Metacognitive Development through English Critical Reading : A Practical Study

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[SUMMARY]As the reasons for learning English differ among students in the same classroom, I have been struggling to find a way of teaching English that will meet the students’ different needs. After teaching a year, I noticed that though they had thoughts or opinions to share, most of the students in my class were usually too shy or quiet to do so. They were also passive even though they were curious and eager to learn their major subject in English. I decided to focus on their abilities to express opinions and analyze what we had read or listened to in class. Moreover, I expected them to monitor their learning to help them become active and independent learners. In the fourth and fifth terms of 2018, I focused on the content and tried to teach the students some social issues in English. In this practical study, I attempted to understand what and how the students learned during the course by focusing on metacognitive aspects. From the results of the Wilcoxon signed-rank test, the students improved their monitoring skills, and from the analyses of the final reflective report, they learned to reflect on their learning. They also generalized and personalized the skills and concepts, and some actually started to utilize these abilities in other contexts. The procedure of this course can facilitate the connection between English language courses and other courses, which can help students with less interest in or need for English. However, some students were not satisfied with group learning because some of their group members were not supportive or constructive. There also existed some power imbalances or complicated relationships among classmates. In future practices, teachers should consider how to make groups or pairs with reference to their knowledge and strengths.

[要約]筆者は，千葉大学での１年間の英語指導を通して，学生が受け身的であったり，意見や考えを持っていたとしても表現をしないことに気づいた。そこで学生が，読んだり聞いたりしたことを批判的に分析し，自己表現する活動を中心とした授業を展開した。さらに，学生が自らの学習をふりかえる活動を取り入れた。本実践研究は，2018年の第４, ５タームにおいてそれらの学びによって学生がどのようにメタ認知的なスキルを身につけたかを探求した。その結果，学生たちの学習をモニターする能力が成長したことが明らかになった。その能力とふりかえりは，他の科目でも活用しようとしており，英語に興味や必要性をあまり感じない学生にも有益であったと言える。中には，グループメンバーが議論に消極的であったり，意見が衝突し上手くいかなかった際に，グループ学習に不満を感じた学生もいた。今後の授業実践では，グループやペアの割り当てに工夫をする必要がある。

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