Towards efficacy-driven online learning, a linguistic social network analysis of peer interaction
| Project/Area Number |
18F18781
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| Research Category |
Grant-in-Aid for JSPS Fellows
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| Allocation Type | Single-year Grants |
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| Section | 外国 |
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| Research Field |
Linguistics
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| Research Institution | Kanda University of International Studies |
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Principal Investigator |
MYNARD Joanne 神田外語大学, 外国語学部, 教授 (70515543)
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| Co-Investigator(Kenkyū-buntansha) |
PEETERS WARD 神田外語大学, 外国語学部, 外国人特別研究員
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| Project Period (FY) |
2018-11-09 – 2021-03-31
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| Project Status |
Completed (Fiscal Year 2020)
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| Budget Amount *help |
¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2020: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 2019: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2018: ¥400,000 (Direct Cost: ¥400,000)
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| Keywords | online interaction / computer mediation / Strategies / language learning / peer interaction / online learning / Google classroom / Digital content analysis / learner autonomy / online collaboration / self-directed learning / self-regulated learning / self-access learning / peer collaboration / advising |
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| Outline of Annual Research Achievements |
This study has built on new insights in the field of education, in which studies have harnessed the power of technology to create and integrate tailored online peer interaction spaces in education, supplemented with made-to-measure instructions, prompts and tasks.
This study investigated how learners of a foreign language at a Japanese university interacted with one another in a tailored online space as part of their learning trajectory, how they made use of their peers as potential sources of information and support, and what kind of language they used to do so.
The study integrated Google Classroom groups as peer interaction spaces in the optional, but credit-bearing Effective Learning Modules (ELMs) and Effective Language Learning Courses (ELLCs) offered by the university.
Using multiple data collection and analysis methods, the results showed the range of strategies students in Japanese higher education can use when collaborating with their peers online for effective learning purposes. The interactions in the Google Classroom groups stayed close to the tasks learners had to complete, with learners introducing their plans, asking for resources and discussing their use of strategies. In addition, there seemed to be room for self-disclosure and self-expression. Future studies should focus on how to foster more in-depth discussions between peers about both planning and learning gains.
This project informs current and future practice of supporting learners in several contexts, ranging from formal, classroom-based education to self-access learning environments.
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| Research Progress Status |
令和2年度が最終年度であるため、記入しない。
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| Strategy for Future Research Activity |
令和2年度が最終年度であるため、記入しない。
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Report
(3 results)
Research Products
(38 results)
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[Journal Article] Understanding learner autonomy through research: A summary of a forum at JALT 2019.2020
Author(s)
Mynard, J., Ohashi, L., Peeters, W., Shelton-Strong, S. J., Tweed, A. D., Watkins, S., & Wongsarnpigoon, I.
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Journal Title
Studies in Self-Access Learning Journal
Volume: 11
Pages: 53-63
DOI
Related Report
Peer Reviewed / Open Access / Int'l Joint Research
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[Book] Dynamics of a social language learning community: Beliefs, membership and identity.2020
Author(s)
Mynard, J., Burke, M., Hooper, D., Kushida, B., Lyon, P., Sampson, R., & Taw. P.
Total Pages
216
Publisher
Multilingual Matters
ISBN
9781788928892
Related Report
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