| Project/Area Number |
21K00714
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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 | Juntendo University |
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Principal Investigator |
WADDEN Paul 順天堂大学, 国際教養学部, 教授 (00238833)
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| Co-Investigator(Kenkyū-buntansha) |
小野田 榮 順天堂大学, 国際教養学部, 教授 (00296328)
野村 佑子 順天堂大学, 国際教養学部, 助教 (20712954)
HALE Christopher 国際教養大学, 国際教養学部, 准教授 (40552360)
アメルズフォート マルセル 順天堂大学, 国際教養学部, 先任准教授 (50771341)
城座 沙蘭 国際基督教大学, 教養学部, 助教 (70845114)
FERREIRA Daniel 成蹊大学, 国際教育センター, 講師 (90594094)
吉野 康子 順天堂大学, 国際教養学部, 非常勤講師 (50321435)
今井 純子 順天堂大学, 国際教養学部, 准教授 (00458506)
松本 恵美子 順天堂大学, 国際教養学部, 嘱託教員 (50811080)
マドレー ジョン 順天堂大学, 国際教養学部, 嘱託教員 (10970080)
マーティン マリア・ハナ 順天堂大学, 国際教養学部, 嘱託教員 (30970090)
レイシー ベサニー 順天堂大学, 国際教養学部, 嘱託教員 (80970087)
大津留 ソフィー 順天堂大学, 国際教養学部, 嘱託教員 (90970088)
梅原 洋陽 順天堂大学, 国際教養学部, 嘱託教員 (90829863)
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| Project Period (FY) |
2021-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2023: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2022: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2021: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | English for liberal arts / English curriculum / CLIL-based learning / TOEFL / Japan higher education / Liberal Arts / CLIL / English Education |
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| Outline of Research at the Start |
This research study posits that the principal reason is that Japanese high school and university curricula focus largely on language skills and do not coherently build basic knowledge and vocabulary in the traditional fields of the liberal arts upon which the TOEFL is based. As action research testing this original hypothesis for the first time, this study will design and implement a Content and Language Integrated Learning (CLIL) curriculum in one of Japan’s newest faculties of liberal arts and measure the outcomes using the TOEFL exam.
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| Outline of Annual Research Achievements |
In accordance with our original plan, in 2023-24 the 6 liberal arts modules (Sociology, Economics, Earth Science, Health and Medicine, Zoology, and Natural History) were used as the core texts across the entire first-year program of 15 classes 4 koma a week for approximately 230 students. These course materials were significantly further developed and refined. Once again the TOEFL outcomes were highly successful. By using liberal arts content to develop students’ academic reading and listening skills instead of commercial communicative textbooks, the TOEFL ITP gain in 2023-24 was 107% greater than for students over the previous six years in the pre-existing curriculum. This was below the TOEFL ITP gain of 2022-23 (140% greater than for students in the new curriculum compared to the historical average) but it strongly corroborated—and exceeded—the results of our 2021-22 pilot study. In that transitional year, 3 of 15 classes using a CLIL approach for 2 koma a week showed a 70% higher TOEFL gain.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The Kakenhi-supported research is proceeding according to its original plan with results that exceed initial expectations. Although Covid slowed the first year of the grant-based research, the research and the implementation of the new liberal arts CIL-based curriculum are currently following the original schedule.
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| Strategy for Future Research Activity |
These outcomes and data seem to strongly support the researchers’ central KAKENHI “Prediction” in 2020 that 4 koma a week of “liberal arts-focused English study during students’ first year will at least double current ITP TOEFL score gains.” One unexpected revelation of the researchers is that AI tools such as ChatGPT can be very useful in modifying content-based materials to fit different instructional levels. The researchers have been reporting their approach, methods, and results in a series of presentations at major language-teaching conferences across Japan (see below) as well as in published articles. By the end of 2024-25 academic year, the researcher hope to share their curricular materials on a common platform to partner with other universities.
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