Enhancing Learner Autonomy through Technology Enhanced Language Learning

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Nozawa, K. (2014, September). Enhancing learner autonomy through technology enhanced language learning. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea. [Abstract] This presentation reports both a brief summary of learner autonomy (LA) research and how LA through task-based Technology Enhanced Language Learning (TELL) can be implemented in an English as a Foreign Language education program at a private university in Japan. As an LA with TELL, Godwin-Jones (2011) in Walker & White (2013, p. 165) has remarked that the biggest current challenge for teachers using TELL is to help students to become self-directed learners who should be ‘autonomous, not alone’ and also interact in a peer network. Godwin-Jones (2011) also has stated that important roles for teachers include giving guidance on useful online tools and demonstrating how they can be used, as well as the problems and benefits attached to them. As Sharma & Barrett (2007, p. 7) define, such an idea of learner autonomy can be actualized in a blended learning approach. The presenter exemplifies his role as the TELL coordinator and how he has coordinated Computer Assisted Language Learning (CALL) classes for a part of the English for General Academic Purposes (EGAP) program at the College of Information Science and Engineering, Ritsumeikan University. The participants were the 1st-year students in the upper intermediate and intermediate levels of the EGAP program. Class and level placements were given based on their scores on the Test of English for International Communication (TOEIC) Bridge in April (required) and TOEIC-IP in June (optional) and December (required). Using a worldly popular open source system, Moodle and WordPress on a Mac Mini OS X server managed by the presenter, more than 200 enrolled students were divided into eight different classes. These students have been enrolled and actively involved in a variety of task-based and project-based learning activities to enhance their computer literacy and EGAP skills as autonomous learners. These students are expected to assume greater responsibility for, and take charge of, their own learning. The presentation will highlight both the online and offline tasks, and pre- and post-semester questionnaire results from the classes of the 2013 and 2014 academic years with the examples.

Transcript of Enhancing Learner Autonomy through Technology Enhanced Language Learning

  • 1. LOGO Enhancing Learner Autonomy through Technology Enhanced Language Learning Kazunori Nozawa Ritsumeikan University, Japan nozawa@is.ritsumei.ac.jp
  • 2. Outline Introduction: A brief summary of learner autonomy English for General Academic Purposes (EGAP) at College of Information Science and Engineering at Ritsumeikan University, Japan A showcase of 2013-14 autonomous learning at CISE EGAP CALL Current issues and possible solutions Q&A
  • 3. We all know this . National Training Laboratories proposes a theoretical model of retention percentages.
  • 4. Learner Autonomy What is the autonomous learner? good learners vs bad learners good EFL learners vs bad EFL learners What affects teaching and learning? How can we enhance autonomous learning? What is the teachers role?
  • 5. Autonomous Learners Studying independently does not mean the same as learning as an autonomous learner who can decide what s/he needs to do, know how to learn best, and benefit her/his own learning.
  • 6. EFL Learners Good EFL Learners Reflect on their learning and make decisions about it; Have their responsibilities regarding their learning and progress; Know reasons why they learn English and keep their motivation; Know how to study English efficiently Bad EFL Learners Complain teachers and textbooks for their performance results; Expect the teacher to have his/her responsibility for their learning results; Lacks their motivation to learn English; Does not know how to study English effectively
  • 7. Learner-Centered Approach The syllabus and the objectives are there to be shared by teachers and students; The teacher both facilitates and assists students to learn EFL effectively; Students are responsible for their learning and the result; The teacher establishes the trustworthy EFL learning environment for students; The teacher provides different styles of learning EFL with ICT.
  • 8. Learner Autonomy in the Classroom Setting EFL learning (SMART: Specific, Measurable, Achievable, Realistic, and Timely) goals; Giving (different) choices to personalize learning; Demonstrate learning tasks with concrete examples (using emerging technologies); Encourage students set their own tasks and rewards.
  • 9. Pinard(2014)
  • 10. Burns (1999)
  • 11. Fandino (2007)
  • 12. Case Study
  • 13. CISE EGAP Overview
  • 14. CISE EGAP Overview
  • 15. CISE EGAP Overview
  • 16. CISE EGAP Overview
  • 17. CISE EGAP Overview English 3 & 6 (CALL) This subject cluster will enable students to improve academic study skills, enhance information literacy in English, and improve general academic English skills through the use of various multimedia e-learning materials including TOEIC preparation programs while completing individual online tasks and collaborative group/individual research projects. At the same time students will be able to develop dynamic presentation and Internet research skills while completing collaborative group/individual projects multimedia software such as PowerPoint/Prezi and Windows Movie Maker/iMovie.
  • 18. E3 - CISE EGAP CALL (Spring 2014) Pre-Course Questionnaire (WK1) Computer Literacy Test (WK1) Study Skills Basics & Quiz (WK2-WK5) Writing Activities (WK 1 & WK3) PPT & Prezi Workshops (WK6) Doing Research on the Web(WK7) PPT/Prezi Projects (small groups: WK 8-WK10; Individuals: WK12-WK13) Presentations and Online Evaluations (WK 11, WK14 & WK15) Post-Course Questionnaire (WK15)
  • 19. CISE EGAP CALL (Spring 2014)
  • 20. E3 - CISE EGAP CALL (Spring 2014)
  • 21. E3 - CISE EGAP CALL (Spring 2014)
  • 22. E3 - A Presentation Scene (Spring 2014)
  • 23. E3 Post-Course Questionnaire (Spring 2014)
  • 24. E3 Post-Course Questionnaire (Spring 2014)
  • 25. E3 - Post-Course Questionnaire (Spring 2014)
  • 26. E3 Post-Course Questionnaire (Spring 2014)
  • 27. E3 Post-Course Questionnaire (Spring 2014)
  • 28. E3 - Post-Course Questionnaire (Spring 2014)
  • 29. E3 - Post-Course Questionnaire (Spring 2014)
  • 30. E3 Post-Course Questionnaire (Spring 2014)
  • 31. E3 Post-Course Questionnaire (Spring 2014)
  • 32. E3 Post-Course Questionnaire (Spring 2014)
  • 33. E3 Post-Course Questionnaire (Spring 2014)
  • 34. CISE EGAP CALL (Fall 2014)
  • 35. E6 Post-Course Questionnaire (Fall 2013) n=110
  • 36. E6 Post-Course Questionnaire (Fall 2013) n=110
  • 37. E6 Post-Course Questionnaire (Fall 2013) n=110
  • 38. E6 Po