=Paper=
{{Paper
|id=Vol-2828/article_3
|storemode=property
|title=Promoting Self-directed Language Learning: Transitioning from Paper-based Materials
to Online Learning Apps
|pdfUrl=https://ceur-ws.org/Vol-2828/article_3.pdf
|volume=Vol-2828
|authors=Dominique Vola Ambinintsoa,Jo Mynard,Kie Yamamoto
}}
==Promoting Self-directed Language Learning: Transitioning from Paper-based Materials
to Online Learning Apps==
https://ceur-ws.org/Vol-2828/article_3.pdf
Promoting Self-directed Language Learning: Transitioning from
Paper-based Materials to Online Learning Apps
Dominique Vola Ambinintsoaa, Jo Mynarda, Kie Yamamoto b
aKanda University of International Studies, 1-4-1, Wakaba, Mihama-ku Chiba-shi, Chiba-ken, Japan
bWayo Women’s University, 2-3-1 Konodai, Ichikawa, Chiba, Japan
Abstract
In this paper, the researchers provide a summary of how learners are supported in developing
self-directed learning skills at a university in Japan that specializes in teaching foreign
languages. The researchers describe an elective course specifically designed to help learners to
set goals, choose resources, consider strategies, make a learning plan, implement their plan
over one semester, and evaluate their progress. During this process, learners are supported by
learning advisors as they gradually develop awareness of themselves and become more
autonomous language learners. The materials used for the course have evolved from paper to
technology- based ones. This paper discusses the process that the learners undertake when
beginning to take charge of their language learning and shows examples of the materials used.
Drawing on feedback from stakeholders and evidence of actual self-directed work and learner
reflections, the paper comments on the suitability of the electronic tools and suggest how the
process might be better facilitated in the future.
Keywords
Self-Directed Language Learning, Learner Autonomy, Self-Access Learning, Online Learning
Settings, App, Moxtra
1. Introduction
In this paper, the authors provide a summary of how a university in Japan that specializes in teaching
foreign languages supports learners in developing self-directed learning skills. The paper provides an
overview of an elective course which has been designed to help learners to create and implement their
own self-designed course of study. The course originally used all paper-based materials, but it has
evolved over 15 years to gradually become almost completed technology-based. The authors describe
the two technology-based versions of the course, show examples, and comment on how self-directed
learning is facilitated. Examining feedback from stakeholders and previous research that analyzed
students’ self-directed work and learner reflections, the authors comment on the suitability of the
electronic tools and suggest directions for the future.
To support learners in developing their self-directed learning skills, an elective course is provided
for all students at a university located in Chiba, Japan. Specializing in teaching foreign languages, the
university has a large Self-Access Learning Center (SALC), which has been designed to promote
learner autonomy, or “the capacity to take control over one’s learning” [1, p. 2]. The elective course
can be taken in form of modules (called Effective Learning Module1 and Effective Learning Module 2)
or courses taught as in-person classes which includes self-directed work as well (Effective Language
Learning Course 1 and Effective Language Learning Course 2). Modules and courses have the same
aim, the same content, and students are supported by learning advisors in both. The main difference is
that the courses include weekly in-class meetings with learning advisors and classmates, whereas with
Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings, October 15–16, 2020,
Stockholm, Sweden and Chiba, Japan.
EMAIL: razafindratsimba-d@kanda.kuis.ac.jp; joanne-m@kanda.kuis.ac.jp; kie.yamamoto1109@gmail.com
ORCID: 0000-0001-5987-3242; https://orcid.org/0000-0003-0363-6461
© 2020 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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the modules, the communication with the learning advisors is mainly in written form. Although there
are no classmates, activities within the modules require the students to periodically interview other
learners about their opinions and experiences. The elective course has been offered at the university for
more than 15 years mostly in paper-based format where learners produced hand-written reflections each
week. However, in recent years, learning advisors have been offering electronic-based versions of the
course (see [2–4]). This paper discusses the course, or the modules more specifically, including their
aims and the evolution of the materials from paper- to electronic-based.
2. The modules
One way to promote learner autonomy is through a curriculum which supports learners in making
decisions on their learning [1], and that is what the modules at the SALC aim to do. Having evolved
through different phases [5], the modules have been designed to help individual learners to develop
self-directed language learning (SDLL) skills. SDLL stems from the field of self-directed learning
(SDL) which intends to assist learners in making their own decisions according to their personal
learning goals [6]. The modules include both ‘input’ units and journal packs which include weekly
activities and reflections (see Table 1). The input units aim to raise learners’ awareness on how to learn
by giving them guidance on how to set goals, choose resources, consider strategies, and make a learning
plan. The journal packs help learners implement their plan and evaluate their progress on a weekly basis
over one semester. During this process, learners are supported by learning advisors whose role consists
in giving weekly written feedback aiming to “promote a deeper level of awareness of the language
learning process and trigger cognitive and metacognitive awareness” and “to keep the learners
motivated and on-track with their self-study work” [7, p. 610]. Thus, by following the curriculum with
the learning advisors’ support, learners are expected to gradually develop awareness of themselves and
become more autonomous learners. A study on the Effective Language Learning Course 1 [8], involving
an end of course survey and a document analysis of learner journals and portfolios indicated that the
course (mainly taken by freshman students) effectively introduces learners to self-directed learning
skills: it influences students’ thinking about their learning and induced them to learn more actively.
Curry et al. [8] concluded that the course is, therefore, especially important for freshman students for
their transition from high school to university. As the content of the course is the same as that of the
module, it could be said that the module is highly likely to have the same impact. End of module
questionnaire data for the current academic year [13] also supports this assertion. Out of 108
respondents, 24% claimed to be somewhat satisfied, 48% were satisfied, and 17% were very satisfied:
17.05%. In addition, the 93% of the respondents indicated that the module influenced their thinking in
a variety of ways.
Table 1
Overview of the Effective Learning Module 1
Week Content Hours
1 Register for the course. Attend an orientation workshop. 3
2 Unit 1: Imagining your future 3
3 Unit 2: Goal setting 3
4 Unit 3: Strategies 3
5 Unit 4: Resources 3
6 Unit 5a: Time management or 5b Confidence and motivation 3
7 Attend a workshop: Making a learning plan 3
8 Unit 6: Learning plan 3
9 -14 Implementation of 6-week self-directed learning plan 3x6
15 Attend a workshop. Write and submit final report and portfolio 3
Total hours 45
3. From paper- to electronic-based
The idea of transitioning from paper- to electronic-based materials came with the university’s
transition to a paperless curriculum in 2015. As the university provided iPads to each student and staff
from then on, the creation of a purpose-built iPad app (Figure 1) specifically for the modules seemed
opportune. As Lammons et al. [2] put it, the aim of the app was to “capitalise on the affordances of the
available technology to enhance transformative learning” (p.343). Apart from supporting students’
SDLL, the use of the app was expected to streamline the management system, making it easier to
document and keep track of the module processes [2, 4]. With the app, the aim of the modules to
promote SDLL was maintained and further reinforced thanks to the design of the app. The app was
created following the Framework-for-Action (FFA) model developed by Hughes et al. [9]. The FFA
model has three components: replacement, amplification, and transformation. In addition to replicating
the paper-based materials (replacement), the app included interactive tools enabling learners to visualize
and monitor their learning progress (amplification). It also intended to bring transformation through
features allowing smooth reflective communication between learners and learning advisors, and the
possibility to document activities and reflections using different options, such as audio and video.
Figure 1: The app designed for SDLL
Yamamoto and Mynard and Yamamoto [4] undertook an evaluation of the app by investigating both
learners’ and learning advisors’ perceptions about the use of the app. The findings included several
positive points, such as the learners’ appreciation of easy communication between themselves and
learning advisors, and the ability for learners to visualize the balance of learning activities (Figure 2),
and the development of learning management skills. However, some negative points were also found.
Learning advisors especially noted several unintuitive and inconvenient features of the administrative
management page. For example, they found it difficult to keep track of what students added which
meant that locating and reading students’ comments was more time-consuming in the app than in print
materials. All in all, it was concluded that the app was sufficient as a “replacement” model [9], but did
not fully enable the two other components, “amplification” and “transformation” to emerge. Due to the
irreparable disadvantages, the app was discontinued after two years, but experimentation and research
continued.
Figure 2: Visualising learning management skills
4. Moxtra
In order to overcome the inadequacies of the first app, and to capitalize on some of the potential
affordances of technology for learning, more recently, learning advisors have been using a commercial
tool called Moxtra to facilitate the self-directed learning module. Moxtra is a collaborative social media
tool designed for business communication (http://moxtra.com/company). Moxtra was chosen among
social media tools for three reasons, according to Moore et al. [3]. Firstly, it provides an individual
virtual space, called a ‘binder,’ which can be shared by a learner and his/her learning advisor. In the
binder, users can upload files including pictures, videos, pdf documents and other links (see Figure 3).
They can also comment and annotate the files. Moreover, they can send instant messages. Secondly,
Moxtra allows for easier and more personalized interaction between a learner and a learning advisor,
when compared to the paper-based materials. Thirdly, Moxtra is more convenient, as it can be used
with different devices, making it possible for both learners and learning advisors to interact any time.
Apart from these advantages, Moxtra includes tools, such as a whiteboard, which can be utilized if
learners find it easier to express themselves using images rather than writing sentences, and to-do list,
which can be used by the learning advisor to remind the learner of deadlines or used by the learners
themselves about tasks they need to do. Moxtra also enables the scheduling of meetings as well as
instant audio and video meetings. However, that last feature has not been used often, as the interaction
tends to be through written reflections by learners and written feedback from learning advisors. When
meetings are necessary, it is more convenient to meet face to face or to use Zoom, as it is the platform
used for other meetings and classes at the university during the time of COVID 19.
Figure 3: Binder enabling the building of a portfolio
In short, Moxtra allows ongoing written dialogue, both synchronous and asynchronous. It enables
the building of a digital portfolio, in which all the files and activities related to a learner’s SDLL can be
found. The portfolio enables an effective visualization of progress.
From the end of course survey at the end of the first semester of 2020 [13] students were asked about
their experience using Moxtra. The results were mostly positive with 48% of the survey respondents
choosing ‘positive,’ 16% ‘very positive,’ and 24% ‘neutral.’ Among the reasons mentioned by the
students were the convenience of Moxtra in terms of interaction with learning advisors and of
visualization of the learning process. One of the participants stated: “It was easy to see adviser
comments. It was also easy to look back.”
Moxtra certainly goes beyond simple ‘replacement’ of materials [9]; the tool has the potential to
promote both amplification and transformation depending on the activities that are included in the
Moxtra binder and the ensuing interactions with learners. Although analysis is still ongoing, initial
observations of Moxtra shows increased interactions between learners and learning advisors, and
positive reactions to the multimodal resources available to learners and opportunities to share and reflect
their ongoing work in multiple ways. As a research tool, there are limitations as interaction are often
annotations on PDF documents which need to be extracted manually for research purposes. In addition,
although there are time stamps on the activity annotations and also on the interactions, these are not
collected automatically for analytic purposes. In order to understand more about how learners interact
with Moxtra, some research analytic tools would be helpful.
Another reason that Moxtra was an improvement on the first app was that the learning advisors who
were designing materials to use within Moxtra had the benefit of having learned from the pitfalls of the
first app. In addition, the design and flow of the module facilitated by Moxtra drew upon a needs
analysis that was completed in collaboration with research team members based in Sweden (see [10]).
The needs analysis included the elicitation of learning needs and goals as well as the barriers. It also
included a study of the perceptions of end users (teachers, students and administrators). Although a
purpose-made app might be preferable, it would need to include many of the features of Moxtra which
have been observed to be particularly effective. A summary of the beneficial features and other
considerations are given in the next section.
5. Conclusions: How to support SDLL with technology
Based on the authors’ experiences of the transition from paper to technology, and from an in-house
app to Moxtra, as well as drawing on the literature on self-regulated learning in online settings (e.g.
[11]), the following can be suggested to support SDLL with technology:
1. Follow a flexible awareness-raising curriculum, providing some input, but also opportunities for
experimentation and reflection.
2. Support learners through advising and provide help when needed.
3. Have learners keep written reflections and logs.
4. Provide regular feedback on learning.
5. Include visual tools for representing learning.
6. Promote interaction and sharing among students (e.g., with Google Classroom, [12])
7. Link the app within the overall learning ecology, ensuring that self-directed learning is not an
“add on” but an integral part of the learning experience.
In addition, having access to learner analytics such as time on task, word count, and keyword
analysis would help educators support learners more effectively. Having some of the analytics made
available to learners themselves would also likely develop a higher awareness of learning and further
facilitate the reflective processes.
6. References
[1] P. Benson, Teaching and Researching: Autonomy in Language Learning. Routledge; 2013.
doi:10.4324/9781315833767.
[2] E. Lammons, Y. Momata, J. Mynard, J. Noguchi, S. Watkins, Developing and piloting an app for
managing self-directed language learning: an action research approach, in F. Helm, L. Bradley,
M. Guarda, S. Thouësny (Eds.), Critical CALL - Proceedings of the 2015 EUROCALL
Conference, Padova, Italy, 2015, pp. 342-347. Research-Publishing.net.
doi:10.14705/rpnet.2015.000356
[3] P. J. Moore, J. Mynard, I. Wongsarnpigoon, K. Yamamoto, Autonomy and interdependence in a
self-directed learning course (2019), Relay Journal, 2(1), 218-227. doi: 10.37237/relay/020126.
[4] J. Mynard, K. Yamamoto. User perceptions of an app for managing self-directed language
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[6] R. Hiemstra, Self-directed learning: Why do most instructors still do it wrong? International
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http://docs.wixstatic.com/ugd/dfdeafe996f035b2094c38a1492317121bacf1.pdf.
[7] J. Mynard, Promoting cognitive and metacognitive awareness through self-study modules: An
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[8] N. Curry, J. Mynard, J. Noguchi, S.Watkins, Evaluating a self-directed language learning course
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[13] SALC, Effective Learning Module survey results. SurveyMonkey raw data (2020). (unpublished)