Learning How to Learn: Advising language learners throughout a course Presenters: Steve T. Fukuda and Hiroshi Sakata, University of Tokushima, Japan The Learning How to Learn Worksheet (LHTL) was designed for implementation in a 15-week course at the tertiary level. It has an objective of equipping students with self-coaching skills to ensure more effective and continuous learning inside and outside of class. It accomplishes this by providing the learner with a primer in second language acquisition, as well as, guiding the learner in a step-by-step fashion in setting learning goals and creating weekly learning plans. During the course, peer support groups as well as the teacher conducted advising sessions centered on reflection of learning goals and plans, while gaining ideas from each other to create a more effective weekly learning plan to ensure continuous learning. Finally, survey data has shown that a course design based on the LHTL Worksheet ensures increased study time outside of class as well as an increase in students’ intrinsic motivation.

1. Advising 2011
Advising for Language learner Autonomy
November 12, 2011, Kanda University of International Studies, Japan
V7
Learning How to Learn:
Advising Language Learners
throughout a Course
Steve Fukuda & Hiroshi Sakata
University of Tokushima
Can you bring the horse to the
water,
AND make him drink it?
Image from:
http://www.fotolibra.com/gallery/41851/cartoon-you-can-take-a-horse-to-water-illustration/

2. Background: Problem
Learning Hours and Emotional Factor behind it …

3.  Students don’t have enough Learning
Hours in/out of the English Classroom
 2,000 – 5,000 Hours of Instruction is needed…
(Odlin, 1992; Nakajima, 2006)
◦ Total class hours in Japanese schools is about 800 hrs.
(Negishi, 2006; Benesse, 2008)
Schools Class Hours
Elementary Schools 35hrs
Junior High Schools 301.7hrs
Learners need to
High Schools 361.7hrs
learn English out of
Universities 80hrs the school, but …
TOTAL 806.4hrs
Total Hours of English Classes

4.  Students don’t have enough Learning
Hours in/out of the English Classroom
◦ Out-class Learning Hours
 High School Students (per day) (Negishi, 2006)
 University Students (The University of Tokushima, 2011)
◦ About 70% of them do not study English
They do not learn English out of the school… WHY?
Out-class Learning Hours

5.  Many Japanese students say “English is an
important language,” but they do not study
the language …
◦ Learning Anxiety in/out of English Classroom
◦ In general, EFL learners learn English with a lot of anxiety for their
learning (Burden, 2004, Kondo &Y-Ling, 2004; Ohata, 2005;
Willimas & Andrade, 2008, Williams, 2009)
 Quick change in education style aggravates their
learning anxiety.
◦ Teacher controlled learners’ learning in junior high and high
schools, but they suddenly are asked to be independent right after
they entered university…
Emotional Factor: Anxiety

6. Background: A Solution
Guided Autonomy Syllabus & “Learning How to Learn”

7.  With a (a) lack of learning time and (b)
high level of anxiety, what can we do for
students in the university classroom?
 Enhancing of Students’ English Learning
Autonomy
◦ To Provide supportive in and out-of-class learning
environment is needed, but …
◦ To foster autonomous learning skills is more important
Quick shift to
independent learning
Guided Autonomous Syllabus
may rather aggravate
their anxiety …
What can we do?

8.  Aim & Concept of the Syllabus
◦ Aim:
 English Class for Autonomous Learning
◦ Concept:
 Teaching students not English, but “Learning How to
Learn”
– In the class …
– Teachers act as a “facilitator,” not as a teacher
– Students learn how to learn English using the worksheet “Learning
How to Learn”
– Class syllabus is designed based on self-coaching
– Classes are classified into three Phases (Phases 1-3)
Guided Autonomy Syllabus

9.  Our Guided-Autonomy Syllabus
 English Class for Autonomous Learning
Self-coaching “There is need to enhance the ability
of all learners to plan, carry out, and
evaluate their own learning.” Merriam
Envisioning et al., 2007
the Future
Assessing Setting
& Revising Goals Habit Formation
Executing Creating
Plans Study Plans
Framework of our Practice

10. Our Practice
About Phases 1-3 & Worksheet “Learning How to Learn”

11.  Syllabus Centered on Guided Autonomy
Phase 1 Learn basic ideas and skills on self-coaching and
100% Guided Learning
autonomous learning management
Sessions 01-05
Phase 2 Develop learning plan and practice English learning
50% Guided Learning
referring to the advice of the facilitator/teacher
Sessions 06-10
Phase 3 Develop a learning plan after each class and
100% Independent Learning
practice English learning independently
Sessions 11-15
Outline of Phases

12.  Syllabus Centered on Guided Autonomy
Session 01: Introduction Envisioning the Future
Phase 1 Session 02: Learning Project for Future U (1)
100% Guided Learning Session 03: Learning Project for Future U (2) Setting Goals
Session 04: Building Learning Plan (1)
Sessions 01-05 Session 05: Building Learning Plan (2) Creating Plans
Session 06: Weekly Exercise 01 Executing
Phase 2 Session 07: Weekly Exercise 02 Plans
50% Guided Learning Session 08: Weekly Exercise 03 & Self-Assessment, Management
Session 09: Weekly Exercise 04 Assessing &
Sessions 06-10 Session 10: Weekly Exercise 05 & Share Your Learning Plan (1) Revising
Phase 3 Session
Session
11:
12:
Weekly Exercise 06 & Design Your Leaning (1)
Weekly Exercise 07 & Design Your Leaning (2)
Future Plan
100% Independent &
Session 13: Weekly Exercise 08
Learning Habit
Session 14: Weekly Exercise 09 & Share Your Learning Plan (2)
Session 15: Reflection & Future Learning Project
Formation
Sessions 11-15
* In every session, the teacher and peers are facilitators, advisers, and partners.
Phases & Contents of Sessions

13.  General Contents of the Worksheet
Aims Worksheet Contents
Envisioning the Future Future Mandara Chart
Phase 1
100% Guided Learning Setting Goals Can-do Questionnaire 1. Create Learning
MAP
Sessions 01-05
Creating Plans Three Learning Modules
Executing Plans Weekly Plan
Phase 2
50% Guided Learning
Sessions 06-10 Assessing & Revising Self-assessment
Phase 3 Future Plan Learning Map
100% Independent & &
Learning Habit Formation Weekly Plan
Sessions 11-15
2. Use Learning MAP Learning Map
Phases & Contents of Worksheet

14.  Learn basic ideas and skills
Session 01: Introduction Envisioning the Future
Phase 1 Session 02: Learning Project for Future U (1)
100% Guided Learning Session 03: Learning Project for Future U (2) Setting Goals
Session 04: Building Learning Plan (1)
Sessions 01-05 Session 05: Building Learning Plan (2) Creating Plans
Learning Project for Future U Study Job/Further Money
Sessions 02-03 Education
Giving students meanings and
connections to their English study with Human How would you Connection with
teacher & peer advising through Relationship like to change Abroad
your life by
sharing, discussions, and Q&A
improving your
teachers and students introduce their English ability?
experiences and suggestions after
students have filled out their chart. Culture & Skills & Technique Self-
Knowledge consciousness
Worksheet: Future Mandala Chart
Our Practice: Phase 1

15.  Learn basic ideas and skills
Worksheet: Future Mandala Chart (Sample)
Study Job/Further Education Money
I want to read papers of I want to be an English I want to earn stable money
English Education in English. teacher in high school. by becoming an English
teacher in high school.
Human Relationship Connection with Abroad
I wans to make a lot of How would you like I want to go abroad at least
foreign friends. to change your life a few times a year.
by improving your
English ability?
Culture & Knowledge Skills & Technique Self-consciousness
I want to gain necessary I want to get conversational I want to know my possibility
knowledge (related to skill enough to keep by getting great English
English) to be an English relationship with foreign ability.
teacher. friends.
Our Practice: Phase 1

16.  Learn basic ideas and skills
Session 01: Introduction Envisioning the Future
Phase 1 Session 02: Learning Project for Future U (1)
100% Guided Learning Session 03: Learning Project for Future U (2) Setting Goals
Session 04: Building Learning Plan (1)
Sessions 01-05 Session 05: Building Learning Plan (2) Creating Plans
Building Learning Plan (1) Time / (Mon) / (Tue) / (Wed)
Sessions 04 30
English Class Commute（JR） Wake-up and morning
11:00 prep
30
Giving students an understanding how 12:00
Coffee with my friends
Lunch Lunch Commute（JR）
to better manage their English studies 30
with teacher & peer advising through 13:00
30
Philosophy Class Club activity Lunch with my friends
sharing, discussions, and Q&A 14:00
teachers and peers suggest times and
Tutoring preparation
30
Talk with my friends
activities for different times 15:00
30
Go to part-time job Go to tutoring place
16:00
Go home（JR）
30
Part-time job Tutoring
17:00
Break
Worksheet: Record of Weekly Activities 30
18:00
30 Go to part-time job
Our Practice: Phase 1

17.  Learn basic ideas and skills
Session 01: Introduction Envisioning the Future
Phase 1 Session 02: Learning Project for Future U (1)
100% Guided Learning Session 03: Learning Project for Future U (2) Setting Goals
Session 04: Building Learning Plan (1)
Sessions 01-05 Session 05: Building Learning Plan (2) Creating Plans
Building Learning Plan (2)
Sessions 05 Three Learning Modules
Students incorporate models into their
Giving students an understanding of
how to incorporate English into their schedules based on weekly routines and
daily schedules teachers and peers schedules.
share ideas on different learning
• Core module is daily with time is limited
resources
• Extended module is for students with
extra time or deadlines to meet
• Master module is used when student have
more time to put into their English studies.
Our Practice: Phase 1

18.  Learn basic ideas and skills
Master Module
Record, transcribe and correct 3-min
speech and ask for native speakers to
check the speech
(Listening, Writing, Communication)
Extended Module
List up today's plan in English and make a
3-min speech about them
(Writing, Reading, Speaking)
Core Module
Try to write my schedule in English
when I write something on my
notebook
(Writing)
Worksheet: Three Learning Modules
Phase 1 & Worksheet Contents

19.  Learn basic ideas and skills
Session 01: Introduction Envisioning the Future
Phase 1 Session 02: Learning Project for Future U (1)
100% Guided Learning Session 03: Learning Project for Future U (2) Setting Goals
Session 04: Building Learning Plan (1)
Sessions 01-05 Session 05: Building Learning Plan (2) Creating Plans
Learning MAP
Goal of Phase 1
Students put their ideas together on
the Learning Map and see the whole
picture of their learning project.
Worksheet: Learning MAP
Our Practice: Phase 1

20.  Goal of Phase 1: Learning MAP

21.  Develop plan and practice learning
Session 06: Weekly Exercise 01 Executing
Phase 2 Session 07: Weekly Exercise 02 Plans
50% Guided Learning Session 08: Weekly Exercise 03 & Self-Assessment, Management
Session 09: Weekly Exercise 04 Assessing &
Sessions 06-10 Session 10: Weekly Exercise 05 & Share Your Learning Plan (1) Revising
Weekly Exercise 01-05
Sessions 06-10
Planning and Practice Learning Cycle
Based on learning from Phase 1, students develop a weekly learning plan in class and executing
them outside of class. The following week, student are put in groups, where they self-assess their
previous week of language studies based on their plans, then, receive feedback through peer- and
teacher-advising. After each advising discussion, students develop a plan for the following week.
Our Practice: Phase 2

22.  Weekly Plan & Learning Record
Our Practice: Phase 2

23.  Weekly Plan & Learning Record
Our Practice: Phase 2

24.  Develop plan and practice learning
Session 06: Weekly Exercise 01 Executing
Phase 2 Session 07: Weekly Exercise 02 Plans
50% Guided Learning Session 08: Weekly Exercise 03 & Self-Assessment, Management
Session 09: Weekly Exercise 04 Assessing &
Sessions 06-10 Session 10: Weekly Exercise 05 & Share Your Learning Plan (1) Revising
Assessment & Management
Share Learning Plan Learning
Behavior
Sessions 08, 10
（Actions）
Teacher gives lecture on being mindful
in your own learning based on the
three aspects (right), and with
peers, give feedback and suggestions Psychologic Learning
al aspects Strategies
for bettering plans.
（Feeling） （Thinking）
Students, then, try to revise plans and
goals before executing new plans
Our Practice: Phase 2

25.  Case Study
Phase 3 Session
Session
11:
12:
Weekly Exercise 06 & Design Your Leaning (1)
Weekly Exercise 07 & Design Your Leaning (2)
Future Plan
100% Independent &
Session 13: Weekly Exercise 08
Learning Habit
Session 14: Weekly Exercise 09 & Share Your Learning Plan (2)
Session 15: Reflection & Future Learning Project
Formation
Sessions 11-15
Basic English Class (Thursday)
1st Period (08:40 – 10:10)
2010 (1st Semester)
45 students (Integrated Arts and Sciences Majors)
Our Practice: Phase 3

26.  Peer-advising on Vocabulary Building
Our Practice: Phase 3

27.  Peer-advising on Listening Skills
Grouping based on learning goals.
Our Practice: Phase 3

28. Summary

29.  Students Comments
• I learned a new style…I can continue studying English.
• At the beginning I had many stresses…now…I think I can talk
with using more words.
• I enjoyed the class and using English and communicating
with many people.
• I could learn that the more I used English, the more English
abilities improved.
• I can’t speak fluently… important things is to speak English
positively and to be not afraid of mistakes.
• I understood that a way of studying English didn’t have a
rule.
Summary

30.  Thomas Friedman (2006)
• “learn how to learn, will be one of the most important
assets any worker can have, because job churn will
come faster, because innovation will happen faster”
(p.239).
Summary

31.  So, can you bring the horse to the water
and make him drink it?
No, but perhaps we can show them how to drink it.
Thank You

32. Contact Information & Reference

33.  S. Fukuda
◦ Lecturer of English Education
 Faculty of Integrated Arts & Aciences
 The University of Tokushima
 steve@ias.tokushima-u.ac.jp
 H. Sakata
◦ Associate Professor of Cross Cultural
Communication Studies
 International Center
 The University of Tokushima
 kobayasi@isc.tokushima-u.ac.jp
Contact Information

34. • Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japan EFL university classes:
Physical, emotional, expressive, and verbal reactions. Sophia Junior College Faculty Journal, 29, 1-24.
• Benesse, “Investigation Data Clip! Children and Education”, Benesse Educational Research & Development
Center, (2008, February).
• Burden, P. (2004). The teacher as facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido
Journal, 8, 3-18.
• Friedman, T., “The World is Flat: The Globalized World in the Twenty-First Century”, London: Penguin, (2006).
• Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: the case of students of
English in Japan. ELT Journal, 58 (3), 258-265.
• Nakashima, K., “Reasons for children to learn another language: From the perspectives of bilingual
education”, BERD, Vol. 5, pp. 18-22, (2006).
• Negishi, M., “GTEC examination of English education of senior high schools in east Asia”, Benesse Educational
Research & Development Center, (2006, September).
• Odlin, T., “Language transfer: cross-linguistic influence in language learning”, Cambridge: Cambridge
University Press, (1989).
• Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews
with five Japanese college students in the U.S. TESL-EJ, 9(3), Retrieved at http://www.cc.kyoto-
su.ac.jp/information/tesl-ej/ej35/a3.html.
• The University of Tokushima. (2011). Learning Life. The University of Tokushima.
• Williams, K. E., & Andrade, M. R., (2008). Foreign language learning anxiety in Japanese EFL university
classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5 (2), 181-
191.
References