Autonomous learning in a CALL EFL classroom: an exploratory case study

要旨

The increasing use of both computers and the Internet in universities and other Higher Education institutions in recent decades has had widespread effects on the EFL education programs (Kim, 2008; Terrill, 2000). The appearance of new forms of digital media, online learning communities, science simulations and electronic software presents new learning opportunities for EFL learners, which do not require the constant intervention of a teacher or which can be pursued outside the framework of a formal educational institution (Reeder, 2012; Warschauer, 1996). Computer and internet technologies are in many ways driving self-directed approaches to learning. We are starting to see a change in our understanding of self-directed learning as a set of specific abilities to access and effectively employ different learning environments with technology playing an important facilitative and enhancing role. The focus of this study is materials analysis of a Self-Study Listening Project (SSLP), which was implemented in the context of CALL EFL class at a Japanese university. This study uses an exploratory case study approach to address its two questions: (1) is SSLP, as documented in the CALL-course syllabus, likely to promote autonomous learning inside and outside the classroom? And (2) is SSLP, as documented in the CALL-course syllabus, likely to promote the development of the EFL listening skills? The materials analysis of SSLP revealed two main findings: (1) SSLP is likely to have impact on development of the interdependent autonomous learning skills of students; (2) SSLP is likely to have impact on development of the listening skills of students; a balanced strategy approach to listening instruction was taken in the course of implementation of SSLP; top-down and bottom-up approaches to listening were utilized; the use of various audiovisual materials coincided with multiple cognitive, metacognitive, and socioaffective activities.

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