Yoshiyuki Nakata of Doshisha University, Japan has joined The 3rd Asian Conference on Language (ACL2022) on the panel for “Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?”.
Additional panelists that have been chosen to discuss this topic will be announced over the coming weeks. Follow the conference websites and social media pages for more information.
The ACL2022 Organising Committee is currently calling for papers to be presented at the event. Submit your abstracts by January 11, 2022 to participate.
To participate in ACL2022 as an audience member, please register for the conference.
Biography
Yoshiyuki Nakata
Doshisha University, Japan
Yoshiyuki Nakata is a Professor of English Language Education in the Faculty of Global Communications at Doshisha University, Kyoto, Japan. He has been involved mainly in language teacher education in Japan for more than 20 years. His research interests include self-regulated language learning, language learning motivation, learner/teacher autonomy in the school context and language teacher education. Relevant publications have appeared in journals such as Teaching and Teacher Education, International Journal of Educational Research, International Journal of Applied Linguistics, Innovation in Language Learning and Teaching, and Asia-Pacific Journal of Teacher Education. He is the co-editor of Mapping the Terrain of Learner Autonomy.
Abstract
Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
Language educators would generally agree that it is important to engage learners in reflection and help them to develop the awareness and strategies needed for self-regulation. Indeed, we know from the research that reflection leads to the development of metacognition and enhances both the experience and outcomes of language learning (Huang, 2021; Richards & Lockhard, 1996; Schön, 1984). However, in practice, teachers may not necessarily be well equipped to promote reflection on learning for a host of reasons. Some examples include lacking awareness of the field and terminology associated with reflection (Silver, 2013); lacking training in how to adequately promote reflection on learning; and lacking time or opportunities to dedicate to reflection in class due to curriculum constraints. Although some learners are naturally reflective, most students need support in developing an awareness of reflective processes as an integral part of the language curriculum. In addition, learners need support and opportunities to think deeply about their learning beyond the classroom.
This panel has two main aims. Firstly, we approach the subject of reflection from the point of view of language learners. We explore what we mean by reflection and why it is important for language learning. We discuss how we can engage students in reflection on their learning as part of the language acquisition process. Secondly, we approach the subject of reflection from the perspective of language educators. How can we best prepare and support teachers to be able to promote reflection in their learners? What evidence can be gathered to facilitate reflective noticing? What support can be offered in teacher training programs, teacher development programs and at program and institutional levels? Although we have chosen these two perspectives, the influences of the learners and the educators are bidirectional (Hattie & Clark, 2019; Murphey 2021) and both can benefit from feedback and shared dialogue about the learning that is taking place.
We bring together panellists with diverse experiences who can explore both the theoretical and the practical aspects of promoting reflection and developing metacognition in language learners and in supporting teachers in the process.
