論文のための作業メモ

*********2024 February 6

Takagi, A., Tanaka, T., & Minami, Y. (2023). Role of practitioner research in exploring learner autonomy for in-service teachers: A retrospective case study. The Learner Development Journal, 7, 78–95. https://doi.org/10.37546/JALTSIG.LDJ7-5

Problems in the Field:

The field of learner development in language education has seen a growing interest in exploring learner autonomy and the role of practitioner research in understanding and improving teaching practices. This retrospective case study aims to delve into the experiences of an in-service teacher, Naoya, and his efforts to nurture learner autonomy in English language classes over a two-year period.

Research Questions:

The study addresses two overarching research questions:

1. What are Naoya's perceptions on the roles of the students and the teacher in the classroom?

2. How did Naoya support the development of his students' autonomy through expressive activities?

Participants:

The primary participant in this retrospective case study is Naoya, an in-service teacher who had been teaching third-year students for several years at schools in Shizuoka, Japan. Additionally, the research team consists of Akiko Takagi, Takeo Tanaka, and Yuki Minami, who conducted the study and analyzed the data.

Research Methods:

The study employs a retrospective case study design to explore Naoya's experiences and practices in nurturing learner autonomy. The researchers utilized practitioner research as the overarching approach to gain insights into Naoya's teaching practices and beliefs.

Data Collection Methods:

Data collection involved a semi-structured in-depth interview with Naoya, conducted via Zoom, to explore his perspectives regarding the roles of teachers and students in English classes, as well as his perceptions of the development of his students' autonomy through expressive activities. The interview, lasting about 1 hour and 45 minutes, was audio-recorded and transcribed for analysis.

Data Analysis Methods:

A reflexive thematic analysis (TA) was employed following the six steps prescribed by Braun and Clarke. The analysis involved inductively coding Naoya's paper and the interview transcription using qualitative data analysis software. The researchers engaged in a collaborative process of examining the data, defining and naming themes, and modifying, deleting, or combining identified themes as necessary.

Analysis Results:

The analysis yielded two overarching themes developed for the first research question, highlighting the students as the main actors in the class and the teacher as a facilitator. For the second research question, three themes emerged, focusing on the students' increasing care about the audience, their enjoyment of self-expression, and their reflection on influences and thoughts.

Suggestions:

The study suggests the importance of involving students in class management, having students share their work, setting scaffolding activities, supporting individual students, and observing students carefully. These suggestions aim to enhance learner autonomy and foster a more student-centered approach in language education.

Conclusions:

The retrospective case study provides valuable insights into Naoya's experiences and practices in nurturing learner autonomy. It emphasizes the significance of student involvement, self-expression, and reflection in promoting learner autonomy in language classrooms. The findings contribute to the ongoing discourse on the roles of teachers and students in fostering learner autonomy and provide practical implications for in-service teachers seeking to enhance student autonomy in their classrooms.