The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan

2020 ◽  
pp. 1-15
Author(s):  
Hui-chia Judy Shih
Keyword(s):  
Collaborative Learning ◽  
Learner Autonomy ◽  
Learning Logs

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

scholarly journals Collaborative Learning through Japanese-Spanish Teletandem 日本語スペイン語テレタンデムによる協働学習

2018 ◽  
pp. 196-216
Author(s):  
Silvia González ◽  
Kazuko Nagao
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Basic Knowledge ◽  
International Studies ◽  
Japanese Students ◽  
Self Evaluation ◽  
Mexican Students ◽  
Special Studies ◽  
Learning Logs ◽  
First Time

In 2017, for the first time, we organized 16 sessions of teletandem for learners of Spanish and Japanese. The participants were students of Spanish language at KUIS (Kanda University of International Studies) and students of Japanese in UNAM (National Autonomous University of Mexico). For KUIS, it was part of the course titled Special Studies on Mexico I and II. As for the Mexican side, this was one of the regular activities organized by the Mediateca in the ENALLT (National School of Languages, Linguistics and Translation). The main objective of this collaboration was to explore the potential of both institutions in different countries to make a direct and more vivid experience of communication between language students. It was also an opportunity to consider social problems in each country, practicing the language of study through conversation sessions between Japanese and Mexican students. We also expected that in this interaction students would be able to synthesize basic knowledge of their own country by responding to the expectations of communication with their partners. This paper aims to share the results noted from this collaborative learning experience based specially on self-evaluation of Mexican students, Japanese students’ learning logs and their final presentations. 2017年に初めて神田外国語大学（KUIS）のスペイン語科の日本人学生とメキシコ国立自治大学（UNAM）の日本語学習者とのテレタンデムが16回行われた。この活動は、KUISでは「メキシコ特殊研究Iと II」という科目の一環として、国立言語言語学翻訳学校（ENALLT）では、自律学習リソースセンター（Mediateca）での通常の活動の一部として行われた。 この協働学習の主な目的は、違う国の両機関で互いの言語を学ぶ者同士が協力し、より直接的なコミュニーションの体験をする可能性を探る事にあった。それはまた、会話セッションを通じ、それぞれの国の社会問題を扱う機会でもあった。更に、我々は、このインターアクションで、学生たちが相手の期待に応えて自国に関する基礎知識をまとめられることも望んでいた。 本稿は、この協働学習体験の結果を、メキシコ人学習者に対する質問票による自己評価と日本人学習者による各セッション後の進捗ノートと最終発表を中心に報告することを目的とした。

scholarly journals Fostering Learner Autonomy through Cooperative and Collaborative Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 89-95
Author(s):  
Takad Ahmed Chowdhury
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
English Language ◽  
Inductive Learning ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Autonomous Learning ◽  
Learning Group ◽  
Learner Centered ◽  
Conceptual Clarity

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.

scholarly journals Developing learner autonomy in a grammar class

2012 ◽  
Vol 36 (4) ◽  
pp. 49
Author(s):  
Simon Cooke
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Styles ◽  
Language Learning ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Learning Patterns ◽  
Collaborative Learning Environment ◽  
The University

Traditionally, grammar classes have tended to follow a teacher-led, prescriptive curriculum with students given little opportunity to demonstrate understanding, or lack of it, on a given topic before being asked to tackle the next grammar point in a textbook. The university class under study made such an approach even more challenging by being open to students from a variety of year groups and language learning backgrounds. With a view to establishing a class which could allow students of all levels to examine the weaknesses in their grammar and share learning patterns, the curriculum was adjusted to allow for the variety of levels and encourage autonomous learning of grammar. The resulting classes made for a dynamic and collaborative learning environment which allowed students the freedom to examine and share a variety of learning styles of grammar points relevant to their English levels. 伝統的に文法の授業は教師に主導される規範的なカリキュラムに従う傾向がある。残念なことに、この方法では教科書の次の文法項目へと進む前に、現在の文法項目に対しての理解度を学生が示す機会がほとんどない。大学で様々な学年や学力の学生で構成されたクラスを教える場合、文法項目の理解度の差がより一層顕著になる。本論では、様々な学力の学生全員が、自身の文法の苦手分野を見つけ、新たな学習方法を互いに共有することができるようなクラスづくりを目指した。様々な学力に対応し、自律的な文法学習を促進するようにカリキュラムを調整した。このような形式のクラスは、学生に各自の文法の弱点を見つけ、様々な学習スタイルを共有する自由を与え、さらに活動的で、協働的な学習環境を形成する。

Reflective Learning Logs in the Junior High School Classroom

Relay Journal ◽  
2018 ◽  
pp. 267-274
Author(s):  
Hirofumi Naruse
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Learner Autonomy ◽  
Reflective Process ◽  
Learning Contexts ◽  
High School Classroom ◽  
Objective View ◽  
Learning Logs

One of the most common foundational definitions of learner autonomy is “the capacity to take control over one’s own learning” (Benson, 2013, p. 2), and reflection is often mentioned together with this term in several language learning contexts. Moon (2013) describes reflection as “a process of re-organizing knowledge emotional orientations in order to achieve further insights”, and this reflective process plays an important role in fostering autonomy. Benson (2013) argues that reflection is a key psychological component of autonomy and plays integral part in fostering learner autonomy. Through reflection, learners can recognize the connection between the strategies they use in their learning and the outcomes they get as a result of their learning. This recognition enables learners to see their learning objectively and such an objective view leads them to make adjustment to their learning, and eventually take control over their own learning. Kohen (1992) also mentioned the importance of reflection on learning, stating that conscious reflection on learning experiences makes it possible to increase one’s awareness of learning, which can be regarded as an important key to the development of autonomous learning. Benson argues further that writing a journal is useful tools for reflection. Litzler (2017) also mentioned that in a number of different learning contexts diaries or journals have been used as a useful tools for reflection. In this paper, I would like to report on an implementation of reflective diaries in my junior high school lessons in order to promote learner autonomy.

scholarly journals A Discussion on Autonomous Teachers and how to Get them Reach their Utmost Capacity in SLA Classroom

2015 ◽  
Vol 53 ◽  
pp. 1-5
Author(s):  
Afsaneh Ghanizadeh ◽  
Mohammad Ghazanfari ◽  
Mohsen Fatehi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Collaborative Learning ◽  
Professional Growth ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Peer Observation ◽  
Cooperative Development

It is of paramount importance for a teacher to do his best and make sure the students are becoming quite a learner, this paper tries to analyze autonomous teacher meanings, features, learner autonomy and how to accelerate the second language acquisition. And it also endeavors to shed some light on developing language teachers’ potentials, understanding and valuing their endowments and sharing them among colleagues. It is discussed that cooperative development can be achieved through collaborative learning and peer observation. Indoctrinating and observing are also needed to fortify professional growth.

scholarly journals Teachers as Self-Directed Learning Guides

2021 ◽  
Vol 2020 (1) ◽  
pp. 259
Author(s):  
Louise Ohashi, et al
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Peer Interaction ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Research And Teaching ◽  
Research Outcomes ◽  
Directed Learning ◽  
Learning Logs ◽  
Planning Action

This article reports on research and teaching methods related to self-directed learning (SDL) that were presented by four SDL teachers in a forum at JALT2020. There is growing interest in the role teachers and institutions can play in fostering learner autonomy (Blidi, 2017; Lai, 2017; Murray, 2014; Ohashi, 2018, 2019). This article addresses the need for greater transparency in the practical aspects of aiding students to take charge of their learning within and beyond classrooms. It shows different ways each author approached the same SDL course that they taught at a university in Tokyo, by introducing language learning histories, future self exploration, planning-action-reflection cycles, negotiated goal contracts, learning logs, and asynchronous peer interaction. Through sharing their experiences, insights, and research outcomes, the authors hope to contribute knowledge of practical ways in which SDL can be approached by teachers and institutions. 本稿では、自己主導型学習（self-directed learning、以下SDL）の授業を担当する4名の教師がJALT2020のフォーラムで発表したSDLに関する研究と教授方法を報告する。学習者の自律性の育成において、教師や教育機関が果たせる役割への関心が高まっている（Blidi, 2017; Lai, 2017; Murray, 2014; Ohashi, 2018, 2019）。本稿は、学生が授業内外で学習に主体的に取り組むための実践的な支援方法の透明性を高めるニーズに応える。著者らは東京の同じ大学で同一科目SDLを担当し、それぞれが言語学習ヒストリー、将来の自分探し、計画―実行―省察サイクル、交渉した目標の契約、学習ログ、非同期ピア・インタラクションという異なるアプローチを実践した。本稿ではこれらの経験、洞察、研究成果を共有し、教師や教育機関によるSDL支援方法に関する知見を提供する。

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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