| Project/Area Number |
22K00698
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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 | Kansai University of International Studies |
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Principal Investigator |
アリポンガ ジョナサン 関西国際大学, 国際コミュニケーション学部, 教授 (50388873)
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| Co-Investigator(Kenkyū-buntansha) |
越山 泰子 関西国際大学, 国際コミュニケーション学部, 教授 (00515679)
Shorb Patrick 関西国際大学, 国際コミュニケーション学部, 教授 (10866320)
清水 拓野 関西国際大学, 国際コミュニケーション学部, 教授 (40791520)
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| Project Period (FY) |
2022-04-01 – 2026-03-31
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| Project Status |
Granted (Fiscal Year 2024)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2025: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2024: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2023: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2022: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | Online Communication / Structured Speaking / Hybrid Learning / Gamification / Student Engagement / Speaking Confidence / Peer Interaction / Asynchronous Support / Oral communication / Sustainable / Curriculum / Online / remote classes |
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| Outline of Research at the Start |
2022: Mixed Methods of Data Gathering: Quantitative and Qualitative
2023: Data Analysis
2024-2025: Hybrid Curriculum Guide Development, and Workshop
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| Outline of Annual Research Achievements |
To improve online oral communication, this study explored a set of actionable strategies designed to enhance learner engagement, fluency, confidence, and autonomy. Structured speaking tasks, including role-plays, debates, and guided discussions, offered students consistent opportunities to speak in meaningful and interactive settings. Gamification techniques such as points, badges, leaderboards, and challenges boosted motivation and participation. Hybrid learning—integrating both face-to-face and online modes—enabled flexibility and real-time interaction. Low-stakes speaking activities, self-recorded assignments, and constructive feedback helped build speaking confidence. Additionally, nonverbal elements like intonation and gesture training, use of webcams, and visual cues enhanced students’ online presence. Asynchronous support and technical resources ensured accessibility for all students. Peer-based activities, virtual exchanges with international learners, and informal online discussions contributed to building a sense of community. Collectively, these strategies improved the quality of online oral communication instruction.
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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 project has progressed as planned, with literature review, needs analysis, and preliminary classroom implementation completed. Structured speaking tasks, such as role-plays and debates, have been successfully piloted in online and hybrid formats. Student feedback and classroom observations indicate increased engagement and confidence. Data collection is on schedule, and no major obstacles have been encountered. Further refinement and analysis will continue as planned in the next phase.
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| Strategy for Future Research Activity |
In the next phase, I will create sample lesson plans based on the proposed actionable strategies, including structured speaking tasks (e.g., role-plays, debates), gamification, and hybrid learning. These will integrate low-stakes activities, self-recordings, and feedback to build confidence. Lesson plans will also include visual cues, camera use, and nonverbal training to enhance online presence. Asynchronous resources, peer interaction, and virtual exchanges will support access, motivation, and fluency.
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