Craig Gamble is currently an assistant professor at Kwansei Gakuin University. He has been teaching in Japan for over fifteen years and his research interests currently include learner autonomy, social-cultural communication, and bridging educational technology and second language acquisition.
The purpose of this exploratory study was to investigate Japanese EFL university students’ use of... more The purpose of this exploratory study was to investigate Japanese EFL university students’ use of language learning strategies (LLS). Specifically, this study looked at which strategies students employed compared to other Asian EFL learners and how frequently such strategies were used to learn English. Data for this study were collected from 65 first and second-year university students using Oxford’s (1990) SILL questionnaire to measure language learning strategy use. Findings indicate that Japanese EFL university students moderately use most LLS with compensation strategies utilized the most. This is comparable to other research on Asian EFL leaners. It was also found that overall LLS use was inconsistent and that students would greatly benefit from strategy training. This implication is discussed further with suggested improvements in classroom pedagogy considered.
The end goal of this research is to develop a hybrid language curriculum for English and Japanese... more The end goal of this research is to develop a hybrid language curriculum for English and Japanese language learners, which both the Japanese and international students can benefit together as well as university language teachers, administrators, senior managers, international offices and heads of schools and faculties. The results also hope to provide new insights into developing EFL language curriculum worldwide. The first step undertaken to realize this goal was to analyze the needs of learners. Specifically, it compared the learning strategies used by Filipino and Vietnamese college students learning English and Japanese language. Based on the results, there were significant differences in the use of strategies used by learners between the two countries in learning English and Japanese language. The results also contradicted Green and Oxford’s that claim that second language learners tend to employ a wider range of learning strategies at a higher frequency of use than foreign language learners based on the assumption that learning the primary language in its own environment demands greater proficiency quicker, but also offers more opportunities and support to use it.
This research provides insight into Japanese students’ perceptions and attitudes of participating... more This research provides insight into Japanese students’ perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private universities in Japan participated in this study. A 26-item quantitative questionnaire using a 7-point Likert scale and an open-ended qualitative questionnaire were used in this study. The results showed a small increase in positive attitudes toward most activities for language learning following the completion of the study compared to prior perceptions, but there were mixed attitudes toward using Facebook in an educational environment.
This paper was written to clarify misconceptions that East Asian students are somehow less auton... more This paper was written to clarify misconceptions that East Asian students are somehow less autonomous than learners from other cultural backgrounds. Specifically, based on motivational levels, it examines Japanese university students’ perceptions of their responsibility and ability of autonomous English learning and what they can do inside and outside the classroom. Three hundred and ninety-nine students from seven universities in Japan answered a 22-item questionnaire adapted from a recent study on learner autonomy. The results show that students, regardless of motivational level, have the same perceptions of responsibility to carry out the autonomous learning tasks. However, with regard to ability, highly motivated students tend to perceive themselves as being capable of being more involved in their own learning than unmotivated students. Nevertheless, they often do not act on these feelings due to a perception that it is the teacher’s responsibility or from a lack of confidence. Pedagogical implications are considered and suggestions on further studies are encouraged.
To be an autonomous learner is to have the ability to make decisions for one’s own learning. To ... more To be an autonomous learner is to have the ability to make decisions for one’s own learning. To have the ability to set goals, implement strategies to obtain set goals, identify relevant resources, and access personal progress is not only advantageous for learning, but also to successfully function in society. In order to effectively promote autonomy, a process of learning must first occur. This process has been defined by Ur’s three-stage model of skill learning: verbalization, automatization and autonomy. The first stage, verbalization, requires teachers to introduce new materials or skills that can be easily understood in the initial learning. The second stage, automatization, engages learners in meaningful exercises or activities until they master them without thinking. Once materials or skills are automatized, learners begin to improve on their own through further meaningful practice. At this stage, learners are autonomous. The goal of this paper is to see if Ur’s model of learning is observed in the classroom. In addition, this paper sets out to answer two questions: What are the students’ ratings of the verbalization, automatization and autonomy of English courses at three universities and what is the implication of the results for classroom teaching?
Learner views of learning cannot be ignored, since they may have a facilitative influence on teac... more Learner views of learning cannot be ignored, since they may have a facilitative influence on teaching and learning. The learner views examined in this study are Japanese university students’ perceptions of classroom practices they have experienced, their attitudes toward these classroom practices, and their beliefs about English language learning in general. Results revealed that there was a match between student beliefs about English language learning in general and their perceptions of the classroom practices they experienced. These strong beliefs and perceptions seemed to influence students’ positive attitudes towards particular classroom practices. The implications of these results to language teaching as well as suggestions for future research are discussed.
The number of academic institutions encouraging the use of information technology for language l... more The number of academic institutions encouraging the use of information technology for language learning, such as course management systems (CMS), has steadily increased over the past few years. Using CMS allows teachers and students access to a virtual classroom, enabling them to communicate or post assignments without having to be physically present in a classroom. However, there is still some resistance from teachers who have little knowledge or experience of using CMS or technology in general. Two common concerns these teachers have are first, the uncertainty of the impact technology has on student learning and, second, possible belief that implementation of practical technology-based activities for learners would be complicated. This paper will set out to clarify the two issues: how the use of technology, utilizing a popular CMS called Moodle, can contribute towards improving student learning, while at the same time reviewing the different activity modules most commonly used in Moodle for student learning tasks.
The purpose of this exploratory study was to investigate Japanese EFL university students’ use of... more The purpose of this exploratory study was to investigate Japanese EFL university students’ use of language learning strategies (LLS). Specifically, this study looked at which strategies students employed compared to other Asian EFL learners and how frequently such strategies were used to learn English. Data for this study were collected from 65 first and second-year university students using Oxford’s (1990) SILL questionnaire to measure language learning strategy use. Findings indicate that Japanese EFL university students moderately use most LLS with compensation strategies utilized the most. This is comparable to other research on Asian EFL leaners. It was also found that overall LLS use was inconsistent and that students would greatly benefit from strategy training. This implication is discussed further with suggested improvements in classroom pedagogy considered.
The end goal of this research is to develop a hybrid language curriculum for English and Japanese... more The end goal of this research is to develop a hybrid language curriculum for English and Japanese language learners, which both the Japanese and international students can benefit together as well as university language teachers, administrators, senior managers, international offices and heads of schools and faculties. The results also hope to provide new insights into developing EFL language curriculum worldwide. The first step undertaken to realize this goal was to analyze the needs of learners. Specifically, it compared the learning strategies used by Filipino and Vietnamese college students learning English and Japanese language. Based on the results, there were significant differences in the use of strategies used by learners between the two countries in learning English and Japanese language. The results also contradicted Green and Oxford’s that claim that second language learners tend to employ a wider range of learning strategies at a higher frequency of use than foreign language learners based on the assumption that learning the primary language in its own environment demands greater proficiency quicker, but also offers more opportunities and support to use it.
This research provides insight into Japanese students’ perceptions and attitudes of participating... more This research provides insight into Japanese students’ perceptions and attitudes of participating in activities through Facebook for language learning. In addition, the authors discuss the overall implications of and potential uses for Facebook in the field of second language learning and teaching. Ninety-seven students from three private universities in Japan participated in this study. A 26-item quantitative questionnaire using a 7-point Likert scale and an open-ended qualitative questionnaire were used in this study. The results showed a small increase in positive attitudes toward most activities for language learning following the completion of the study compared to prior perceptions, but there were mixed attitudes toward using Facebook in an educational environment.
This paper was written to clarify misconceptions that East Asian students are somehow less auton... more This paper was written to clarify misconceptions that East Asian students are somehow less autonomous than learners from other cultural backgrounds. Specifically, based on motivational levels, it examines Japanese university students’ perceptions of their responsibility and ability of autonomous English learning and what they can do inside and outside the classroom. Three hundred and ninety-nine students from seven universities in Japan answered a 22-item questionnaire adapted from a recent study on learner autonomy. The results show that students, regardless of motivational level, have the same perceptions of responsibility to carry out the autonomous learning tasks. However, with regard to ability, highly motivated students tend to perceive themselves as being capable of being more involved in their own learning than unmotivated students. Nevertheless, they often do not act on these feelings due to a perception that it is the teacher’s responsibility or from a lack of confidence. Pedagogical implications are considered and suggestions on further studies are encouraged.
To be an autonomous learner is to have the ability to make decisions for one’s own learning. To ... more To be an autonomous learner is to have the ability to make decisions for one’s own learning. To have the ability to set goals, implement strategies to obtain set goals, identify relevant resources, and access personal progress is not only advantageous for learning, but also to successfully function in society. In order to effectively promote autonomy, a process of learning must first occur. This process has been defined by Ur’s three-stage model of skill learning: verbalization, automatization and autonomy. The first stage, verbalization, requires teachers to introduce new materials or skills that can be easily understood in the initial learning. The second stage, automatization, engages learners in meaningful exercises or activities until they master them without thinking. Once materials or skills are automatized, learners begin to improve on their own through further meaningful practice. At this stage, learners are autonomous. The goal of this paper is to see if Ur’s model of learning is observed in the classroom. In addition, this paper sets out to answer two questions: What are the students’ ratings of the verbalization, automatization and autonomy of English courses at three universities and what is the implication of the results for classroom teaching?
Learner views of learning cannot be ignored, since they may have a facilitative influence on teac... more Learner views of learning cannot be ignored, since they may have a facilitative influence on teaching and learning. The learner views examined in this study are Japanese university students’ perceptions of classroom practices they have experienced, their attitudes toward these classroom practices, and their beliefs about English language learning in general. Results revealed that there was a match between student beliefs about English language learning in general and their perceptions of the classroom practices they experienced. These strong beliefs and perceptions seemed to influence students’ positive attitudes towards particular classroom practices. The implications of these results to language teaching as well as suggestions for future research are discussed.
The number of academic institutions encouraging the use of information technology for language l... more The number of academic institutions encouraging the use of information technology for language learning, such as course management systems (CMS), has steadily increased over the past few years. Using CMS allows teachers and students access to a virtual classroom, enabling them to communicate or post assignments without having to be physically present in a classroom. However, there is still some resistance from teachers who have little knowledge or experience of using CMS or technology in general. Two common concerns these teachers have are first, the uncertainty of the impact technology has on student learning and, second, possible belief that implementation of practical technology-based activities for learners would be complicated. This paper will set out to clarify the two issues: how the use of technology, utilizing a popular CMS called Moodle, can contribute towards improving student learning, while at the same time reviewing the different activity modules most commonly used in Moodle for student learning tasks.
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