Behind the Sand Castle: Implementing English Language Teaching Policies in Japan

Oda, Masaki

doi:10.1007/978-3-030-02899-2_4

Cited by 1 publication

(1 citation statement)

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“…The culture and customs of institutionalized learning in Japan present various obstacles to LLA development. These obstacles include the prevalence of large, teacher-fronted classes, an emphasis on rote learning and the use of the grammar-translation approach, compulsory courses, top-down administration, and overworked teachers (Kikuchi, 2009;Nakata, 2009;Oda, 2019). Washback from university entrance exams results in teaching approaches that become progressively less engaging and more demanding as students approach the end of high school (Ohata, 2018;Smith, 2020).…”

Section: Introductionmentioning

confidence: 99%

Of Horses and Water: Giving Learners Free Rein in Developing their Autonomy

Foster,

Reinders

2023

rEFLections

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Despite progress in recent years, Japanese classrooms continue to present challenges for educators seeking to promote language learner autonomy. Adopting an action research/case study design, the present study explored how, in a 5-week student-led project, an intact group of learners could contribute to the development of their own autonomy. Data consisting of questionnaires, observation notes, video recordings, written reflections, and recorded group discussions were analyzed using inductive qualitative coding and descriptive statistics. The students chose to work together as a class, and negotiated and executed a plan of action. The narrative that emerged highlighted the importance of group dynamics in collaborative autonomy development. Student reactions to the project were largely positive, with indications that the project promoted metacognition and learner motivation. This study provides an example of one approach to involving Japanese learners in classroom management to promote a collaborative, interdependent movement towards autonomy.

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Section: Introductionmentioning

confidence: 99%