| Project/Area Number |
22652056
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Single-year Grants |
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| Research Field |
Foreign language education
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
OHBA Hiromasa 上越教育大学, 大学院・学校教育研究科, 准教授 (10265069)
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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 |
¥1,900,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥300,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2010: ¥600,000 (Direct Cost: ¥600,000)
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| Keywords | 協同学習 / ペアワーク / グループワーク / 英語スピーキング / 英語ライティング / 英語学習意欲 / パラグラフ・ライティング / 協同認識尺度 / グループ活動 / 対人的能力 / ペア活動 / 協同作業認識 / コミュニケーション能力 / スピーキング / インタラクション / 社会性 / フードバック |
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| Research Abstract |
This study investigated the effects of cooperative learning on English speaking and writing tasks done by non-English Japanese university majors in terms of their cooperative recognition, English abilities, and attitude and motivation for learning English. The results revealed that Japanese university students in both cooperative and traditional learning groups displayed higher motivation for learning English. In addition, their recognition of “usefulness of cooperation” in the Cooperation Scale significantly increased, but those of the “individual orientation” and “inequity” did not change. However, the students who did the speaking task cultivated better human relation and obtained a higher quality of school life than those who carried out the writing task in the cooperative learning groups.
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