Earticle

Despite the advantages of the shadowing method in language learning, there has been little research on the use of the method in Japanese language education. Therefore, the current study investigated the effectiveness of shadowing for the pronunciation and listening skills of Korean learners of Japanese. The study was conducted with the beginner and intermediate learners of Japanese in a college in the second half of the academic year (September to November, 2007). The results indicate an　improvement of the listening skills for 80% of the students (20 students). Furthermore, the false using of the pronunciation in 7 categories disappeared. The study suggests implications for the adequate application for Japanese education in Korean universities.

韓国の日本語教育においては、シャドーイングという方法をどのように授業に取り入れたらいいのかまだわからない教師がほとんどであるため、シャドーイング効果を韓国の日本語教育の効果的な利用法はどういったものなのかを研究課題として、中級レベルの学習者の発音習得変化及び聴解力向上への影響をみる調査を2大学での教育現場で、後期（2007年9月から11月）に行った。その結果、対象者20名の80％に聴解力の向上が見られ、発音では7項目の誤用が減少し、韓国での大学機関での日本語授業でも十分に応用できることがわかった。

본 연구는 문화예술 기반 시민참여가 어떻게 시민성으로 이어지는지 그 과정을 분석하였다. 이를 위해 인천문화재단의 문화기획프로젝트 시민X(20232025)를 사례로 삼아, 3년간의 결과자료집을 분석하고 두 사례의 문화매개자와 참여 시민 총 7인을 면담하였다. 분석 결과는 다음과 같다. 첫째, 시민성은 한 가지 경로로 형성되지 않았으며, 참여 진입의 다층적 경로, 구조화된 자율성의 작동 양식, 정체성 전환과 의미의 재구성, 관계의 지속과 학습공동체의 형성, 문화매개자의 양방향적 학습 경험, 매개자가 경험한 지원 프로그램의 차별적 효용이라는 여섯 가지 주제가 복합적으로 맞물려 작동하였다. 둘째, 시민X 운영의 핵심 원리는 구조화된 자율성으로, 활동의 큰 틀은 문화매개자가 정하되 그 안의 결정과 표현은 참여자에게 맡기는 이중 구조였다. 셋째, 시민성은참여자가 자신의 위치를 다시 인식하고 관계를 오래 쌓아가는 과정에서 형성되었으며, 사례에 따라 13년에 걸친 점진적 변화와 3년간의 집중적 변화로 다르게 나타났다. 넷째, 문화매개자 역시 단순한 운영자가 아니라 참여자와의 관계 속에서 인식과 실천을계속 새로 배우는 주체였다. 본 연구는 이러한 발견을 토대로 UNESCO FCS 2025의 분석 차원을 활용한 시민성 평가지표 개선 방향을 제안하였다. 나아가 문화예술 기반 시민참여 연구가 효과가 있었는가를 넘어 그 효과가 어떻게 만들어지는가로 초점을 옮길필요가 있음을 보여준다.

This study asks not whether arts-based civic participation fosters citizenship, but how it does so. Drawing on a longitudinal, embedded single-case design, it examines the CitizenX program of the Incheon Foundation for Arts and Culture. Data comprise three years of official program reports (20232025) and semi-structured interviews with seven informants—two cultural mediators and five citizen participants—drawn from two contrasting embedded sub-cases: an island community (Case A) and an inner-city district (Case B). The analysis reveals four key findings. First, citizenship was not formed along a single pathway but through the interplay of six themes: multi-layered entry pathways, the workings of structured autonomy, the reconfiguration of identity and meaning, the sustaining of relationships and the emergence of learning communities, the reciprocal learning of cultural mediators, and the differential utility of support programs as experienced by mediators. Second, the operating principle underlying both sub-cases is conceptualized as structured autonomy—a dual arrangement in which mediators delimit the overall framework while delegating decision-making and expression within it. This reframes the quality of participation as a question not of how much authority is devolved, but of in which domains and through what structures it operates. Third, citizenship emerged as participants' taken-for-granted assumptions about their own position were unsettled—a form of decentering that unfolded gradually over thirteen years in Case A and intensively over three years in Case B. Fourth, mediators were not mere operators but learners who continually reconstructed their understanding and practice through relationships with participants, demonstrating that intercultural learning is reciprocal rather than unidirectional. Building on these findings, the study proposes directions for revising citizenship evaluation indicators using the analytical dimensions of UNESCO FCS 2025, and argues that encounters across cultural differences become citizenship learning only under specific operational conditions.

본 연구는 직업전문학교 재학생의 학습동기와 학습 자율성이 직무창의성과 전공만족도 및 학교만족도와 어 떤 영향관계인지 파악하는 것을 연구목적으로 하였다, 국내 전문직업학교가 비교적 최근에 활성화되었고 학술적 연 구가 매우 부족한 현실이다. 직업전문학교 제과제빵 전공 재학생 설문조사를 통해 이론적 선행연구에 근거한 연구가 설들을 검증하였다. 직무창의성은 학생의 학습동기와 학습 자율성의 복합적인 영향을 받는 것으로 나타났다. 내재적 학습동기와 학습 자율성은 전공만족도에 유의한 수준의 긍정적 영향을 미치나 외재적 학습동기는 전공만족도에 부적 영향관계를 보였다, 직업전문학교 교육은 실무중심의 기술전달 방식 위주라서 본 연구는 학습동기, 창의성, 학습 자 율성 등의 심리적 성향이 학생 만족도에 미치는 영향을 파악하였고 교과정책 반영에 참고할 결과를 제시하였다. 향 후 신입생 홍보나 교과운영, 학사관리를 위하여 더 체계적이며 복합적인 연구가 필요하다.

The purpose of the study is to explore the relationship among learning motive, job creativity, major satisfaction and school satisfaction of enrolled students in 2 vocational schools in Seoul. Hypotheses based on the relevant literature are tested. Job creativity was found to be positively influenced by learning motives and autonomy. Intrinsic learning motive and autonomy affect student’s major satisfaction, but extrinsic learning motive was found to have negative effects on major satisfaction as autonomy trait was irrelevant to school satisfaction. Vocational college programs offer mainly technical and on-the-job training unlike general colleges. Thus, students are psychologically sensitive to school programs and multidisciplinary approach is needed.

본 연구는 홍콩 출신의 한국어 우수 학습자 데이지를 연구 참여자로 섭외 하고 내러티브 탐구를 진행하여 학습자의 자율성이 어떠한 양상으로 나 타나는지 살펴보았다. 연구 결과 데이지는 첫째, 스스로 학습 과정을 결 정하고 그 결정에 대해 책임지는 모습을 보였다. 둘째, 완벽주의라는 개 인 성향의 특성에 따라 자신의 학습 수준을 평가한 후 학습 목표를 지속 적으로 점검하고 재설정하였다. 셋째, 자신이 스스로 설정한 학습 목표 에 적절한 학습 내용 및 방법을 찾아 적용하고 있었다. 넷째, 교사, 동료 학습자, 한국인 교류인 등 주변인들과의 상호작용을 통해 학습에 대한 긍정적인 자극을 받았다. 다섯째, 자신이 속해 있는 사회에 대한 관심이 한국어 학습 동기나 목표에 영향을 미치고 있었다. 연구 결과, 학습자 자 율성은 단순히 독립적으로 학습하는 과정이 아니라 주변과의 상호작용 속에서 형성되고 강화되는 동적인 과정임이 확인되었다.

This study employed narrative inquiry to explore learner autonomy through the experiences of Daisy, a proficient Korean language learner from Hong Kong. The findings revealed that she took full ownership of her learning, regularly assessed her progress, and adjusted her goals and strategies accordingly. She also actively selected learning materials, engaged in meaningful interactions with teachers, peers, and native Korean speakers, and was shaped by her broader social environment. The study concludes that learner autonomy extends beyond independent learning, emerging as a dynamic process fostered through continuous social engagement.

This study aims to investigate how some Korean primary school students practiced autonomous English-learning while they exchanged email letters with foreign friends for 20 weeks. In order to achieve triangulation of the study, the following data resources were used: email letters exchanged and uploaded at an Internet cafe, a survey implemented in April and July as an autonomy measuring instrument, the informants’ comments on keypal activities written in July, two times of individual interviews and the researcher’s observation report. One major finding emerged from the data is that there were four types of autonomy development. Some implications drawn from the study findings are added for future keypal-based English-learning autonomy development programs.

본 연구는 문화예술 기반 시민참여가 어떻게 시민성으로 이어지는지 그 과정을 분석하였다. 이를 위해 인천문화재단의 문화기획프로젝트 시민X(20232025)를 사례로 삼아, 3년간의 결과자료집을 분석하고 두 사례의 문화매개자와 참여 시민 총 7인을 면담하였다. 분석 결과는 다음과 같다. 첫째, 시민성은 한 가지 경로로 형성되지 않았으며, 참여 진입의 다층적 경로, 구조화된 자율성의 작동 양식, 정체성 전환과 의미의 재구성, 관계의 지속과 학습공동체의 형성, 문화매개자의 양방향적 학습 경험, 매개자가 경험한 지원 프로그램의 차별적 효용이라는 여섯 가지 주제가 복합적으로 맞물려 작동하였다. 둘째, 시민X 운영의 핵심 원리는 구조화된 자율성으로, 활동의 큰 틀은 문화매개자가 정하되 그 안의 결정과 표현은 참여자에게 맡기는 이중 구조였다. 셋째, 시민성은참여자가 자신의 위치를 다시 인식하고 관계를 오래 쌓아가는 과정에서 형성되었으며, 사례에 따라 13년에 걸친 점진적 변화와 3년간의 집중적 변화로 다르게 나타났다. 넷째, 문화매개자 역시 단순한 운영자가 아니라 참여자와의 관계 속에서 인식과 실천을계속 새로 배우는 주체였다. 본 연구는 이러한 발견을 토대로 UNESCO FCS 2025의 분석 차원을 활용한 시민성 평가지표 개선 방향을 제안하였다. 나아가 문화예술 기반 시민참여 연구가 효과가 있었는가를 넘어 그 효과가 어떻게 만들어지는가로 초점을 옮길필요가 있음을 보여준다.

This study asks not whether arts-based civic participation fosters citizenship, but how it does so. Drawing on a longitudinal, embedded single-case design, it examines the CitizenX program of the Incheon Foundation for Arts and Culture. Data comprise three years of official program reports (20232025) and semi-structured interviews with seven informants—two cultural mediators and five citizen participants—drawn from two contrasting embedded sub-cases: an island community (Case A) and an inner-city district (Case B). The analysis reveals four key findings. First, citizenship was not formed along a single pathway but through the interplay of six themes: multi-layered entry pathways, the workings of structured autonomy, the reconfiguration of identity and meaning, the sustaining of relationships and the emergence of learning communities, the reciprocal learning of cultural mediators, and the differential utility of support programs as experienced by mediators. Second, the operating principle underlying both sub-cases is conceptualized as structured autonomy—a dual arrangement in which mediators delimit the overall framework while delegating decision-making and expression within it. This reframes the quality of participation as a question not of how much authority is devolved, but of in which domains and through what structures it operates. Third, citizenship emerged as participants' taken-for-granted assumptions about their own position were unsettled—a form of decentering that unfolded gradually over thirteen years in Case A and intensively over three years in Case B. Fourth, mediators were not mere operators but learners who continually reconstructed their understanding and practice through relationships with participants, demonstrating that intercultural learning is reciprocal rather than unidirectional. Building on these findings, the study proposes directions for revising citizenship evaluation indicators using the analytical dimensions of UNESCO FCS 2025, and argues that encounters across cultural differences become citizenship learning only under specific operational conditions.

본 연구는 코로나19상황에서 중국20대의 가족여가가 생활만족도에 미치는 영향을 확인하고, 가족응집력이 이 관계를 매개하는지 살펴보았다. 가족여가에 초점을 둔 이유는 두 가지이다. 중국국민여가상황조사보고서에 따르면 중국 코로나19상황에서 가족여가활동이 1위로 나타났고, 코로나19 이전에 비해 코로나19시기 홈 여가시간이 23.9%로 증가 된 결과가 보고되었기 때문이다. 조사대상은 중국 1선 도시(북경, 상해, 광주, 선전)에 사는 20대 중 2인 이상의 가족이 여가활동을 함께하는 20대이다. 최종분석 자료는 492부로 조사도구는 설문지이다. 가족여가는 6점 리커트 척도, 가족응 집력과 생활만족도는 5점 리커트 척도로 점수가 높으면 척도수준이 높은 것을 의미한다. 자료처리는 빈도분석, 확인적 요인분석, 상관관계분석, 위계적 회귀분석, Sobel 검증을 실시하였다. 연구결과는 가족여가와 생활만족도의 관계에서 가족응집력은 부분매개효과가 있는 것으로 나타났다. 따라서 본 연구는 코로나19와 같은 특수한 상황에서 가족여가는 가족응집력을 증가시켜 생활만족도를 높여준다는 것으로 가족여가의 중요성을 강조한 결과라고 볼 수 있다.

The purpose of this study is to verify the mediating effect of family cohesion on the relationship between family leisure and life satisfaction in Chinese 20s in the context of COVID-19. The subjects of the survey are those in their twenties who live in China's first-tier cities (Beijing, Shanghai, Gwangju, Shenzhen) and are in their twenties with two or more family members doing leisure activities together. The final analysis data is 492 copies, and the survey tool is a questionnaire. Family leisure is on a 6-point Likert scale, and family cohesion and life satisfaction are on a 5-point Likert scale. Higher scores indicate higher levels of scale. For data processing, frequency analysis, confirmatory factor analysis, correlation analysis, hierarchical regression analysis, and sobel test were performed. The results of this study showed that family cohesion had a partial mediating effect in the relationship between family leisure and life satisfaction. This study is the result of emphasizing the importance of family leisure as it increases life satisfaction by increasing family cohesion in special circumstances such as COVID-19.

그동안 운동학습 관련 연구에서 자율성지지와 성공경험의 독립적 효과가 인정되었다. 이에 본 연구에서는 이러한 자율성지지와 성공경험의 복합적 효과를 검증하였다. 이를 위해 남자 대학생 40명이 실험에 참여하였다. 이들에게는 본 연구와 관련된 어떠한 정보도 제공하지 않았다. 이들은 각각 AS/SE집단, AS집단, SE집단, C집단에 10명씩 무선 배정되 었다. 본 연구의 과제는 골프칩샷이 사용되었으며 종속변인은 결과점수였다. 습득단계는 2(자율성:유, 무)×2(성공경험: 유, 무)×6(분단: 1-6) 혼합설계로 분단요인을 반복 측정하는 삼원변량분석이 실시되었다. 파지 및 전이검사에서는 2 (자율성:유, 무)×2(성공경험:유, 무) 이원변량분석을 실시하였다. 실험결과를 분석한 결론은 다음과 같다. 첫째, 자율성 지지와 성공경험은 독립적으로 골프피칭기술에 유효한 효과를 미치는 것으로 나타났다. 둘째, 자율성 지지와 성공경험의 조합은 다른 조건들 보다 골프피칭 기술의 학습에 가장 효율적인 것으로 나타났다. 이는 자율성 지지와 성공경험이 동시에 제공될 때 운동학습에서 추가적 이득이 있다는 것을 의미한다.

Until now, independent effects of autonomy support and success experience have been recognized in studies related to motor learning. Therefore, in this study, the complex effect of autonomy support and success experience was verified. 40 male college students participated in the experiment. They did not provide any information related to this study. They were randomly assigned to the Autonomy Support & Success Experience (AS/SE) group, the Autonomy Support (AS) group, the Success Experience (SE) group, and the C (control) group, respectively. The task of this study was to use a golf chip shot, and the dependent variable was the result score. The data analysis of the acquisition phase was carried out under 2 (autonomy: yes, no) × 2 (success experience: yes, no) × 6 (block: 1-6)mixed design with repeated measures on the block. In the retention and transfer test, 2 (autonomy: yes, no) × 2 (success experience: yes, no) ANOVA was conducted. The conclusions of analyzing the experimental results are as follows. First, it was found that autonomy support and success experience independently had a valid effect on golf pitching skill. Second, the combination of autonomy support and successful experience was found to be the most effective for learning golf pitching skills than other conditions. This means that there are additional benefits in motor learning when autonomy support and success experience are provided at the same time.

본 연구는 서울시 지방자치단체 상시학습체제에 정식 등록된 학습동아리에 자발적으로 가입하여 참여, 활동하고 있는 재직 공무원 327명을 대상으로 학습동아리 활동을 통한 집단효능감이 학습만족에 미치는 영향을 규명하는데 그 목적이 있다. 이 목적을 위한 연구문제는 첫째, 학습동아리 참여 공무원의 집단효능감이 학습만족도에 미치는 영향은 어떠한가? 둘째, 학습동아리 참여 공무원의 개인적 변인에 따라 집단효능감, 학습만족도에 어떠한 차이가 있는가? 로 설정하였다. 연구 결과 학습동아리 참여 공무원의 집단효능감은 학습만족도에 통계적으로 높은 영향관계가 있는 것으로 확인되어 학습동아리 전체 및 학습동아리에 참여하는 동료 개개인에 대한 인식이 높을수록 개인이 동아리에 참여함으로써 배우게 되는 학습 자체에 대한 만족도도 높은 것으로 나타났다. 그리고 개인적 특성 중 인간관계 확장을 참여 동기로 가지고 활동한 경우 집단효능감이 높았고, 활동에 참여한 기간이 6년 이상으로 길수록, 그리고 동아리 활동을 통하여 지식이나 기술을 습득하고자하는 참여 동기가 있을수록 학습만족도가 높게 나타났다.

The purpose of this study was to examine the collective efficacy of public officials who were voluntarily joining and participating in study groups which were officially registered in the ever-learning system of Seoul Metropolitan City Office upon participants' learning satisfaction. Study subjects were 327 public officials who were active in the study groups in Seoul Metropolitan City Office. For this, following study questions were established: (1) 'What influence does study-group participating public officials' collective efficacy have upon their learning satisfaction?'; and (2) 'What influence do study-group participating public officials' personal variables have upon their collective efficacy and learning satisfaction?' Study findings showed that study-group participating public officials' collective efficacy had a statistically significant influence upon their learning satisfaction. When their perception of study group itself and fellow participants were higher, their learning satisfaction, acquired from their participating in a study group, was also higher. In relation to personal variables, participants whose participatory motive was to expand human relations showed higher collective efficacy. And participants whose period of participation was 6 years and above and whose participatory motive was to acquire knowledge or technology presented higher learning satisfaction.

The purpose of this study was to examine the effects of parents' autonomy support, self-regulated learning motivation, and achievement goal orientation on high school students' academic burnout, and investigate the moderating effect of self-regulated learning motivation and achievement goal orientation on the relationship between parents' autonomy support and this students’ academic burnout. The results are as follows. First, academic burnout has a significant effect on parents' autonomy support, self-regulated learning motivation, and achievement goal orientation. Second, self-regulated learning motivation has a moderating effection the relationship between parents' autonomy support and students' academic burnout. Third, the achievement goal of performance-approach goal has a moderating effect on the relationship between parents' autonomy support and students' academic burnout. Fourth, achievement goal orientation of mastery-approach goal and performance-avoidance had no moderating effect on the relationship between parents' autonomy support and students' academic burnout. This finding implies that the effect of parents' autonomy support on students’ academic burnout may vary depending on students' level of self-regulated learning motivation and achievement goal orientation. In this respect, the study has discussed limitations and the needs to find more effective intervention methods that can increase self-regulated learning motivation and achievement goal orientation of performance-approach goal that can control the academic burnout of students.

불확실하고 급변하는 경영환경 변화에서 조직의 경쟁우위와 성과 창출은 구성원의 역량에 달려있다. 본 연구의 목적은 팬데믹의 장기화로 악 화되고 있는 경영환경 속에서 조직의 경쟁력 확보를 위해 메타인지를 조직구성원의 새로운 역량 유형으로 제시하고자 하였다. 동시에 학습민첩 성의 매개효과와 직무자율성의 조절효과를 검증하여 메타인지가 직무성과에 영향을 미치는 효과성을 극대화할 수 있는 메커니즘을 탐색하고자 하였다. 가설검증을 위하여 국내 다양한 업종의 300명이상의 기업에 근무하는 직장인들을 대상으로 설문을 실시하여 수집한 478부의 설문자를 토대 로 SPSS PROCESS Macro 와 AMOS를 활용하여 분석하였다. 독립변수와 종속변수의 측정 시기를 분리하는 등 동일방법편의를 극복하고자 하 였으며 직급과 연령, 학력을 통제변수로 적용하였다. 연구결과, 첫째, 조직구성원의 메타인지는 직무성과에 긍정적 영향을 미치는 것으로 확인되었다. 둘째, 학습민첩성은 메타인지와 직무성과의 관계를 정(+)의 매개하는 것으로 확인되어, 메타인지가 학습민첩성을 경유하여 직무성과가 향상되는 간접효과가 확인되었다. 셋째, 학습민첩성 과 직무성과의 관계에서 직무자율성의 조절효과를 검증하였다. 따라서 학습민첩성과 직무성과의 관계는 직무자율성에 의해 강화되는 것을 확 인하였다. 본 연구는 조직구성원의 메타인지와 직무성과 간 메커니즘과 경계조건을 실증적으로 검증함으로써 기존의 구성원 역량에 관한 연구를 확장, 발전에 기여한다. 또한 DeRue et al.(2012)이 제안한 학습민첩성 개념모델을 연구모형에 적용하여 국내 조직구성원을 표본으로 실증한 데 차별 성을 가진다. 연구 결과를 바탕으로 이론적 시사점과 더불어 조직 현장에서 필요한 실무적 시사점을 제시하고, 연구의 제약점과 향후 후속 연구 방향을 논의하였다.

In an uncertain and rapidly changing business environment, an organization's competitive advantage and performance creation depend on the capabilities of its employee. The purpose of this study is to present metacognition as a new competency type of employees to secure organizational competitiveness in a business environment that is deteriorating due to the prolonged pandemic. At the same time, by examining themediating effect of learning agility and themoderating effect of job autonomy, amechanismthat canmaximize the effectiveness ofmetacognition affecting job performance shall be verified. To test the hypothesis, it has conducted a questionnaire survey on office workers working in various industries in Korea and analyzed using SPSS PROCESS Macro and AMOS based on 478 questionnaires collected. To overcome the common method bias by separating the measurement period of independent and dependent variables and also the position, age, and educational background were applied as control variables. As a result of the study, first, it was confirmed that the employee’smetacognition had a positive effect on job performance. Second, learning agility was confirmed to positively mediate the relationship between metacognition and job performance, and the indirect effect of metacognition improving job performance via learning agilitywas confirmed. Third, themoderating effect of job autonomy was verified in the relationship between learning agility and job performance. Therefore, it was confirmed that the relationship between learning agility and job performancewas strengthened by job autonomy. This study contributes to the expansion and development of existing research on employee competency by empirically verifying the mechanisms and boundary conditions between metacognition and job performance of employees. In addition, this research has a discriminatory meaning by the empirical approach of ‘Learning Agility Conceptual Model’ proposed by DeRue et al. (2012). It might be very first academic try in Korea to apply the conceptual DeRue’s Model into the real organizational employee as a sample and bring out the empirical results. Based on the research results, theoretical and practical implications in the field of organization were presented, and the limitations of this study and future research directions were discussed.

This paper is the investigation of learner autonomy in learning English as a foreign language. The subjects of the study were 233 college students. With the application of principal factor analysis, the study found that the subjects had four dimensions of learner autonomy: cognition, persistence, affect and tolerance of ambiguity. The extracted four factors explained 50% of total variance. Items of cognition included ‘I understand what is being taught’, ‘I can formulate my own learning objectives.’ and the other 5 items. Items of persistence included ‘I am not easily distracted, once I begin studying English.’ ‘I pay attention to studying English in English classes’, and the other 3 items. Affection had such items as ‘I do not enjoy learning English’, ‘I know why I am learning English’, and the other 2 items. Tolerance of Ambiguity included ‘I do not have patience with learning English’ and the other 2 items. In addition, female subjects had higher ‘affect’ than male subjects. High scorers on a TOIEC had higher ‘cognition’ and ‘affect’ than low scores on the test. The identified dimensions in the study confirmed results of other qualitative research studies. Based on the results of the study, several ways of improving learner autonomy are discussed.

In late years the education that attached great importance to the autonomy of the learner in various fields is promoted. The traditional class administration that a teacher transmits one’s knowledge to have to a learner directionally is changing. The author taught Japanese in a keyword with autonomy based on such a background. This report describes the contents, and reflection toward the future. After the class end, the author interviewed it about overall this class for learners how you felt it. Therefore I analyzed a provided document with SCAT and considered the class. As a result, the intervention to the positive learner by the teacher led to a conclusion to sublimate to a more meaningful thing by autonomy learning.

近年、様々な分野で学習者の自律性を重視した教育が推進されている。教師が自分の持つ知識を学習者に一方向的に伝達するという伝統的な授業運営は変わりつつある。そういった背景をもとに著者は自律性をキーワードに日本語の授業をおこなった。その内容を記述し、今後に向けての反省を綴ったのがこの報告である。授業終了後、この授業全般についてどのように感じたか、学習者らを対象に聞き取り調査をおこなった。そこで得られた資料をSCATを用い分析し、授業の考察をおこなった。その結果、教員による積極的な学習者への介入が自律学習をさらに意味のあるものに昇華するという結論にいたった。