2018 Fiscal Year Research-status Report
An investigation into the impact of English appropriateness and the nurturing of autonomous learning attitudes on learner developmental processes
| Project/Area Number |
18K00885
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| Research Institution | Tokai University |
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Principal Investigator |
コリンズ ピーター 東海大学, 国際教育センター, 教授 (10307241)
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| Co-Investigator(Kenkyū-buntansha) |
鈴木 広子 東海大学, 教育開発研究センター, 教授 (50191789)
藤枝 美穂 大阪医科大学, 医学部, 教授 (20328173)
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| Project Period (FY) |
2018-04-01 – 2021-03-31
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| Keywords | Reading Processes / Output Hypothesis / Activity Scaffolding / Text Analysis / EAP / Course Design / Tertiary Education |
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| Outline of Annual Research Achievements |
In 2018, the PI and CI1 targeted required first-year Reading/Writing English courses in which to implement a framework developed in previous research. Pre- and Post-Learning Surveys were conducted with each class; findings revealed that 70% of the students had entered university through recommendations, rather than written entrance exams. It was concluded that, although students had experience various activity types in their secondary English classes, they lacked the linguistic knowledge needed to participate in EAP-based communication activities. As a follow-up, the investigators revisited the framework for future implementation. Each communication activity was analyzed according to its cognitive demands and levels of knowledge abstract as defined by Bloom’s Revised Taxonomy (Anderson, et al. 2001). This analysis confirmed that the early phases of the course focused on building linguistic knowledge. Over the course, scaffolding was removed and replaced, allowing students to autonomously develop their own criteria with which to determine whether they were effectively drawing on their reading to deliver a message in writing. These findings were disseminated at the RELC 2019 Conference. In preparation for 2019, the investigators investigated protocol analysis tools that will students’ depth of reading comprehension as demonstrated in their writing.
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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
As a pilot study, the investigators administered their educational framework with two classes. The activity sequence was discussed and carried out, and student writing outcomes analyzed in terms of how they reflected depth of reading comprehension. The investigators also used quantitative text analysis tools to determine sentence complexity. Pre- and Post-Learning surveys were also conducted with each class. Preliminary findings were presented at an international conference (RELC).
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| Strategy for Future Research Activity |
In the 2019 academic year, the Pre- and Post-Learning surveys will be revisited and refined in order to better determine how the course design impacted their attitudes toward learning in general and, specifically, learning English for Academic Purposes. The revised survey questions allow for more individualized responses. Additionally, past and ongoing student writing will be investigated to measure to what extent and with what levels of complexity students are able to express themselves using target language. With CI2’s guidance, the investigators will continue conducting qualitative analyses of student protocols and sharing findings with others in the field.
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| Causes of Carryover |
N/A
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