Investigating the Changes in the Uses of Learning Tools

by Japanese Language Learners From Their Learning Histories:

Based on the Interviews with Six International Students

Whose Japanese Levels Range from Elementary to Highly Advanced

NAKAMURA Akira,  SUZUKI Tomomi,  SHIBUYA Hiroko

KEYWORDS: Learning Tools, Learning Stages, Interviews, Self-Monitoring, Autonomous Learning

The purpose of the present research is to find out whether Japanese language learners use learning tools differently according to how long they have been studying Japanese and what learning stage they are in, and if they do, why and how they change. Six international students with varying Japanese proficiency levels were interviewed for this purpose.

We have found out that they have been changing the way they study Japanese according to their learning stages. Changes are not restricted to the learners' uses of learning tools, upon which our research originally focused, but they also include the learners' learning methods in a wider sense, such as their choice of schools.

Our interviews revealed that such changes are caused because these learners monitor their own progress in learning Japanese at each stage and become aware of what they need at each stage of their learning. (self-monitoring)

Furthermore, they have studied Japanese for a long period of time, have completed an intensive course successfully, and as a result, succeed in attaining their targeted Japanese level, because they continue their learning, selecting the learning methods that are appropriate to their learning styles. (literacy in autonomous learning)

The keys to successful learning are learners' ability in self-monitoring and literacy in autonomous learning. Japanese language teachers should take these factors into account so that they can play the role of good advisers to learners.