Maiko Berger is Associate Professor at Ritsumeikan Asia Pacific University in Japan and teaches elementary to intermediate level English courses. She holds MEd (TESOL), BA (TESOL), and is an EdD TESOL candidate from the University of Exeter. She has been researching study abroad, extensive reading, and has actively been engaged in pre-enrollment education and teacher education.
JALT Postconference Publication - Issue 2021.1; August 2022
This paper is based on a forum presentation that showcased independent learning in a university E... more This paper is based on a forum presentation that showcased independent learning in a university English program, language learning strategies (LLS) database development, and an opinion survey of database users. Studies have shown that successful Japanese English learners utilize a variety of LLS. One of the main learning goals of the English program is to foster students’ ability to set and achieve goals for their English study, including the creation and implementation of personalized independent learning (IL) plans. To assist students in developing autonomous learning skills, the authors aimed to identify effective LLS for a range of English goals and make them available for students to choose from through an online database. Results from a survey (n=73) indicated that students found the website easy to use and beneficial for their independent learning. Finally, the authors share the implications of this project and future directions for cultivating autonomous learners. 本稿は、フォーラムで...
JALT Postconference Publication - Issue 2021.1; August 2022
This paper is based on a forum presentation that showcased independent learning in a university E... more This paper is based on a forum presentation that showcased independent learning in a university English program, language learning strategies (LLS) database development, and an opinion survey of database users. Studies have shown that successful Japanese English learners utilize a variety of LLS. One of the main learning goals of the English program is to foster students’ ability to set and achieve goals for their English study, including the creation and implementation of personalized independent learning (IL) plans. To assist students in developing autonomous learning skills, the authors aimed to identify effective LLS for a range of English goals and make them available for students to choose from through an online database. Results from a survey (n=73) indicated that students found the website easy to use and beneficial for their independent learning. Finally, the authors share the implications of this project and future directions for cultivating autonomous learners. 本稿は、フォーラムで...
Many will agree that independent learning (IL) is important for learning languages successfully, ... more Many will agree that independent learning (IL) is important for learning languages successfully, but incorporating IL in a curriculum can be challenging. As part of a project to meet one of the three learning goals associated with an Assurance of Learning (AOL) initiative, researchers at a Japanese university worked towards enhancing the independent learning skills among English learners. To do this, they set up a scaffolded approach to support studentsʼ independent learning. In the spring semester of 2019, students created personalized study plans aimed at improving their targeted English skill(s). Study plans were periodically checked by teachers and revised by students. This paper explains how independent learning is incorporated into English courses and presents the results of a student survey (n=947) and a teacher survey (n=35). Most students found the IL assignments useful yet reported difficulty with locating resources or finding time to study independently. The findings led researchers to revise the IL system and to develop language learning strategies that can guide studentsʼ IL more effectively.
This small-scale study explores language teacher development through the lens of English language... more This small-scale study explores language teacher development through the lens of English language teachers as the researcher reflects on their roles and experiences as language advisors at the tertiary level. In this paper, two different fields of education, teacher development and academic advising, are reviewed in tandem, as they are interrelated fields in the current context. The researcher wishes to find ways to improve the approaches to academic advising for language learners, and ways of supporting teachers to become well equipped in their practices. After an initial questionnaire survey and a faculty development workshop on advising students, interviews were conducted with language teachers. Additionally, students were interviewed to assess their needs, to fill in the gaps in perception, and to recognize challenges for teachers. The qualitative findings revealed the changes necessary within the institution, namely, the need for resources, flexibility in time, communication, and for greater recognition of teachers' efforts. Based on the findings, several practical changes such as providing students and teachers with guidelines, revision of office hours, and advising awards are suggested.
This study investigated the socio-political issues related to language education, with regards to... more This study investigated the socio-political issues related to language education, with regards to the language of instruction and the role of the non-native English speaker teacher (NNEST) in an English as a Foreign Language (EFL) context. This is a preliminary investigation into the legitimacy of an English only policy in the dual-lingual educational system in a Japanese university. The university's English program has a policy both for instructors and students to use " English at all times. " Having taught very low to intermediate level students over several years, the researcher doubted the efficacy and affective implications of using only English to communicate with students. To find out learners' beliefs, course evaluation data from the past three years were first analyzed to explore the students' opinions with regard to the instructor's language use. Second, the researcher conducted pre-semester, mid-semester and end-of-semester questionnaires regarding the learners' perceptions toward the instructor's language use and whether the learners preferred the use of English only or the occasional use of the mother tongue, and on which occasions it was deemed appropriate. The results showed students' preferences toward an English-only policy. Implications for the future of university English education lie in the way institutions utilize the multiple languages available.
127 Introducing Learner Autonomy in a University English Course Aki Iimuro and Maiko Berger Abstr... more 127 Introducing Learner Autonomy in a University English Course Aki Iimuro and Maiko Berger Abstract This paper reports on the attempt to develop autonomous learning skills of introductory-level students at a Japanese university through a general English language course. ...
It is broadly accepted that even short-term study abroad can lead to language gains, can provide ... more It is broadly accepted that even short-term study abroad can lead to language gains, can provide gains in cognitive and affective development, and that longer-term programs and residence abroad may benefit the foreign language learners more. In the age of advanced IT, connectivity and accessibility, how crucial are intensive short stays abroad?
The current study, which takes place in higher education in Japan, answers in what way social experiences and networks can be associated with linguistic outcomes during short stays abroad. Learners of English as a foreign language spent between 3 and 5 weeks in universities in New Zealand or Australia. I investigated both linguistic gains before and after short programs and the community of learning a foreign language while overseas with others. In particular, using mixed methods data collection of pre- and post-tests, questionnaires, interviews, and observations, I examined the amount of contact the learners had with co-nationals, other foreign students, with locals, and with family and friends back home. I also delved into a few cases in which homestay environment appeared to influence their perceived success in benefiting from the short program.
This paper shows that presenting linguistic gains for short-term study abroad is difficult, but that learners gain sociocultural skills, both physically and verbally, which shapes the way they construct their network of friendship both on-site and at home during short-stays abroad. It is my hope the findings help instructors and program coordinators plan or improve similar programs. It will also add to the existing knowledge on how short-stays abroad work or do not work for Japanese students seeking opportunities to learn and practice English. It also suggests ways how students and administrators can utilize IT and virtual social networks to connect with the target language community as well as their cohorts.
Keep it Positive: Raising Young Bilingual Learners, 2020
This forum offered diverse viewpoints from five parents raising bilingual or trilingual children ... more This forum offered diverse viewpoints from five parents raising bilingual or trilingual children in Japan. They focused on strengthening the parent and child bond through fun and loving language support. During the discussion, questions were asked about their struggles, successes, and efforts to keep language learning a fun and positive experience for parents and children. The forum also covered issues such as public vs. private daycare, the challenge of adding a third language, budgeting for extra costs of bilingualism, sibling dynamics, biliteracy, extended family relationships, and the use of technology. Forum participants are all English language lecturers living in Japan and teaching their children Japanese and English, with one participant adding Dutch and another adding Spanish.
JALT Postconference Publication - Issue 2021.1; August 2022
This paper is based on a forum presentation that showcased independent learning in a university E... more This paper is based on a forum presentation that showcased independent learning in a university English program, language learning strategies (LLS) database development, and an opinion survey of database users. Studies have shown that successful Japanese English learners utilize a variety of LLS. One of the main learning goals of the English program is to foster students’ ability to set and achieve goals for their English study, including the creation and implementation of personalized independent learning (IL) plans. To assist students in developing autonomous learning skills, the authors aimed to identify effective LLS for a range of English goals and make them available for students to choose from through an online database. Results from a survey (n=73) indicated that students found the website easy to use and beneficial for their independent learning. Finally, the authors share the implications of this project and future directions for cultivating autonomous learners. 本稿は、フォーラムで...
JALT Postconference Publication - Issue 2021.1; August 2022
This paper is based on a forum presentation that showcased independent learning in a university E... more This paper is based on a forum presentation that showcased independent learning in a university English program, language learning strategies (LLS) database development, and an opinion survey of database users. Studies have shown that successful Japanese English learners utilize a variety of LLS. One of the main learning goals of the English program is to foster students’ ability to set and achieve goals for their English study, including the creation and implementation of personalized independent learning (IL) plans. To assist students in developing autonomous learning skills, the authors aimed to identify effective LLS for a range of English goals and make them available for students to choose from through an online database. Results from a survey (n=73) indicated that students found the website easy to use and beneficial for their independent learning. Finally, the authors share the implications of this project and future directions for cultivating autonomous learners. 本稿は、フォーラムで...
Many will agree that independent learning (IL) is important for learning languages successfully, ... more Many will agree that independent learning (IL) is important for learning languages successfully, but incorporating IL in a curriculum can be challenging. As part of a project to meet one of the three learning goals associated with an Assurance of Learning (AOL) initiative, researchers at a Japanese university worked towards enhancing the independent learning skills among English learners. To do this, they set up a scaffolded approach to support studentsʼ independent learning. In the spring semester of 2019, students created personalized study plans aimed at improving their targeted English skill(s). Study plans were periodically checked by teachers and revised by students. This paper explains how independent learning is incorporated into English courses and presents the results of a student survey (n=947) and a teacher survey (n=35). Most students found the IL assignments useful yet reported difficulty with locating resources or finding time to study independently. The findings led researchers to revise the IL system and to develop language learning strategies that can guide studentsʼ IL more effectively.
This small-scale study explores language teacher development through the lens of English language... more This small-scale study explores language teacher development through the lens of English language teachers as the researcher reflects on their roles and experiences as language advisors at the tertiary level. In this paper, two different fields of education, teacher development and academic advising, are reviewed in tandem, as they are interrelated fields in the current context. The researcher wishes to find ways to improve the approaches to academic advising for language learners, and ways of supporting teachers to become well equipped in their practices. After an initial questionnaire survey and a faculty development workshop on advising students, interviews were conducted with language teachers. Additionally, students were interviewed to assess their needs, to fill in the gaps in perception, and to recognize challenges for teachers. The qualitative findings revealed the changes necessary within the institution, namely, the need for resources, flexibility in time, communication, and for greater recognition of teachers' efforts. Based on the findings, several practical changes such as providing students and teachers with guidelines, revision of office hours, and advising awards are suggested.
This study investigated the socio-political issues related to language education, with regards to... more This study investigated the socio-political issues related to language education, with regards to the language of instruction and the role of the non-native English speaker teacher (NNEST) in an English as a Foreign Language (EFL) context. This is a preliminary investigation into the legitimacy of an English only policy in the dual-lingual educational system in a Japanese university. The university's English program has a policy both for instructors and students to use " English at all times. " Having taught very low to intermediate level students over several years, the researcher doubted the efficacy and affective implications of using only English to communicate with students. To find out learners' beliefs, course evaluation data from the past three years were first analyzed to explore the students' opinions with regard to the instructor's language use. Second, the researcher conducted pre-semester, mid-semester and end-of-semester questionnaires regarding the learners' perceptions toward the instructor's language use and whether the learners preferred the use of English only or the occasional use of the mother tongue, and on which occasions it was deemed appropriate. The results showed students' preferences toward an English-only policy. Implications for the future of university English education lie in the way institutions utilize the multiple languages available.
127 Introducing Learner Autonomy in a University English Course Aki Iimuro and Maiko Berger Abstr... more 127 Introducing Learner Autonomy in a University English Course Aki Iimuro and Maiko Berger Abstract This paper reports on the attempt to develop autonomous learning skills of introductory-level students at a Japanese university through a general English language course. ...
It is broadly accepted that even short-term study abroad can lead to language gains, can provide ... more It is broadly accepted that even short-term study abroad can lead to language gains, can provide gains in cognitive and affective development, and that longer-term programs and residence abroad may benefit the foreign language learners more. In the age of advanced IT, connectivity and accessibility, how crucial are intensive short stays abroad?
The current study, which takes place in higher education in Japan, answers in what way social experiences and networks can be associated with linguistic outcomes during short stays abroad. Learners of English as a foreign language spent between 3 and 5 weeks in universities in New Zealand or Australia. I investigated both linguistic gains before and after short programs and the community of learning a foreign language while overseas with others. In particular, using mixed methods data collection of pre- and post-tests, questionnaires, interviews, and observations, I examined the amount of contact the learners had with co-nationals, other foreign students, with locals, and with family and friends back home. I also delved into a few cases in which homestay environment appeared to influence their perceived success in benefiting from the short program.
This paper shows that presenting linguistic gains for short-term study abroad is difficult, but that learners gain sociocultural skills, both physically and verbally, which shapes the way they construct their network of friendship both on-site and at home during short-stays abroad. It is my hope the findings help instructors and program coordinators plan or improve similar programs. It will also add to the existing knowledge on how short-stays abroad work or do not work for Japanese students seeking opportunities to learn and practice English. It also suggests ways how students and administrators can utilize IT and virtual social networks to connect with the target language community as well as their cohorts.
Keep it Positive: Raising Young Bilingual Learners, 2020
This forum offered diverse viewpoints from five parents raising bilingual or trilingual children ... more This forum offered diverse viewpoints from five parents raising bilingual or trilingual children in Japan. They focused on strengthening the parent and child bond through fun and loving language support. During the discussion, questions were asked about their struggles, successes, and efforts to keep language learning a fun and positive experience for parents and children. The forum also covered issues such as public vs. private daycare, the challenge of adding a third language, budgeting for extra costs of bilingualism, sibling dynamics, biliteracy, extended family relationships, and the use of technology. Forum participants are all English language lecturers living in Japan and teaching their children Japanese and English, with one participant adding Dutch and another adding Spanish.
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The current study, which takes place in higher education in Japan, answers in what way social experiences and networks can be associated with linguistic outcomes during short stays abroad. Learners of English as a foreign language spent between 3 and 5 weeks in universities in New Zealand or Australia. I investigated both linguistic gains before and after short programs and the community of learning a foreign language while overseas with others. In particular, using mixed methods data collection of pre- and post-tests, questionnaires, interviews, and observations, I examined the amount of contact the learners had with co-nationals, other foreign students, with locals, and with family and friends back home. I also delved into a few cases in which homestay environment appeared to influence their perceived success in benefiting from the short program.
This paper shows that presenting linguistic gains for short-term study abroad is difficult, but that learners gain sociocultural skills, both physically and verbally, which shapes the way they construct their network of friendship both on-site and at home during short-stays abroad. It is my hope the findings help instructors and program coordinators plan or improve similar programs. It will also add to the existing knowledge on how short-stays abroad work or do not work for Japanese students seeking opportunities to learn and practice English. It also suggests ways how students and administrators can utilize IT and virtual social networks to connect with the target language community as well as their cohorts.
They focused on strengthening the parent and child bond through fun and loving language support. During
the discussion, questions were asked about their struggles, successes, and efforts to keep language
learning a fun and positive experience for parents and children. The forum also covered issues such as
public vs. private daycare, the challenge of adding a third language, budgeting for extra costs of
bilingualism, sibling dynamics, biliteracy, extended family relationships, and the use of technology. Forum
participants are all English language lecturers living in Japan and teaching their children Japanese and
English, with one participant adding Dutch and another adding Spanish.
The current study, which takes place in higher education in Japan, answers in what way social experiences and networks can be associated with linguistic outcomes during short stays abroad. Learners of English as a foreign language spent between 3 and 5 weeks in universities in New Zealand or Australia. I investigated both linguistic gains before and after short programs and the community of learning a foreign language while overseas with others. In particular, using mixed methods data collection of pre- and post-tests, questionnaires, interviews, and observations, I examined the amount of contact the learners had with co-nationals, other foreign students, with locals, and with family and friends back home. I also delved into a few cases in which homestay environment appeared to influence their perceived success in benefiting from the short program.
This paper shows that presenting linguistic gains for short-term study abroad is difficult, but that learners gain sociocultural skills, both physically and verbally, which shapes the way they construct their network of friendship both on-site and at home during short-stays abroad. It is my hope the findings help instructors and program coordinators plan or improve similar programs. It will also add to the existing knowledge on how short-stays abroad work or do not work for Japanese students seeking opportunities to learn and practice English. It also suggests ways how students and administrators can utilize IT and virtual social networks to connect with the target language community as well as their cohorts.
They focused on strengthening the parent and child bond through fun and loving language support. During
the discussion, questions were asked about their struggles, successes, and efforts to keep language
learning a fun and positive experience for parents and children. The forum also covered issues such as
public vs. private daycare, the challenge of adding a third language, budgeting for extra costs of
bilingualism, sibling dynamics, biliteracy, extended family relationships, and the use of technology. Forum
participants are all English language lecturers living in Japan and teaching their children Japanese and
English, with one participant adding Dutch and another adding Spanish.