| Project/Area Number |
22520550
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Ibaraki University |
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Principal Investigator |
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Fiscal Year 2012: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 代替評価 / ピア(相互)評価 / 形成的評価 / 英語教育 / ピア（相互）評価 / 相互評価 / スピーキング活動 |
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| Research Abstract |
The study examined the effects of using formative (peer and self-reflection) assessment for six months in junior high school EFL lessons. All students were engaged in pair speaking activities which another pair observed. In the experiemental groups, students filled in a peer assessment and self-reflective comment sheet after the activity, while the control groups repeated practice insead of filling the form. There was no statistically significant difference in the post-listening test scores between the experiemental and control groups, although both groups show statistically significant improvement from the pre-test scores. There was no statistically significant difference in post-self-assessment measures between the experiemental and controle groups. Speaking test data is currently being analyzed.
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