Innovation in Language Learning

Given the importance of frequent target-language input for second language acquisition, it is important to maximize students’ opportunities both to listen to authentic English and to interact in English. English Communication classes in Japanese universities　often pose a challenge to the teacher, however, in designing course materials to realize these goals. First, because the classes often have between 40 and 50 students, it is difficult for the teacher to tailor listening content to each student’s individual abilities and interests. Second, because these English Communication classes are required courses for non-English majors, many of the students have a low interest in English and a low motivation to study.
     One important tool in addressing both of these challenges is e-learning. Self-access listening materials can give students greater freedom in selecting listening content suited to their own interests.  In addition, enabling students to contribute to the pool of class listening materials through video forums can facilitate students L2 oral interaction both with each other and the teacher. This presentation reports the results of a three-year action research study in the presenter’s first year English Communication classes concerning the impact of expanding self-access listening options on improving student motivation and developing student autonomy. The presentation will look at two key areas: self-access online listening quizzes featuring conversation videos, news videos, music videos and teacher video questions; and an online video forum that allows students to post video talks, and receive video feedback from the teacher and other students. In addition to modeling e-listening content and the video forum, the presenter will present findings from the action research study concerning the impact of expanded self-access listening content and the video forum on improved student motivation, greater student autonomy and increased L2 output.