ラムスデン タカコ   Takako RAMSDEN   ラムスデン　多夏子    所属   京都外国語大学  外国語学部 英米語学科    職種   准教授
発表年月日	2025/08/29
発表テーマ	Encouraging autonomous learning through a vocabulary-building out-of-class activity using online spreadsheets: Case studies from translation and exam preparation courses
会議名	EUROCALL 2025
主催者	EUROCALL
学会区分	国際学会
発表形式	口頭（一般）
単独共同区分	単独
国名	イタリア
開催地名	Università Cattolica del Sacro Cuore, Milan
開催期間	2015/08/27～2025/08/30
発表者・共同発表者	ラムスデン多夏子
概要	Since Holec (1981) emphasized the importance of learner autonomy in second language acquisition, numerous pedagogical studies and practices have targeted the encouragement of autonomous learning. With technological advancements making linguistic resources more accessible, fostering autonomy within formal education has become an increasingly critical issue. At the presenter’s university, even students majoring in English often exhibit low motivation and lack autonomous learning habits. The traditional lecture-style and passive learning methods in the education system are still commonplace in Japan, and this is frequently cited as a contributing factor. In the case of vocabulary, in particular, students are typically given word lists selected by instructors or textbooks, that reinforce a generally passive approach to study. To address this, the presenter implemented an out-of-class learning activity designed to support autonomous learning attitudes across multiple courses. Using online spreadsheets, students created and maintained their own vocabulary databases, selecting words they wished to learn by themselves. These databases were then shared with the entire class, incorporating collaborative learning elements that area known to enhance motivation. This presentation introduces two case studies from an English-to-Japanese translation class and a TOEIC exam preparation course, both conducted with English majors at a Japanese university at the mainly CEFR B1 proficiency level. It will outline and detail the implementation of this spreadsheet-based learning approach, discuss the content students engaged with, and examine changes in their perceptions of learning, as measured by post-course surveys. The findings suggest that allowing students to take ownership of their vocabulary learning can foster greater autonomy and motivation, offering insights into practical strategies for integrating technology into autonomous learning initiatives.