Espousing Participatory Learning Technique to Motivate Japanese Students in Actively Involving Themselves in English Language Acquisition

Ayuste-Bastian, Joycylin

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Espousing Participatory Learning Technique to Motivate Japanese Students in Actively Involving Themselves in English Language Acquisition

https://kinjo.repo.nii.ac.jp/records/2000251

名前 / ファイル	ライセンス	アクション
10_Joycylin Ayuste-Bastian.pdf (1.9 MB)

Item type

紀要論文 / Departmental Bulletin Paper(1)

公開日

2025-06-20

タイトル

Espousing Participatory Learning Technique to Motivate Japanese Students in Actively Involving Themselves in English Language Acquisition

言語

eng

キーワード

言語

主題Scheme

Other

主題

Participatory Learning Technique

キーワード

言語

主題Scheme

Other

主題

flexible teaching strategies

キーワード

言語

主題Scheme

Other

主題

effective educator

キーワード

言語

主題Scheme

Other

主題

responsive learner

キーワード

言語

主題Scheme

Other

主題

education

資源タイプ

資源タイプ識別子

http://purl.org/coar/resource_type/c_6501

資源タイプ

departmental bulletin paper

著者

Ayuste-Bastian, Joycylin

抄録

内容記述タイプ

Abstract

内容記述

Education is a basic human right that must be available and accessible to all. It is a learning process that builds up over time, given the appropriate, effective and efficient teaching strategies. Learning materials are paramount to the success or failure of achieving the competency goals. Nonetheless, how to handle and deliver the subject matter, particularly i a Japanese classroom setting, is tantamount to the overall result. This paper is an attempt to examine Participatory Learning Technique (PLT) as an effective departure to the orthodox model of education, banking strategy, wherein educators “deposit or spoonfeed” information and knowledge to students. Banking strategy focuses on memorization instead of comprehending and using common sense. Whereas, PLT assures active learner’s involvement, which is synonymous to Paulo Freire’s theory that “education must be centered upon developing critically conscious, humanized learners who act to liberate themselves” and transform into a more active participant. In PLT, the core of the lesson plan, execution and application is the learner. The educator plays the role of a coach or a mentor, who is sensitive to the learning needs of the learners, and must possess flexibility to adjust the plan, without sacrificing the standard goal. PLT espouses active participation in the learning process, where both the educator and the learners agree on certain learning expectations, consulting regularly, and implementing changes to suit the learning needs. PLT adheres to the syllabus set by the university as an academic institution. It is the how of the learning process. Over the years of using Participatory Learning Techniques, observation and interaction with the learners, a solid evidence emerged. It demonstrates the capacity to reverse shyness, dislike to learn a foreign language, lack of self-confidence, inability to communicate, and the lack of ability to use English as a medium of communication. It also debunks the impression that studying is boring because PLT is interactive, creative, variable, learner-centered, and enjoyable. It empowers the learners as they own the learning process. Their constructive feedback is important to improve the delivery of the subject matter derive from the textbook. It explores bottom-up approach to teaching Japanese university students who are naturally shy. In the end, there is a realization that learning English as a second language is both fun and enriching. It bridges the obvious disconnect between the educators and the learners of whom have their own pre-set biases on what, why, and how to study. However, it should not be taken as a blanket solution to all language acquisition problems. Factors such as behavior, culture, learning environment, customs, norms and practices, and government policies might contribute to how effective or ineffective PLT is.

言語

bibliographic_information

ja : 金城学院大学論集. 人文科学編
en : Treatises and Studies by the Faculty of Kinjo Gakuin University. Studies in Humanities

巻 21, 号 2, p. 149-171, 発行日 2025-03-30

出版者

金城学院大学

言語

item_10002_source_id_9

収録物識別子タイプ

ISSN

収録物識別子

18800351

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2025-06-05 01:49:48.991186

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Espousing Participatory Learning Technique to Motivate Japanese Students in Actively Involving Themselves in English Language Acquisition

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