A curriculum for self-directed learning:

a systematic approach.Katherine Thornton

SALC Learning Advisor, Kanda University of International

Studies, Japan

IATEFL LA SIG Pre-Conference Event,

19th March, 2012, Glasgow

Overview

Self-directed language learning (SDLL) at KUIS

The curriculum project

Progress so far

My context at KUIS

Approx. 3000 students

All language majors (majority English)

Self Access Learning Centre

10 Learning Advisors

The SDLL curriculum

Modules and courses

Run by learning advisors through the SALC

Entirely voluntary but class credit given for module participation

Spoken & written dialogue between learner & advisor

8 weeks

Input-based

7 units – Needs Analysis, Time management, Resources, Learner strategies etc.

Activity & Reflection model

First Steps Module - Learner training

Self-directed learning modules1st & 2nd year modules

Learner-generated content

Plan, implement, monitor, evaluate

Learner-advisor dialogue (written and spoken)

Elective classes for 1st, 3rd & 4th year students

Why evaluate?

Overall institutional push for curriculum revision

Replace ad hoc innovations with systematic evaluation and revision (enhancement vs. modification (Koga & Hall, 2004))

Incorporate current thinking and research on pedagogy and learner autonomy

Research Question:What are the self-directed language

learning needs/wants of KUIS freshmen and how can the SALC best address them?

Research frameworkAdapted from Nation & Macalister (2010),

Richards (2001)

Primary participants:SALC DirectorLearning Advisors

In collaboration with:SALC administrators/managersDepartmental colleagues & institute directorsExternal consultants

3 phases

Establish Learning

Outcomes

Evaluate existing

programme

Modification & design

Phase 1: Establishing Learning Outcomes

Environment

Analysis

Needs Analysis

Principles

Adapted from Nation & MacAlister (2010)

Learning Outcomes

Phase 2: EvaluationTo what extent do our existing programmes

meet the learning outcomes identified?

Compare revised learning outcomes with existing aims and achievements

Module take-up & completion ratesModule questionnaires, focus group interviews

Identify areas for change or gaps to be filled

Phase 3: Modification and design

Format

Content & Sequencin

g

Assess-ment

Adapted from Nation & MacAlister (2010)

Evaluation

Evaluation

Evaluation

The project so far…

Environment AnalysisLearner

s

SituationAdvisors

Environment Analysis1. Students have limited time

2. Explicit skills and strategy instruction is limited/ inconsistent across departments

3. All departments are currently in flux

4. No consistent definition of learner autonomy

5. The amount and type of work LAs can do is limited to the number and experience of LAs

6. Learners have varied proficiency levels (from false beginners to near-native speakers)

Needs AnalysisTarget situation analysis?

Do learners know their own SDLL needs?

Draw on advisors’ experiences with learners

Consult teachers

Consult literature & research

LA perceptions of SDLL Needs: Cognitive Skills

ResourcesAwareness of available resources (facilities,

equipment, materials, people)To be aware of learning communities (online, offline)

that support their learning Ability to use chosen resources in a goal-appropriate

way

Activities & strategiesAwareness of potential cognitive strategiesAbility to choose goal-appropriate activities/strategies

LA perceptions of SDLL Needs: Metacognitive skills

Planning

GoalsPrioritise learning needs/wantsSet appropriate goals – skill & genreAbility to analyse language diagnostics

ResourcesAbility to find, choose & evaluate potential resources

Activities & strategiesAbility to choose goal-appropriate

activities/strategies

LA perceptions of SDLL Needs: Metacognitive Skills

Implementing Allocate time effectively Meet deadlines Motivate oneself for SDLL Implement activities according to plan

Monitoring (reflection) Ability to analyse effectiveness of activities Make appropriate changes to plans

Evaluating Check progress towards linguistic goals Evaluate own development of SDLL skills

LA perceptions of SDLL Needs:Affective factors

To have the confidence & motivation to interact

with others

To be able to motivate & re-motivate oneself to

achieve a goal – short term & long term

To feel a sense of ownership over learning

to be aware of learning communities to support

learning

The next steps…Continue with Needs Analysis

Articulate our Principles As an institution In the SALC

Establish learning outcomes for Phase 2: Evaluation of current programmes

Thank you for listening.Any comments/questions?

thornton.katherine@gmail.comhttp://kandaeli.academia.edu/KatherineThornton

http://www.kandagaigo.ac.jp/kuis/salc/

ReferencesKoga, N., & Hall, T. (2004). Curriculum modification. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://aim.cast.org/learn/historyarchive/backgroundpapers/curriculum_modification

Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. New York & London: Routledge.

Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press