2022 Fiscal Year Research-status Report
The effects of paired associate learning in university English classes: Instructional chunks and learner self-efficacy
| Project/Area Number |
19K00878
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| Research Institution | Kyoto University of Education |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
Lake J 福岡女子大学, 国際文理学部, 講師 (60610235)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Keywords | EFL vocabulary / postive psychology / response time research / grit |
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| Outline of Annual Research Achievements |
The Principal Investigator (PI) conducted an experiment comparing digital flashcards that were either monolingual (English/English) or bilingual (English/Japanese) for vocabulary acquisition. The study involved 54 participants and assessed the effectiveness of using English meanings during flashcard learning for intermediate-level English language learners. Post-test data were collected for two separate learning sessions. Vocabulary size data and learning results data were also collected. This study's results can inform language learning strategies for Japanese students transitioning from beginner to intermediate proficiency levels. Specifically, he hypothesized that using English meanings for memorization could enhance vocabulary acquisition and English fluency development. The PI will present findings at Vocabulary@Victioria in Wellington, New Zealand, in December 2023 and publish them in a relevant international journal to contribute insights on optimizing flashcard learning methods for vocabulary acquisition.
The Co-Investigator's research focused on investigating positive aspects of language learning and the role of positive psychology in promoting language learning outcomes. His work challenged the traditional "deficit orientation" of educational research by exploring factors such as enjoyment in learning and academic resiliency (also known as grit), which have been shown to predict positive learning outcomes. In addition, he advised other researchers to conduct research related to positive psychology in the context of studying abroad.
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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
Despite the challenges of COVID-19, the PI investigated vocabulary acquisition and optimized flashcard learning methods. He collected response time data to examine the effects of deliberate learning. The CO-I conducted surveys to evaluate the motivational effects of positive psychology principles. The limitations imposed by the pandemic hindered participant recruitment and disrupted our research strategy, so we adjusted our focus to conducting limited-contact psycholinguistic experiments. Despite the challenges, we remain committed to overcoming obstacles and continuing our investigation. We are adapting methodologies to optimize available resources.
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| Strategy for Future Research Activity |
With data collection completed, the focus will now shift towards data analysis and preparing for the dissemination of findings. For data analysis, a linear mixed effects regression analysis will be conducted to examine the effects of monolingual and bilingual flashcard learning conditions on vocabulary acquisition and English fluency development. This analysis will involve comparing response times to derive meaningful insights. Once the data analysis is complete, research findings will be synthesized into a report that highlights the key outcomes of the study, including the effectiveness of using English meanings during flashcard learning for intermediate-level English language learners. The Principle Investigator is scheduled to present the findings at Vocabulary@Victioria in Wellington, New Zealand, in December 2023. Additionally, he is preparing to publish our results in a relevant international journal.
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| Causes of Carryover |
The Vocab@Vic conference in Wellington New Zealand was postponed. Remaining funds will be applied toward attending in 2023.
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