ポートフォリオを活用した自律的学習の試み

With Reference to the Autonomous Learning in Portfolio

The realistic of Japanese education in Korea is the fact that it ignores learners’ autonomy, and constantly conducts instructor-centered education. Thus, this study points out that the actual “heroine” of the conduction of lecture should be learners, learners must keep noticing objectives of lecture, education should not be done in the short term, be continued permanently, and education should not be relied on instructor but students. As a step toward self-directed learning, this study would like to contribute a little to the Japanese language education in Korea. The lecture has been conducted with the introduction of the means of initiating portfolio with the manipulation of <marugoto>, based on CEFR, to the Japanese class in 2018 for the students from freshman to junior. As a result, unlike previous classes, not only more than 80 percents of the students showed a great deal of satisfaction to the class, but also motivation in learning improved. The results show the improvement of autonomy in students, Based on these results, this study could propose the role of teacher to increase autonomy of learner, to correspond individual learners, and to establish autonomous learning. In the future, factors that interfere with the autonomy of language education in Korea, the beliefs, values, and learning styles of learners and teachers, and the roles of teachers and learners to promote autonomy will be consistently investigated.