B.l Independent Language Learning Task - Learning Plan Prompts
Independent Learning Plan |
|
Big goal |
What is the area (or areas) of English that you most want to improve? If you have a clear goal and a clear reason for this goal, it will be easier to plan and learn successfully. |
Achievable smaller goal(s) |
What specific things can you focus on to achieve your bigger goal? Choose one or more small goals to work on over a fixed period of time. |
Interests and motivation |
Sometimes it can be difficult to stay motivated when you are doing independent study. One way is to use your interests in your study. Can you use any of your interests in your learning to help you achieve your goal? |
Learning styles |
We are all individuals who learn best in different ways. What do you know about your learning styles, and how can you use your learning styles effectively in this plan? |
Resources |
Please list some learning resources you will use in this learning plan. Resources can be books, website, movies, people, or places - anything you will use. Discuss reasons for your choices and how you will use them to achieve your goals. |
Learning |
Successful language learning involves more than just trying to memorise new language. You also have to understand new language, think, and monitor your ways of learning, reviewing, using, and experiences language. |
Evaluation |
What can you do to see if vour learning is being effective? |
Anything else? |
What other ideas and/or information do you think is important for you in this learning plan? |
В.2 Coded Transcript of an Individual Independent Learning Experience (task 1)
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
1 |
(Student reading) |
Cognitive processing |
2 |
I’m not sure about this... |
Metacognitive monitoring - judgement of learning |
3 |
Ah English is difficult... |
Metacognitive monitoring - ease of learning |
4 |
What should I do? Hram... |
Metacognitive monitoring - judgement of learning |
5 |
(Begins to write on the paper) |
Metacognitive control of learning |
6 |
(Writing on the paper) Well, at the moment, what I want to do is increase my TOEIC (Test of English for International Communication) score.
So this means that...my big goal will be increasing my TOEIC score, and my small goal will be, if I look at the different TOEIC sections |
Cognitive processing |
7 |
OK. |
Metacognitive monitoring - judgement of learning |
8 |
860....860 points, 860 points would be ok...hmm (Writing) To get 860 points, in English is.... (Writing) Because...because I want to be a teacher, be a teacher. If I get 860 in TOEIC, I will pass... pass... test Ah, it is not pass, what is it... |
Cognitive processing |
9 |
(Takes out electronic dictionary) |
Metacognitive control of learning |
10 |
To be exempt...exemption......ah here it is |
Cognitive processing |
11 |
(Erasing, writing) |
Metacognitive control of learning |
12 |
(Erasing, writing) |
Cognitive processing |
13 |
Ah I feel a bit nervous |
Affective processing |
14 |
Exempt, exempt, exempt... (trying to correctly pronounce the word) Exempt the first exam |
Cognitive processing |
15 |
(Writing) |
Metacognitive control of learning |
16 |
(Writing) |
Cognitive processing |
17 |
Is this ok? Is it ok? |
Metacognitive monitoring - judgement of learning |
18 |
What were my separate scores for listening and reading? |
Cognitive processing |
19 |
I should know these... |
Metacognitive knowledge - self-knowledge |
20 |
(Starts to look through the paper prompts) |
Metacognitive control of learning |
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
21 |
(Looking through the plan prompts) Interests and motivation...resources...interests and motivation...
How to increase my motivation for TOEIC study... |
Cognitive processing |
22 |
That is a bit difficult... |
Metacognitive monitoring - ease of learning |
23 |
What should I do, is there any interesting way to study TOEIC... |
Metacognitive monitoring - judgement of learning |
24 |
(Starts to read again) |
Metacognitive control of learning |
25 |
(Reading aloud) Learning style...we are all individuals...what do you know about your learning style and how can you use your learning style effectively in your plan? Eh?? (Reading aloud) What do you know about your learning style...how can you use your learning style effectively in this plan. Resources...please list some...resources can be books, websites, movies, people, places - anything you will use. Discuss why 'ou chose them, and how you will use them to help you achieve your goal, learning goals. |
Cognitive processing |
26 |
Right, Ok. |
Metacognitive monitoring - judgement of learning |
27 |
(Eyes goes back to the beginning of the plan prompts) |
Metacognitive control of learning |
28 |
Achievable smaller goals - what specific things can you focus on to achieve your big goal. Choose one or more small goals. OK, small goal...vocabulary, vocabulary, grammar, reading......and...listening... there is no speaking in the test. That’s it...hmm......so the time has come to start.... |
Cognitive processing |
29 |
(Looking outside of the room) I wonder what everyone else is doing now? |
Off-task processing |
30 |
Well...my handwriting is not good...but it is |
Metacognitive monitoring - |
probably ok... |
judgement of learning |
|
31 |
(Reading again) |
Metacognitive control of learning |
32 |
(Reading) Well first...vocabulary |
Cognitive processing |
32 |
(Looking outside of the room again) Oh, there is Mai...I guess she is speaking English - amazing...is she thinking in English as well? I can’t do that... |
Off-task processing |
33 |
Thinking in English is not possible for me... |
Metacognitive knowledge - self-knowledge |
34 |
Hmm...first is grammar, no vocabulary', vocabulary... |
Cognitive processing |
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
35 |
But I don’t know if I really want to do it...or should do it... |
Metacognitive monitoring - judgement of learning |
36 |
Actually, I really just don’t want to study at all |
Metacognitive monitoring of affective processing |
37 |
(Sits back more deeply in seat......looking at papers) |
Metacognitive control of learning |
38 |
Specific...specific....is there anything other than vocabulary? ... 10 or 20....only 80? No...per week.. .how many weeks.. .what about grammar? Nah, maybe I don’t need to study grammar... I know it alright and sometimes really well... Grammar is ok so that leaves vocabulary and listening and reading...Specific...specific...what am I supposed to write about specifically. |
Cognitive processing |
39 |
Hmm...it is interesting when you are thinking just by yourself.. .I’m thinking of food... |
Off-task processing |
40 |
OK, time, I don’t have time |
Metacognitive knowledge - task knowledge |
41 |
So focus...OK... (starts writing) |
Metacognitive control of learning |
42 |
(Writing) New vocabulary....is this spelling ok? And... Ah! maybe it is a good idea to read books too! Reading is useful...what if do that book......ah maybe not, that is different... I need business related stuff...... Hmm what I can do is listening...how should I... listening...business related listening... Well to start with I will use a TOEIC textbook... maybe that is ok... |
Cognitive processing |
43 |
(Writing) |
Metacognitive control of learning |
44 |
What else? Listening materials - can I use a TOEIC book for this? Not really.. .what should I do? |
Metacognitive monitoring - judgement of learning |
45 |
Ah, if I could do talk with some about this, it would be good - I would like to share ideas about this, as it would make it better...hmm |
Metacognitive knowledge - cognitive knowledge |
46 |
I am just going to go out of the room for a bit and have a look (Leaves the room, and enters the learning centre, starts to look at learning materials) |
Metacognitive control of learning |
47 |
Oh, I really don’t want anyone to hear me doing this - I hope there is no one around (Note: Here the student is making reference to the fact that they are wearing a microphone and speaking out loud as part of the VPA protocol. While this is the case of the research method interfering with the process, it is also a clear example of affecting processing interrupting learning) |
Affective processing |
48 |
What should I do? |
Metacognitive monitoring - judgement of learning |
49 |
Listening |
Metacognitive control of learning |
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
50 |
Listening resources...Ah watching movies is probably not a good choice...Ah here is something. (Looking at Books) Listening Master... Reading Master... (Looking at a TOEIC learning materials section) Ah all the books here are old. This is too old - it is for the older version of the test. 860 level text...ah but I think this is also for the old version.... |
Cognitive processing |
51 |
Actually, I don’t really now...what should I do... |
Metacognitive monitoring - judgement of learning |
52 |
Ah are there any of my classmates around - I want to get some other opinions about this. |
Metacognitive knowledge - cognitive knowledge |
53 |
Ah look at that student there - she is writing loads!! Uh oh, I’m in trouble. Everyone is probably doing that. Ah look, there is Ayaka and she is writing too - amazing!! There are all doing it...oh no... |
Affective processing |
54 |
(Studentgoes back to the room) |
Metacognitive control of learning |
55 |
Everyone is working hard - uh oh.......I’m not good |
Affective processing |
56 |
(Yawning) |
Physical state |
57 |
OK. So now. |
Metacognitive control of learning |
58 |
This is...topic...goal.... if it is to become a good husband... to do this I have to learn how to cook well, or things like that, so I if think in this way if it is to get a score of 860 in TOEIC, I need to be able to use vocabulary and then....eh... reading......Ah! Read, read, read what? Read paragraphs, paragraphs |
Cognitive processing |
59 |
(Writing) |
Metacognitive control of learning |
60 |
(Writing) Read paragraphs quickly...Is quickly correct? (Checks dictionary) Yes quickly...and...understand...understand clearly... What about listening.. .In order to get 860 points... listening... what should I do for listening... Be able to read quickly and understand clearly... that is necessary. Then for the listening side?...How can I improve my listening ability? |
Cognitive processing |
61 |
Ow, my tooth hurts. |
Physical processing |
62 |
I hope I can finish up with the dentist today... |
Off-task processing |
63 |
(Refocusing, sits in more erect position, moves shoulders back) Eh...understanding clearly |
Metacognitive control of learning |
64 |
Ah listening...what am I supposed to do for listening...listening...I can’t break this down... hmmm...So listening is...to listen is......to improve my ears, I should....... Ah not paragraph - it should be passage. Passage (checking dictionary).. .yeah Passage |
Cognitive processing |
65 |
(Yawning) |
Physical state |
66 |
I’m not really sleepy, I am just yawning. |
Metacognitive monitoring of physical processing |
(Continued)
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
67 |
Yawn, what is yawn in English? (checking dictionary) ...YAWN... Hmmm....I wonder what my teacher is doing now.... |
Off-task processing |
68 |
Ah, I have to think of something here. |
Metacognitive monitoring - judgement of learning |
69 |
To improve my listening I must first...to improve my listening must first...basically the only thing to do is, I just have to do a large amount of listening |
Cognitive processing |
70 |
(Writing) |
Metacognitive control of learning |
71 |
(Writing) Interests and motivation.... Because it is independent study...to increase motivation...pair work would be good but...an interesting way of learning. ...an interesting way... interesting... Making something not interesting interesting... If I have to read in English, there is not really any information or topic I want to read about What is good? motivation.... Vocabulary only, related vocabulary, like for business Reading more quickly - that is not specifically related to business though... More vocabulary - maybe I should practice my English pronunciation - vocabulary |
Cognitive processing |
72 |
What should I do? |
Metacognitive monitoring - judgement of learning |
73 |
Interesting business English...enjoyable way of study...business related...that’s the way, is it? Studying about business, making it enjoyable. |
Cognitive processing |
74 |
Ah now I am getting confused, I don’t know what to do.... |
Metacognitive monitoring - judgement of learning |
75 |
Hmm...How can learning business words be enjoyable? Even in Japanese, I don’t really use them...and English is difficult right? |
Cognitive processing |
76 |
Ah I really don’t know what to do now... I’m thinking about stuff I don’t usually think about...ahh...what should I do? |
Metacognitive ,monitoring - judgement of learning |
77 |
I’m sleepy now...ahhhhh |
Physical processing |
78 |
This is not good... |
Metacognitive monitoring - judgement of learning |
79 |
(Student sits up in the chair) Vocabulary is... |
Metacognitive control of learning/ control of physical state |
80 |
Vocabulary is......even if vocabulary is not interesting I think I can continue to study. I just have to memorize them, that’s all. Maybe it is ok if it is not interesting. Then maybe I can try and make listening and reading study interesting... |
Cognitive processing |
81 |
Why do I have to keep doing this plan... |
Affective processing |
82 |
(Returns to task) To use my interests... |
Metacognitive control of learning |
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
83 |
To use my interests...interesting conversation topics...what about advertising?...watching tv is not connected, nor are using movies or music.... Movies? watching movies... but how can I connect that to business?...maybe there are some about business. If so, and I watch them... this could work for listening and for vocabulary... |
Cognitive processing |
84 |
I will go and have a quick search... (Goes out into the library area) |
Metacognitive control of learning |
85 |
(At the movie section looking through the movies) Working, working movie...not animation, adventure, biography.. .documentary... documentary...what is this movie?... documentary......inside man |
Cognitive processing |
86 |
(Meets two other students, S2 and S3, who are also working individually on the same task) S2: We are going to finish now S: Finish? S2: Yeah, she already finished S3: Haha S2: So, I decided to finish now. I get so bored easily, so I just wanna talk to someone S: Eh...I’m jealous (S2 and S3 leave) |
Off-task processing |
87 |
How are they finished already!! That’s amazing...! am not enjoying this... |
Affective processing |
88 |
Documentary...job, job.. .documentary...a job- related documentary... Ah, a lot of bad movies. |
Cognitive processing |
89 |
Ah this is no good. I can’t find anything |
Metacognitive monitoring - judgement of learning |
90 |
(Continues looking) |
Metacognitive control of learning |
91 |
Oh, this is sooo difficult |
Metacognitive monitoring - ease of learning |
92 |
Oh this looks really interesting...this is really interesting... (referring to a movie)... Highwayman.. .oscar.. .oscar.... This looks really really interesting, but is it any good for my purpose? I wonder what everyone else did for big goals and small goals.... |
Cognitive processing |
93 |
(Goes back into room) |
Metacognitive control of learning |
94 |
Too difficult.... |
Metacognitive monitoring - ease of learning |
95 |
(Yawning) |
Physical state |
96 |
Oh, I feel bad, I am really starting to lose my |
Metacognitive monitoring of |
concentration now |
affective and physical processing |
|
97 |
I really don’t have any good ideas...no good ideas |
Metacognitive monitoring - judgement of learning |
98 |
(Goes back to read plan) |
Metacognitive control of learning |
99 |
I have to improve my motivation again...Yeah, I guess as I thought...listening is... The only idea I have is watching a movie. |
Cognitive processing |
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
100 |
Will this be ok I wonder? |
Metacognitive monitoring - judgement of learning |
101 |
At least that should be a bit interesting Works for listening and vocabulary...mmmm... sometimes |
Cognitive processing |
102 |
(Writing) |
Metacognitive control of learning |
103 |
(Writing) Sometimes watch business related movies... ah, not business but...maybe business is ok.... What else... Read an English book |
Cognitive processing |
104 |
(Writing) |
Metacognitive control of learning |
105 |
(Writing) What can I read - I don’t like reading in Japanese never mind in English......I wonder will this have the opposite effect and lower my motivation? Hmm, but there might be some interesting books... but reading is.... |
Cognitive processing |
106 |
What should I do... |
Metacognitive monitoring - judgement of learning |
107 |
Ok - I’ll just do this |
Metacognitive control of learning |
108 |
There is nothing else I can do |
Metacognitive monitoring - judgement of learning |
109 |
Ehhh...learning style... (Reading)...what do you know about your learning style...what do you know about your learning style.. .how can you use your learning style... Learning Style...what is it?...my learning style.... and how can you use......how do I use it in this plan...... |
Cognitive processing |
110 |
What do this mean? I don’t understand what this |
Metacognitive monitoring - |
means... |
judgement of learning |
|
111 |
Oh and I’m starting to feel sleepy...I’m sleepy...I |
Metacognitive monitoring of |
want to go home.... Oh I really want to discuss this with my friends now... |
physical and affective states |
|
112 |
Well, I don’t know what learning styles means |
Metacognitive monitoring - judgement of learning |
113 |
So I am going to skip this. (Moves on to next prompt) |
Metacognitive control of learning |
114 |
(Reading) Please list some resources you will use for this learning plan. Resources can be books, websites, movies, people, place - anything you will use. Discuss why you chose them and how you will use them to help you achieve your learning goals.... First, movie...what movie...well...first I should just watch. Or maybe actually I should use movie when I am bored of other kinds of studv...... Or maybe I should watch it every week. Or first do some difficult stuff, and then watch a movie......Ahah, maybe that way I would be able to relax....... |
Cognitive processing |
Student Verbalisations and/or Actions |
Type of Processing Occurring |
|
115 |
Ah...I should have written down my current score, and what improvement I want. (Note: here the participant is referring to their English language proficiency score.) |
Metacognitive knowledge - task knowledge |
116 |
Ah that was a mistake...Ah I made a mistake...what should I do.... What else is there to do... Ah but does it really matter what kind of text - maybe just to improve my general listening and reading is ok...is that ok? maybe ok? Vocabulary.. .what should I do? |
Metacognitive monitoring - judgement of learning |
117 |
OK......Specific, specific things |
Metacognitive control of learning |
118 |
Specific things...grammar, no vocabulary... vocabulary is...mm, I need to memorize.... OK, for now I will memorize vocabulary, memorize new vocabulary |
Cognitive processing |
119 |
I’m sleepy.... |
Physical processing |
122 Appendices