Going Deeper: Broadening the Perspectives of an Advisee Through Metaphor and a Learning Advising Tool

Relay Journal ◽  
2021 ◽  
pp. 16-22
Author(s):  
Philip Cardiff
Keyword(s):  
Language Learning ◽  
International Studies ◽  
Teaching Perspectives ◽  
Reflection Process

This reflective paper outlines an advising session conducted online as part of the assessment for an advising in language learning certification at Kanda University of International Studies (KUIS). Specifically, the author focuses on the use of an advising tool (Wheel of Language Learning) combined with metaphor in an attempt to deepen a learner’s reflection process. In addition to reflecting on their performance and continuing development as an advisor, the author discusses how the advising course has broadened his teaching perspectives.

Rozvoj řečové dovednosti mluvení s využitím asynchronních ICT nástrojů: přehledová studie

2019 ◽  
pp. 33-50
Author(s):  
Terezie Nerušilová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Positive Influence ◽  
International Studies ◽  
Online Environment ◽  
Speaking Skill ◽  
Ict Tools

This review aims to map the research connected with the use of ICT tools for the development of speaking skill in foreign language learning. It is based on nine international studies showing in which ways the asynchronous online environment can be used for the development of the speaking skill, emphasising the positive influence of ICT on students’ motivation, and some of them pointing out the importance of feedback.

scholarly journals A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning

2013 ◽  
pp. 142-153 ◽  
Keyword(s):  
Language Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Design Project ◽  
Directed Learning

Welcome to this new SiSAL column, which will examine a long-term project conducted at one institution in depth over several issues. The focus of this column will be the curriculum design project currently being undertaken at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. In my role as Academic Coordinator of the SALC from 2011-2013, I was in charge of leading this project in its initial stages, before I moved institution. As editor, it is from this perspective, as someone familiar but no longer directly involved in the project, that I hope to collate and introduce a number of columns from the learning advisors and teachers who are conducting the research and designing the new self-directed learning curriculum. In this first installment, a revision of an earlier article which first appeared in the IATEFL Learner Autonomy SIG newsletter, Independence, (Thornton, 2012) I present the background to the project, the framework used to guide it and the results of the first stage, the environment analysis.

scholarly journals Learning Strategy Sheets: Supporting Advisors and Learners

2011 ◽  
pp. 43-47
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
The Self ◽  
International Studies ◽  
Full Time ◽  
Help Desk ◽  
Minute Session

Learning advisors working at Kanda University of International Studies (KUIS) in Japan are available for consultation on language learning matters with any students, who are all language majors, or members of staff who would like some assistance with their language learning. Consultations with advisors are entirely voluntary and take place predominantly in English, the working language of the Self Access Learning Centre (SALC), and the L2 of most of our students. Learners may either reserve a 30 minute session with an advisor of their choice, or visit the Learning Help Desk in the SALC, which is manned throughout the day by one of our 9 full-time advisors.

scholarly journals Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

2011 ◽  
pp. 51-67 ◽  
Author(s):  
Brian R. Morrison
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
International Studies ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Self Evaluation ◽  
Exam Preparation ◽  
Individual Learning Plan ◽  
Directed Learning

Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

scholarly journals Motivation and demotivation over two years: A case study of English language learners in Japan

2019 ◽  
Vol 9 (1) ◽  
pp. 157-175
Author(s):  
Keita Kikuchi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Qualitative Data ◽  
International Studies ◽  
Learner Motivation ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
The Rich

This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.

Harnessing the Potential of Technology to Support Self-Directed Language Learning in Online Learning Settings––Online Symposium Review

Relay Journal ◽  
2021 ◽  
pp. 46-50
Author(s):  
Hatice Celebi
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
International Studies ◽  
Royal Institute ◽  
Self Directed Learning ◽  
Research And Practice ◽  
Use Of Technology ◽  
Directed Learning ◽  
Symposium Review ◽  
Institute Of Technology

Kungliga Tekniska Högskolan Royal Institute of Technology (Stockholm, Sweden) and the Research Institute for Learner Autonomy Education at Kanda University of International Studies (Chiba, Japan) held a joint online symposium on October 15, 2020. It was an open event for those interested in the design and use of technology and self-directed, autonomous language learning in online settings. Examining 15 of the event’s internationally focused presentations, this article aims to provide an overview of the symposium by summarizing the main themes in research and practice relating to technology and self-directed learning. The article will conclude with a commentary on the takeaways and issues for further reflection.

Assessing the Potential Role of Technology in Promoting Self-Directed Language Learning: A Collaborative Project Between Japan and Sweden

Relay Journal ◽  
2018 ◽  
pp. 346-359 ◽  
Author(s):  
Olga Viberg ◽  
Jarmo Laaksolahti ◽  
Jo Mynard ◽  
Anna Mavroudi
Keyword(s):  
Language Learning ◽  
Potential Role ◽  
Learning Opportunities ◽  
End Users ◽  
Needs Analysis ◽  
International Studies ◽  
Collaborative Project ◽  
Analysis And Evaluation ◽  
Institute Of Technology

This report begins with a summary of ways in which technology has been used to attempt to increase learning opportunities and support for self-directed learners at Kanda University of International Studies (KUIS) with limited success. A collaboration between KUIS and the Royal Institute of Technology (KTH) in Sweden has highlighted the need for a more thorough needs analysis and evaluation of the learning environment before any technological designs are implemented. In addition, such implementation should be done in collaboration with the end users. The second part of the paper provides preliminary results related to an initial needs analysis conducted with end users at KUIS that will form the basis of ongoing collaboration with the aim of creating a platform and/or series of tools that will enhance self-directed language learning.

Motivational Effects of Study Group

Relay Journal ◽  
2018 ◽  
pp. 339-345
Author(s):  
Sina Takada
Keyword(s):  
Cooperative Learning ◽  
Communities Of Practice ◽  
Language Learning ◽  
Zone Of Proximal Development ◽  
Skills Development ◽  
Study Group ◽  
International Studies ◽  
Proximal Development ◽  
Structured Interviews

Cooperative language learning has various benefits for learners, and one of them, motivation, was the focus of this research. As the concept of the Zone of Proximal Development (ZPD) indicates, with assistance from other competent individuals, learners are likely to develop more efficiently than without assistance. In addition to development of skills, development of motivation can be the outcome of cooperative learning. Participants are members of the Study Group in Kanda University of International Studies who participated in semi-structured interviews. In the interviews, they demonstrated their perception of their motivations. More than half of the participants mentioned that the motivation toward language learning developed after participating in the Study Group. They all mentioned that they feel the urge to study, which is an indication that their developed motivations are not merely extrinsic but intrinsic. This research will provide insights into how learners develop motivation through interaction with others in communities of practice.

The Adaptation of a Linguistic Risk-Taking Passport Initiative: A Summary of a Research Project in Progress

Relay Journal ◽  
2019 ◽  
pp. 415-436
Author(s):  
Ewen MacDonald ◽  
Nicholas Thompson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Risk Taking ◽  
Second Language Learning ◽  
Willingness To Communicate ◽  
International Studies ◽  
Learning Center ◽  
Research Project ◽  
Confidence Levels ◽  
Language Classroom

This article outlines the rationale, background and preliminary findings of an ongoing linguistic risk-taking passport initiative at Kanda University of International Studies (KUIS) in Japan. The aim of the initiative is to encourage students to take various risks to build their confidence during their language learning journeys and help them to effectively utilise extra opportunities available for second language learning both inside and outside of the language classroom. The level, nature and frequency of linguistic risks taken, as well as students’ anxiety and confidence levels, willingness to communicate and their strategies for managing emotions are currently under investigation. Initial findings of the initiative indicated that many students felt comfortable and confident using English and taking risks, enjoyed the risk-taking process, and were able to discover new opportunities for practicing English, particularly those available in KUIS’s Self-Access Learning Center.

Sign in / Sign up

Export Citation Format

Share Document