Learner Profiles for EFL in Japanese Higher Education : Incoming Student Beliefs, Experiences, and Expectations

Abstract

Research in language learning suggests that learner profiles can help teachers develop more appropriate and differentiated student-centered learning environments. A mixed-methods approach was used to investigate learner beliefs, experiences, and expectations. Quantitative and qualitative instruments were developed to collect data from incoming first-year students of a compulsory English communication course at a university in Japan. Data was categorized and analyzed regarding learners’ orientation to English learning, willingness to communicate, and readiness for e-learning. Results indicate that while this group of learners retain more traditional orientations towards language learning, they are generally willing to interact with others in a language class, are relatively comfortable using web technology, and have positive expectations for the course. Similarity of results across departments and gender suggests that learner profiles may be more helpful to teachers at the level of individual learners. Further research exploring teacher perceptions of the utility of this data for pedagogical agendas is recommended

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