A curriculum for selfdirected learning:
a systematic approach.
Katherine Thornton
SALC Learning Advisor,
Kanda University of International Studies,
Japan
IATEFL LA SIG Pre-Conference Event,
19th March, 2012, Glasgow
Overview
 Self-directed language learning (SDLL) at
KUIS
 The curriculum project
 Progress so far
My context at KUIS
 Approx. 3000 students
 All language majors
(majority English)
 Self Access Learning
Centre
 10 Learning Advisors
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
First Steps Module - Learner training
 8 weeks
 Input-based
 7 units – Needs Analysis,
Time management,
Resources, Learner
strategies etc.
 Activity & Reflection model
Self-directed learning modules
 1st & 2nd year modules
 Learner-generated
content
 Plan, implement,
monitor, evaluate
 Learner-advisor dialogue
(written and spoken)
 Elective classes for 1st,
3rd & 4th year students
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
Research Question:
What are the self-directed language learning
needs/wants of KUIS freshmen and how can the
SALC best address them?
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
3 phases
Establish
Learning
Outcomes
Evaluate
existing
programme
Modification
& design
Phase 1: Establishing Learning
Outcomes
Principles
Environ
ment
Analysis
Learning
Outcomes
Needs
Analysis
Adapted from Nation & MacAlister
(2010)
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
Phase 3: Modification and
design
Evaluation
Assess
-ment
Evaluation
Format
Content &
Sequencing
Evaluation
Adapted from Nation & MacAlister
(2010)
The project so far…
Environment Analysis
Learners
Advisors
Situation
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)
Needs Analysis
 Target situation analysis?
 Do learners know their own SDLL needs?
 Draw on advisors’ experiences with learners
 Consult teachers
 Consult literature & research
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
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
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
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
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
Thank you for listening.
Any comments/questions?
thornton.katherine@gmail.com
http://kandaeli.academia.edu/KatherineThornton
http://www.kandagaigo.ac.jp/kuis/salc/
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
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