Helping L2 learners reflect on classroom learning  

Oleh:

Matsumoto, Kazuko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 50 no. 2 (Apr. 1996), page 143-149.
Fulltext: 1996.2.135.full.pdf (443.32KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ELT/50 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

A total of 108 Japanese college students were assigned retrospective self reporting tasks in which they were led reflect upon their classroom L2 learning through self-analysis by reference to diaries, and by structured questionnaries and interviews on learning strategies, learner beliefs, and attitudes; these were followed by class or group discussions. The students were then given questionnaries on the role of retrospective self-reporting activities in the processes of their classroom L2 learning. They reported that retrospective diary-keeping and analysis helped raise their awareness of their own L2 learning, whereas the questionnares and interviews in concert with class or group discussions helped them become alert to their own and other students' learning strategies, beliefs, and attitudes. Expanding their repertoire of tactics in this way enabled them to approach language learning more efficiently and flexibly. Overall, the retrospective reporting activities, both 'personal' and 'public', were viewed as effective in leading studets to assume full responsibility for the leadership of their L2 learning process.

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