著者

ライアン ケビン

出版者

昭和女子大学

雑誌

學苑 (ISSN:13480103)

巻号頁・発行日

vol.882, pp.32-43, 2014-04-01

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In an effort to develop autonomous language learning as students end their tertiary education and set off into the world, a classroom approach uses Project Based Learning, small group work, a Learning Management System, information technology, and the Open Badges system. This case study covers 3 classes over one semester, with an explanation and rationale for this approach. Student feedback is summarized and a look at adapting this approach more widely is discussed. EFL class sessions require deft management to maintain a successful learning environment. Project Based Learning allows for more student talking time as well as more autonomous learning. Adding freedom of choice during each classroom session allows students to take responsibility for their own learning. This is all made possible with use of technology to access materials not available in a normal classroom situation. Adding Badges as a mechanism that both evaluates and motivates leads to an increase of both autonomy and interaction within the classroom situation. This paper focuses on a case of three different classes, and their reaction to a system designed to require students a more active and autonomous role in their language acquisition.