Title: Interactive Reflection in Language Learning: Exploring the Potential of Advising Tools in the Classroom
Stream: Language Learning and Teaching
Presentation Type: Live-Stream Presentation
Authors:
Malgorzata Polczynska, Kanda University of International Studies, Japan
Jeffrey Goncalves , Kanda University of International Studies, Japan
Eduardo Castro, Kanda University of International Studies, Japan
Abstract:
Reflection is one of the key components of successful language learning. It can be fostered through dialogue with teachers, advisors and learners (Kato & Mynard, 2016), mediated through the use of tools (Yamashita & Kato, 2012), and help regulate affective, cognitive, motivational and social factors associated with language learning (Oxford, 2017). In this presentation, the authors explore how visual advising tools can be used to engage language learners in classroom-based interactive reflection. Specifically, the authors describe the use of the motivation graph, an adapted version of the wheel of language learning and an activity monitoring tool, and report on a pilot study carried out with six groups of freshman students at a Japanese university within their compulsory English classes. Based on classroom observations and analysis of questionnaires aiming to explore students’ perceptions of the activities, results indicate that the visual nature of the tools seemed to work well for mixed ability classes and provided students with a clear structure for their reflections as they benefited from a variety of opinions and perspectives. The interactive nature of the reflection helped students gain clarity of their own thoughts, deepen their understanding of their own language learning process, as well as increased their motivation in the classroom. Suggestions and implications for pedagogical practices are discussed.
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