Encouraging autonomous learning through a vocabulary-building out-of-class activity using online spreadsheets: Case studies from translation and exam preparation courses

Abstract

[EN] This study explores the implementation of a vocabulary-building out-of-class activity designed to promote learner autonomy among university-level EFL students in Japan. Drawing on the traditional Japanese practice of shakyo (the meditative transcription of meaningful texts), learners used shared online spreadsheets to create personalized vocabulary databases. They selected lines from subtitled movies or other audiovisual materials that contained words or expressions they wished to learn. The shared format allowed learners to view peers’ entries, integrating elements of peer learning and fostering a sense of community. This activity was first implemented in a translation course, and adapted for use in an exam preparation course. Post-course surveys for both courses revealed generally positive attitudes, particularly regarding the freedom to choose vocabulary, the usefulness of the spreadsheet tool, and the motivational effects of peer visibility. While the translation course showed higher engagement overall, the activity was positively received in both contexts. The findings suggest that tasks emphasizing learner ownership and decision-making can effectively promote learner autonomy, enhance contextualized vocabulary learning, and encourage reflective study habits. The study offers a practical, adaptable model for integrating traditional practices and modern technology in EFL learning contexts.