<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mayumi Kanazawa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">autonomous learners</style></keyword><keyword><style  face="normal" font="default" size="100%">language learning</style></keyword><keyword><style  face="normal" font="default" size="100%">learner autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">learner independence</style></keyword><keyword><style  face="normal" font="default" size="100%">self-study</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612880853.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1096-1106</style></section></record></records></xml>