scholarly journals Review of JASAL Online Student Forum 2020 and a Reflection

2020 ◽  
pp. 294-297
Author(s):  
Naoki Tashiro
Keyword(s):  
Language Learning ◽  
Staff Member ◽  
Discussion Groups ◽  
Short Report ◽  
English Learning ◽  
Learning Spaces ◽  
Learning Space ◽  
Online Student ◽  
The Social ◽  
Study Motivation

This short report is a review of and my reflections on the Japan Association for Self-Access Learning (JASAL) online student forum which was held on Saturday, July 4, 2020 on Zoom. The conference was held online due to COVID-19. I participated in the forum as a user and student staff member representing Maximum English Learning Together (MELT), which is the social language learning space at Gifu Shotoku Gakuen University in Japan. At the event, students shared ideas and initiatives for online events at each of their university’s language learning spaces (LLS) or centers. In the discussion groups that I joined, we talked about two focus points, which were the connection between each center and students, and the tactical use of SNS to promote our LLS to students. I will give a summary of the discussions and also make some suggestions for enhancing students’ study motivation and participation in events, even in remote learning / online situations.

scholarly journals Social Language Learning Spaces: Globalization Glocalized

2017 ◽  
pp. 235-246
Author(s):  
Garold Murray ◽  
Mariko Uzuka ◽  
Naomi Fujishima
Keyword(s):  
International Students ◽  
Social Learning ◽  
Language Learning ◽  
Japanese Society ◽  
Theoretical Orientation ◽  
Learning Spaces ◽  
Learning Space ◽  
The Social ◽  
National University ◽  
Local Students

In this era of globalization, Japanese universities will have to accommodate an increasing number of local students wishing to learn foreign languages and they will also have to welcome more international students to their campuses. While universities will undoubtedly take steps to ensure that both groups have positive educational and intercultural experiences, we contend that it is also incumbent upon them to implement measures designed to facilitate the adaptation of international students to Japanese society. In this article, we examine the role social learning spaces can play in helping universities respond to these challenges. We argue that these facilities can make an invaluable contribution by supporting language learning and cross-cultural acclimatization for both international and Japanese students. The term social learning spaces refers to places where students can come together in an informal or quasi-formal environment in order to learn from and with each other. To illustrate our points, we draw on the data from a five-year ethnographic inquiry carried out at one such facility on the campus of a large national university. After describing the social learning space, outlining the study, and tracing the theoretical orientation guiding the interpretation of the data, we focus on the benefits social learning spaces can afford international students wishing to improve their language skills and adapt to Japanese society. To conclude, we reflect on how social learning spaces can support the process of glocalization by making local universities more globalized places.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

scholarly journals Introduction: Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice

2016 ◽  
pp. 297-300
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Learning Spaces ◽  
Learning Space ◽  
Good Balance ◽  
Considerable Success ◽  
Number Of Factors

The three institutions featured in this instalment have all shown considerable success in raising user numbers in recent years. In order to attract users to a language learning space (LLS), a number of factors need to be present. Potential users need to be aware of the existence of the space itself, and know its location. They need to have some knowledge of its functions, and feel that it has the potential to fulfil at least one of their needs as a language learner (Heigham, 2004). Then, they need to feel inspired enough to step into the unknown and have the confidence to enter and engage with staff and other users (Gillies, 2010). The space needs to have a welcoming atmosphere, and the interactions the learners have should provide them with a good balance of success and challenge in order to convince them to return and become regular users.

scholarly journals The social networking service “Niconico Douga” as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察～香港出身の日本語学習者の言語学習史をもとに～

2018 ◽  
pp. 179-195
Author(s):  
Yoshio Nakai
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Japanese Language ◽  
Social Networking Service ◽  
Learning Space ◽  
Learning History ◽  
Virtual Self ◽  
The Social

This article explores a language learning experience of a JFL (Japanese as a Foreign language) learner from Hong Kong who uses the social networking service “Niconico Douga”. An analysis of her language learning history revealed that she not only utilized Niconico Douga as a resource bank for learning Japanese, but also that it functioned as a virtual self-access learning space. She learned Japanese language through watching and broadcasting live videos of playing computer games. Niconico Douga acts as a community of practice consisting of people who want to share and exchange information about playing digital games. She acquired Japanese language through practicing in the community of practice that allowed her to participate freely in special interest groups for playing digital games which offered the role models supporting her practice of broadcasting live videos of playing games. The features of Niconico Douga have a great potential for learning Japanese autonomously due to its accessibility and availability of resources. 本稿は、香港出身の日本語学習者Aさん（仮名）が行ったJFL環境下で独学による日本語学習に関する論考である。Aさんは香港では学校などでのフォーマルな日本語教育を受けた経験がなく、日本語に興味を持った中学生のころからニコニコ動画にアップロードされているゲームの実況動画やその生放送を用いて自力で日本語を学んできた。Aさんはゲームを楽しむ、あるいは攻略方法を知るという目的を持った人たちが集まる実況動画や生放送の中から自身に合ったものを選択し、そこでのやり取りを理解してコメントを発信したり、Aさん自身がゲーム実況の生放送をしたりすることを通して日本語を学んできた。Aさんにとって、ニコニコ動画という場は、ゲームに関する実践を通して日本語が学べる実践共同体であると同時に、自身の目的や日本語レベルに合った動画や生放送が見られる保管庫でもあるバーチャルなセルフアクセスラーニングスペースとして機能していたことが分かった。

scholarly journals Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems

2018 ◽  
pp. 102-115
Author(s):  
Garold Murray
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Complex Dynamic ◽  
Learning Space ◽  
Complex Dynamic Systems ◽  
The Social ◽  
Multiple Case ◽  
Central Argument ◽  
Data Informed

The central argument of this paper is that self-access centres transformed into social learning spaces have the potential to become self-enriching complex dynamic ecosocial systems. As such, they can support the emergence of a wide variety of affordances for language learning. While complex dynamic systems cannot be created and the process of emergence cannot be engineered, research suggests that both can be facilitated. To illustrate these points, I draw on the findings of three studies carried out in a social learning space at Okayama University in Japan: a five-year ethnography, a multiple-case study, and a narrative inquiry. I begin by describing the social learning space, outlining the studies and providing an overview of the theoretical orientations which guided the interpretation of the data. Informed by these bodies of theory and results from the studies, I then discuss why it is important to have a social learning space with the potential to become a complex dynamic ecosocial system. The paper concludes with an exploration of how educators might go about facilitating the emergence of self-enriching complex dynamic ecosocial systems.

scholarly journals Introduction: The Crucial Role of Peer-Learning in Language Learning Spaces

2015 ◽  
pp. 286-287
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Social Space ◽  
Social Dimension ◽  
Target Language ◽  
Easy Access ◽  
Social Aspect ◽  
Learning Spaces ◽  
Self Directed Learning ◽  
Technological Advances ◽  
The Social

Welcome to the second instalment of the Language Learning Spaces: Self-Access in Action column. While the first instalment examined the process of establishing facilities, this second instalment focuses on the role learners themselves play in the ecology of a self-access centre. When the self-access movement first started, many facilities were labelled Resource Centres and centred around providing physical resources (mainly books and audiovisual materials) for self-directed learning for individuals. In recent years, the rise of the Internet, which provides easy access to learning materials and authentic audio and visual from target language countries has challenged proponents of physical self-access spaces to assert their relevance to learners (Reinders, 2012). These technological advances, in addition to the growing recognition of the social dimension of both language learning and learner autonomy (Murray, 2014), have stimulated a shift from a resource-focused approach to self-access language learning, to one which emphasises the social aspect of learning. In some cases, the term self-access has been rejected altogether, in favour of social learning spaces (Murray, Fujishima & Uzuka, 2014). The previous column in SiSAL documented one such reinvention of a resource-based self-access centre into a social space (Allhouse, 2014).

scholarly journals Learning Space-Based Initiatives for Developing Learner Autonomy: Design And Implementation

2016 ◽  
pp. 69-71
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Learner Autonomy ◽  
Target Language ◽  
Metacognitive Skills ◽  
Learning Spaces ◽  
Learning Space ◽  
Teacher Student

Recently, traditionally resource-heavy self-access centres have increasingly been reinvented as social learning spaces (Allhouse, 2014; Murray & Fujishima, 2013), usually with a greater emphasis on peer interaction and communication in the target language. By elevating the communication aspect of a language learning space, however, there is a danger that the important task of developing metacognitive skills gets sidelined in favour of simply developing language proficiency through peer or teacher-student interaction. Language learning spaces that set themselves up as conversation lounges are missing a big opportunity to do so much more than just develop language proficiency in users. Learner autonomy should be a central mission of any language learning space. Indeed, a language learning space can be an ideal milieu for supporting learners to become autonomous. Unlike in the classroom, users of self-access and other non-classroom learning spaces already have a sense of being in control of their learning choices, even if they are not entirely sure how to exercise that control. It is therefore vital that support is offered to guide and support learners, and this support can take many formats. The best forms of support do not simply attempt to help learners make single learning decisions such as which materials to choose or service to use, but to support their long-term development as autonomous language learners.

scholarly journals The Social Dimensions of Learner Autonomy and Self-Regulated Learning

2014 ◽  
pp. 320-341 ◽  
Author(s):  
Garold Murray
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Pedagogical Practice ◽  
Social Dimensions ◽  
Learning Space ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Political Dimensions ◽  
The Individual

This paper examines how learner autonomy and self-regulated learning might be related by comparing and contrasting the two constructs. After identifying the traits learner autonomy and self-regulated learning have in common, I argue that in order to understand how they differ we have to look beyond a discrete point comparison of their features. Given that both areas of inquiry have been broadening their focus on the individual learner to include greater recognition of the role of the social environment in the learning process, I expand the scope of my analysis to include their social dimensions. In the ensuing discussion, I explore the notion that their social dimensions encompass emotional, spatial and political dimensions. To illustrate my points, I draw on data from an ethnographic inquiry investigating the experiences of Japanese English foreign language learners participating in a social language learning space on the campus of a large national university. The paper concludes by examining the implications of this theoretical discussion for pedagogical practice and further inquiry.

scholarly journals Sharing Stories of Practice in Self-Access Facility Design and Management

2015 ◽  
pp. 216-218
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
The Self ◽  
International Studies ◽  
Learning Spaces ◽  
Self Directed Learning ◽  
Learning Space ◽  
Learning Modules ◽  
Directed Learning ◽  
The University ◽  
Access Services

Welcome to the new column in SiSAL Journal. So far, this regular column has followed two different institutions as they reconceptualised aspects of their self-access services, in the case of Kanda University of International Studies (Japan), the self-directed learning modules offered through their SALC, and, in the case of the University of Bradford (UK), the reinvention of the self-access facilities as a social learning space. The upcoming column is a much bigger project. It will run for seven volumes of SiSAL Journal. Each issue will address a different aspect of self-access management, through reflective case studies from professionals who work in language learning spaces.

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Meida Rachmawati ◽  
Suzana Widjajanti ◽  
Ahmad Ahmad ◽  
Aslan Aslan
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Curriculum Design ◽  
Scientific Evidence ◽  
School Curriculum ◽  
School Level ◽  
English Learning ◽  
Learning Method ◽  
School Students ◽  
Scientific Publications

This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

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