Reflection on language learning is when language learners become more aware of their abilities, strategy use, and task performance by thinking deeply about their linguistic knowledge and self-regulatory skills (Huang, 2021). The process is a necessary initial step in developing metacognitive awareness which is “the foundation for learning and success” (Fleming, 2014). After giving a brief rationale for the ongoing integration of reflection into a language curriculum and describing the context, the presenters will give an overview of a project designed to explore how reflection might be promoted systematically. The project began in 2018 as a joint effort between two academic departments as a means to collaboratively address two issues. Firstly, how to help students meet the English Language Institute (ELI) course outcome of "Reflection of Self", which has been a challenging one for both instructors and learners to teach and learn respectively. Secondly, while the Self-Access Learning Center (SALC) teaches courses on self-directed learning, with a goal of helping students to develop the skills of how to meaningfully reflect on their learning processes, these courses are optional and do not reach the entire student body. Preliminary studies have concentrated on the design and trial of a variety of activities to help students reflect on and link what they learn in individual classes to their learning as a whole, and to gain an understanding of their own character as a learner, whilst also enabling teachers to learn how to best introduce meaningful reflective activities into classes.
Phoebe Lyon, Kanda University of International Studies, Japan
Neil Curry, Kanda University of International Studies, Japan