Published: Learning behaviors: Subtle barriers in L2 learning and Creating diagnostic frameworks for supporting focused, effective, self-directed learning

2 05 2013

ELI lecturer Brian Morrison published the following two articles: Learning behaviors: Subtle barriers in L2 learning in Studies and global perspectives of second language teaching and learning and Creating diagnostic frameworks for supporting focused, effective, self-directed learning in IATEFL 2012Conference Selections.

1. Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.). Studies and global perspectives of second language teaching and learning, pp. 69-89. Charlotte: Information Age Publishing.

Abstract

This chapter is concerned with a university course which was designed to focus on self-directed learning, target-language development, and empowerment of learners to make informed decisions about their own learning. The results of the study showed that the learners were not ready to take full responsibility for their learning; nevertheless, learners referred explicitly to how the course improved their language skills, their language learning skills, and their understanding of available resources, while an analysis of their learning journals indicated a vast improvement in ability to select and undertake goal-appropriate language learning activities. The chapter outlines the context, syllabus, and course implementation of an elective, self-directed language learning course for first-year Japanese university students. Change in language learning behavior that occurred as students implemented their individual learning plans (ILPs) outside the classroom was observed during document analysis of the learning journals of members of one class. The results suggest that even when these learners had an understanding of the principles discussed in class and used this knowledge to design an ILP, there were initially challenges breaking language learning habits which had been successful at high school but which were insufficient for achieving individual language learning goals.

2. Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012Conference Selections, pp. 47-49. Canterbury: IATEFL.

Kanda University of International Studies (KUIS) in Japan is a specialist language university with a purpose-built self-access centre, which is staffed and resourced to encourage out-of-class learning. This paper shows how support was developed to help students understand their self-directed learning needs through the design and use of diagnostic framework worksheets (DFW). While all skills are referred to, DFW examples have been selected from the speaking worksheet.

 

 

 


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