V7 Fukuda and Sakata

V7Learning How to Learn:

Advising Language Learners throughout a Course

Steve Fukuda & Hiroshi SakataUniversity of Tokushima

Can you bring the horse to the water,

AND make him drink it?

Advising 2011Advising for Language learner Autonomy

November 12, 2011, Kanda University of International Studies, Japan

Image from: http://www.fotolibra.com/gallery/41851/cartoon-you-can-take-a-horse-to-water-illustration/

Background: ProblemLearning Hours and Emotional Factor behind it …

Total Hours of English Classes

Students don’t have enough Learning Hours in/out of the English Classroom

2,000 – 5,000 Hours of Instruction is needed…(Odlin, 1992; Nakajima, 2006)

◦Total class hours in Japanese schools is about 800 hrs.(Negishi, 2006; Benesse, 2008)

Schools Class Hours

Elementary Schools 35hrs

Junior High Schools 301.7hrs

High Schools 361.7hrs

Universities 80hrs

TOTAL 806.4hrs

Learners need to learn English out of the school, but …

Out-class Learning Hours

Students don’t have enough Learning Hours in/out of the English Classroom

◦Out-class Learning Hours High School Students (per day) (Negishi, 2006)

University Students (The University of Tokushima, 2011)◦ About 70% of them do not study English

They do not learn English out of the school… WHY?

Emotional Factor: Anxiety

Many Japanese students say “English is an important language,” but they do not study the language …◦Learning Anxiety in/out of English Classroom

◦ In general, EFL learners learn English with a lot of anxiety for their learning (Burden, 2004, Kondo &Y-Ling, 2004; Ohata, 2005; Willimas & Andrade, 2008, Williams, 2009)

Quick change in education style aggravates their learning anxiety.◦ Teacher controlled learners’ learning in junior high and high

schools, but they suddenly are asked to be independent right after they entered university…

Background: A SolutionGuided Autonomy Syllabus & “Learning How to Learn”

What can we do?

With a (a) lack of learning time and (b) high level of anxiety, what can we do for students in the university classroom?

Enhancing of Students’ English Learning Autonomy

◦To Provide supportive in and out-of-class learning environment is needed, but …

◦To foster autonomous learning skills is more important

Guided Autonomous Syllabus

Quick shift to independent learning may rather aggravate

their anxiety …

Guided Autonomy Syllabus

Aim & Concept of the Syllabus

◦Aim: English Class for Autonomous Learning

◦Concept: Teaching students not English, but “Learning How to

Learn”

– In the class …– Teachers act as a “facilitator,” not as a teacher– Students learn how to learn English using the worksheet “Learning

How to Learn”– Class syllabus is designed based on self-coaching– Classes are classified into three Phases (Phases 1-3)

Framework of our Practice

Our Guided-Autonomy Syllabus English Class for Autonomous Learning

Self-coaching

Envisioning the Future

Setting Goals

Creating Study Plans

Executing Plans

Assessing & Revising

“There is need to enhance the ability of all learners to plan, carry out, and evaluate their own learning.” Merriam et al., 2007

Habit Formation

Our PracticeAbout Phases 1-3 & Worksheet “Learning How to Learn”

Outline of Phases

Syllabus Centered on Guided Autonomy

Phase 1100% Guided Learning

Sessions 01-05


Sessions 06-10

Phase 3100% Independent Learning

Sessions 11-15

Learn basic ideas and skills on self-coaching and autonomous learning management

Develop learning plan and practice English learning referring to the advice of the facilitator/teacher

Develop a learning plan after each class and practice English learning independently

Phases & Contents of Sessions

Syllabus Centered on Guided Autonomy


Sessions 01-05


Sessions 06-10

Phase 3100% Independent

Learning

Sessions 11-15

Session 01: IntroductionSession 02: Learning Project for Future U (1)Session 03: Learning Project for Future U (2)Session 04: Building Learning Plan (1)Session 05: Building Learning Plan (2)

Session 06: Weekly Exercise 01Session 07: Weekly Exercise 02Session 08: Weekly Exercise 03 & Self-Assessment, ManagementSession 09: Weekly Exercise 04Session 10: Weekly Exercise 05 & Share Your Learning Plan (1)

Session 11: Weekly Exercise 06 & Design Your Leaning (1)Session 12: Weekly Exercise 07 & Design Your Leaning (2)Session 13: Weekly Exercise 08Session 14: Weekly Exercise 09 & Share Your Learning Plan (2)Session 15: Reflection & Future Learning Project


Setting Goals

Creating Plans

Executing Plans


Future Plan&

Habit Formation

* In every session, the teacher and peers are facilitators, advisers, and partners.

Phases & Contents of Worksheet

General Contents of the Worksheet


Sessions 01-05


Sessions 06-10


Learning

Sessions 11-15


Setting Goals

Creating Plans

Executing Plans


Future Plan&

Habit Formation

Future Mandara Chart

Can-do Questionnaire

Three Learning Modules

Weekly Plan

Self-assessment

Learning Map&

Weekly Plan

Learning Map

Worksheet ContentsAims

1. Create Learning MAP

2. Use Learning MAP

Our Practice: Phase 1

Learn basic ideas and skills


Sessions 01-05



Setting Goals

Creating Plans

Learning Project for Future USessions 02-03

Giving students meanings and connections to their English study with teacher & peer advising through sharing, discussions, and Q&A teachers and students introduce their experiences and suggestions after students have filled out their chart.

Study Job/Further Education

Money

Human Relationship

How would you like to change

your life by improving your English ability?

Connection with Abroad

Culture & Knowledge

Skills & Technique Self-consciousness

Worksheet: Future Mandala Chart



Study

I want to read papers of English Education in English.

Job/Further Education

I want to be an English teacher in high school.

Money

I want to earn stable money by becoming an English teacher in high school.

Human Relationship

I wans to make a lot of foreign friends.

How would you like to change your life by improving your

English ability?

Connection with Abroad

I want to go abroad at least a few times a year.

Culture & Knowledge

I want to gain necessary knowledge (related to English) to be an English teacher.

Skills & Technique

I want to get conversational skill enough to keep relationship with foreign friends.

Self-consciousness

I want to know my possibility by getting great English ability.

Worksheet: Future Mandala Chart (Sample)




Sessions 01-05



Setting Goals

Creating Plans

Building Learning Plan (1)Sessions 04

Giving students an understanding how to better manage their English studies with teacher & peer advising through sharing, discussions, and Q&A teachers and peers suggest times and activities for different times

Worksheet: Record of Weekly Activities

Time / (Mon) / (Tue) / (Wed)

30

11:00 English Class Commute（JR） Wake-up and morning

prep 30

12:00 Coffee with my friends

30 Lunch Lunch Commute（JR）

13:00

30 Philosophy Class Club activity Lunch with my friends

14:00

30 Tutoring preparation

15:00 Talk with my friends

30

16:00 Go to part-time job Go to tutoring place

30 Go home（JR）

17:00 Part-time job Tutoring

30 Break

18:00

30 Go to part-time job




Sessions 01-05



Setting Goals

Creating Plans

Building Learning Plan (2)Sessions 05

Giving students an understanding of how to incorporate English into their daily schedules teachers and peers share ideas on different learning resources

Three Learning Modules

Students incorporate models into their schedules based on weekly routines and schedules.

• Core module is daily with time is limited

• Extended module is for students with extra time or deadlines to meet

• Master module is used when student have more time to put into their English studies.

Phase 1 & Worksheet Contents


Worksheet: Three Learning Modules

Master ModuleRecord, transcribe and correct 3-min speech and ask for native speakers to

check the speech(Listening, Writing, Communication)

Extended ModuleList up today's plan in English and make a

3-min speech about them(Writing, Reading, Speaking)

Core ModuleTry to write my schedule in English

when I write something on my notebook(Writing)




Sessions 01-05



Setting Goals

Creating Plans

Learning MAPGoal of Phase 1

Students put their ideas together on the Learning Map and see the whole picture of their learning project.

Worksheet: Learning MAP

Goal of Phase 1: Learning MAP


Develop plan and practice learning


Sessions 06-10


Executing Plans


Weekly Exercise 01-05Sessions 06-10

Planning and Practice Learning Cycle

Based on learning from Phase 1, students develop a weekly learning plan in class and executing them outside of class. The following week, student are put in groups, where they self-assess their previous week of language studies based on their plans, then, receive feedback through peer- and teacher-advising. After each advising discussion, students develop a plan for the following week.

KOBA

Can you add the worksheet for weekly plan & record?? We also need a brief explanation about it...


Weekly Plan & Learning Record

KOBA

Can you add the worksheet for weekly plan & record?? We also need a brief explanation about it...


Develop plan and practice learning


Sessions 06-10


Executing Plans


Assessment & ManagementShare Learning PlanSessions 08, 10

Teacher gives lecture on being mindful in your own learning based on the three aspects (right), and with peers, give feedback and suggestions for bettering plans. Students, then, try to revise plans and goals before executing new plans

Learning Behavior（ Actions ）

Learning Strategies（ Thinking ）

Psychological aspects

（ Feeling ）


Case Study


Learning

Sessions 11-15

Session 11: Weekly Exercise 06 & Design Your Leaning (1)Session 12: Weekly Exercise 07 & Design Your Leaning (2)Session 13: Weekly Exercise 08Session 14: Weekly Exercise 09 & Share Your Learning Plan (2)Session 15: Reflection & Future Learning Project

Future Plan&

Habit Formation

Basic English Class (Thursday) 1st Period (08:40 – 10:10)2010 (1st Semester)45 students (Integrated Arts and Sciences Majors)


Peer-advising on Vocabulary Building


Peer-advising on Listening Skills

Grouping based on learning goals.

Summary

Summary

Students Comments

• I learned a new style…I can continue studying English.• At the beginning I had many stresses…now…I think I can talk

with using more words.• I enjoyed the class and using English and communicating with

many people.• I could learn that the more I used English, the more English

abilities improved.• I can’t speak fluently… important things is to speak English

positively and to be not afraid of mistakes.• I understood that a way of studying English didn’t have a rule.

Summary

Thomas Friedman (2006)

• “learn how to learn, will be one of the most important assets any worker can have, because job churn will come faster, because innovation will happen faster” (p.239).

Thank You

So, can you bring the horse to the water and make him drink it?

No, but perhaps we can show them how to drink it.

Contact Information & Reference

Contact Information

S. Fukuda◦Lecturer of English Education

Faculty of Integrated Arts & Aciences The University of Tokushima [email protected]

H. Sakata◦Associate Professor of Cross Cultural Communication

Studies International Center The University of Tokushima [email protected]

References

• Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japan EFL university classes: Physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29, 1-24.

• Benesse, “Investigation Data Clip! Children and Education”, Benesse Educational Research & Development Center, (2008, February).

• Burden, P. (2004). The teacher as facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido Journal, 8, 3-18.

• Friedman, T., “The World is Flat: The Globalized World in the Twenty-First Century”, London: Penguin, (2006).• Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: the case of students of

English in Japan. ELT Journal, 58 (3), 258-265.• Nakashima, K., “Reasons for children to learn another language: From the perspectives of bilingual education”,

BERD, Vol. 5, pp. 18-22, (2006).• Negishi, M., “GTEC examination of English education of senior high schools in east Asia”, Benesse Educational

Research & Development Center, (2006, September).• Odlin, T., “Language transfer: cross-linguistic influence in language learning”, Cambridge: Cambridge

University Press, (1989).• Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with

five Japanese college students in the U.S. TESL-EJ, 9(3), Retrieved at http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej35/a3.html.

• The University of Tokushima. (2011). Learning Life. The University of Tokushima.• Williams, K. E., & Andrade, M. R., (2008). Foreign language learning anxiety in Japanese EFL university classes:

Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5 (2), 181-191.

V7 Fukuda and Sakata

Education

Transcript of V7 Fukuda and Sakata