A trend of active learning that started with university education became the core of the general policies regarding curriculum formulation. Here and now, active learning is a keyword for promoting reform from preschool to university. This is because active learning has a great impact not only on educational methods but also on outlook on learning, which resulted in endorsing paradigm shift from teaching to learning and reappraisal of educational goals. In addition to fostering of a number of competences indispensable in society, active learning has been successful for deep understanding and fixing knowledge. In this report based on the learning research, we will show their major trends and explain motivations for introducing active learning. We also discuss the problems occurring in actual educational scenes and propose to better design the active learning that resolves those problems and encourages deeper understanding.

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In recent English language teaching, the importance of concepts such as English as a Lingua Franca (ELF), Content and Language Integrated Learning (CLIL), Deep Active Learning (DAL), and Cooperative Language Learning (CLL) has been widely recognized. However, it is not necessarily easy for educators to incorporate these elements harmoniously into practical teaching. This article introduces the design of a communicative English class for Japanese college students based on these four principles.

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This article is a recapitulation of the talk given at the symposium for the JACET Chubu Chapter Covention in 2017. It introduces some active learning activities used in English skill classes as well as a trial CLIL approach adopted for a lecture class with an enrolment of 139 students. It aims to depict how activities such as 'Flipped Class' and 'Learning Through Discussion' are managed in a large class at the Faculty of Foreign Studies, Meijo University.

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This article presents a new aspect of meta-cognitive learning strategies for EFL reading utilized by Japanese learners of English, based on the method of creating a scale by factor analysis. As a preceding study, there is a questionnaire for reading strategies presented by Mokhtari (2002), which consists of 30 questions from the context of reading by first language. The author added new 17 questions from the context of second language reading, and analyzed the learners' replies by factor analysis. The result shows four-factor structure including new questions, and alpha coefficient is above 0.8. Hence, newly added questions prove certain reliability. Not only that, this research shows general tendency of meta-cognitive learning strategies for EFL reading commonly used by Japanese learners of English.

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