Learner Autonomy Transforming a Self-Reflection Task

Abstract

In 2017, the Japanese Ministry of Education (MEXT) published the pamphlet, “Overview of the Ministry of Education, Culture, Sports, Science and Technology.” In it, MEXT states that the Central Council for Education has been discussing revisions to the National Curriculum Standards “with the aim of realizing a ‘curriculum open to society’.” The council also advocates “proactive, interactive, and deep learning (improving classes from the perspective of active learning)” (MEXT, 2017, p. 8). Regarding junior and senior high schools, MEXT states that “… schools should verify and adopt an evaluation method, etc. which covers various aspects including students’ motivation and attitude for active learning. This can be achieved by focusing on students’ interest, motivation and attitude towards communication, which all lead to active learning” (MEXT, 2017, p. 8). As I have found it possible to combine active learning concepts that MEXT advocates with my research interests in autonomy and motivation, I am challenged to design a more learner-centered classroom. Walker and Symons (1997) state that human motivation is at its peak when certain requirements are fulfilled. One requirement is that people have sufficient autonomy (Dörnyei, 2001). It follows that to increase our students’ motivation for learning, we need to allow our students to have the autonomy they need to thrive.