Presenters: Howard Doyle, Kochi University, Japan and Michael Parrish, Kwansei University, Japan
The references for and experiences of language learning students bring to an institution let alone a course are frequently neglected by many stakeholders in the learning process, including the students! This presentation reports a replication study based on action research to find out just what students thought were effective (ie ‘Good’) and less effective (ie ‘Bad’) ways to learn English. This study confirmed initial findings that Japanese students prefer audiovisual and study-relevant ways to learn with more traditional ways being viewed ‘Bad’ly. Further, CAL and SACs did not seem to cross students’ minds until prompted when they did figure significantly. Utility of providing a preliminary questionnaire-based list of ways to learn English out of class is considered. It is hoped that from this presentation participants consider their language-learning clients as adult learners with prior experiences and preferences for ways to learn. Dealing with their effectiveness and relevance can come later.