Permalink :  http://hdl.handle.net/2115/68791

This article reports on the introduction of autonomous learning in an intensive Japanese course offered as a preparatory education of Japanese Studies degree program. One of the three main aims of the course is to foster independent learners. Besides the conventional skill-based language classes, one autonomous learning class per week was introduced in 2015 academic year. The original definition of “learner autonomy” involves learners’ independency and responsibility in their own learning. In line with these concepts, activities such as setting and reflecting individual aims, utilizing resources, peer advising, and group projects were carried out. In this article, the findings of the practice in 2015 and 2016 are reported and discussed leading to implications for future research.

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