Fostering autonomous English learning: Out-of-classroom learning plan for reading class

Education reform in Japan continues to be a pressing issue, and previous efforts appear to have borne little fruit. In this study, the author investigated how out-of-class weekly learning is planned with respect to TOEIC classes (consisting oflistening and reading classes), and whether an out-of-class learning plan affects the development of learner autonomy. This paper shows the results of research from the viewpoint of nurturing learners'autonomy in university students'reading classes. The findings suggest that directing students to create personal learning plans definitively leads to developing learner autonomy skills, but there are demonstrable differences in levels of self-awareness regarding weaknesses, which are the autonomous sub-abilities of learners, between successful learners and non­successful learners as measured by performance differentials. The paper concludes by suggesting that an automated system that is designed to accurately determine individual weaknesses may be an effective solution in addressing this performance split; such a system has yet to be developed but presents a potentially beneficial opportunity.