investigating affective factors in self-directed learning
Post on 29-Aug-2014
277 Views
Preview:
DESCRIPTION
TRANSCRIPT
Investigating Affective Factors in Self-directed learning
David McLoughlin, Meiji University
Jo Mynard, Kanda Univesity of International Studies
Tuesday, December 3, 2013
• Context
• Self-directed learning and advising
• Previous research and observations
• Affective factors
• Investigating affect
• Preliminary findings and implications
Overview
Tuesday, December 3, 2013
The SALCSelf-Access Learning Centre
Tuesday, December 3, 2013
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
Tuesday, December 3, 2013
Self-directed learning modules
Tuesday, December 3, 2013
Advising
Tuesday, December 3, 2013
Languagelearning process
Individual factors
Language development
Carson & Mynard, 2012
Advising
Tuesday, December 3, 2013
Self-directed work
Tuesday, December 3, 2013
Advising
Tuesday, December 3, 2013
What is affect?• Emotions
• Feelings
• Moods
• Preferences
• Evaluations
• Beliefs
• Attitudes
Tuesday, December 3, 2013
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’
Tuesday, December 3, 2013
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)
Tuesday, December 3, 2013
Affect in L2 learning
Language anxiety- causes- symptoms- consequences
Confidence- self-efficacy- self-concept
Tuesday, December 3, 2013
Affective support at KUIS
• Content through modules
• Implementing learning plan
• Advisor comments
Tuesday, December 3, 2013
Advisor comments
• Affective aspects of language learning
• Praising
• Encouraging
• Building rapport
Tuesday, December 3, 2013
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
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
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
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
Affect and cognition
• Affect, cognition and conation
• Distinct or integrated?
• Bidirectional
Tuesday, December 3, 2013
Affect’s impact on cognition
• Memory
• Information processing strategies
• Attentional resources
• Motivation
Tuesday, December 3, 2013
What do the learners think?
Tuesday, December 3, 2013
Data
1. Module packs
2. Interviews with learners
3. Follow-up interviews with LAs
Tuesday, December 3, 2013
• 6 students interviewed
• Asked to highlight comments that were “good”, “quite good” and “not so good”
Tuesday, December 3, 2013
• 6 students interviewed
• Asked to highlight comments that were “good”, “quite good” and “not so good”
Tuesday, December 3, 2013
• 6 students interviewed
• Asked to highlight comments that were “good”, “quite good” and “not so good”
Tuesday, December 3, 2013
• 6 students interviewed
• Asked to highlight comments that were “good”, “quite good” and “not so good”
Tuesday, December 3, 2013
Results
• All students commented on affective
and/or motivational factors
• 19 out of 42 comments affective/
motivation
Tuesday, December 3, 2013
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.
Tuesday, December 3, 2013
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:
Tuesday, December 3, 2013
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):
Tuesday, December 3, 2013
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):
Tuesday, December 3, 2013
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.
Tuesday, December 3, 2013
2. The use of pictures, emoticons and stickers
Tuesday, December 3, 2013
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:
Tuesday, December 3, 2013
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:
Tuesday, December 3, 2013
5. The nature of written interaction:
Like a secret diary
...very helpful and reading my LA’s message is fun.
Tuesday, December 3, 2013
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:
Tuesday, December 3, 2013
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
Tuesday, December 3, 2013
Affective strategies (Oxford, 2011):
• Activating supportive emotions, beliefs and attitudes.
• Generating and maintaining motivation
Implications
Tuesday, December 3, 2013
Thank you for listening
jomynard@gmail.com
dmclough@kisc.meiji.ac.jp
Tuesday, December 3, 2013
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.
Tuesday, December 3, 2013
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
top related