| Project/Area Number |
22K00737
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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 | Kyushu University |
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Principal Investigator |
アームストロング マシュー 九州大学, 言語文化研究院, 准教授 (40435128)
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| Project Period (FY) |
2022-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2024: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2023: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2022: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | Academic Writing / Peer Feedback / Learner Development / Meaningful Dialogue / Corrective Peer Feedback |
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| Outline of Research at the Start |
This research will explore the benefits of developing a cooperative learning environment which could foster students’ ability to identify and solve problems and promote critical analysis of academic writing in three learning environments: Information and communication technology (ICT), Face-to-face, and Blended learning.
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| Outline of Annual Research Achievements |
The second year of this Kakenhi Research project has progressed according to the planned schedule. Based on findings from FY2022-2023, the researcher adapted teaching materials to students preferred feedback style. Student preferences showed that face-to-face dialogic feedback with peers in the classroom was the most effective approach to improve critical writing skills. Online feedback with the teacher via Google Docs was preferred to written comments on printed assignments. This was due to students wanting a more direct line of communication with the teacher to clarify comments and ask questions. Students also found it difficult to understand teachers written comments. FY2023-2024 data closely examined the quantity as well as quality of feedback comments in face to face and online contexts. Students from six writing classes (n=110) were giving the same tasks as in the previous year in order to compare findings. Comments were classified into four categories reflected in the grading rubric (structure, language, format, and content) and the researcher analysed the number of comments assigned to each category in addition to the level of insightfulness in feedback comments which impacted the peer review process.
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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 is progressing smoothly. Sufficient data has been collected from over 400 students over two years in both face-to-face and online contexts to effectively conduct a comparative analysis. More data was collected in the face-to-face context than online but this did not affect data analysis procedures. Patterns have emerged from data analysis which illustrate best peer-feedback practices for this particular as well as general academic writing contexts. Findings have been presented at international and domestic conferences. In FY 2024-2025, key findings will be presented at two domestic and one international conference.
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| Strategy for Future Research Activity |
No changes are expected to the current research plan. The researcher has collected sufficient data and completed 80% of the analysis. The final 20% of data analysis will be conducted on semester 2’s data which is currently being done. The analysis should be completed in July. The goal for the final year of this kakenhi project (FY2024-2025) is to publish the findings in two peer review journals. The research has already been accepted to present at conferences in Fukui, Tokyo, and London.
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