"My Resistance Disappeared": Japanese University Learners' Feedback to a Student-Centered English Discussion Course

Autor/inn/en	Schaefer, Matthew Y.; Reid, Samuel; Bordilovskaya, Anna
Titel	"My Resistance Disappeared": Japanese University Learners' Feedback to a Student-Centered English Discussion Course
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.87-104 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2042
Schlagwörter	Foreign Countries; Undergraduate Students; Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Self Esteem; Scaffolding (Teaching Technique); Grammar; Anxiety; Student Centered Learning; Discussion (Teaching Technique); Academic Language; Cognitive Ability; Feedback (Response); Teaching Methods; Private Colleges; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Grammatik; Angst; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Privathochschule
Abstract	Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students' comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication. (As Provided).
Anmerkungen	De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01