Graves_Ch7_planning_an_advanced_listening_comprehension_elective_for_japanese_college_students

Barbara Fujiwara's Course Development

Background

• Barbara Fujiwara's initial interest in learner strategies led to her research for a Master's thesis.

• She teaches English in Japan, having previously taught English to various school levels.

• Focus on integrating theory into practical classroom settings, particularly through letters to colleagues.

Course Overview

• Development of an advanced listening comprehension elective for second-year college students.

• Goal: To foster independent learners who can navigate their language journey beyond the classroom.

• A need for rich and contextual language learning as highlighted by other educators' experiences.

Key Considerations in Course Design

1. Selection of Materials

• Importance of selecting relevant and engaging materials to aid listening skills.

• Materials should both engage students and meet their learning needs.

• Example: Using contemporary life themes in materials.

2. Interactive Teaching Style

• Preference for interactive methods over traditional teaching approaches in language labs.

• Interaction encourages student engagement and ownership of the learning process.

Planning Process

• Fujiwara describes feelings of anxiety around planning and a desire to articulate a rationale for course activities.

• Initial activity planning frames the course structure; used personal experiences to reflect on teaching strategies.

• Requires dialogue with students for a tailored educational experience.

Course Logistics

1. Course Description Writing

• Course aimed to spark interest in advanced listening, encouraging a variety of audio and video materials.

• Desire for students to prepare for independent study tasks, suitable for their future learning needs.

2. Student Involvement in Material Selection

• Students wrote essays to express their interests in listening topics, leading to student-driven course planning.

• Encouragement of student choice to maintain engagement in an elective format.

Homework and Instructional Tasks

• Daily listening practice as a requirement to help solidify comprehension skills.

• Use of listening diaries to track progress and reflections on listening experiences.

Group Projects

Setup and Expectations

• Involvement of students in project design allows for creativity and personal interest alignment.

• Students select materials, prepare learning tasks, and present findings to peers.

Teaching Reflections During the Course

Initial Challenges

• Realization that students might feel overwhelmed and insecure about expectations and tasks.

• Adjustments made post-first class: activities more clearly structured and expectations set.

Course Dynamics

1. Daily Structure

• Classes divided into segments focusing on homework review, group projects, and thematic video discussions.

• Fostered a collaborative learning environment where feedback on tasks occurs in real-time.

2. Incorporation of Theory

• Integrated theoretical components referenced in relevant literature, designed for practical application aligned with student interests.

Evaluation of Teaching

Student Feedback and Adjustments

• Semester evaluations collected included reflection on personal learning journeys and material effectiveness.

• Adaptations made for future iterations of the course based on constructive student feedback: focus shifting towards materials that engage students effectively.

Conclusion

Observations and Learnings

• Emphasis on teaching as a reflective process involving continuous learning from and through student experiences.

• Recognition of the need for structured, supportive environments versus free exploration in facilitating effective listening competencies.

Future Considerations

• Fujiwara expressed a desire to tighten course scope and focus on fewer, deeper topics for enhanced understanding.

• Will explore additional methods of fostering student independence while aligning learning strategies with clear, achievable goals.