This contribution is based on a pilot study intended to examine the effect of
increased learner autonomy through blended learning on student engagement,
satisfaction and target language proficiency improvements in an intermediate
Japanese language class. Data collected for this target study was limited largely
to voluntary, anonymous student self-reporting and a comparison of statistical
data gathered from anonymous, standardised course evaluation surveys.
As a pilot study, the goal is not to reach definitive conclusions but rather to
constitute a first step in identifying the ‘low hanging fruit’ that might be harvested
by encouraging student autonomy within the confines of the various fiscal and
institutional limitations inherent to the university environment. We seek to
identify how, in a cost-effective and sustainable manner, elements of blended
learning can be integrated into a course to facilitate greater learner autonomy
and to provide learners with a more student-centred and communicative language
learning environment
