Self-regulated EFL Learning Emerging Through Collaborative Learning: Implications for Metacognitive Strategy Intervention IKEDA, Maiko, Ph.D. TAKEUCHI,

Self-regulated EFL Learning Emerging Through Collaborative Learning: Implications for Metacognitive Strategy Intervention

IKEDA, Maiko, Ph.D. TAKEUCHI, Osamu, Ph.D.(Kansai University, Japan)

October, 16. 2015 Alpen-Adria Universität, Klagenfurt

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1. Literature Review

- Importance of metacognitive strategies in L2 autonomous learning (e.g., Flavell, 1979; Wenden, 1998)

- Effectiveness of the intervention of metacognitive strategies? ( d =0.24 ) (eg., Plonsky, 2011)

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- need of “other-regulation” for using metacognitive strategies and becoming autonomous learners

(Ikeda, 2008, 2013)

“Please let us continue to study English under your supervision.” (Ikeda, 2008)

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1. Literature Review

[ Explaining how external reinforcement was important for the Participant PSMN1’s learning ]

To incorporate the new ways of learning (=using metacognitive strategies), I want to have quizzes, assignments, in–class activities, etc. through which I must use these metacognitive strategies taught. I need to put myself in the situation of “I must do.”

（ Ikeda 、 2013)

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1. Literature Review

- need of “other-regulation” 　　　　　 (Ikeda, 2008, 2013)

（ Sumi & Takeuchi, 2013)

Cyclic model of learning

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1. Literature Review

Collaborative learning

Collaborative/Cooperative Learning 　

1) Positive Interdependence2) Individual Accountability3) Equal Participation4) Simultaneous Interaction 　

(Johnson, Johnson & Holubec, 1993; Kagan, 1988)

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1. Literature Review

Collaborative vs. Cooperative 　

1) Degree of teachers’ control

2) Degree of students’ responsibilities

(Dooly, 2008; McCafferty, Jacobs, & Iddings, 2006)

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1. Literature Review

Effectiveness of collaborative learning

1) Learners’ affective factors

2) Achievement of a specific task

(e.g., Baleghizadeh & Timcheh-Memar, 2011; 　　　 McCormick & Donato, 2000; 　　　 Nassaji & Swain, 2000).

Autonomous learning?

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1. Literature Review

Complex Dynamic Systems Theory 　

“When an individual participates in a group, the group as a system both affects and is affected by the individual,”

(Larsen-Freeman & Cameron, 2008, p. 25)

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1. Literature Review

2. Research Question

In a series of collaborative learning activities,

(1) does autonomous EFL learning emerges

(or does not emerge)?

(2) how does it emerge (or does not emerge)

through the interplay of individual

characteristics and contextual factors?

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31 Japanese univ. EFL learners

3.1 Participants

TOEFL 517 （ SD 38.9)

2 Prerequisite English courses （ 5 courses at 1st grade ）

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Experience of SA

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3.2 Intervention

based on 0xford (2011), Ikeda (2013)

Metacognitive Strategies ＋Other strategies

Week Contents of intervention1 Reflection of one’s current learning2 Setting goals / Planning3 Cognitive strategies for reading and listening4 Cognitive strategies for writing and speaking5 Cognitive strategies for vocabulary7 Reflecting the learning just finished (micro)8 Reflecting the daily learning regularly (macro)9 Obtaining the opportunities to use English

10 Social strategies (how to get others’ help)11 Review of Weeks 1 - 10

3.2 Intervention

Intervention of metacognitive strategies (MS)

(30 mins.)

a) Introduction of strategiesb) Collaborative learningc) Reflection sheet

’

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3.2 Intervention14

Collaborative learning in a group of 4 or 5 (members were changed every 2 weeks)

task: list the examples of metacognitive

strategies introduced and discuss which

one(s) you can adopt to your own learning

→ report the discussion results to the class

3.2 Intervention15

[Week 8: Reflecting the daily learning regularly (macro) ]

A: Do you think your English has improved since April?

B: Well, as for speaking, no. It’s because I have less chances to communicate with my English here than last year when I was studying abroad.

C: I agree with you, but I think my overall English ability has improved because I recently marked a higher score in TOEIC than before. So I think the materials and my way of learning is OK so far.

D: Without taking such an external exam, it’s hard to reflect whether my English ability has improved or not.

A: I don’t know. I think my English has improved a little bit. I am going to take an internship program overseas during next summer and having an interview. Oh, I’m getting so nervous about it. Anyway, for this, I sometimes do some listening activities by watching English movies with English subtitles. It is useful to me to improve or keep my English skills.

D: Good for you! Since we only participate English classes and do assignments of these courses [rather than using English in our daily life anymore,] the courses which give me many assignments help improve my English. …..

3.2 Data Collection & Analysis

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Metacognitive Intervention (11 weeks ）

Inventory １：

Affective Factors

- Motivation

- Self-efficacy

- Anxiety

Inventory ２：

Change in the use of metacognitive strategies

Questionnaire ：

perceptions of

collaborative learning

Reflection sheet of CL

- what they discussed

- what they think of

their own out-of-class

learning

- Motivation / Anxiety

- Interest in Topic

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4. Results & Findings

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4. Results & Findings

M= 3.00

SD=0.608Yes, very much.

Yes, very much.

Not at all.

Not at all.

4. Results & Findings19

post-intervention questionnaire:

Change of E. learning by

Collaborative learning

Aki: Yes. I could have a (clearer) objective to learn E. Aki: Yes. I could have a (clearer) objective to learn E.

Koh: No. I thought the others’ ways of learning E. was interesting, but I don’t think of adopting them into my own learning.

Koh: No. I thought the others’ ways of learning E. was interesting, but I don’t think of adopting them into my own learning.

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4. Results & Findings

Motivation21

4. Results & Findings

Anxiety22

4. Results & Findings

Interest in Topics23

4. Results & Findings

Interest in Topics

⑥ The topic was abstract somehow.⑥ The topic was abstract somehow.

⑩ About where we can learn English, I can’t think of any ideas (specific in a sense) other than classroom.

⑩ About where we can learn English, I can’t think of any ideas (specific in a sense) other than classroom.

③ About how to improve our reading skills, I couldn’t think of any ideas other than reading a lot.

③ About how to improve our reading skills, I couldn’t think of any ideas other than reading a lot.

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4. Results & Findings

④ It was interesting to discuss how to improve speaking skills, but we didn’t know about writing skills.

④ It was interesting to discuss how to improve speaking skills, but we didn’t know about writing skills.

⑦ We didn’t think of how to reflect how much our E. has improved (esp. writing skills).

⑦ We didn’t think of how to reflect how much our E. has improved (esp. writing skills).

⑩ During the semester, I am busy with studying and doing part-time job, and don’t have time (and motivation) to visit E. café..

⑩ During the semester, I am busy with studying and doing part-time job, and don’t have time (and motivation) to visit E. café..

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4. Results & Findings

⑥ I know that review is important, but I don’t have time to do so. Also, it may not a good idea to spend too much time on reviewing.

⑥ I know that review is important, but I don’t have time to do so. Also, it may not a good idea to spend too much time on reviewing.

Interest in Topics

① Compared to the other group members, I spend less time on learning E., but I am busy with sth else. After I finish things I must do, I will spend more time.

① Compared to the other group members, I spend less time on learning E., but I am busy with sth else. After I finish things I must do, I will spend more time.

② It was interesting to find out the difference of the other members’ goals of learning E. from mine, but it didn’t influence my way of learning.

② It was interesting to find out the difference of the other members’ goals of learning E. from mine, but it didn’t influence my way of learning.

post-intervention questionnaire:

Importance of the members of Collaborative Learning

Aki: Yes. People who are good at leading the discussion.

Aki: Yes. People who are good at leading the discussion.

Koh: Yes. People who have similar experiences to mine, who haven’t

been abroad (except SA).

Koh: Yes. People who have similar experiences to mine, who haven’t

been abroad (except SA).

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4. Results & Findings

5. Limitations

1) Data on autonomous learning

beyond the class (e.g., study logs)

2) Characteristics of Collaborative learning

（ guarantee of Individual Accountabilit

y ）

3) More data on the interaction of learners

with their learning environment

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6. Conclusion

In a series of collaborative learning activities,

(1) autonomous EFL learning emerges to some extent, and (2) with learners’ strong belief, autonomous learning may not emerge.

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7.1 Implications

・ Pedagogical ：

consider learners’ belief

・ Research ：

consider the method(s) of data collection

　　（ study logs, CDST ）

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Refereces

Baleghizadeh, S., Timcheh-Memar, A., and Timcheh-Memar, H. (2011). A sociocultural perspective in second language acquisition: The effect f high-structured scaffolding versus low-structured scaffolding n the writing ability f EFL learners. Reflections on English Language Teaching, 10, 43-54.

Dooly, M. (2008). Constructing knowledge together. In M. Dooly, (Ed.), Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. (pp. 21-44). Bern: Peter Lang.

Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.

Ikeda, M. (2007). EFL reading strategies: Empirical studies and an instructional model. Tokyo: Shohakusha.

Ikeda, M. (2008). Use of LMS at university (2): From other- to self- regulation. In O. Takeuchi (Ed.), The development of CALL. Tokyo: Shohakusha.

Ikeda, M. (2013). How do learners incorporate the metacognitive strategies taught in the classroom into their strategy repertoires? Journal of Foreign Language Studies, 8, 115-131.

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Ikeda, M. & Takeuchi, O. (2014). Do learners' affective factors influence the effectiveness of metacognitive strategy intervention? The 17th World Congress of Applied Linguistics (AILA’14) Brisbane, Australia.

Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1993). Circles of learning: Cooperation in the classroom (4th ed.). Edina, MN: Interaction.

Kagan, S. (1988). Cooperative learning. San Juan Capistrano, CA: Resources for Teachers.

Larsen–Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.

McCafferty, S.G., Jacobs, G.M., & Iddings, A.C.D. (2006). Cooperative learning and second language teaching. Cambridge: Cambridge University Press.

McCormick, D. E., & Donato, R. (2000). Teacher questions as scaffolded assistance in an ESL classroom. In J.K. Hall & L.S. Verplatse (Eds.), Second and Foreign Language Learning through Classroom Interaction. (pp. 183-201). Mahwah, NJ: Lawrence Erlbaum.

Nassaji, H., & Swain, M. (2000). Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.

References31

参考文献

O’Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

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

Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61, 993-1038.

Sumi, S., & Takeuchi, O. (2013). The cyclic model of learning: An attempt based on the DBR in an EFL context. In J.C. Rodriguez, & C. Pardo-Ballester (Eds.), Design-based research in CALL.. (pp. 157-181). CALICO. Ueki, M., & Takeuchi, O. (2012). Validating the L2 motivational self system in a Japanese EFL context: The interplay of L2 motivation, L2 anxiety, self-efficacy, and the perceived amount of information. Language Education and Technology, 49, 1-22.

Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515-537.

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