Promoting autonomous learning amongst Chinese learners of Japanese – introducing flipped learning and learner portfolios
-
Mika Takewa
and
Tomoko Miyairi
Abstract
This report presents two attempts made to promote learner autonomy at a Sino-British university in China. The first is a flipped learning approach in a Common European Framework of Reference (CEFR) A1 level module, where approximately 600 students were enrolled. It was introduced to run the module effectively without reducing the number of groups needed while facing a shortage of teachers. Flipped learning activities involved watching a short video created by teachers and completing a relevant quiz before attending class. The pre-task completion rate was 29 % but active and creative ways of engagement were observed amongst high performing students. The second attempt was an introduction of learner portfolio to a CEFR A2 level module involving 77 students. It was incorporated as part of the formative assessment, where students chose topics and methods based upon their interests. Throughout the process, students were encouraged to have “fun learning” and “focus on process” while receiving individual support. As a result, the satisfaction rate was as high as 96 % with many students reflecting their experiences as enjoyable, useful and practical. The students involved demonstrated unique ways of learning although individual differences in the efforts existed. Despite some research claim, it cannot be said categorically Chinese learners have low autonomy.
Funding source: Xi’an Jiaotong Liverpool University
Award Identifier / Grant number: TDF22/23-R25-192
Appendix
Appendix 1: Sample quiz questions for the video introducing ‘dekimasu (can)’
Does Yamaguchi-sensei understand Chinese? (a. Yes, he does., b. No, he doesn’t., c. Yes, but a little.)
Who understands Chinese a little? (a. Banri-sensei, b. Tomoko-sensei, c. Takewa-sensei)
Order the items to make a sentence whose meaning matches the sample conversation.
([ちゅうごくご Chinese][は TOP][できません。Can-NEG][が OBJ][たけわせんせい Takewa-teacher]).
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© 2025 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- 10.1515/cercles-2025-frontmatter2
- Introduction
- Language learning across cultures and continents: exploring best practices of dialogue, collaboration and innovation
- Research Articles
- Students’ perceptions of a sense of belonging in Language Centre courses – What role do teachers play?
- Use of ePortfolios in EAP classes to facilitate self-efficacy through the improvement of creative, organizational, reflective, revision and technological skills
- Boosting learner autonomy through a learner diary: a case study in an intermediate Korean language class
- Examining the (in)accuracies and challenges when rating students’ L2 listening notes
- The relationship between English Medium Instruction and motivation: a systematised review
- Generative AI in teaching academic writing: guiding students to make informed and ethical choices
- Developing writing skills and feedback in foreign language education with chatGPT: a multilingual perspective
- Activity Reports
- Fostering sustainability literacy and action through language education: perspectives and practices across regions
- Receptive communication skills to support inclusive learning in the multilingual classroom: a workshop for university teaching staff
- The challenge of LSP in languages other than English: adapting a language-neutral framework for Japanese
- Promoting autonomous learning amongst Chinese learners of Japanese – introducing flipped learning and learner portfolios
Articles in the same Issue
- 10.1515/cercles-2025-frontmatter2
- Introduction
- Language learning across cultures and continents: exploring best practices of dialogue, collaboration and innovation
- Research Articles
- Students’ perceptions of a sense of belonging in Language Centre courses – What role do teachers play?
- Use of ePortfolios in EAP classes to facilitate self-efficacy through the improvement of creative, organizational, reflective, revision and technological skills
- Boosting learner autonomy through a learner diary: a case study in an intermediate Korean language class
- Examining the (in)accuracies and challenges when rating students’ L2 listening notes
- The relationship between English Medium Instruction and motivation: a systematised review
- Generative AI in teaching academic writing: guiding students to make informed and ethical choices
- Developing writing skills and feedback in foreign language education with chatGPT: a multilingual perspective
- Activity Reports
- Fostering sustainability literacy and action through language education: perspectives and practices across regions
- Receptive communication skills to support inclusive learning in the multilingual classroom: a workshop for university teaching staff
- The challenge of LSP in languages other than English: adapting a language-neutral framework for Japanese
- Promoting autonomous learning amongst Chinese learners of Japanese – introducing flipped learning and learner portfolios
