Reflective Practices and Self-Directed Learning Competencies in Second Language University Classes

Autor/inn/en	Lee, HyunKyung; Mori, Carolyn
Titel	Reflective Practices and Self-Directed Learning Competencies in Second Language University Classes
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 1, S.130-151 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1772196
Schlagwörter	Reflection; Independent Study; Second Language Learning; Teaching Methods; English (Second Language); Foreign Countries; Student Attitudes; Predictor Variables; Student Experience; Undergraduate Students; Cooperative Learning; Communication Skills; Communicative Competence (Languages); Japan + Suchen Sie Ihr Suchwort? Selbststudium; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Schülerverhalten; Prädiktor; Studienerfahrung; Kooperatives Lernen; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	The purpose of this study is to examine which, and how, reflective practices as instructional strategies affect students' self-directed learning (SDL) competencies in second language university classes. To answer the research questions, an explanatory mixed-methods approach was used to extend quantitative research through qualitative research. Based on the 28-item SDL Competency Scale, a survey was conducted of students enrolled in one of two different classes titled "Advanced Listening & Speaking" and "Public Speaking" in Japan. A total of 25 students participated in the survey. In addition, 11 students were interviewed for in-depth student perceptions of reflective practices, and a thematic analysis was used to analyse the interview data. The survey results indicated that reflective practices were significant predictors of SDL competencies. Among the three reflective practices of collaboration, self-reflection, and peer feedback, collaboration was the most significant predictor of SDL competencies. Based on the findings from the interviews, we also developed a thematic map which presented the specific relationships between reflective practices and SDL competencies. The results of this study provide significant implications regarding effective reflective practices to help students become self-directed learners in second language university classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01