BLENDED LEARNING PRACTICES AND THE DEVELOPMENT OF SELF-REGULATED LEARNING: USING ATR CALL TO HELP STUDENTS PREPARE FOR TOEIC TESTS

This paper reports on a project in which researchers at universities and research institutions in Japan explored ways to implement experimental Blended Learning (BL) practices for improving students’ scores on the TOEIC Listening and Reading Tests in a course called English for Certified Tests which is intended to help students improve their scores on certified English Language tests. BL in this project is defined as a combination of in-class activities with out-of-class activities integrated in a single learning environment by a www-based courseware which features a learning management system. ATR CALL (http://www.atr-lt.jp/products/brix/index.html), which contains a variety of learning materials for the TOEIC Listening and Reading Tests, was used. A five-step learning module was designed and implemented in order to foster student self-regulated learning practices. Self-regulated learning is defined as learning which students perform in order to accomplish independently-set goals by selecting their own learning materials and then, engaging in self-selected learning activities which they deem to be appropriate for their preferred learning styles. Self-regulated learning may occur both in class and outside the class. The following is an outline of the five steps of the learning module: 1) Instruction was given for a preliminary English reading and listening skills achievement test using ATR CALL. 2) The achievement test was conducted. Students made self-assessments of their own weak points. 3) Students prepared for simulations of the TOEIC Listening and Reading Tests using ATR CALL. 4) Simulations of the TOEIC Listening and Reading Tests were conducted. Students completed self-reflection tasks. 5) Students set new goals following self-reflection on the results of the simulations. Students used ATR CALL to endeavor to reach the new goals. The research project sought to answer two research questions: 1) Would learning with ATR CALL improve students’ scores on the TOEIC Listening and Reading Tests? 2) Would the use of the learning module lead to the observable development of student attitudes, knowledge and skills which typically characterize successful self-regulated learning practices? On the basis of the findings of pre- and post-TOEIC testing, a post-course student evaluation of the methodology, and interviews with students, it can be claimed that the use of ATR CALL improved students’ scores on the TOEIC Listening and Reading Tests. Moreover, the use of the learning module encouraged students, who had previously been primarily dependent on teacher intervention, to engage in self-regulated learning.