2023 Fiscal Year Final Research Report
Integrating English Study With the Learning of Basic Principles of Politics and Economics: A Self-Study System for Individuals and Small Groups of Japanese University Learners
| Project/Area Number |
19K00804
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Meiji University |
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Principal Investigator |
Mark Kevin 明治大学, 研究・知財戦略機構(和泉), 研究推進員(客員研究員) (30409429)
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| Co-Investigator(Kenkyū-buntansha) |
George Johnny 明治大学, 政治経済学部, 専任講師 (10565659)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Keywords | holistic education / learner autonomy / curriculum design / English learning / materials design / Japanese education / e-learning / TESOL |
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| Outline of Final Research Achievements |
The study introduces an "integrated and multidimensional" approach to university English curriculum. It outlines theoretical principles that support practical ways in which to integrate the study of English with content related to politics and economics. This approach makes it simultaneously possible to 1) support the development of individual students' personal strengths and uniqueness 2) design instruction so that there is "more learning through less teaching," thereby freeing university faculty to have more time for research activities. The system is comprised of three integrated parts: 1) a Learning Management System (LMS) for e-learning 2) Small-group classes and 3) a "Creative Online Academic and Community Hub" (COACH). A wide range of innovative teaching materials and new approaches to evaluation are described. The system supports ongoing student and teacher participation in the creation of new materials.
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| Free Research Field |
Education
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| Academic Significance and Societal Importance of the Research Achievements |
The study shows 1) ways of integrating university English learning with whole-person education and the teaching of subjects other than English 2) that radical educational innovation can be win-win, without being disruptive of existing approaches.
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