Psychological Factors and Classroom Activities that Promote Learner Autonomy
135 , 2018-03 , 東洋英和女学院大学
In Japanese society, the importance of English is increasing these days. It is generally difficult to acquire foreign language including English, and people need to spend a lot of time if they would like to be proficient in language. In Japanese context, the number of English classes students take at school is imited, and it is inevitable for learners to study outside of the classroom (Matsumura, 2009). In other words, learners need to be independent and utonomous in the process of learning language. Because of this, ultimate goal in foreign language learning is to raise autonomous learners. However, how to raise and what influences to help learners to be autonomous learners have not been investigated very much. This study focuses on Japanese learners of English and ttempts to see what promotes learning that happens outside of the classroom. Participants were six Japanese learners of English, and they showed their interests to join interviews in the questionnaire study. This study reports three participants among these six. Semi-structured interviews were conducted twice in one semester from January to November, in 2016. Participants also worked on learning journal which the author made based on Kato and Mynard (2015). In this journal, they set their goal in English learning and described how they studied English. They recorded their learning every month and submitted them when they had interviews. The findings revealed that learners got influence from various factors such as the environment, people around them, their goals, their attitudes, and because of these factors, their learning was constructed. The study implies that there is no one specific element which promotes learner autonomy, and various different factors can help learners to be autonomous learners.