Developing a diagnostic language assessment of Japanese EFL learners' English language email writing
| Project/Area Number |
19K00826
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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 | The University of Aizu |
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Principal Investigator |
Nicholas Allan 会津大学, コンピュータ理工学部, 上級准教授 (50811048)
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| Co-Investigator(Kenkyū-buntansha) |
BLAKE John 会津大学, コンピュータ理工学部, 上級准教授 (80635954)
Mozgovoy Maxim 会津大学, コンピュータ理工学部, 准教授 (60571776)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2021: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2020: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2019: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | pragmatics / language assessment / sociocultural theory / email writing / language acquisition / pragmatic failure / writing / politeness / formality / assessment / corpus / Language Assessment / EFL / Writing / Pragmatics |
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| Outline of Research at the Start |
In this project, we create a computerised assessment of learners' English language emails, that can identify errors related to formality, politeness and organisation, and also give immediate individualised feedback to help learners improve. Effectiveness of the feedback is evaluated over time.
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| Outline of Final Research Achievements |
In this research project, we developed a new kind of assessment for English email writing, focusing on politeness and formality. The developed computerised assessment automatically identifies problems in the learner's email texts, offers immediate feedback, which the learner uses to improve their email text. The innovative system uses an approach grounded in sociocultural theory. Feedback is initially highly implicit; if that fails to help the learner resolve the problem, feedback gradually becomes more explicit, until the problem is resolved. In this way, the programme both promotes learner development, and allows for assessment as well, as we can look at the frequency of feedback, and how explicit the feedback needed to be. We found the system to be effective in leading to sustained improvement in learner performance across time.
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| Academic Significance and Societal Importance of the Research Achievements |
私たちは、知識に対していくつかの貢献をしています。我々は、英語学習者の電子メール文章を対象とした初のコンピュータによる言語診断アセスメントを開発し、フィードバックに発達段階に基づいたアプローチを採用した初のアセスメントを開発した。このプログラムを実施したところ、学習者の文章に含まれる礼儀正しさや形式に関する問題が大幅に減少し、この改善が長期にわたって持続することがわかりました。また、多肢選択式テストのような個別の間接的なテスト項目で評価を行うのではなく、全文を評価するプログラムを初めて開発し、技術を進歩させました。
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Report
(5 results)
Research Products
(17 results)
