The process of learners' goal attainment in SALC's self-directed learning facilitation : Single case study of an international student in a Japanese graduate school

SALC　ニ　オケル　ジコ　シュドウ　ガタ　ガクシュウ　ソクシン　ノ　セッション　デ　ドノヨウナ　モクヒョウ　トウタツ　カテイ　ガ　カタラレタ　ノカ　ニホン　ノ　ダイガクイン　デ　マナブ　リュウガクセイ　ノ　ケース　スタディ

セイ, ヨウコ

Sei, Yoko

Center for International Education and Exchange, Osaka University

オオサカ　ダイガク　コクサイ　キョウイク　コウリュウ　センター

自己主導型学習

言語学習アドバイジング

日本語教育

質的ケース・スタディ

The promotion of self-directed learning has gained popularity as a way to support autonomous language learning. Although those discussions have a theoretical background in second language acquisition studies, further research is required for self-directed learning in Japanese language education. Therefore, this is a single case study of an international student in a Japanese graduate school who learns technical Japanese through selfdirected learning. The session was conducted online (Zoom) as an extracurricular activity provided by the university's facility for supporting autonomous language learning. This paper describes six sessions and an interview as a qualitative single case study with one participant, a research collaborator enrolled in the doctoral program of the Graduate School of Economics. The data were collected during the sessions, and analyzed using recordings, goal-setting sheets, study plans, e-mails, and an online bulletin board for information sharing. Trends over the six sessions revealed that the student who used learning strategies to achieve goals revealed that selfdirected learning was facilitated by the knowledge that the learners had already acquired, in addition to the practice of learner autonomy.