Active Learning in Language Classrooms: From Theory to Practice

Abstract

In 2014, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) initiated a long-term plan of implementing active learning in almost all classes conducted in Japan (Asanuma, 2015). As a result, active learning was introduced to language classes to deal with the 'three language lows' that many language learners are facing as argued by Muller, et al, (2014), 'low confidence', 'low motivation', and 'low abilities.' Teachers, however, remain unclear of what exactly active learning is, and how to implement this approach in their classes (Asanuma, 2015). This paper responds to this gap by clearly defining active learning and providing practical teaching implications in language classrooms.