| Project/Area Number |
22K00806
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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 | Osaka University (2023)
Kwansei Gakuin University (2022) |
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Principal Investigator |
金澤 佑 大阪大学, 大学院人文学研究科(言語文化学専攻), 講師 (00806482)
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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 |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2025: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2024: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2023: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2022: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | Epistemic Emotion / EFL Pedagogy / Higher Education / P4ELT / Deep Active Learning / Epistemicity / Extensive Reading / Spider Web Discussion / Quality Talk / Foreign Language / Pedagogy / Psychology |
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| Outline of Research at the Start |
This pioneering project investigates how epistemic emotions affect foreign language learning both via micro- and macro- level psychological methodologies. Moreover, the obtained insights are applied to foreign language higher education pedagogy, aiming at developing not only lower-order but also higher-order thinking skills. The expected findings will pave the way for the new inquiry, leading to harnessing epistemic emotions optimally not only for better understanding but also for the successful deep active learning needed in the contemporary world.
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| Outline of Annual Research Achievements |
In the second fiscal year of 2023 (FY2023), the following progress has been made. As for Psychological Investigation, the epistemicity data collected in FY2022 were prepared for further analysis, presentations, and publications. Similarly to FY2022, there have been further progress in Pedagogical Inquiry. First, new deep active learning pedagogies have been developed and implemented, utilizing cross-disciplinary theories and insights. This includes Challenger's Reading Circle, which was presented at the British NATESOL Online Conference in May as well as in a public lecture hosted by Osaka University in December; IPA News, which was presented at the JALT2023 International Conference in November. Moreover, the already proposed P4ELT (Philosophy for English Language Teaching/Teachers/Trainees) was theoretically enriched, resulting in a research paper at the 29th KELES Conference in June. P4ELT further developed into a cross-disciplinary joint paper (Matsushima, Shimizu, Kanazawa, & Shirai, 2023), and a special public event inviting the authors (P4ELT Day) was planned by the LET-FMT-SIG in March. As for Theoretical Inquiry/Philosophical Integration, the deja proposed 1-2-3 Emotion Model was applied to Eastern/Confucian philosophy. Furthermore, the Deep Epistemic Emotion Hypothesis has been formulated via the Free Energy Principle as well as a newly adopted qualitative psychology approach of (pseudo-)autoethnography. Research papers have also been submitted to international journals albeit still under review.
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
Solid progress has been made for deep active learning pedagogies, especially concerning its publications via open access servers and public lectures. Theoretical/Philosophical inquiry has been pursued further, too. On the other hand, psychological experiments have still been at their preparatory stage.
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| Strategy for Future Research Activity |
As for Psychological Investigation, the collected epistemicity data will be further analyzed and presented. In addition, by welcoming a new Co-I, experiments will be programmed and implemented to test the Deep Epistemic Emotion Hypothesis. As for Pedagogical Inquiry, further progress will be made in developing, implementing, enriching, and publishing the approaches. As for Theoretical Inquiry / Philosophical Integration, the 1-2-3 Emotion Model proposed in 2022 and the Deep Epistemic Emotion Hypothesis proposed in 2024 will be elaborated and applied for broader theoretical and educational prospects.
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