Promoting Reflection on Language Learning

Lessons from a University Setting
Erscheinungsjahr 2023
ISBN: 978-1-80041-002-2
Verlag: Multilingual Matters

Buch, Englisch, 362 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 573 g

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It makes a convincing case for showing that not only is promoting reflection possible, but it can also be effectively integrated into language learning activities with significant benefits to the learners. The chapters are highly practical for researchers and practitioners, with the research chapters containing instruments which make them ideal for replication studies. The text includes a wealth of practical tools and activities for practitioners, who will be able to experience first-hand how to facilitate student success and increase satisfaction.

Autoren/Hrsg.

Curry, Neil

Lyon, Phoebe

Mynard, Jo

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition

Inhaltsverzeichnis

Contributors

Foreword. Hayo Reinders

Part 1: Setting the Scene

Chapter 1. Jo Mynard, Neil Curry and Phoebe Lyon: Promoting Reflection on Language Learning: Introduction

Chapter 2. Neil Curry: Overview of the Institutional and Educational Context

Part 2: Theoretical Constructs

Chapter 3. Jo Mynard: Promoting Reflection on Language Learning: A Brief Summary of the Literature

Chapter 4. Satoko Kato: Reflecting through Dialogue

Part 3: Insights from Initial Studies

Chapter 5. Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald, Dominique Vola Ambinintsoa and Neil Curry: Fostering Learner Development through Reflection: How the Project Started

Chapter 6. Neil Curry, Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald and Dominique Vola Ambinintsoa: Developing Instruments and Tools to Examine Reflection in Our Context

Chapter 7. Ross Sampson: Encouraging Introspection on Speaking Performance in Class: Findings from Student Reflections

Part 4: Intervention Studies

Chapter 8. Ewen MacDonald: Tools and Techniques for Helping Language Learners Manage their Target Language Use in the Classroom

Chapter 9. Dominique Vola Ambinintsoa and Ewen MacDonald: A Reflection Intervention: Investigating Effectiveness and Students’ Perceptions

Chapter 10. Amanda J. Yoshida: Learner Reflection on Group Work and Leadership Skills

Chapter 11. Christine Pemberton and Jo Mynard: Promoting and Evaluating Students’ Development of Self-Directed Language Learning and Reflective Abilities

Chapter 12. Allen Ying and Haruka Ubukata: Understanding the Effectiveness of Reflection on Fluency Writing and Grammar Logs

Part 5: Reflection and Technology

Chapter 13. Charlotte Lin and Jo Mynard: Considerations for Promoting Reflection on Language Learning with Technology: Insights from Stakeholders

Chapter 14. Jared R. Baierschmidt: Incorporating Reflective Practices into a Class about Learning English through Video Games

Chapter 15. Prateek Sharma: Facilitating Student Reflection Using an Online Platform

Chapter 16. Robert Stevenson and Phillip A. Bennett: Reflective Practice for Transformative Learning in a MOOC Course

Part 6: Tools and Activities for Promoting Reflection in Practice

Chapter 17. Yuri Imamura and Isra Wongsarnpigoon: Promoting Reflective Dialogue through Introductory Self-Directed Learning Courses

Chapter 18. Huw Davies and Amelia Yarwood: Training Reflective Learners: Designing, Implementing and Evaluating Reflective Activities in a Self-Study Module

Chapter 19. Malgorzata Polczynska, Jeffrey Goncalves and Eduardo Castro: Fostering Interactive Reflection on Language Learning through the Use of Advising Tools

Part 7: Retrospective Reflections

Chapter 20. Haruka Ubukata and Tim Murphey: Reflective Action Logging: Well-Becoming and Learning

Chapter 21. Amanda J. Yoshida: A Teacher Learns How to Advise

Chapter 22. Phillip A. Bennett: Practice What You Teach: Supporting from Student Perspectives

Part 8: Conclusions

Phoebe Lyon: Conclusions: How Can We Promote Reflection on Language Learning?

Index

Über Autor(innen)

Mynard, Jo
Jo Mynard is a Professor, Director of the Self-Access Learning Center and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies, Japan.

Lyon, Phoebe
Phoebe Lyon is a Principal Lecturer for Curriculum and Assessment and lecturer in the ELI at Kanda University of International Studies, Japan. Her research interests include learner autonomy, learner identity, curriculum and materials development and assessment.

Curry, Neil
Neil Curry has been a Learning Advisor in the Self-Access Learning Center at Kanda University of International Studies, Japan since 2013. As well as being responsible for the department’s curriculum development, his primary interests include learner autonomy, self-directed learning, foreign language anxiety and reflection on learning.

Neil Curry has been a Learning Advisor in the Self-Access Learning Center at Kanda University of International Studies, Japan, since 2013. As well as being responsible for the department’s curriculum development, his primary interests include learner autonomy, self-directed learning, foreign language anxiety and reflection on learning.

Phoebe Lyon is a Principal Lecturer for Curriculum and Assessment and lecturer in the ELI at Kanda University of International Studies, Japan. Her research interests include learner autonomy, learner identity, curriculum and materials development and assessment.

Jo Mynard is a Professor, Director of the Self-Access Learning Center and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies, Japan.