An investigation into Japanese students' note-taking skills in EMI/CLIL courses
| Project/Area Number |
19K00920
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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 | Bunkyo Gakuin University (2020-2022)
J. F. Oberlin University (2019) |
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Principal Investigator |
Broadbridge James 学校法人文京学院 文京学院大学, 外国語学部, 准教授 (30645198)
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| Co-Investigator(Kenkyū-buntansha) |
楠元 洋子 東京工科大学, 教養学環, 准教授 (10749310)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2022: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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 | Teaching methods / Learning strategies / Study skills / Learning Strategies / Study Skills / Teaching Methods / Notetaking / EMI / EAP |
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| Outline of Research at the Start |
This research will investigate the effects of explicit instruction in note-taking skills in a Japanese university setting. Taking notes in a foreign language is a complex procedure that research has shown can be improved through explicit instruction. This research will build on previous studies by examining whether explicit instruction in note-taking skills, using Siegel's (2018) 4-step procedure, can lead to changes in quality of notes taken during lectures, and increased comprehension of lectures as displayed through performance on comprehension tests.
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| Outline of Annual Research Achievements |
The past year has been spent in collecting data and writing up results from iterations of the study completed in 2021. During this year, the pedagogical intervention was carried out in two classes of differing English language abilities. Initial analysis of data collected suggests that the 5-step pedagogic intervention was successful in improving learners' abilities to take notes and comprehend lectures in both groups of learners. These studies also included a variant on the 5th step that appears to indicate there are multiple ways in which the storage function can be activated to help retention and comprehension of lectures. The fact that we were able to replicate the study from 2021 with similar results strongly suggests that the pedagogic intervention has been successful in demonstrating the ability to explicitly teach note-taking skills. During the past year, we were also able to complete analysis of previous findings of the study and present these findings at academic conferences in Japan, North America, and Europe.
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
The project continues to be slightly behind schedule due to the Covid-19 outbreak and subsequent loss of time in the classroom in 2020 and 2021. Since returning to the classroom we have made progress and have been able to catch up some of the lost ground including completing iterations of the study in 2021 and 2022.
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| Strategy for Future Research Activity |
This is the final year of the project and having completed two successful of the study in 2022, we plan to analyse the data collected in those completed iterations. Following this, we plan to write up the results with a view to publishing and presenting the results both nationally and internationally.
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Report
(4 results)
Research Products
(8 results)
