Learner-initiated exploratory practice: revisiting curiosity

Yoshitaka Kato ^[1] ; Judith Hanks ^[2]
1. [1] Chubu University
  
  Chubu University
  
  Japón
2. [2] University of Leeds
  
  University of Leeds
  
  Reino Unido
Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 76, Nº 4, 2022, págs. 421-431
Idioma: inglés
Texto completo no disponible (Saber más ...)

Resumen
- This paper investigates the potential of learner-initiated exploratory practice (EP), which encourages learners to set their own investigative agenda based on their curiosity-driven puzzles. A case study was conducted in a remedial course for undergraduate students at a university in Japan. Data included student puzzles, posters, and reflective questionnaires. Student investigations of their puzzles remind teachers and researchers of the affordances of learning from learners. The results suggested that, despite their previously disoriented attitudes towards learning English, this form of fully inclusive practitioner research, EP, provides learners with an opportunity to realize their curiosity and reinvigorate their motivation towards language learning.