Examining the Feature Differences Between Task and Exercise in Teaching EFL Reading: Toward the Development of Task-Based Reading Test
Project/Area Number |
25580122
|
Research Category |
Grant-in-Aid for Challenging Exploratory Research
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Allocation Type | Multi-year Fund |
Research Field |
Foreign language education
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Research Institution | University of Tsukuba |
Principal Investigator |
USHIRO Yuji 筑波大学, 人文社会系, 教授 (60271722)
|
Project Period (FY) |
2013-04-01 – 2016-03-31
|
Project Status |
Completed (Fiscal Year 2015)
|
Budget Amount *help |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
|
Keywords | 英語教育 / リーディング / テスト / タスク中心教授法 / 妥当性 / 信頼性 / 測定 / 一般化可能性理論 |
Outline of Final Research Achievements |
The present study described the first step in the development of a task-based reading test. We designed 6 tasks in which test-takers were required to transfer what they comprehended from passages. To validate extrapolations on the construct validity of the test, we examined the reliability of the test scores by a generalizability theory study. 122 Japanese university students completed the 6 tasks. Their outcomes were scored by 6 raters using either a task-dependent or task-independent rating scale. G-study showed that the 2 types of rating scale could be used alternatively, but qualitative analysis revealed that the 2 rating procedures differed in scoring of local errors associated with detailed information, appropriate reorganization of passage contents, and sociolinguistic appropriateness. D-study showed that 7 tasks by 3 raters are desirable using the task-independent rating scale in order to obtain a high-reliability coefficient (.80).
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Report
(4 results)
Research Products
(17 results)
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[Journal Article] A generalizability theory study on the assessment of task-based reading performance2015
Author(s)
Ushiro, Y., Hamada, A., Hasegawa, Y., Dowse, E., Tanaka, N., Suzuki, K., Hosoda, M., & Mori, Y.
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Journal Title
JLTA Journal
Volume: 18
Pages: 92-114
NAID
Related Report
Peer Reviewed / Acknowledgement Compliant
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[Journal Article] Building causally coherent mental representations and learning from expository texts among Japanese EFL readers2015
Author(s)
Ushiro, Y., Hamada, A., Kimura, Y., Nahatame, S., Hosoda, M., Kato, D., & Watanabe, Y.
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Journal Title
JACET Journal
Volume: 59
Pages: 131-150
NAID
Related Report
Peer Reviewed / Open Access / Acknowledgement Compliant
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[Journal Article] Effects of seductive details on expository text comprehension among Japanese EFL readers2015
Author(s)
Ushiro, Y., Kimura, Y., Hamada, A., Hasegawa, Y., Suzuki, K., Mori, Y., & Tanaka, N.
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Journal Title
ARELE: annual review of English language education in Japan
Volume: 26
Pages: 29-44
NAID
Related Report
Peer Reviewed / Open Access / Acknowledgement Compliant
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[Journal Article] Narrative character's goal and EFL readers' text comprehension: Focusing on goal explicitness2014
Author(s)
Ushiro, Y., Nahatame, S., Hasegawa, Y., Kimura, Y., Hamada, A., & Tanaka, N.
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Journal Title
ARELE: annual review of English language education in Japan
Volume: 25
Pages: 1-16
Related Report
Peer Reviewed / Open Access / Acknowledgement Compliant
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[Journal Article] Discourse-based lexical inferencing in EFL reading: Focusing on depth of vocabulary knowledge and cue availability2013
Author(s)
Ushiro, Y., Hamada, A., Hasegawa, Y., Nahatame, S., Kimura, Y., Takaki, S., Kobayashi, M., & Tanaka, N.
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Journal Title
Annual Review of English Language Education in Japan
Volume: 24
Pages: 77-92
NAID
Related Report
Peer Reviewed
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[Journal Article] Measures of macroproposition construction in EFL reading:Summary Writing task vs. the meaning identification technique2013
Author(s)
Ushiro, Y., Takaki, S., Kobayashi, M., Hasegawa, Y., Nahatame, S., Hamada, A., & Kimura, Y.
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Journal Title
JLTA Journal
Volume: 16
Pages: 185-204
Related Report
Peer Reviewed
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[Journal Article] Incremental learning of homonyms in multiple contexts among Japanese EFL learners2013
Author(s)
Ushiro, Y., Hasegawa, Y., Nahatame, S., Hamada, A., Kimura, Y., Mori. Y., & Kato, D.
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Journal Title
JACET Journal
Volume: 57
Pages: 1-19
Related Report
Peer Reviewed
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[Presentation] Maintaining the coherence of situation models in second language reading: Evidence from eye movements2014
Author(s)
Ushiro, Y., Hasegawa, Y., Hamada, A., Nahatame, S., & Kimura, Y.
Organizer
21st Annual Meeting Society for the Scientific Study of Reading
Place of Presentation
Santa Fe Convention Center (Santa Fe, USA)
Year and Date
2014-07-19
Related Report
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