| Project/Area Number |
22K00795
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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 | The University of Shimane |
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Principal Investigator |
E・A Kane 島根県立大学, 国際関係学部, 教授 (40273916)
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| Co-Investigator(Kenkyū-buntansha) |
江口 真理子 島根県立大学, 国際関係学部, 教授 (00269523)
大室 Melissa・Huntley 島根県立大学, 国際関係学部, 講師 (30850987)
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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 |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2024: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2023: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2022: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | Virtual Exchange / ICC / VE / telecollaboration / Asynchronous exchange / Synchronous exchange / Video linking / Action research / CLIL |
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| Outline of Research at the Start |
1. What kind of contents are effective to improve ICC through VE at Japanese universities via synchronous and asynchronous modes of exchange?
2. Which elements of VE develop students’ ICC?
3. How can the teacher design VE to include more of the elements which led to students developing ICC?
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| Outline of Annual Research Achievements |
This year, we increased the number of synchronous virtual exchange (VE) courses to three semester-long courses, and four asynchronous VE month-long courses with the US, North Macedonia, and Peru. Domestic virtual exchange on internationalisation was also conducted by university students for high school students. Data was collected from all new first year students as a baseline, students from the three synchronous VE courses, and student taking two of the asynchronous VE courses.
In addition to quantitative data, reflections from participating students were also collected and analyzed. We presented our results at Global Partners in Education conference at East Carolina University,in North Carolina, USA and at the Japan Association of Language Teachers, Tsukuba, Japan.
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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
Our synchronous and asynchronous courses are well populated and we have collected pre-course post-course quantitative data and multiple sources of qualitative data. We showed that synchronous VE is much more effective than asynchronous VE.
However, post Covid student mobility has increased and there is less demand for voluntary VE in the form of language partners and domestic VE. We found that the instrument we chose is time consuming for students and teachers, and we will look for a new tool this year. Throughout 2023 we planned for the Global Partners in Education conference, the annual meeting of researchers, faculty, and technical support staff engaged in VE through this network.
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| Strategy for Future Research Activity |
This year we have three synchronous VE courses, and four month-long asynchronous courses. Two faculty will teach them for the first time, adding to the sustainability of our VE. Quantitative data, interviews, and reflections will be collected. Students who took part in VE will present alongside faculty at the Global Partners in Education conference to be held in May 2024 in Japan for the first time. Domestic virtual exchange concerning study abroad will be conducted once a month. Deeper exchange with a Polish institution is planned to enhance our engagement with Europe. We hope to present at the JALT International Conference in November to share our findings domestically, and intend to write a paper on our three-year project.
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