| Project/Area Number |
19K00791
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Kyoto University |
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Principal Investigator |
McCarthy Tanya 京都大学, 国際高等教育院, 特定講師 (90515545)
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| Co-Investigator(Kenkyū-buntansha) |
アームストロング マシュー 九州大学, 言語文化研究院, 准教授 (40435128)
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| Project Period (FY) |
2019-04-01 – 2022-03-31
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| Project Status |
Completed (Fiscal Year 2021)
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| Budget Amount *help |
¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2021: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2020: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2019: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | Collaborative Research / Tandem Language Learning / Social Constructionism / Learner Autonomy / Professional Development / Self-Directed Learning / Teacher Autonomy / Curriculum Analysis / Peer to Peer Dialogue / Peer-to-Peer Exchange |
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| Outline of Research at the Start |
The researchers will first determine how much of students’ language learning takes place in a meaning-focused environment through curriculum analysis. Face-to-face meetings with international students on campus, as well as online through Skype meetings, webinars, teleconferencing between SALCs in Japan and messaging services will then be organized and the TaLL program implemented. The final stage of this study examines, through an open-ended survey and reflection diary, if the TaLL scheme helped to increase students’ intrinsic motivation.
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| Outline of Final Research Achievements |
The researchers developed a Tandem Language Learning (TaLL) scheme, which enabled young scientists to improve scientific language skills through language and cultural exchange, sharing research ideas and peer reviewing research projects. A Curriculum Analysis framework addressed policy, practice, and process. The TaLL program was implemented, evaluated, and redesigned based on learner feedback. Four points emphasized were linguistic competence; knowledge-sharing for real-life contexts; intercultural exchange; and connection to the university's educational philosophy and policies. Content analysis of peer-review exchanges highlighted four conventions: (1) Formatting; (2) Mechanics; (3) Content; and (4) Design. The researchers noted that any gains in these areas varied significantly between individuals and may have been more the result of more from multiple efforts over the period rather than from the collaborative experience, per se.
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| Academic Significance and Societal Importance of the Research Achievements |
This project describes a collaborative initiative conducted at two national universities in Japan that helped young scientists understand the professional requirements and conventions they would need to perform effectively in research and industry contexts after graduation.
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