| 研究開始時の研究の概要 |
This longitudinal study (a questionnaire and an interview survey) examines the relationships between each student's English proficiency growth and some factors such as a teacher's language choice, each student's foreign language enjoyment and foreign language classroom anxiety,motivation,and so on.
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| 研究実績の概要 |
In English-speaking classes, the study investigated in terms of Foreign Language Classroom Anxiety (FLCA), motivation, self-confidence and choice of language used, in addition to Foreign Language Classroom Enjoyment (FLCE) and English language proficiency. Analysis with English language proficiency as the dependent variable and FLCE, FLCA and in-class language choice (English-only group vs. Japanese-assisted group) as the independent variables showed a significant association between English language proficiency and FLCE, but not FLCA levels, regardless of language choice. The language use choice item was removed after this because the boundaries of how much Japanese assistance to include were unclear.
Then, the study analyzed with English language proficiency as the dependent variable and FLCE, FLCA, motivation and self-confidence as independent variables. As a result, motivation, self-confidence and FLCE (weak relationships) were identified as predictors of English language proficiency.
An essay survey was conducted as a qualitative study, which was related to the results of the quantitative survey. It was proven that there is a relationship between English proficiency and FLCE, motivation and self-confidence. It is therefore clear that it is important for teachers to provide lessons that are enjoyable, motivate students and build their self-confidence by increasing the number of activities in which they can experience success.
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