| Project/Area Number |
23520755
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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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| Research Field |
Foreign language education
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| Research Institution | Shimonoseki City University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
COLLETT Paul 下関市立大学, 経済学部, 特任教員 (30572721)
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 外国語教育 / 自己調整学習 / self-regulated learning / 能力記述 / can-do statements |
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| Outline of Final Research Achievements |
Through analysis of interview and survey data from students and teachers using a portfolio incorporating curriculum linked can-do statements (the Study Progress Guide) designed to develop students’ ability to self-regulated their learning of English as a foreign language, this investigation identified several factors which both support and disrupt attempts to have learners engage with self-regulated learning (SRL). SRL is often thought to be something that learners do by themselves. However, this project showed that several social factors such as the presence or absence of catalysts, social discourses, and shared understandings play a crucial role in the development of learners’ ability to self-regulate their learning. Based on our results, we have proposed guidelines for best use and design of the Study Progress Guide and similar materials and activities, and have made recommendations regarding the role of the teacher in the development of SRL ability, and best assessment practices.
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