CHAPTER 16. Learner Development Through Peer-Group Advising in Face-to-Face Tandem
Masako Wakisaka
Abstract
Tandem learning is a useful method in language learning, where the promotion of learners’ reflection is essential to their success. To encourage reflective learning in tandem learning, individual oral advising is commonly practiced along with another approach: peer group advising. This chapter examines the effectiveness of classroom-based peer group advising in a Japanese university while the learners engage in face-to-face tandem learning outside the classroom. The chapter introduces a qualitative single case study of a student who participated in peer group advising and practiced tandem learning at the same time. Based on the results of the language portfolio analysis, the student’s attitude toward learning Japanese changed positively in seven aspects. The results of the study show that peer group advising can enhance tandem learning, which results in the development of language learners.
Resumen
El desarrollo del aprendiente a través de la asesoría grupal entre pares en sesiones tándem cara a cara
El aprendizaje en tándem es un método útil en el aprendizaje de lenguas, en donde promover la reflexión en los estudiantes es esencial para su éxito. Para fomentar la reflexión en el tándem, se suele practicar el asesoramiento oral individual junto con el asesoramiento en grupos de pares. Este capítulo examina la eficacia del asesoramiento de grupos de pares en el aula de una universidad japonesa mientras los estudiantes participan en sesiones tándem cara a cara fuera del aula. El capítulo presenta un estudio de caso cualitativo de un estudiante que participó en el asesoramiento en grupos de pares y practicó tándem al mismo tiempo. Según los resultados del análisis del portafolio lingüístico, la actitud del estudiante hacia el aprendizaje del japonés cambió positivamente en siete aspectos. Los resultados del estudio muestran que el asesoramiento en grupo de pares puede mejorar el aprendizaje en tándem, lo que redunda en el desarrollo de los estudiantes de lenguas.
About the contributor
Masako Wakisaka (PhD) is an Associate Professor at the International Student Centre of Kyushu University in Japan, where she teaches Japanese as a second language and Japanese culture. She has organized a face-to-face tandem learning network and an eTandem between Japanese and German universities. Her research interests are motivation, learner autonomy, and advising in tandem learning.
Citation
Wakisaka, M. (2023). Learner development through peer-group advising in face-to-face tandem. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 280–300). Candlin & Mynard. https://doi.org/10.47908/29/16
Tandem learning is a useful method in language learning, where the promotion of learners’ reflection is essential to their success. To encourage reflective learning in tandem learning, individual oral advising is commonly practiced along with another approach: peer group advising. This chapter examines the effectiveness of classroom-based peer group advising in a Japanese university while the learners engage in face-to-face tandem learning outside the classroom. The chapter introduces a qualitative single case study of a student who participated in peer group advising and practiced tandem learning at the same time. Based on the results of the language portfolio analysis, the student’s attitude toward learning Japanese changed positively in seven aspects. The results of the study show that peer group advising can enhance tandem learning, which results in the development of language learners.
Resumen
El desarrollo del aprendiente a través de la asesoría grupal entre pares en sesiones tándem cara a cara
El aprendizaje en tándem es un método útil en el aprendizaje de lenguas, en donde promover la reflexión en los estudiantes es esencial para su éxito. Para fomentar la reflexión en el tándem, se suele practicar el asesoramiento oral individual junto con el asesoramiento en grupos de pares. Este capítulo examina la eficacia del asesoramiento de grupos de pares en el aula de una universidad japonesa mientras los estudiantes participan en sesiones tándem cara a cara fuera del aula. El capítulo presenta un estudio de caso cualitativo de un estudiante que participó en el asesoramiento en grupos de pares y practicó tándem al mismo tiempo. Según los resultados del análisis del portafolio lingüístico, la actitud del estudiante hacia el aprendizaje del japonés cambió positivamente en siete aspectos. Los resultados del estudio muestran que el asesoramiento en grupo de pares puede mejorar el aprendizaje en tándem, lo que redunda en el desarrollo de los estudiantes de lenguas.
About the contributor
Masako Wakisaka (PhD) is an Associate Professor at the International Student Centre of Kyushu University in Japan, where she teaches Japanese as a second language and Japanese culture. She has organized a face-to-face tandem learning network and an eTandem between Japanese and German universities. Her research interests are motivation, learner autonomy, and advising in tandem learning.
Citation
Wakisaka, M. (2023). Learner development through peer-group advising in face-to-face tandem. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 280–300). Candlin & Mynard. https://doi.org/10.47908/29/16
Information About the Book
Title: Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico
Editors: Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao
Publication date: December 2023
Read more...
Title: Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico
Editors: Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao
Publication date: December 2023
Read more...