Speaker
Abstract section 3: Content/method
Multiple case studies were employed to observe second-year junior and third-year senior high school students during the writing process over the 2025 academic year at a private school. The GRR framework was utilized as the primary pedagogical approach. The key components include: 1. focused instruction, 2. guided instruction, 3. collaborative learning, and 4. independent learning (Fisher and Frey (2013). Reflective journals, surveys, and interviews were used after the observational period to collect data.
Abstract section 1: Relevance
The use of technology in the classroom has various benefits and drawbacks, including its influence on how students take responsibility for their learning. However, student perceptions and beliefs about the development of language learner autonomy in a technologically advanced era have not been sufficiently explored in the literature. The purpose of this presentation is to advance the experiences of Japanese junior and senior high school students regarding the development of learner autonomy during the writing process, where they were asked to write on an independently chosen topic, based on the Gradual Release of Responsibility approach (Pearson and Gallagher, 1983).
Abstract section 4: Outcomes/results
The results suggest that students primarily relate language learner autonomy to their ability to produce the language without mistakes. Specifically, errors that are grammatical in nature. Consequently, students who were better able to produce grammatically correct writing believed that they had developed language learner autonomy. Furthermore, students used technology to get feedback from teachers and AI tools. Students expressed significant concern about the overuse of technology and their inability to determine the accuracy of the content found online. This suggests that teachers must play a new role in helping students to develop critical thinking in an increasingly information age.
Abstract section 5: References
Fisher, D., & Frey, N. (2013). Gradual release of responsibility instructional framework. IRA E-ssentials: Engaging the Adolescent Learner, (8037), 1–8. https://doi.org/10.1598/e-ssentials.8037.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344.
Abstract section 2: Contribution/research questions
Contributions include a deeper understanding of the kind of support that students require and how they are navigating the learning process
Research Questions
1. What reasons do junior and senior high school students give to support how they have developed learner autonomy during the writing process?
2. What problems did students encounter inside or outside of the classroom?
3. What type of support do students require from their teachers in this technologically advanced era?
| Title | Promoting Learner Autonomy in a Technologically Advanced Era |
|---|---|
| Teaching Context | Junior/senior high-school |