| Project/Area Number |
26770192
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Osaka University |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | peer review / oral proficiency / CAF / complexity / accuracy / fluency / speaking development / peer feedback / 英語発話能力 / スピーキング / ピア・フィードバック / 流暢さ / 正確さ / 複雑さ |
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| Outline of Final Research Achievements |
The present study investigates the effect of peer review feedback on EFL learners’ English oral proficiency development. Approximately 100 Japanese university students were divided into three groups: one control and two treatment groups. Participants in the treatment groups received either language-focused-instruction or peer-review input. After seven weeks of treatment gains in speaking proficiency were analyzed in terms of complexity, accuracy and fluency (CAF). Overall, all participants improved in CAF. Peer review group significantly improved in all CAF when compared with control group but only out performed language-focused-instruction group in accuracy. An analysis of the affective factors revealed that peer-review group had the lowest anxiety towards speaking in English and most positive self evaluation compared to other participants. The present study concluded that peer-review is effective for developing speaking proficiency of Japanese university students.
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