Relation between Meta-Cognition of English as a Lingua Franca (ELF) and Students’ Autonomy Development

Satomi Ura,

Department of International Studies, School of Humanity, Meisei University, Japan

The global economy has been expanding more than ever and multilingual interfaces continue to increase. English is one of the dominant languages learned and a major focus of foreign language education in Japan. This study aims at uncovering issues learners of English in Japanese university students have and proposing an educational approach that works on the learners’ autonomy and subjectivity. Empirical data illustrates a process of how students develop meta-understanding about English as a Lingua Franca (ELF) and autonomous participation in the classroom activities. Some students claim that they are not sufficient English speakers which show their initial subjectivity. Through multiple experimental activities, students developed a sense of autonomy in using English. The results revealed what inhibits and frightens students from speaking up, and how they can potentially take the subjectivity to speak up in English. Cognition and facilitation that fosters autonomy are proposed.

Keywords: Meta-cognition, the notion of English as a Lingua Franca, multilingual interface, Autonomy, Subjectivity

The above abstract is a part of the article which was accepted at The Eighth International Conference on Languages, Linguistics, Translation and Literature (WWW.LLLD.IR), 14-15 February 2023, Ahwaz.