| Project/Area Number |
22K00685
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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 | Nagasaki University |
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Principal Investigator |
カトローニ ピノ 長崎大学, 多文化社会学部, 准教授 (30573381)
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| Co-Investigator(Kenkyū-buntansha) |
ベー シュウキー 大阪大谷大学, 教育学部, 准教授 (00631251)
今村 圭介 東京海洋大学, 学術研究院, 准教授 (00732679)
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| Project Period (FY) |
2022-04-01 – 2026-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2025: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2024: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2023: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2022: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | speaking skills / EFL / task-based learning / WTC / learner autonomy / student-centered / self-regulation / motivation / TBLT / WTC / learner autonomy / タスクベースの言語指導 / PPP指導 / Japanese EFL University |
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| Outline of Research at the Start |
本研究では、英語教育におけるタスクベースの言語指導（TBLT）と従来型（PPP、Presentation-Practice-Production）の語彙・表現・文法中心授業の効果検証を行い、その比較を試みる。1)コミュニケーションタスクの遂行（ビデオ録画）、2)質問紙調査、3)半構造化インタビューを行うことで、流暢さ、言語的な複雑さ、正確さ、モチベーションの向上の度合いを測る。結果を検証し、先行研究の理論的研究のデータなどと合わせ、日本の英語教育におけるTBLTの効果的な導入の指針を示す。
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| Outline of Annual Research Achievements |
In the second year of our project, we managed to accomplish the majority of our goals and appear to be on the schedule we put forth in our proposal. To review, in the first year of our project, we managed to conduct a pilot study to help us clarify the framework of our data analysis. In the second year, we began to collect the data of one of our treatment groups. In Semester 1 of Year 2 of our project, the group that received TBLT took part in a course called Listening and Speaking I. Thus, the goal this year was to collect data from these participants at the beginning and the end of this course. Each participant was given an assessment at two points in time: within five days of treatment beginning (Pre-test), and approximately fourteen weeks later, i.e., within five days of treatment ending (Post-test). Each of these assessments involved participating in a dyadic conversation with a classmate, completing a questionnaire (designed to assess willingness to communicate in English), and being interviewed. The treatment involved fourteen weeks of TBLT instruction using a coursebook called “Welcome to Kyushu, Japan”. Once the data had been collected, the researchers began to transcribe the video conversations and analyze the video-recorded performances of the participants in terms of fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Additionally, students' involvement in the conversations was analyzed in terms of how many words they spoke, how many questions they posed, and their WTC scores.
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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
We have managed to collect and analyze data in the first two years of our study as per the original plan. In the first year of the pilot study, we achieved two goals:
(1) we were able to clarify the framework for the data analysis of our project moving forward, and (2) we conducted a supplemental analysis regarding the development of learner autonomy through self-regulation techniques in the Japanese EFL context. This study showed that self-regulation had a positive impact on Japanese EFL university students. In the second year of our project, we collected the data from one of our two treatment groups (i.e., the group that received TBLT). Presently, we are in the final stages of analyzing the data in terms of assessing whether this group’s oral competency had improved regarding fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Initial analysis suggests that students had made significant improvements, particularly concerning WTC and communicative confidence.
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| Strategy for Future Research Activity |
Our first goal moving forward is to continue to collect data for the main part of our study. In Semester 1 of Year 3 of our project, the group that will receive Presentation-Practice-Production (P-P-P) instruction will take part in a course called Listening and Speaking I. Thus, the goal this year is to collect data from these participants at the beginning and the end of this course. Each participant will be assessed at two points in time: within five days of treatment beginning (Pre-test), and approximately fourteen weeks later, i.e., within five days of treatment ending (Post-test). Each of theseassessments will involve participating in a dyadic conversation with a classmate, completing a questionnaire (designed to assess willingness to communicate in English), and being interviewed. The treatment will involve fourteen weeks of P-P-P instruction using a coursebook called“American Headway 2 (3rd edition)”. Once the data has been collected, the researchers will begin to transcribe the video conversations and analyze the video-recorded performances of the participants in terms of fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Additionally, students' involvement in the conversations will be analyzed in terms of how many words they spoke, how many questions they posed, and their WTC scores.
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