| Project/Area Number |
19K13301
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Sophia University |
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Principal Investigator |
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2022: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2021: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2020: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | Authenticity / Motivation / Language Teaching / Language Learning / Psychology / classroom research / Language teaching / Language learning / Classroom research / Education / pyschology / authenticity / motivation / language teaching / language learning / education / psychology / classroom dynamics |
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| Outline of Research at the Start |
In 2019 I will begin by gaining ethical approval and approach various schools and teachers about the possibility of coming to their schools to do observations. In 2020 I will be given a sabbatical to continue the research and collect further data. I will also use this time to visit a leading UK university to seek expertise and input on how to improve the study. In 2021 I will collect the final data and observations, as well as conducting follow-up interviews. In 2022 I will finish the data analysis and write up the findings for publication and wider dissemination.
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| Outline of Final Research Achievements |
Despite many setbacks with COVID, this fund has enabled me to travel to promote my research into teacher-student motivational synergy. I have published 22 papers since 2019. Some of these were co-authored with international scholars in countries around the world. Whilst not all the papers directly related to the project, all of them were influenced by my ongoing classroom-based practitioner research, greatly enhanced by the funding I am so grateful to have received. I also presented at conferences in Japan, the UK and Thailand. In addition, I participated in numerous online conference where I could share my research findings into authenticity and motivation. The main findings support the notion that there is a strong connection between students' and teacher's motivation - what I call motivational synergy. Synergy is strengthened through forging authentic links with content and classroom context, by allowing students to personalise their own learning from a supportive framework.
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| Academic Significance and Societal Importance of the Research Achievements |
The findings illuminate how learning works best when students are able to personalise their lessons and find meaningful ways of using the target language for interaction. When students are motivated by the teacher's efforts, the teacher is more likely to put more effort back into teaching.
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