Synchronous (Onsite) Other Issues Research Report/Paper (25 mins Onsite)
Basic Psychological Needs Observed in a Self-Directed Learning CLIL Course
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.
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Phillip A. Bennett has amassed more than two decades of experience working within a diverse range of educational environments catering to learners of all ages and levels of proficiency, including a significant amount of experience in Japanese schools. He holds a MA TESOL from Kanda University of International Studies, in addition to certifications in Learning Advising and InsideOut Coaching. Currently, he serves as a faculty member in the Self-Access Learning Center (SALC) at Kanda University of International Studies while also providing facilitation and training services focused on enhancing cultural awareness and understanding within various business settings. His pedagogical interests center on practical and tangible applications of theoretical frameworks in the classroom and self-access learning. Further interests include learner autonomy, ruptures in language learning, the concept of umwelt, and the verstehen methodology.
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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.