一般注記出版タイプ： VoR
The authors have designed a credit-bearing English self-directed learning (SDL) course for incoming first-year students at a Japanese national university to foster their language learning autonomy. There have been three iterations of the course from 2016 to 2018 with about 60 students per iteration. Major course design components include: (1) introduction to SDL concepts and scaffolding of SDL skills in the first quarter through four sets of tasks [speaking, listening, reading, CALL] based on goal-orientedness and CEFR can-do principles, (2) development of autonomous goal-setting skills in the second quarter through student-generated task activities, (3) self- and peer-assessment of student-generated tasks, and (4) class-by-class reflection on selfprogress through a student language portfolio hosted on an online learning management system. The authors will introduce the core concepts of the course including the logistics in creating and implementing this course. Also, they will share student reflections on their
連携機関・データベース国立情報学研究所 : 学術機関リポジトリデータベース（IRDB）（機関リポジトリ）