Abstract
This paper examines the influence of a custom web-based application for goal setting and self-evaluation in compulsory English as a Foreign Language (EFL) courses at a Japanese higher education institution. Employing a mixed-methods approach, quantitative data revealed a strong preference for this digital platform over traditional methods, with students setting challenging goals reporting higher self-evaluation scores than those who selected easier goals. Qualitative reflexive analysis generated themes that recognized the merits of reflective learning, and revealed contrasting yet interconnected themes: the empowerment from student-set goals and the structured support of instructor-composed goals. These findings highlight the tool's role in facilitating learner autonomy and engagement, consistent with Goal Setting Theory and Self-Regulated Learning principles, and underscore the potential of digital tools in modern EFL education.
Author Information
Nicolas Emerson, Kyushu Sangyo University, Japan
Paper Information
Conference: WorldCALL2023
Stream: Learner Autonomy
This paper is part of the WorldCALL2023 Conference Proceedings (View)
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To cite this article:
Emerson N. (2024) Fostering Learner Autonomy: Web-Based Goal Setting and Self-Evaluation in Japanese Higher Education ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings https://doi.org/10.22492/issn.2759-1182.2023.11
To link to this article: https://doi.org/10.22492/issn.2759-1182.2023.11
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