The impact of classroom oral interactions on academic literacy development: Pedagogical implications and learning strategies
| Project/Area Number |
21K13074
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Kanda University of International Studies |
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Principal Investigator |
望月 尚子 神田外語大学, 外国語学部, 准教授 (10835789)
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| Project Period (FY) |
2021-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2024: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2023: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2022: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | L2 writing / Genre / Genre pedagogies / Students' perceptions / academic essay writing / genre knowledge / feedback / dialogic interaction / translanguaging / genre pedagogy / peer feedback / Academic literacy / Oral interactions / Learning strategies / Critical thinking / Creativity |
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| Outline of Research at the Start |
The study investigates the impact of classroom oral interactions on academic literacy development. The findings will contribute to developing teaching methodology for teachers as well as offering learning strategies for students to learn effectively from classroom oral interactions.
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| Outline of Annual Research Achievements |
I finished with data analysis of students' perceptions of genre-based writing.
The findings have shown that students' different approaches to genre analysis and different ways of paying attention to the relationships between the rhetorical context, organizational context and lexico-grammatical features during text construction. For genre-analysis activity, the findings suggest that the students occasionally shifted their stances between the writer and language learner during the genre analysis activities. The pedagogies and instructions would be effective that can shift the students’ stances and attentions during genre analysis. Another area of the findings with regard to the students' perceptions during text constructions show that the students integrated their rhetorical considerations with their focus on language. The findings highlight students' simplistic conceptualization of rhetorical moves and experimentation with their own linguistic knowledge. The genre teacher needs to pay more attention to students' individualized ways of conceptualizations of genre and reasoning behind their linguistic choices in text construction. Pedagogical implications of the study illuminate the potential of metacognitive-scaffolding instructions and genre-needs-based language teaching.
I wrote an article based on these findings and submitted it to a peer-reveiwed journal, and now it is under review. I presented different part of the findings of this article at three conferences: JALT conference, Symposium on Second Language Writing and AAAL conference.
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| Current Status of Research Progress |
Current Status of Research Progress
3: Progress in research has been slightly delayed.
Reason
A major cause of the slight delay in progress is that the qualitative analysis of the data I collected took more time than expected. Qualitative analysis requires an iterative process that involves going back and forth between codes, coded data, and the original data. This work required continuous effort, but due to other duties at my institution, my efforts were intermittent, which slightly slowed down the process.
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| Strategy for Future Research Activity |
I am writing another article on the role of multilingual resources in Japanese undergraduate students' first academic essay writing in English in the genre based writing class. I plan to submit this article to an internal journal.
I will analyze the data of students' peer feedback sessions at different times, in the first term and the second term, using the concept of Genre Related Episodes in order to investigate the impact of oral interactions on the students' genre knowledge development. I plan to publish the findings in a peer reviewed journal.
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Report
(3 results)
Research Products
(4 results)
