Haruka Ubukata
Kanda University of International Studies
About
Haruka Ubukata is a learning advisor and a resource coordinator at the Self-Access Learning Center (SALC) at Kanda University of International Studies in Japan. She holds an M.S.Ed in TESOL from Temple University, Japan Campus. She has experience in teaching at an English conversation school in Japan, as well as serving as a school manager. Her research interests include learner autonomy, advising, and resources in self-access centers.Sessions
Synchronous (Onsite) Collaborative ‘kaizen’ practice for better space/material design in a Japanese SAC more
Sat, Apr 29, 12:30-14:30 Asia/Seoul
Self-Access Centers (SACs) are environments designed to promote learners’ autonomy, and they have been playing an important role in language education worldwide. Supporting SAC users’ needs requires continuous effort and collaboration among stakeholders. Our SAC, situated in Japan, implements a continuous improvement (‘kaizen’) practice between learning advisors, administrative staff, and student staff in managing spaces and materials. In this poster presentation, we illustrate the process by sharing a recent, on-going project where the above-mentioned stakeholders take part in discussing ideas and implementing action plans. These ideas are related to some of the currently prominent themes in language education, such as technology use/online materials, inclusiveness, and multilingualism. Practical insights we share would provide educators developing and working in learning spaces beyond the classroom with possible ways to collaborate with their partners, as well as some of the themes that might be significant to meet the diverse needs of their learners.
Synchronous (Onsite) Basic Psychological Needs Observed in a Self-Directed Learning CLIL Course more
Sat, Apr 29, 16:30-16:55 Asia/Seoul
In this presentation, the researchers will share findings from a research project of a CLIL course. The course focused on the facilitation of self-directed learning through the use of massive open online courses (MOOCs). Students received written advice from their instructors in their weekly learning journals and worked collaboratively with their peers, sharing ideas and realizations about their MOOC learning experiences. Through a deductive approach using basic psychological needs theory (a sub-theory of the self-determination theory (Ryan & Deci, 2017), the researchers coded the learning journals and final presentations of students (N = 15), identifying the emergence of the basic psychological needs (i.e., autonomy, relatedness, and competence). The implications shared in this presentation will be of benefit to teachers who aim to support students’ motivation, capacity for self-directed learning, and the development of learner autonomy.
