Exploring the Learning Process of Individual Learners in a Student-Centered Activity: Case of English Presentation Activities at a University in Japan

Abstract

The purpose of this study was to analyze the learning process of university students during English presentation activities. Four students in the course participated in the research. Reflective texts written after each class were analyzed. The result of the correspondence analysis indicated that each participant reflected on themselves from similar or different perspectives. In addition, every single comment was classified into six categories: English, presentation, slide, content, collaborative learning, and active learning. Each comment was also judged whether it contained positive, neutral, or negative emotions. The results were discussed in terms of self-regulated learning based on the participants’ individual differences such as their presentation experiences or public speaking anxiety. The main finding was that despite the course offering the same English presentation activities, there were differences in the process or focus of learning among the participants. It suggests that teachers should focus more on individual-optimal learning in a student-centered activity in which students take the initiative in their learning. Self-regulated learning strategies such as how to reflect on oneself are thought to be effective for goal achievement at a higher level.