Abstract

Abstract

Despite the large amount that has been written on the topic of the autonomous language learner, in many contexts, and in particular in Japan, the reality is that foreign languages teachers at all levels face the challenge of developing their students as autonomous learners. Students themselves often have little idea about how to develop as autonomous language learners.

This presentation will begin with an overview of English as a foreign language teaching and learning in Japan. In particular we will consider the challenges stemming from the dominant language pedagogy and therefore the need for a systematic and explicit procedure for monitoring progress autonomously.

This presentation will outline two phases in a project which attempts to provide a structured procedure for this purpose. The first step consisted of defining the parameters of autonomous learning processes are by devising an autonomous learning model for foreign languages. The model to be presented was developed from data gained from 804 university students studying English in Japan, and the data were analyzed using Structural Equation Modelling. The second step consisted of provision of scaffolded support for learners to develop their own awareness of their learning progression through one-on-one counselling and interaction based on the model. Evidence of change in the level of students’ growth as autonomous language learners students will be drawn from their responses in pilot studies.

Bio

Akiko Kochiyama, Ph.D, is Professor of English Education and Dean of the Faculty of Foreign Language Studies/ Graduate School of Foreign Language Education and Research, Meisei University, Tokyo, Japan. Her research interests include learner autonomy, L2 motivation and self-regulated learning.