| Project/Area Number |
23652142
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Hiroshima City University |
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Principal Investigator |
AOKI Nobuyuki 広島市立大学, 国際学部, 教授 (80202472)
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| Co-Investigator(Kenkyū-buntansha) |
WATANABE Tomoe 広島市立大学, 国際学部, 教授 (80275396)
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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: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | ｅラーニング / 英語学習 / 自律的学習 / 学習履歴データ / eラーニング |
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| Outline of Final Research Achievements |
In this study, how the ways of presenting students’ study records in English language training through e-learning affect their autonomous learning actions was investigated. It was also investigated if student attributes such as motivation and English language proficiency would affect the results. As a result, it was suggested that the presentation of study records might be effective for higher-proficiency and/or higher motivated students and have encouraged them to take autonomous learning actions to some extent. It was also suggested, however, that lower-proficiency and/or lower-motivated students did not benefit from the presentation of their study records. They did not seem to have changed their learning attitude accordingly.
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