to accurately read scientific articles with technical vocabulary and sentence patterns related to the genre
Understand basic knowledge that will become foundation for future engineering innovations
工学ジャンルに特有の英語表現を学ぶ先端技術を英語で読み・考え・語るために
・国内外の先端技術を紹介する記事をリーディング素材とした総合教材。
・ジャンルに特有の語彙や文型を理解した上で、記事の情報を正確に読み取る学習、さらにサマライズや発信型を含むさまざまな練習問題に取り組む構成です。
・記事は、今後さらなる発展が注目されるテーマについて、基礎知識になるものを厳選しました。
In a blended learning environment, learners were given instruction in the classroom and they also carried out independent studies in the self-access center. Over the duration of the one-semester course, students were expected to analyze their needs; set specific, focused goals; select and evaluate resources connected to their language goals; show effective time-management skills; share successful language learning strategies with their classmates; design an action plan; monitor progress; and reflect on their learning. The teacher/advisor assumed the role of facilitator by helping learners to carry out their individualized learning plan and providing advice or assistance when needed. Twenty freshman students participating in this study were asked to keep a record of their progress and development through a portfolio of work done and a reflective journal. Data from questionnaire and in-depth interviews were used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivating; improving specific language skills; and increasing knowledge of self-access resources. Further, learners reported feeling increased confidence in other classes as their language skills improved. Results of this study aimed to inform management whether the course should be included in the following semester.
Pinker, S. (1994). The language instinct: The new science of language and mind. London: Penguin Books.