Promoting Learner Autonomy through Tandem Learning in a Japanese ESL Context

Autor/in	Cruz, Jehan
Titel	Promoting Learner Autonomy through Tandem Learning in a Japanese ESL Context
Quelle	In: International Journal on Social and Education Sciences, 5 (2023) 1, S.34-50 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cruz, Jehan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Computer Assisted Instruction; Interaction; English (Second Language); Second Language Instruction; Student Attitudes; Student Responsibility; Student Motivation; Reflection; Cooperative Learning; Foreign Countries; Personal Autonomy; Social Media; Asynchronous Communication; Interpersonal Communication; Student Interests; Japan; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schülerverhalten; Schulische Motivation; Kooperatives Lernen; Ausland; Individuelle Autonomie; Soziale Medien; Interpersonale Kommunikation; Studieninteresse; Australien
Abstract	Computer-mediated form of language learning provides the opportunity to engage in meaningful and authentic interaction in the target language. Through interaction and collaboration, learners are said to develop a sense of autonomy (Little, 2001). Studies from the literature show that Japanese learners do not lack the capacity for self-directed learning but rather, the language learning environment that has been created by most Japanese institutions has implicitly discouraged learners from becoming autonomous learners (Holden & Usuki, 1999; MEXT, 2013). This study seeks to explore how tandem learning could foster an autonomous learning environment in an EFL classroom in Japan. It will describe learners' perception of the Facebook Project, and whether it has helped this group of learners assume more responsibility for the learning process. Findings show that the project enhanced intrinsic motivation, promoted learner reflection, and students took the initiative to reciprocate with their tandem partners' language needs. Implications of the study suggest that learners need to be involved in the design of learning environments and adequate levels of technological proficiency are necessary to prepare learners for more self-directed learning. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01