Using guided reflective journals in large classes: Motivating students to independently improve pronunciation

Emmaline Lear

    Research output: Contribution to journalArticle

    Abstract

    The use of reflective journals is one intervention strategy that may address the problems inherent in large classes in Japan and allow both learners and teachers to position themselves better within the context of learning and teaching intelligible pronunciation. Results from this small qualitative study show that reflective journals shift the common pedagogical focus towards promoting motivational behaviour to meet individual learner needs. In order to achieve this, students need to adopt a greater independence in the language learning process. Triangulation of data from the reflective journals, interviews and a questionnaire supports the use of the action learning framework embedded within the reflective journal design to establish realistic and achievable pronunciation learning goals. With teacher guidance and support, reflective journals promote motivational action in order to independently achieve those goals. In particular, students increased their language learning strategy use in order to develop their pronunciation. While more research is needed in this area, this study recommends teachers use this cognitive tool of student reflection as an effective strategy to increase self efficacy, focus learning objectives and develop motivational behaviour when teaching pronunciation.
    Original languageEnglish
    Pages (from-to)113-137
    Number of pages25
    JournalAsian EFL Journal
    Volume15
    Issue number3
    Publication statusPublished - 2013

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    teacher
    learning
    student
    learning objective
    triangulation
    intervention strategy
    Teaching
    language
    learning strategy
    self-efficacy
    learning process
    Japan
    questionnaire
    interview
    Reflective
    Guidance
    Qualitative Study
    Self-efficacy
    Strategy Use
    Learning Process

    Cite this

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    title = "Using guided reflective journals in large classes: Motivating students to independently improve pronunciation",
    abstract = "The use of reflective journals is one intervention strategy that may address the problems inherent in large classes in Japan and allow both learners and teachers to position themselves better within the context of learning and teaching intelligible pronunciation. Results from this small qualitative study show that reflective journals shift the common pedagogical focus towards promoting motivational behaviour to meet individual learner needs. In order to achieve this, students need to adopt a greater independence in the language learning process. Triangulation of data from the reflective journals, interviews and a questionnaire supports the use of the action learning framework embedded within the reflective journal design to establish realistic and achievable pronunciation learning goals. With teacher guidance and support, reflective journals promote motivational action in order to independently achieve those goals. In particular, students increased their language learning strategy use in order to develop their pronunciation. While more research is needed in this area, this study recommends teachers use this cognitive tool of student reflection as an effective strategy to increase self efficacy, focus learning objectives and develop motivational behaviour when teaching pronunciation.",
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    }

    Using guided reflective journals in large classes: Motivating students to independently improve pronunciation. / Lear, Emmaline.

    In: Asian EFL Journal, Vol. 15, No. 3, 2013, p. 113-137.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Using guided reflective journals in large classes: Motivating students to independently improve pronunciation

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    PY - 2013

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    AB - The use of reflective journals is one intervention strategy that may address the problems inherent in large classes in Japan and allow both learners and teachers to position themselves better within the context of learning and teaching intelligible pronunciation. Results from this small qualitative study show that reflective journals shift the common pedagogical focus towards promoting motivational behaviour to meet individual learner needs. In order to achieve this, students need to adopt a greater independence in the language learning process. Triangulation of data from the reflective journals, interviews and a questionnaire supports the use of the action learning framework embedded within the reflective journal design to establish realistic and achievable pronunciation learning goals. With teacher guidance and support, reflective journals promote motivational action in order to independently achieve those goals. In particular, students increased their language learning strategy use in order to develop their pronunciation. While more research is needed in this area, this study recommends teachers use this cognitive tool of student reflection as an effective strategy to increase self efficacy, focus learning objectives and develop motivational behaviour when teaching pronunciation.

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