2015 Fiscal Year Research-status Report
Other-expectations and motivation in classroom English learning
| Project/Area Number |
15K16790
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| Research Institution | Gunma University |
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Principal Investigator |
SAMPSON RICHARD 群馬大学, 大学教育・学生支援機構, 講師 (50585320)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Keywords | Possible self theory / Ought-to L2 self / Motivation / EFL study / Action research / Classroom research / Higher education / Complex systems theory |
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| Outline of Annual Research Achievements |
During FY2015 I initially conducted a widespread review of literature from the areas of self-psychology, language education and complex systems theory. I was able to develop a number of data collection methods for implementation as classroom activities. The methods were piloted in a number of different classes, and further refined in preparation for data-collection in FY2016. In addition, data analysis piloting was conducted using data collected from these classes. Results of this initial analysis, as well as examples of data collection methods were presented at the TESOL in Asia conference to gain feedback from language teaching professionals.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The development and piloting of data collection methods went smoothly. However, it appears that implementation of the initially-planned focus group sessions with student groups may be difficult to conduct given the scheduling realities for students. As a result, I piloted a different way of collecting data similar to focus groups in the form of student discussions through using business meeting recorders which can record all members of a group simultaneously. I hope to use these near the end of data collection.
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| Strategy for Future Research Activity |
Initiate data-collection in first semester of FY2016. Conduct classroom activities that focus students’ attention on their perceptions and expectations about English language learning with two class groups. Collect participant journal data regarding activities / classroom lessons over the time that these learners and teacher are together as groups. Input participant journal data to qualitative data-management software. Conduct ongoing qualitative analysis (Japanese, English). Implement focus groups (discussion) regarding activities/classroom lessons near end of semester one and two, video-recording sessions. Review for main themes. Input participant data to qualitative data-management software. Draft report preparation, peer review and necessary revisions. Prepare interim report. Present initial exploratory findings at national conferences (Niigata, Nagoya Japan) for critical feedback.
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| Causes of Carryover |
Although the initial research plan for the first year included travel to a conference in Europe, this was cancelled due to instability in south-eastern Europe (conflict in Ukraine, large-sale migration from war-torn Syria and surrounding countries, terrorism). As a result, I attended an international conference a lot closer to home, in Singapore. This decision resulted in a slight difference in travel estimated travel expenses.
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| Expenditure Plan for Carryover Budget |
At present, I plan to make use of these remaining funds to purchase additional literature on possible self theory and language learner psychology that has become available only in late 2015 and the start of 2016.
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