Promoting autonomous learning amongst Chinese learners of Japanese: introducing flipped learning and learner portfolios

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.