2023 Fiscal Year Final Research Report
Boosting the conference competence of Japanese university students
| Project/Area Number |
21K00708
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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 | Kagawa University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
鈴木 裕美 香川大学, 医学部, 助教 (00644733)
G・M McCrohan 香川大学, 大学教育基盤センター, 准教授 (20448351)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Keywords | International Posture / WTC / CLIL / Survey / Conference / Communicative competence |
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| Outline of Final Research Achievements |
This project aimed to develop the "conference competence" of Japanese university students through targeted class activities. The International Posture (IP) scale was used as a measurement tool.
In the first year, as a pilot study, surveys were conducted to identify trends in IP among students and how IP relates to proficiency and other variables. We found that students were weakest in expressing their opinions. In the second year, communicative tasks aiming to boost IP were applied in an intervention study along with a control group. Significant gains were not achieved, due perhaps to the insufficient amount of time. In the third year, the effect of Content and Language Integrated Learning (CLIL) instruction on IP was assessed in a survey of students enrolled in a Medical English class. Significant gains in IP were identified. Content-based instruction may be the best way to boost learners' conference competence.
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| Free Research Field |
English for Specific Purposes
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| Academic Significance and Societal Importance of the Research Achievements |
This project was significant in two respects.
1. It has generated a large amount of data on IP trends among Japanese university learners including learners' strong and weak points.
2. It has identified teaching practices that are most beneficial in promoting IP development in Japanese learners.
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