A Study on EFL Writing Feedback using TA for Promoting Independent Learning
| Project/Area Number |
26370625
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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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| Research Field |
Foreign language education
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| Research Institution | Okayama University |
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Principal Investigator |
Otoshi Junko 岡山大学, 岡山大学・全学教育・学生支援機構, 准教授 (10411266)
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| Co-Investigator(Kenkyū-buntansha) |
マーリー ギャロルド 岡山大学, 言語教育センター, 准教授 (40307244)
宇塚 万里子 岡山大学, グローバル・パートナーズ, 教授 (40601381)
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| Project Period (FY) |
2014-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | ＥＦＬ writing / scaffolded feedback / tutor training / peer writing tutor / thematic analysis / case study / utterances / academic writing / student writing tutor / ライティング指導 / ピアラーニング / ティーチングアシスタント / フィードバック |
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| Outline of Final Research Achievements |
We have conducted a study for developing a Japanese English Writing Tutor training program for 4 years. Our study revealed that tutor's utterances have two features: personal affiliation and completing or amplifying the points. In tutorial training, it is suggested that those utterances by tutors should be considered for establishing a scaffolding approach.
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Report
(5 results)
Research Products
(4 results)
