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Ross Sampson, Toyo University, JapanAbstract
This presentation is a reading from the book "Promoting Reflection on Language Learning" by Curry et al. (2023). In this chapter the author conducted a research study with the aim of integrating the self-directed learning (SDL) skill of reflection into three low-level English (roughly CEFR A2) first year university students' classes in a medium sized university in Japan. This study is one study among other similar studies in this book which aimed to introduce autonomous learning skills to students. This study focussed on having students reflect on their speaking performances in class, by writing in a reflection log and then sharing their log entries verbally with classmates. Schön's (1987) concept of 'reflection-on-action' was utilised, meaning students looked back on what they had done in order to improve upon it. The results found that the majority of participants found reflection activities to have value for them for language learning, even if their reflections were not identified as deep enough to reach an autonomous learning level according to Fleck and Fitzpatricks levels of reflection scale (2010). This study proposes explicit training for students on how to reflect to a deep level in order to become autonomous learners.
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