| Project/Area Number |
22K00788
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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 | Kyoto University |
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Principal Investigator |
Mccarthy Tanya 京都大学, 国際高等教育院, 特定講師 (90515545)
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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 |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | Learner Development / Meaningful Dialogue / Reciprocity / Collaboration / Phenomenology / Professional Development / Dialogue |
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| Outline of Research at the Start |
This study will elucidate the fundamental role dialogue plays in L2 education, provide a shared understanding of the dynamic interrelation between dialogue and learner development and indicate the specific type of dialogic events required to succeed in research and professional environments.
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| Outline of Annual Research Achievements |
In FY2023-2024, I completed the final two interviews with professors and conducted a second round of surveys with 60 graduate and doctoral students from various faculties. A final interview will be conducted in September 2024. Results from the second round of surveys established commonalities in perceptions of what “professional development” means to students and language skills they felt that they needed to prioritize to be competent in the workforce after graduation. Findings revealed a few gaps between what language skills students perceived were most important and real-life examples of how English is used in research labs and the workplace. Through data analysis the researcher established specific activities which served as a catalyst for meaningful dialogue which, in turn, contributed to increased confidence and motivation. In particular, students highlighted activities which focused on reciprocity and dialogue as central to their improvement. This was similar to ideas expressed by professors and industry experts regarding skills students would need outside the walls of the classroom. Findings were presented at a language teaching international conference in the UK.
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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 research is progressing well and there have been no major issues. It has been difficult to collect enough data from industry experts. Thus, the researcher decided to extend data collection to professors in different facultues. This has provided a clearer picture of any gaps between institutional expectations and student perceptions. Data collection and analysis will be completed in September and key findings will be presented at three conferences in FY 2024. The researcher is currently preparing two papers for publication in peer review journals.
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| Strategy for Future Research Activity |
In the final year of this Kakenhi project, the researcher will continue to extract key findings from collected data. A final interview will be conducted in September. Results will be presented at one international (7/2024) and two domestic conferences (5/2024 and 11/2024). Two papers will be written: one for publication in a peer review journal and one for a peer-reviewed conference proceeding.
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