“Proactive, Interactive, and Deep Learning” in English Lessons : Survey Results of English Teachers’ Perception of Active Learning Based Teaching in EFL

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  • 「主体的，対話的で深い学び」とは：英語教育におけるAL型授業の認識調査から見える現状について
  • 「 シュタイテキ,タイワテキ デ フカイ マナビ 」 トワ : エイゴ キョウイク ニ オケル ALガタ ジュギョウ ノ ニンシキ チョウサ カラ ミエル ゲンジョウ ニ ツイテ

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According to the new Course of Study (2017, 2018) in Japan, promoting learners’ autonomous learning through Active Learning in English lessons has been gaining much attention these days. In general, pair-work or group-work application in a classroom setting is frequently utilized in actual English language teaching practices, and deeper learning outcome is expected to happen as a result of such collaborative activities. However, a simple employment of such teaching framework does not guarantee pedagogical benefits as much as expected. The present study aimed to construe how English teachers serving at public high schools perceived a principle of active learning. More specifically, the study surveyed 53 in-service English teachers to clarify how they interpreted the principle of deep learning stated in the new Course of Study, how they reflected the principle in their actual practices, what concerns they had when converting the principle into the form of teaching practices. The results gained from KH Coder indicated that despite much concern about the autonomous as well as interactive behavior of high school students, the teachers’ responses showed a lack of clear interpretation of deep leaning. With the finding in mind, the study discusses a necessity of awareness-raising activities so that ALBT can further develop theoretically and pedagogically in an EFL context.

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