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Investigating Affective Factors in Self - directed learning David McLoughlin, Meiji University Jo Mynard, Kanda Univesity of International Studies Tuesday, December 3, 2013
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Investigating Affective Factors in Self-directed learning

Aug 29, 2014

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Jomynard

Paper presented at PALT Pilipinas, Cebu, December 7th, 2013. http://www.paltpilipinas.org

This paper investigates the role affect plays in the self-directed learning process. The term “affect” in language learning covers learners’ emotions, feelings, and attitudes and the way these influence motivation (Dörnyei, 2001; Hurd, 2008). By regulating one’s affect through the use of affective strategies, learners can achieve a greater degree of control over learning outcomes (Benson, 2011). The presenters provide a literature review interwoven with a description of how affective factors are attended to in self-directed learning at a university near Tokyo in Japan, the authors draw upon data from research studies where affective aspects of such learning were investigated. Data were collected in the form of reflective journals written by students on their self directed work, and written comments in response to this work provided each week by learning advisors. Data were also collected from follow-up interviews with six learners and three learning advisors and the researchers conducted a grounded analysis of the data. The research investigated the ways in which comments made by learning advisors attended to affective factors and motivated the learners. Although learning advisors’ comments focus on cognitive, metacognitive and sociocultural-interactive and affective aspects of learning (Mynard, 2010; Thornton & Mynard, 2011), this study focuses on comments designed to motivate and encourage the learners. The data identified six ways in which written comments from learning advisors motivated and encouraged learners. The authors conclude with suggestions for other educators supporting learners in a self-directed learning context.

Presenters
Dr. David McLoughlin, School of Global Japanese Studies, Meiji University, Tokyo, Japan, [email protected]
Dr. Jo Mynard, English Language Institute, Kanda University of International Studies, Japan

About the presenters
David McLoughlin is an Associate Professor at Meiji University in Tokyo. His areas of professional interest are learner development, motivation and attribution theory as applied to language learning. He has an M.Phil in applied linguistics from Trinity College, Dublin and Ed.D. in TEFL from the University of Exeter in the UK.
Jo Mynard is an Associate Professor at Kanda University of International Studies in Japan. She is the Director of the Self-Access Learning Centre and Assistant Director of the English Language Institute. She holds an M.Phil. in Applied Linguistics from Trinity College, University of Dublin and a Doctorate in Education from the University of Exeter in the UK. She is the editor of SiSAL Journal (Studies in Self-Access Learning Journal).
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Transcript
Page 1: Investigating Affective Factors  in Self-directed learning

Investigating Affective Factors in Self-directed learning

David McLoughlin, Meiji University

Jo Mynard, Kanda Univesity of International Studies

Tuesday, December 3, 2013

Page 2: Investigating Affective Factors  in Self-directed learning

• Context

• Self-directed learning and advising

• Previous research and observations

• Affective factors

• Investigating affect

• Preliminary findings and implications

Overview

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The SALCSelf-Access Learning Centre

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Learner autonomy

“The SALC is a supportive environment which aims to foster lifelong learner autonomy by providing learners with opportunities to develop skills for: taking charge of their language learning, individualising the learning experience, making informed choices, and utilising appropriate resources.”

Mission, SALC website

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Self-directed learning modules

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Advising

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Languagelearning process

Individual factors

Language development

Carson & Mynard, 2012

Advising

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Self-directed work

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Advising

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What is affect?• Emotions

• Feelings

• Moods

• Preferences

• Evaluations

• Beliefs

• Attitudes

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Emotions and moods

Emotions Moods• Relatively intense• Concentrated• Short-lived• Salient antecedent

cause• Clear cognitive

content• Have a referent• Complex

• Lack intensity• Diffuse• Endure for longer• No salient antecedent

cause• Little cognitive content• No referent• ‘Good’ or ‘bad’

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Emotions or feelings?

“It is through feelings, which are inwardly directed and private, that emotions, which are outwardly directed and public, begin their impact on the mind; but the full and lasting impact of feelings requires consciousness, because only along with the advent of a sense of self do feelings become known to the individual having them.”

(Damasio, 2000, p. 36)

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Affect in L2 learning

Language anxiety- causes- symptoms- consequences

Confidence- self-efficacy- self-concept

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Affective support at KUIS

• Content through modules

• Implementing learning plan

• Advisor comments

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Advisor comments

• Affective aspects of language learning

• Praising

• Encouraging

• Building rapport

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Advisor comments

I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult. Also a big part of university life is socializing and having fun with friends - don’t feel too bad. What the SUR (Study, Use, Review) model can do is help you add balance to your language learning. Activities that help you study, use and review for both your goals are particularly useful.

What are some activities that you can do to help you study –vocab & speaking and use vocab

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Advisor comments

I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult. Also a big part of university life is socializing and having fun with friends - don’t feel too bad. What the SUR (Study, Use, Review) model can do is help you add balance to your language learning. Activities that help you study, use and review for both your goals are particularly useful.

What are some activities that you can do to help you study –vocab & speaking and use vocab

Tuesday, December 3, 2013

Page 18: Investigating Affective Factors  in Self-directed learning

Advisor comments

I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult. Also a big part of university life is socializing and having fun with friends - don’t feel too bad. What the SUR (Study, Use, Review) model can do is help you add balance to your language learning. Activities that help you study, use and review for both your goals are particularly useful.

What are some activities that you can do to help you study –vocab & speaking and use vocab

Tuesday, December 3, 2013

Page 19: Investigating Affective Factors  in Self-directed learning

Advisor comments

I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult. Also a big part of university life is socializing and having fun with friends - don’t feel too bad. What the SUR (Study, Use, Review) model can do is help you add balance to your language learning. Activities that help you study, use and review for both your goals are particularly useful.

What are some activities that you can do to help you study –vocab & speaking and use vocab

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Affect and cognition

• Affect, cognition and conation

• Distinct or integrated?

• Bidirectional

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Affect’s impact on cognition

• Memory

• Information processing strategies

• Attentional resources

• Motivation

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What do the learners think?

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Data

1. Module packs

2. Interviews with learners

3. Follow-up interviews with LAs

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• 6 students interviewed

• Asked to highlight comments that were “good”, “quite good” and “not so good”

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• 6 students interviewed

• Asked to highlight comments that were “good”, “quite good” and “not so good”

Tuesday, December 3, 2013

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• 6 students interviewed

• Asked to highlight comments that were “good”, “quite good” and “not so good”

Tuesday, December 3, 2013

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• 6 students interviewed

• Asked to highlight comments that were “good”, “quite good” and “not so good”

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Results

• All students commented on affective

and/or motivational factors

• 19 out of 42 comments affective/

motivation

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Example

Mina (pseudonym) is a freshman

student who has just completed a

second module with the same

LA. During the interview she

explains a significant episode.

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It’s okay to change your goal because it’s for

your self study. You don’t have to be sorry! :)

“I was worrying about changing and so I asked “is it okay?” and she answered me “yes”, so I can calm down myself.”

LA:

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First, I want to tell you I change my plan of this module. I plan to study reading section mainly, but I don't have much time in this semester, so I'll focused on improving vocabulary. Also, I study reading section at the long holiday such as holiday of exam or winter vacation. Is it OK? Sorry for changing my learning style every week, but I will not change any more (maybe) because this is the best learning style (my schedule, weak point, goal).

Mina (week 4):

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If I am still not good at vocabulary section, I have to continue these work from now on, Although, then I have to change the way of studying, because it means it doesn’t fit me.

Mina (week 6):

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1. Being able to talk to an LA about other things, not just learning:

....I can talk with not only this work but also daily life…..

(my LA) cheer me not only study, but club and other things. I think it’s great…..for me to contact with learning advisor it is nice chance to talk about other things for example in the class or some other problem so it’s nice.

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2. The use of pictures, emoticons and stickers

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3. LAs giving emotional responses:

I am happy! I was happy, so my motivation….was up… good words for me, so I did harder work this unit. I pleased when I read this comment.”

I’m really pleased that you’re happy with

your progress this week

LA:

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4. LAs using encouraging words:

I was happy to start this module so she told me I made a good start so I could keep my motivation.

You have made a good start to the module

with some clear activities

my motivation gradually up… I always thought (my LA’s) comments fill me happy …… so I continue work...comments cheer up so I could continue.

LA:

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5. The nature of written interaction:

Like a secret diary

...very helpful and reading my LA’s message is fun.

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6. Intuiting:

I thought [my LA] was understood me …I became happy

You seemed to have reviewed your words

well and remembered to learn them.

LA:

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L2 motivation needs positive conditions to thrive.

In non-classroom learning contexts, there is a need “to focus on positive emotions and attitudes and build in strategies in the materials that can help students to maintain a positive outlook” (Hurd, 2008: 232).

Implications

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Affective strategies (Oxford, 2011):

• Activating supportive emotions, beliefs and attitudes.

• Generating and maintaining motivation

Implications

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Thank you for listening

[email protected]

[email protected]

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ReferencesCarson, L., &. Mynard, J. (2012). Introduction. In J. Mynard & L. Carson (Eds.), Advising in language learning:

Dialogue, tools and context (pp. 3-25). Harlow, UK: Pearson Education.

Damasio, A. (2000). The feeling of what happens. London, UK: Vintage.

Dörnyei, Z. 2001. Teaching and Researching Motivation. Harlow, UK: Pearson Education.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow, UK: Pearson Education.

Forgas, J. (2000). The role of affect in social cognition. In J. Forgas (Ed.), Feeling and thinking: the role of affect in social cognition (pp. 1-28). New York: Cambridge University Press.

Hurd, S. (2008) Affect and strategy use in independent language learning. In S. & T. Lewis (Eds) Language learning strategies in independent settings (pp. 218-236). Bristol: Multilingual Matters

Hurd, S., & Fernández-Toro, M. (2009). Affect in theory and practice: Issues for learning and performance in independent language learning. Presentation at the Autonomy in a Connected World conference. Milton Keynes: The Open University, UK.

Mynard, J., & Navarro, D. (2010). Dialogue in self-access learning. In A. Stoke (Ed). JALT 2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror.

Mynard, J. (2010). Promoting cognitive and metacognitive awareness through self-study modules: An investigation into advisor comments. Proceedings of the International Conference CLaSIC 2010 "Individual Characteristics and Subjective Variables in Language Learning", Singapore, 2-4 December 2010, pp. 610 – 627.

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Mynard, J. (2012). An analysis of written advice on self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.

Oxford, R.L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson.

Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41, 359-376.

Thornton, K., & Mynard, J. (2012). Investigating the focus of advisor comments in a written advising dialogue. In C. Ludwig and J Mynard (Eds.), Autonomy in language learning: Advising in action (pp. 137-153). Canterbury, UK: IATEFL.

Valdivia, S., McLoughlin, D., & Mynard, J. (2011). The importance of affective factors in self-access language learning courses. Studies in Self-Access Learning Journal, 2(2), 91-96.

Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative Tools that Facilitate the Advising Process. In C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action (pp. 115-136). Canterbury, UK: IATEFL.

Tuesday, December 3, 2013