The Importance of Fostering English Language Learner Autonomy in Secondary and Tertiary ESL Education of Japan: A Guided Approach for Individual Success

Abstract

As learner autonomy becomes increasingly essential in higher education, teachers and advisors play a pivotal role in empowering and guiding students to take more control of their English language acquisition. This paper will explain the importance of fostering English language learner autonomy at Musashi University. It will provide a brief overview of the current state of English language learner autonomy in Japan's secondary and tertiary English language classrooms and discuss the obstacles that hinder learner autonomy. Such hinderances in fostering English L2LA among Japanese learners at the university center around a shift from the traditional teacher-student relationship to a more student-centered or collaborative approach. Moreover, language teaching professionals are often encounter students who have never been encouraged to think critically about what they wish to learn, how to learn, and why shouldering responsibility for their learning is crucial: most have been passive recipients of information, not actively engaged in choosing their approach to language acquisition. To effectively address these challenges, a clear understanding of learner autonomy principles and techniques that enable language teaching professionals to shift their roles from merely providing information to facilitating critical thinking and self-directed language learning is crucial. Teachers and advisors must be capable of promoting self-directed learning and embrace the fostering of English as a Second Language (ESL) learner autonomy as a means of developing lifelong learning skills. Some effective techniques that can be used to overcome these obstacles will be outlined and explored. Finally, the paper will provide a brief overview of the services available at Musashi University''s Self-Access Learning Center.