| Project/Area Number |
21K00683
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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 | Kanda University of International Studies |
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Principal Investigator |
Lege Ryan 神田外語大学, English Language Institute, 准教授 (10837991)
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| Co-Investigator(Kenkyū-buntansha) |
STANDLEE Philip 神田外語大学, English Language Institute, 講師 (20837984)
FRAZIER Erin 明治大学, 国際日本学部, 特任講師 (50838000)
BONNER Euan 神田外語大学, 教育イノベーション研究センター, 講師 (70837989)
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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 |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2023: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2022: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | Maker Education / Situated Learning / STEM / Skills development / Higher education / CLIL / Language learning / STEAM / NLP / Corpus analysis / Corpus Analysis / Skills Development / Second Language Learning / second language learning / maker education / content language / tactile learning / active learning |
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| Outline of Research at the Start |
Using a maker education framework, this study will investigate the effects of integrating creative, tactile content-integrated learning activities on linguistic output, engagement, motivation, and perceptions of learning.
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| Outline of Final Research Achievements |
The study investigated Maker Education's implementation into established higher education curricula at two international studies-oriented universities in Japan. The researchers developed a framework and list of core constructs for the approach and then vetted these for adherence to existing literature and suitability for the new context. Participants (N = 350) from 17 existing class groups completed reflections. These reflections were analyzed quantitatively using NLP software and through a qualitative coding process. Participant reflections showed evidence of soft skill development and alignment with Maker Principles. The interventions proved successful as situated learning scenarios for teaching content and language in a meaningful context. The results were disseminated in four peer-reviewed papers (with an additional paper under review) and four presentations at international conferences.
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| Academic Significance and Societal Importance of the Research Achievements |
The research demonstrated that Maker Education can be integrated into higher education content-language integrated learning contexts. Data proved that Maker Education created a situated learning environment where learners can simultaneously develop skills, content, and language knowledge.
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