| Project/Area Number |
19K20816
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| Project/Area Number (Other) |
18H05610 (2018)
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Multi-year Fund (2019)
Single-year Grants (2018) |
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| Review Section |
0102:Literature, linguistics, and related fields
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| Research Institution | Waseda University |
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Principal Investigator |
Tran Phuong 早稲田大学, 国際学術院, 助教 (60822236)
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| Project Period (FY) |
2018-08-24 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2019: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2018: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | Task engagement / Social interaction / Teacher presence / social interaction / task engagment / teacher presence / mobile learning / English education / e-learning / out-of-class learning |
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| Outline of Research at the Start |
The study will be longitudinal in nature, consisting of a quasi-experimental method across three intact elementary English classes at a university in Japan with a total of around 80 participants. The study will be carried out in two phases, with the study in 2019 validating the results from the previous year. The results will be discussed in terms of defining interaction types of a social and cognitive nature with a view to providing specific interaction strategies for teachers in online interaction.
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| Outline of Final Research Achievements |
The research purpose is to identify the ways in which teacher presence can be used to enhance out-of-class learning by Japanese learners of English. Research to date has been able to identify the existence of different types of teacher presence (Lee, 2014), but there is a need to then link this to teaching practice in order to encourage learners to engage in learning activities outside the classroom. The research is based on the methods that were previously adopted by Tran (2016) in order to specifically identify specific social and cognitive strategies to be employed by the teacher in online social interaction. The results are discussed in terms of defining interaction types of a social and cognitive nature; providing specific interaction strategies for teachers in online interaction and suggesting a list of specific strategies that the research project has identified as enhancing learner engagement and attitudes towards learning English outside of class through social interaction.
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| Academic Significance and Societal Importance of the Research Achievements |
Peer reviewed international conference (Single): Tran, P. (2019). “The role of teacher presence through social interaction to enhance mobile assisted language learning task engagement.” The XXth International CALL Research Conference 2019: Social CALL, Hong Kong.
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