Fri, September 07, 1:15 pm
Short paper (30 minutes)
Fern Sakamoto (Nanzan University)
Autonomous learning has long been recognised as beneficial for language learners, but some question its suitability in Japan, where teachers have traditionally been responsible for managing student learning. The presenter conducted an action research study that explored ways to introduce learner autonomy into an existing university English class syllabus in Japan. Second-year English-language majors at a Japanese university (N=40) worked in pairs to prepare and lead 20-minute group discussions. The researcher will briefly introduce the discussion activity, then consider student responses to the task and end with recommendations for educators seeking to facilitate learner autonomy in FL classes in Japan.