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The Reflective Learning Journal in the Classroom

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Vivian Lee, Hankuk University of Foreign Studies; Eiko Gyogi, Akita International University / SOAS, University of London

Reference Data:

Lee, V., & Gyogi, E. (2016). The reflective learning journal in the classroom. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT.

In this paper, we highlight the role of the reflective learning journal in 2 different classrooms: a translation classroom in Seoul and a Japanese-language classroom in London. In both classrooms, the learning journal was assigned to students for the duration of 5 classes. Excerpts from 5 students’ journals from both classrooms are presented and discussed with reference to Moon’s (1999, 2004) map of the reflection process to offer student perspectives and identify how the learning journal helped in the areas of interests identified, doubts encountered, and strategies explored for obstacles. The results from both classrooms show that reflective learning journals enabled a greater focus on the learner by both the teacher and the learner. By reflecting on their own work, learners can discover more about their selves during the process of learning. For the teacher, this reflection can provide insight to the learners’ process of learning.

本論では、ソウルの翻訳クラスとロンドンの日本語クラスという2つの異なるクラスの計5回にわたる授業から得たデータをもとに、内省的ラーニング・ジャーナルの役割について検討する。具体的には、Moon(1999, 2004)の内省プロセスを参考に、各クラス5名の学習者の内省的ラーニング・ジャーナルがいかに学生の意見を引き出し、学生の興味関心の向上や疑問、問題解決などに役立つのかを分析した。この結果、両クラスとも内省的ラーニング・ジャーナルを通して学習者に焦点を当てることができ、学習者・教師双方有益であったことがわかった。学習者は自らの学習を振り返ることで、自己についてより知ることができ、教師側もまた、教室内だけでは捉えきれない学習者の学習プロセスについて知ることができた。

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