ABSTRACT

The purpose of this study is to examine which, and how, reflective practices as instructional strategies affect students’ self-directed learning (SDL) competencies in second language university classes. To answer the research questions, an explanatory mixed-methods approach was used to extend quantitative research through qualitative research. Based on the 28-item SDL Competency Scale, a survey was conducted of students enrolled in one of two different classes titled “Advanced Listening & Speaking” and “Public Speaking” in Japan. A total of 25 students participated in the survey. In addition, 11 students were interviewed for in-depth student perceptions of reflective practices, and a thematic analysis was used to analyse the interview data. The survey results indicated that reflective practices were significant predictors of SDL competencies. Among the three reflective practices of collaboration, self-reflection, and peer feedback, collaboration was the most significant predictor of SDL competencies. Based on the findings from the interviews, we also developed a thematic map which presented the specific relationships between reflective practices and SDL competencies. The results of this study provide significant implications regarding effective reflective practices to help students become self-directed learners in second language university classes.

抽象的

这项研究的目的是研究哪种反思性实践作为教学策略会如何影响学生在第二语言大学课堂中的自主学习（SDL）能力。为了回答研究问题，一种解释性的混合方法方法被用来通过定性研究扩展定量研究。基于28个项目的SDL能力量表，对在日本参加名为“高级听力和口语”和“公共口语”两个不同班级之一的学生进行了调查。共有25名学生参加了调查。此外，还对11名学生进行了面试，以了解学生对反思性实践的深入了解，并使用主题分析来分析面试数据。调查结果表明，反思性实践是SDL能力的重要预测指标。在协作，自我反思和同伴反馈这三种反思实践中，协作是SDL能力最重要的预测指标。基于访谈的结果，我们还开发了一个专题图，该图展示了反思性实践与SDL能力之间的具体关系。这项研究的结果对有效的反思性实践提供了重要的启示，以帮助学生成为第二语言大学课程中的自主学习者。