| Project/Area Number |
19K00833
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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 | Sophia University |
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Principal Investigator |
Harwood Chris 上智大学, 国際教養学部, 准教授 (90816076)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2020: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2019: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | Access / Inclusivity / Videoconferencing / Writing support / High school / Writing Center / Online lerning / Sociocultural theory / Dialogic interaction / Japanese education / analysis / synthesis / writing center / tutorials / academic writing / obuchenie / Secondary Schools / Zoom / Qualitative / Case Study / Secondary Education / Mediation / Writing / English / School |
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| Outline of Research at the Start |
April 2019 ; March 2020: Case Study Research (Micro-analysis)
Three first year students from Sophia University will be studied for one year as case studies. alysis will be used to pinpoint, examine, and recording patterns within data..
April 2020-March 2022: Fact finding and data gathering in United States
In 2019 and 2020 the applicant will attend the annual IWCA Conferences for fact finding and data gathering purposes.
By March 2022 a final report will be written up and submitted to an international peer-reviewed journal, such as International Journal of Educational Research.
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| Outline of Final Research Achievements |
To support the development of English writing proficiency, the present study investigates how writing centers can assist high school teachers and students in Japan. The research methodology includes a comprehensive review of writing center research, document analysis, interviews with tutors, observations of tutoring sessions, case studies, discourse analysis of writing samples, and thematic analysis. The findings suggest that virtual writing centers (VWCs) offer advantages, such as greater access to tutorials and the ability to implement a peer tutor model similar to the International Christian University High School writing center. Former high school students can serve as virtual tutors, establishing mentor-mentee relationships and leveraging their prior experiences with the writing assignments. Adequate training, resources, and support are crucial for the successful implementation of VWCs, with teacher involvement and defined tutor roles playing key roles.
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| Academic Significance and Societal Importance of the Research Achievements |
The research is useful for all students. However, modern technology needs to be harnessed to provide greater access to all students. Leveraging videoconferencing technoology such as ZOOM to provide access to writing tutorials for students from socioeconomically disadvantaged is vital.
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