Title: Facilitating Reflection and Reflective Dialogue: Activities in an Introductory Self-Directed Learning Module and Course
Stream: Language Learning and Teaching
Presentation Type: Live-Stream Presentation
Isra Wongsarnpigoon, Kanda University of International Studies, Japan
Yuri Imamura, Kanda University of International Studies, Japan
The importance of reflection in the development of autonomous learners has been acknowledged (e.g., Kato & Mynard, 2016; Kojima, et al. 2010); both internal reflection and reflection through dialogue are valuable. In this practice-based presentation, the presenters, learning advisors in a self-access center at a Japanese university, will describe how they facilitated both types of reflection in an independent module and a classroom-based course. The module and course both serve as a one-semester, elective introduction to self-directed learning and foster students’ growth as autonomous learners. Integral to both is the support that learning advisors provide for learners’ continuous reflection throughout the semester. This support occurs through spoken and written dialogue and is aided by the use of various reflective tools and activities.
We will introduce some of these reflective activities used in the module and course. These activities allow advisors to raise learners’ awareness of and encourage reflection on actions taken and choices made in their learning. We discuss the rationale behind the activities and how they are implemented. We also present examples of learners’ reflective thinking that emerges from the activities and the learner–advisor dialogue that results from our interactions; in doing so, we address the differences between the classroom course and the independent module. Finally, we share our own impressions as advisors and instructors on the students’ development in reflective thinking. This presentation will benefit educators hoping to promote reflection in learners who may still be unaccustomed to the reflective process.
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