scholarly journals Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge

2021 ◽  
pp. 21-39
Author(s):  
Akiko Kiyota
Keyword(s):  
University Students ◽  
Language Learning ◽  
Group Dynamics ◽  
Longitudinal Case Study ◽  
Socialization Process ◽  
Center Staff ◽  
Japanese University ◽  
Socialization Processes ◽  
Academic Year

This paper documents the socialization process of beginner-level Japanese university students into an on-campus English lounge over a year. Although initially feeling highly stressed, ten out of 37 students successfully continued their bi-weekly visits to the English lounge over a full academic year by going there as a small group of three to four students. Although the visits were originally encouraged as part of their elective homework, two of them made frequent visits to the lounge beyond the homework requirement. The reflective journals which these ten students wrote after each visit provided an emic view of their socialization processes into the English lounge. The author conducted an inductive thematic analysis of these data. Among multiple findings, the most salient was that aspects of group dynamics served to increase their resilience, or their capacity to adapt under adversity, during their socialization processes. These findings may provide insights for those language instructors and self-access language learning center staff who are in the position to facilitate students to learn in such a second language (L2) use environment, as well as learners themselves who are struggling in such a learning environment.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

scholarly journals Motivational Dynamics in Language Advising Sessions: A Case Study

2019 ◽  
pp. 5-20
Author(s):  
Eduardo Castro
Keyword(s):  
Language Learning ◽  
Interpretative Phenomenological Analysis ◽  
Task Complexity ◽  
Longitudinal Case Study ◽  
Learning Context ◽  
Sense Of Competence ◽  
Depth Interview ◽  
Language Classroom ◽  
Situated Perspective

Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.

scholarly journals The Dynamics of Complexity, Accuracy, and Fluency: A Longitudinal Case Study of Japanese Learners’ English Writing

2018 ◽  
Vol 40 (1) ◽  
pp. 23 ◽  
Author(s):  
Michiyo Hokamura
Keyword(s):  
Language Development ◽  
Developmental Trajectories ◽  
Correlation Coefficients ◽  
Monte Carlo Analysis ◽  
Longitudinal Case Study ◽  
Cross Sectional ◽  
English Writing ◽  
Japanese Learners ◽  
Academic Year

In this study I investigated the development of complexity, accuracy, and fluency (CAF) in the English writing of 2 Japanese university students of elementary-to-low-intermediate English proficiency over the course of 1 academic year. Data were analyzed from a dynamic systems theory (DST) perspective using min-max graphs, moving correlation coefficients, and a Monte Carlo analysis. The findings show that (a) the CAF measures followed nonlinear trajectories in their development, (b) they often did not correlate positively with one another, and (c) they sometimes showed signs of improvement during phases of high intravariability. The findings suggest that to understand the developmental trajectories and processes involved in language development more deeply, cross-sectional studies of developmental trends of groups should be supplemented with longitudinal studies that examine language development in individual learners. 本研究では日本人大学生（初級から中級下レベル）二名の英文ライティングの熟達度を一年間にわたり、複雑さ、正確さ、流暢さ　(complexity, accuracy, and fluency: CAF)　の指標から調査を行った。データ分析はダイナミックシステム理論の観点から、ミニマックスグラフ、移動相関係数、モンテカルロ分析を使用して行った。その結果、(a) 両者のＣＡＦの発達軌跡は非線形であり、(b) ＣＡＦのすべてが互いに正の相関関係をとることはほぼなかった。さらに (c) 学習者個人内のＣＡＦの軌跡が大きく変動した後に発達の兆候がみられることがあった。本結果から、言語発達の軌跡やそのプロセスをさらに理解するためには、グループ間を比較する横断研究を、個々の学習者を調査する長期的研究で補完することを提案する。

scholarly journals What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns in Survey Studies

2003 ◽  
Vol 25 (1) ◽  
pp. 86 ◽  
Author(s):  
Kay Irie
Keyword(s):  
University Students ◽  
Language Learning ◽  
Goal Orientation ◽  
Target Language ◽  
Performance Goal ◽  
Japanese University ◽  
Performance Orientation ◽  
Utilitarian Value ◽  
Integrative Motivation ◽  
And Performance

This review identifies patterns of motivation exhibited by Japanese university students by examining a representative selection of survey studies that have mainly employed factor analysis and which have been conducted since 1990. This collection of surveys includes works published in Japanese. Two sets of contrasting motivational concepts highlight the recurring patterns: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. The research suggests that Japanese university students appreciate a utilitarian value of learning English, and have an interest in communicating with native speakers of the target language. While performance orientation may be important, mastery orientation has been shown to relate more strongly to the use of strategies. The review also demonstrates the relevance and limitations of these constructs. 本論では１９９０年以降に発表された日本人大学生の言語学習モチベーション(L2motivation) に関するアンケート調査（日本語で発表されたものを含む）の報告にみられる傾向を検証する。理解を助ける為、二組の概念が用いられる。一つはすでによく知られているガードナーの道具的及び統合的動機、もう一つは比較的新しいマスタリーとパフォーマンス志向である。先行研究によると日本人学生は英語学習の道具的な価値を認め、旅行やNSとの交流に興味を持っていることがわかる。パフォーマンス志向の存在が認められるもののマスタリー志向の方がより強く学習ストラテジーの使用と関連性があると報告されている。本稿ではこれらのモチベーション概念が日本人大学生の動機づけを理解する上での妥当性及び限界考察する。尚、因子分析の役割と現在の言語学習モチベーションについても言及する。（３７４字）

scholarly journals The Opinions of Technology Supported Education of University Students

2020 ◽  
Vol 15 (23) ◽  
pp. 4
Author(s):  
Vasfi Tugun ◽  
Almira R. Bayanova ◽  
Klavdiya G. Erdyneeva ◽  
Nikolay A. Mashkin ◽  
Zavgaria M. Sakhipova ◽  
...  
Keyword(s):  
University Students ◽  
Data Collection Tool ◽  
Case Study Method ◽  
Working People ◽  
Education Today ◽  
The Russian Federation ◽  
The Government ◽  
Supported Education ◽  
Academic Year

The aim of this study is to determine the opinions of university students about technology-supported education. In today’s era, technological tools are used in every sector of education. Today, when technologies are rapidly developing, the opinions of students studying at university institutions about technology are very important. As per the outcome of the research, it is important to know the opinions of working people in terms of competen-cies and attitude towards the technology. The research was carried out in the fall semester of the 2019-2020 academic year with 75 students studying at the Federal University of Kazan (Volga region), the Institute of Legislation and Comparative Law under the Government of the Russian Federation, Plekhanov Russian University of Economics and Sechenov University. As the case study method was adopted in the study, researcher prepared open-ended questions as a data collection tool. In this research, qualitative meth-od was used. According to the results obtained from the research, it was concluded that they did not feel themselves competent in technology, they did not have enough equipment and their schools are not equipped for technology-supported education.

Smartphone Assisted Language Learning and Autonomy

2015 ◽  
Vol 5 (3) ◽  
pp. 75-88 ◽  
Author(s):  
Adrian Leis ◽  
Akihiko Tohei ◽  
Simon D. Cooke
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
English Proficiency ◽  
Study Habits ◽  
Free Time ◽  
Language Teachers ◽  
Japanese University ◽  
Taking Charge

In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.

scholarly journals (No) drama with grammar

2021 ◽  
Vol XV (1) ◽  
pp. 128-135
Author(s):  
Kristina Hietz
Keyword(s):  
Language Learning ◽  
Group Dynamics ◽  
English Learners ◽  
Performing Arts ◽  
Language Education ◽  
Control Group ◽  
Grammar Teaching ◽  
Master's Thesis ◽  
Post Test

This Window-of-Practice contribution is based on my Master’s thesis written in the Department of Foreign Language Education in Innsbruck, Austria. It discusses a performative approach to teaching grammar in EfL contexts. “Performative” is used as an umbrella term to describe different forms of language teaching that derive from the performing arts (Schewe, 2013). The motivation behind this topic lies in my enthusiasm for drama and the conviction that a drama-based approach applied to language learning is efficient, motivating and sustainable. The contribution provides insights into the methodology and procedure of a case study that investigates effects of drama-based teaching. The case study was performed in 2017 at an upper secondary school in Austria, where English learners were taught English conditional clauses via a drama-based approach. The study, including a control group, a mixed-method, pre-and post-test design, yields quantitative and qualitative data on effects of drama-based teaching. Despite the lack of significant differences in test results between treatment and control groups, the study provides evidence that a performative approach applied to grammar teaching is successful and related to fun, increased motivation and positive group dynamics.

scholarly journals Autonomy in language learning: a case study with Italian as a second language

2021 ◽  
Author(s):  
Maria Vittoria Lo Presti
Keyword(s):  
Second Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Students ◽  
Self Assessment ◽  
Oral Production ◽  
Assessment Questionnaire

The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.

Sign in / Sign up

Export Citation Format

Share Document