コンピュータによる外国語自習プログラムに関する一考察 : 学習の個別化による自律的学習力の向上
スポンサーリンク
概要
- 論文の詳細を見る
Tokyo Joshi Daigaku has been running the CALL (Computer Assisted Language Learning) program as a Self-access Language Learning Course at the Center for Audio-Visual Education for more than eight years. This paper investigates how this course has fostered and enhanced students' learner autonomy in learning English. The results are based on data gathered through students' retrospective reports on their own learning process. Learner autonomy can be defined as learners' capacity to take responsibility for their own learning in every respect: identifying their own goals, choosing their own materials and methods of learning, focusing on their learning process, evaluating their own learning objectively, and using learning strategies as tools to improve and develop their English skills. It is said that learning strategies are the key to success in autonomous learning. According to the students' self-report diaries, many students enjoy the CALL program, because their autonomous learning makes them feel contented and motivated simply because they are able to take control over their own learning. They perceive CALL as 'amusing,' 'interesting,' and 'enjoyable.' Other comments on CALL show that students are comfortable and relaxed because they are able to study entirely at their own pace, which they cannot get in ordinary classroom contexts. The students' reports also indicate that their learning strategies are diversified, ranging from cognitive strategies to metacognitive strategies. Students' cognitive strategies include, for example, repeating, guessing, taking notes, and translating what they read or hear into LI. Their metacognitive strategies include, for instance, seeking practice opportunities, self-evaluating, and recognizing their own weak points. Some students choose to study word by word, consulting a dictionary and checking the translations and explanations. On the other hand, some students say that they prefer reading or listening to the whole story without stopping, even if there are some unknown words. Theformer students' learning styles may be termed analytic, and the latter, holistic. Among the 22 English learning software programs in our Center, the students' choice of their favorite software varies depending on the individual student, for each has her own learning style. The CALL program has proven that it can cope with such individual learner differences. What we aim at is to give students the impetus to use the CALL program actively and voluntarily. Our CALL program helps each individual student to enhance her learner autonomy by supplying proper strategy training.
- 東京女子大学の論文
- 2004-03-10