How does peer-listening foster learner autonomy and autonomous learning in a Japanese as a second language （ JSL) class

1. How does peer-listening foster learner autonomy and autonomous learning in a Japanese as a second language （JSL) classroom? Yoshio Nakai Osaka University

2. Outline of this presentation • Background • Data collection • Findings drawn from the data • Micro level of learner autonomy

3. Background • Learners’ perception of a listening class • Learners felt that a listening class was monotonous and that they tended to consider leaning results more important than learning process. A listeningclass is.. boring. sleepy. so difficult that I can’t answer correctly.

4. Background(cont’d) • In order to change their beliefs and attitude toward a listening classthrough learning collaboratively. • Peer-listening makes learners to develop listening skills working collaboratively with others by explaining what they listened to and by solving problems on listening.

5. Collaborative learning • Learning

6. Theoretical framework • Learner autonomy as socially oriented agency (Toohey and Norton, 2003) • Learner autonomy in collaborative learning is oriented to a social interactive context which learners interact to help others. • Peer assistance and learner autonomy are interdependent elements in collaborative learning.

7. Collaborative learning Assistance • Learning Learner autonomy Learner autonomy develops through interaction between learner and more capable other who offers the learner various types of assistance that enable the learner to move through ZPD (Little, 2000).

8. Theoretical framework • Micro level of learner autonomy (Aoki, 2009) • Aoki shedded a light on micro level of learner autonomy promoted by learning helper founded in interaction between learner and helper. is related to microgenesis which is the process of development that occurs moment-by-moment through social interaction (Ohta, 2001)

9. Purpose of this research ・to investigate micro level of learner autonomy fostered among learners ・to reveal how learners’ interactions assist their learning

10. Research Participants • Institution • Japanese Culture and Language Program at University • Listening class for JSL students (15times for six months) • Intermediate level • 11 learners (mostly exchange oversea students from Europe and Asia) • Listeningcontents (chosen by learners from materials below) • Popular listening textbooks for JSL learners • DVDs and YouTube

11. Procedure of peer listening • Step1. group activity Discussion theme in two group • Step2. individual activity Listen individually to the content using a PC with resources • Step3. peer activity ①Checking what they listened to ②Telling peer who listened to a different content what they listened to Step4. individual activity Listening to a different content • Step5. reflection Ａ Ｂ Ｃ Ｄ

12. Data collection and analysis • Data collected from April to July in 2012 • Recorded peer activities at random（210minitues） • Took notes of peer-activities • Recorded learners’ interview on time of reflection（65minitues） • Analyze interactions in peer-activities • Based on some methods of assistance occurring during classroom peer interaction (Ohta, 2001 : 89)

13. Some methods of assistance occurring during classroom peer interaction (Ohta, 2001 : 89) ①waiting one partner gives the other time to complete an utterance without making any contribution ②Co-construction Partner contributes a word, phrase, or grammatical particle that completes or works toward completion of the utterance. ③explaining Partner explains in native language ＋time to finish activity to understand without making any contribution ＋toward construction of understanding ＋explain what was listened to in Japaneseusing some resources

14. Somemethods of assistance occurring during classroom peer interaction (Ohta, 2001 : 89) ④questioning peer partner gives the other some questions to confirm whether the others understood or not ⑤confirming peer partner confirm his understanding by asking the other ⑥taking initiative to interrupt others’ interaction and start an utterance to construct their understanding.

15. Findings

16. Profile of Participants • Student A • A female student from China • 20 years old • Intermediate lever of Japanese proficiency • Preparing to enter the University • Student G • A female student from Finland • 23 years old • Intermediate level of Japanese proficiency • A exchange student (Stayed for one year)

17. Change in learners’ behavior Student A Paired with B Paired with G after 4th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Case1( in a 3rd lesson ) Interaction between A and B Case3( in a 11th lesson ) Interaction between A and G Case4( in a 11th lesson ) voluntary learning with G I shuffled leaners’ pairs considering their proficiency and learning style Case2 ( in a 2nd lesson ) Interaction between G and K

18. Case1(Interaction between A and B) • In 1st lesson • I couldn’t understand, so I didn’t say anything. I want someone to teach me.(IN02） • She never participated in peer activity keeping listening to content alone.(FN02) • In 3rd lesson • She became able to use the handouts when she listened to content, and to take part in peer activity and solve problems with handouts and peer assistance.（FN05）

19. Case1(Interaction between A and B)(cont’d) • Peer activity to check what they listened to in 3rd lesson • B：So, now, let’s start.Well, this is the price of coffee. (explain using pictures in handouts) A：Yes.(looking at the handout) B：This is 120 yen, but it should be cheap, because ingredients are cheap. But it costs carrying, and making something… That’s why it costs a lot. Hmm, it is difficult to explain. (explain using pictures in handouts) B：Ingredients are these.And they carry them by car.This. (explain using pictures in handouts) A：Yes, you are right.(looking at the handout)

20. Case1(Interaction between A and B)(cont’d) Student A Paired with B Paired with G after 5th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Changed from independent problem solving to problem solving under peer instruction and pictures in the handouts Case3( in 11thlesson ) Interaction between A and G Case4( in 11thlesson ) voluntary learning with G Case2 ( in 2ndlesson ) Interaction between G and K

21. Case2(Interaction between G and K) • In 1st lesson • They are good at listening, so they finished the task more quickly than any other students in a class. After finishing, they only checked their answers and never made any mistakes.(FN08) • In 2nd lesson • Once G found that their answers were correct, but she misunderstood a small part of story content , she questioned K many times in order to confirm her understanding.(FN05）

22. Case2(Interaction between G and K)(cont’d) • Peer activity to check what they listened to in 2nd lesson (after checking their answers) • G：My answers are all same as K’s. OK. T：Good! Well, why did you choose this answer? G：Because he couldn’t help canceling his appointment with his friend. K：Did he? Is it because he didn’t want to go? T：Ok, so let’s check this part. Why did he decide not to go? (After they listened to the content again) K：Yes, I’m right. He said he couldn’t help cancelling. T：K, he couldn’t go, because? K：He wanted to go but he had a lot of things to do this weekend. T：What did he need to do this weekend?

23. Case2(Interaction between G and K)(cont’d) • Peer activity to check what they listened to in 2nd lesson • G：He had to write a report for his company. T：Yes, and? K? K：Ah,,He had an appointment to meet his customer?(confirming) G：Yes. K：So, He wanted to meet his friend, but he was too busy to meet his friend, right?(confirming) G：Yes, he was busy. K：That’s why he couldn’t help cancelling. Not because he didn’t want. G：Right. K：Icould answer correctly, but misunderstood the story.

24. Case2(Interaction between G and K)(cont’d) Student A Paired with B Paired with G after 4th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Changed from independent problem solving to problem solving under peer instruction and pictures in the handouts Case3( in a 11th lesson ) Interaction between A and G Case4( in a 11th lesson ) voluntary learning with G Did not contribute to peer activities but interactions (such as questioning) was increased to confirm her understanding

25. Case3(Interaction between A and G) • In 11th lesson • When A listened to the content individually, she took notes of the time indicating on media player. In peer session, they reproduced collaboratively the story of the content they listened to. Every time A found the point she missed, she listened to the content again.(FN33）

26. Case3(Interaction between A and G)(cont’d) • Peer activity to check what they listened to in 11th lesson • A：One woman came to an old man’s house, then, cigarette? because she hated cigarette, she went back to the mountain. (explanation) G：Yeah, Because she doesn’t like cigarette, she went out from the house. Next day, she brought money to him. This old man is so clever, isn’t he?(co-construction) A：why?(questioning) G：Because the old man was asked what scared him, he answered ‘money’. That’s why brought him, you understand? To tell the truth, he loved money but told a lie.(explanation) A：・・・(A：listening again G：waiting）

27. Case3(Interaction between A and G)(cont’d) • T：Are you alright, A？ A：um,, I can’t understand. G：One woman came to an old man’s house, OK? (taking initiative) A：Yes. G：It was a Tanuki(raccoon dog), wasn’t it?(questioning) A：OK. G：And the old man asked it what scares you, and the answer? (questioning) A：It said cigarette scares me. G：Yes, right. Then Tanuki asked the old man the same question, didn’t it?(questioning) A：Really?(A：listening again G：waiting）

28. Case3(Interaction between A and G)(cont’d) A：Ok. I’ve got it. G：The old man said he hated money. You know, he wanted to get money, right?(questioning) A：So did he. I understand. G：So it brought much money on the next day, didn’t it? (questioning) A：Right! That’s why the old man was so happy.(co-construction) G：I want, too. A：Haha.

29. Case3(Interaction between A and G)(cont’d) Student A Paired with B Paired with G after 4th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Changed from independent problem solving to problem solving under peer instruction and pictures in the handouts Came to solve problem in collaboration with her peer using some resources to help her understanding Case4( in a 11th lesson ) voluntary learning with G Did not contribute to peer activities but interactions (such as questioning) was increased to confirm her understanding

30. Case4(voluntary learning with G) • In a waiting time after finishing task • In a waiting time, A searched ‘Tanuki( raccoon dog)’ and old Japanese tales on internet. After that, A found the site which introduce old Japanese stories, and read them with G. Then, she watched some old stories on internet for a while. Finally she watched one old story she had chosen with G, and asked some questions about the story.(FN52) （http://www.douwa-douyou.jp/contents/html/douwa/douwa4_1.html）

31. Case4(voluntary learning with G)(cont’d) Student A Paired with B Paired with G after 4th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Changed from independent problem solving to problem solving under peer instruction and pictures in the handouts Became able to solve problem in collaboration with her peer using some resources to help her understanding Came to learn autonomously using resources on internet Did not contribute to peer activities but interactions (such as questioning) was increased to confirm her understanding

32. Discussion

33. Changings of learners’ behavior Changesin A’s behavior is an evidence that A’s learner autonomy was exercised. Student A Paired with B Paired with G after 4th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Changed from independent problem solving to problem solving under peer instruction and pictures in the handouts Became able to solve problem in collaboration with her peer using some resources to help her understanding Came to learn autonomously using resources on internet Did not contribute to peer activities but interactions (such as questioning) was increased to confirm her understanding

34. Learner autonomy • A’s learner autonomy • Practical use of resource handouts, Internet, and Media player • Peer’s assistance Questioning, co-construction, and explanation Interdependence with peers practical use of resources exercise learner autonomy

35. Changings of learners’ behavior Imitation is a key role to go beyond the limits of their own capabilities Student A Paired with B Paired with G after 4th lesson from 1st to 3rd lesson Student G Paired with K From 1st to 3rd lesson Imitationof peers’ strategies Changed from independent problem solving to problem solving under peer instruction and pictures in the handouts Became able to solve problem in collaboration with her peer using some resources to help her understanding Imitation of peer’s interaction and effective usage of resource Imitation of teacher’s interaction Did not contribute to peer activities but interactions (such as questioning) was increased to confirm her understanding

36. Conclusion • Imitation and Autonomy in peer listening • Imitation of peers’ assistances can increase learners’ interaction and enhance learners autonomy • Imitation of how to use resources • Imitation of peers’ assistance to construct understanding ‘technical’ version of autonomy(Benson, 1997)

37. Conclusion(cont’d) • Communicative proficiency and Autonomy(Little, 1994) • Little(1994) claims the development of learner autonomy and communicative proficiency are interdependent. • In student A’s case, it would be fair to say she accommodate her communicative proficiency to the context of peer listening. ‘psychological’ and ‘political’ version of autonomy(Benson, 1997)

38. Conclusion(cont’d) Student A’s learner autonomy was exercised through peer-listening, but it didn’t influence her beliefs about learning. • Change of learners’ perceptions • Student A • （Interview in case1）゛I can’t understand the content by myself, so it is better that teacher teaches me how to listen to.“(IN) • （Selfevaluation) I enjoyed listening with my classmates, but I was bad because I played with them during classes. And I’m still wondering if my listening proficiency became higher than before. In my opinion, I think teacher should conduct a lesson, because we tend to play with classmates. But I want to try listening at home in a same way as learned in this class.(IN)

39. Conclusion(cont’d) Student G was a independent learner but changed to a collaborative learner who is willing to support others. • Change of learners’ perceptions • Student G • （Interview in case1）゛It is easy for me to listen to the content. So I don’t need to check my answer with my peer. In stead of peer activity, I think it would be better to listen to more contents.“(IN) • （Selfevaluation) It was a good chance to find my misunderstand by working with my peer. But it was a little difficult to support my peer, but very helpful to my peer (maybe) and me. I want to continue to study with my friends if I can.(IN)

40. Conclusion(cont’d) • Teacher’s role • However, • A’s learner autonomy was “dependent Learner autonomy on teacher”, Teacher needs to make a pair of learners in which create ZPD, and needs to play a role of a more capable peer if needed.

41. Conclusion(cont’d) • Possibility of using internet in a listening class • In case 4, student A used internet as her own learning resource and work collaboratively with her peer. • Futureresearch Case 4 shows her possibility of development of learning outside the classroom and exercising ‘independent learner autonomy of teacher’. It is necessary to investigate how this will develop outside the teachers’ authority.

42. y_nakai@let.osaka-u.ac.jp Thank you for listening!