Abstract
Effective goal-setting is essential in language learning strategies for becoming autonomous learners. However, in countries where English is a foreign language, required practical English skills are not self-evident. In addition, being surrounded by many extrinsic motivators such as English test scores, it is not simple for learners to find realistic and meaningful goals of their own. This study examined goal-setting practice integrated into English courses in students’ first language (Japanese). The students practiced goal-setting three times over three weeks. After students’ reflections and discussions with peers in the classroom, we observed both improvements and difficulties. Although it seemed challenging to influence large-scale goals for future time, the long-term goals of more than half the students became more concrete. The implication of this study is that the significance of teaching goal-setting needs to be recognized as that of English skills.
Author Information
Etsuko Yamada, Hokkaido University, Japan
Paper Information
Conference: ECE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Yamada E. (2023) Teaching Goal-Setting in English Learning ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.110
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.110
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