Speaker
ABSTRACT
This presentation discusses learner autonomy in an EAP curriculum centered on SDGs within a year-long first-year honors program at a Japanese university. Students choose three SDGs to research at length, while fulfilling the curricular aims to enhance critical thinking skills and build confidence in productive English. With a focus on SDG #5, Gender Equality, each class begins with a relevant newspaper article, which students read before engaging in group discussions within assigned roles, then writing continuously for five minutes without editing. Next, the students use AI to refine their language and produce a reaction statement.
Using this reaction statement as a stimulus, students engage in a prewriting stage using a shared Google Document. As a homework assignment, students identify three sources in APA7 format, which they share with their research group. Others act as “detectives”, locating and assessing these articles for potential inclusion in their reference lists. Through this collaborative process and focused discussion, students develop essay titles, research questions, thesis statements, and outlines, enhancing their critical thinking and editing skills. Through this process, students are given the agency and autonomy to build understanding of gender issues in Japan, and their role as part of Japanese society.
KEYWORDS
Learner Autonomy
SDGs
Gender Equality
Collaborative Learning
| TITLE | Giving Agency and Fostering Autonomy through SDG 5, Gender Equality |
|---|---|
| RELEVANT SIG | Gender Awareness in Language Education (GALE) |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
