| Project/Area Number |
21K00594
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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 02080:English linguistics-related
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| Research Institution | Nara University (2023)
Momoyama Gakuin University (2022)
Shitennoji University (2021) |
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Principal Investigator |
Martin Eric 奈良大学, 文学部, 講師 (10822827)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2023: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2022: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2021: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
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| Keywords | listening / self-efficacy / longitudinal / development / listening strategies / extensive listening / bottom-up listening / dictation / dictogloss / vocabulary |
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| Outline of Research at the Start |
The effects of extensive listening and additional instruction on four experimental groups, and a control group, will be compared to understand the the effects of extensive listening on L2 bottom-up listening development and self-efficacy.
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| Outline of Final Research Achievements |
Two groups of Japanese university students' L2 English listening self-efficacy progress was tracked throughout one academic year. All students engaged in listening strategy instruction and dictogloss practice in class. Additionally, they completed dictation and reading-while-listening (RWL) homework in opposite orders--students in Group A completed dictation in the first semester, followed by LWR in the second semester; Group B students completed the homework in the opposite order. Results from a Rasch-validated questionnaire of perceived listening self-efficacy indicated that students in both groups developed their listening self-efficacy from Time 1 (Lesson 1 or 2) to Time 2 (Lesson 15) of the questionnaire's administration, and from Time 2 to Time 3 (lesson 30), regardless of task order or students' initial language proficiency/motivation. This has resulted in four national presentations and one manuscript, in preparation.
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| Academic Significance and Societal Importance of the Research Achievements |
本研究では、日本人学生の英語リスニング自己効力感の伸びを統計的に測定した。その結果、学生のリスニングの自己効力感は、1年間を通して中程度から大きな伸び（d = 0.72）を示し、どの時点においても停滞することなく、着実に伸び続けていることが示唆された。さらに、学生は授業外の活動よりも授業内の活動の方が価値があると感じていることがわかった。このことから、教師はどのような場合に授業外のリスニング活動が学生にとって適切であるかを検討し、授業外のリスニング課題を学生にとって魅力的なものにする方法を考える必要があることが示唆された。
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