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)
J. F. Oberlin University (2019) |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
楠元 洋子 桜美林大学, グローバル・コミュニケーション学群, 講師 (10749310)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Granted (Fiscal Year 2020)
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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 / Teaching methods / Learning strategies / 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 |
This year was complicated by the Covid-19 pandemic, which meant that we were unable to spend time in the classroom to improve materials for helping students with their note-taking. Attempts were made to collect data in an online environment, but due to problems in the collection of this data, the reliability of this data is questionable, and thus requires further testing.
Time was spent developing materials that could be used in the classroom to better teach the note-taking five-steps. Materials were produced that could be adapted to the level of the students using them to allow for use in both higher-level and lower-level classrooms. It is hoped that the use of these materials in future iterations of the study will allow us to greater assess the effectiveness of the 5-step method.
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| Current Status of Research Progress |
Current Status of Research Progress
4: Progress in research has been delayed.
Reason
Unfortunately, the Covid-19 pandemic has had a detrimental effect on our ability to move forward with the project. The host universities for the study were switched to online learning, which meant that changes had to be made in the way that the study could be conducted. Training was attempted online, but we feel that the data gained from this online study is unreliable due to an inability to ascertain whether students were following instructions in the same way. It is hoped that the vaccine rollout and the clear desire of most universities to return to live, face-to-face teaching in the current academic year will allow us to push ahead with the study this year.
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| Strategy for Future Research Activity |
This coming year, the main goal is to further develop and examine the effectiveness of the 5-step note-taking plan in improving Japanese students' ability to take notes. Materials have been developed that can be used across a wide range of student ability levels, and it is our plan to test these materials in the classroom with two differing groups of students By testing the materials with these two differing groups it is hoped that we will be able to clearly examine the effectiveness of the materials and the five-step process in teaching note-taking skills.
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Report
(2 results)
Research Products
(4 results)
