Title: A Reflection Intervention: Investigating Effectiveness and Students’ Perceptions
Stream: Language Learning and Teaching
Presentation Type: Live-Stream Presentation
Dominique Vola Ambinintsoa Razafindratsimba, Kanda University of International Studies, Japan
Ewen MacDonald, Kanda University of International Studies, Japan
Acknowledging the importance of reflection in language learning (e.g. Boud, 2001; Kato & Mynard, 2016; Moon, 2013; Silver, 2013), we (a learning advisor and a teacher) used what we refer to as a “reflection intervention” (RI) with a class of first-year students at a private university in Japan specialising in language education. The RI aimed to raise the students’ awareness on the importance of reflection on their English learning, and to give them support and guidance for reflection to develop their ability to take charge of their own learning. The RI consisted of workshops, reflection questionnaires, discussions with peers after completing each questionnaire, and written reflections on what was learned from the discussions. With the aim to examine the effectiveness of the RI, we compared the depth of students’ reflections using Fleck and Fitzpatrick’s (2010) levels of reflection. We also investigated the students’ perceptions of reflection on their language learning using surveys before and after the RI, not only to compare how their views on reflection might have been influenced by the RI but also to gather their opinions and perspectives on each of the RI components. In this presentation, we will discuss the findings from the analyses of students’ reflection levels, and their perceptions of reflection and the RI. We will then give some implications from the findings on our continued use of the RI and on better promotion of reflection in the classroom in tertiary education.
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