1. A curriculum for self- directed learning: a systematic approach. Katherine Thornton SALC Learning Advisor, Kanda University of International Studies, Japan IATEFL LA SIG Pre-Conference Event, 19 th March, 2012, Glasgow

2. Overview Self-directed language learning (SDLL) at KUIS The curriculum project Progress so far

3. My context at KUIS Approx. 3000 students All language majors (majority English) Self Access Learning Centre 10 Learning Advisors

4. The SDLL curriculum Modules and courses Run by learning advisors through the SALC Entirely voluntary but class credit given for module participation Spoken & written dialogue between learner & advisor

5. 8 weeks Input-based 7 units – Needs Analysis, Time management, Resources, Learner strategies etc. Activity & Reflection model First Steps Module - Learner training

6. Self-directed learning modules 1st & 2 nd year modules Learner-generated content Plan, implement, monitor, evaluate Learner-advisor dialogue (written and spoken) Elective classes for 1 st, 3 rd & 4 th year students

7. Why evaluate? Overall institutional push for curriculum revision Replace ad hoc innovations with systematic evaluation and revision (enhancement vs. modification (Koga & Hall, 2004)) Incorporate current thinking and research on pedagogy and learner autonomy

8. Research Question: What are the self-directed language learning needs/wants of KUIS freshmen and how can the SALC best address them?

9. Research framework Adapted from Nation & Macalister (2010), Richards (2001) Primary participants: SALC Director Learning Advisors In collaboration with: SALC administrators/managers Departmental colleagues & institute directors External consultants

10. 3 phases Establish Learning Outcomes Evaluate existing programme Modification & design

11. Phase 1: Establishing Learning Outcomes Environ ment Analysis Needs Analysis Principles Adapted from Nation & MacAlister (2010) Learning Outcomes

12. Phase 2: Evaluation To what extent do our existing programmes meet the learning outcomes identified? Compare revised learning outcomes with existing aims and achievements Module take-up & completion rates Module questionnaires, focus group interviews Identify areas for change or gaps to be filled

13. Phase 3: Adaptation and development Format Content & Sequencing Assess- ment Evaluation Adapted from Nation & MacAlister (2010)

14. Phase 3: Modification and design Format Content & Sequencing Assess -ment Adapted from Nation & MacAlister (2010) Evaluation

15. Phase 3: Modification and design Format What format will our courses take? SALC-based? Classroom-based? Duration? Entirely voluntary? Compulsory elements?

16. Phase 3: Modification and design Content & Sequencing What content will our courses include? Which order will we introduce it in?

17. Phase 3: Modification and design Assess -ment How will we assess learners’ progress towards learning outcomes?

18. Phase 3: Modification and design Adapted from Nation & MacAlister (2010) Evaluation What procedures need to be in place to ensure effective ongoing evaluations of the programme?

19. The project so far…

20. Environment Analysis LearnersSituationAdvisors

21. Environment Analysis 1. Students have limited time 2. Explicit skills and strategy instruction is limited/ inconsistent across departments 3. All departments are currently in flux 4. No consistent definition of learner autonomy 5. The amount and type of work LAs can do is limited to the number and experience of LAs 6. Learners have varied proficiency levels (from false beginners to near-native speakers)

22. Needs Analysis Target situation analysis? Do learners know their own SDLL needs? Draw on advisors’ experiences with learners Consult teachers Consult literature & research

23. LA perceptions of SDLL Needs: Cognitive Skills Resources Awareness of available resources (facilities, equipment, materials, people) To be aware of learning communities (online, offline) that support their learning Ability to use chosen resources in a goal-appropriate way Activities & strategies Awareness of potential cognitive strategies Ability to choose goal-appropriate activities/strategies

24. LA perceptions of SDLL Needs: Metacognitive skills Planning Goals Prioritise learning needs/wants Set appropriate goals – skill & genre Ability to analyse language diagnostics Resources Ability to find, choose & evaluate potential resources Activities & strategies Ability to choose goal-appropriate activities/strategies

25. LA perceptions of SDLL Needs: Metacognitive Skills Implementing Allocate time effectively Meet deadlines Motivate oneself for SDLL Implement activities according to plan Monitoring (reflection) Ability to analyse effectiveness of activities Make appropriate changes to plans Evaluating Check progress towards linguistic goals Evaluate own development of SDLL skills

26. LA perceptions of SDLL Needs: Planning Goals Prioritise learning needs/wants Set appropriate goals – skill & genre Ability to analyse language diagnostics Resources Awareness of available resources (facilities, equipment, materials, people) Ability to find, choose & evaluate potential resources Activities & strategies Awareness of potential cognitive strategies Ability to choose goal-appropriate activities/strategies

27. LA perceptions of SDLL needs Planning

28. LA perceptions of SDLL Needs: Affective factors To have the confidence & motivation to interact with others To be able to motivate & re-motivate oneself to achieve a goal – short term & long term To feel a sense of ownership over learning to be aware of learning communities to support learning

29. The next steps… Continue with Needs Analysis Articulate our Principles As an institution In the SALC Establish learning outcomes for Phase 2: Evaluation of current programmes

30. Thank you for listening. Any comments/questions? thornton.katherine@gmail.com http://kandaeli.academia.edu/KatherineThornton http://www.kandagaigo.ac.jp/kuis/salc/

31. References Koga, N., & Hall, T. (2004). Curriculum modification. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://aim.cast.org/learn/historyarchive/backgroundpapers/ curriculum_modification http://aim.cast.org/learn/historyarchive/backgroundpapers/ curriculum_modification Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. New York & London: Routledge. Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press