| 研究課題/領域番号 |
20K00783
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| 研究種目 |
基盤研究(C)
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| 配分区分 | 基金 |
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| 応募区分 | 一般 |
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| 審査区分 |
小区分02100:外国語教育関連
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| 研究機関 | 東海大学 |
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研究代表者 |
田中エリス 伸枝 東海大学, 国際学部, 准教授 (70593698)
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| 研究分担者 |
関口 幸代 明治学院大学, 文学部, 教授 (20524466)
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| 研究期間 (年度) |
2020-04-01 – 2025-03-31
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| 研究課題ステータス |
交付 (2023年度)
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| 配分額 *注記 |
4,160千円 (直接経費: 3,200千円、間接経費: 960千円)
2023年度: 1,300千円 (直接経費: 1,000千円、間接経費: 300千円)
2022年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
2021年度: 520千円 (直接経費: 400千円、間接経費: 120千円)
2020年度: 1,300千円 (直接経費: 1,000千円、間接経費: 300千円)
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| キーワード | English teacher trainees / CLIL / Educational technology / Oral output / Student perception / Flipped Learning / teacher trainees / oral output / learning environment |
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| 研究開始時の研究の概要 |
This research attempts to delineate the relationship between a learning environment, CLIL, task types, and student oral outputs. The course under study, “Technology and Language Learning” is a technology-assisted flipped learning CLIL course offered to undergraduate English teacher trainees. The aims of this study are to: 1) identify what elements in the technology-assisted learning environment promote a successful CLIL course; and 2) identify relationship between the types of task and changes in oral outputs over a course of time (e.g., vocabulary use, complexity, accuracy, and fluency).
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| 研究実績の概要 |
This research attempts to delineate the relationship between a learning environment, content and language-integrated learning (CLIL), task types, and student oral outputs.
The courses under study, “Technology and Language Learning A and B”, were initially set up as technology-assisted flipped learning CLIL courses offered to undergraduate English teacher trainees. The aims of this study are to 1) identify what elements in the technology-assisted learning environment promote a successful CLIL course and 2) identify the relationship between the types of tasks and changes in oral outputs over a course of time, for instance, vocabulary use, complexity, accuracy, and fluency.
We are particularly interested in how undergraduate teacher-trainees’ perceptions of themselves (i.e., how they perceived themselves) and different technologies introduced for language education, and the target language use changed over the course of 30 weeks.
From the data collected up to this point, the participants’ perceptions of themselves changed from being learners of the target language to teachers of the target language. Also, their choices of apps changed from self-study apps (e.g., vocabulary building and listening) to teaching apps, such as LMS.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
3: やや遅れている
理由
Due to the nature of the course - elective, there were not enough students enrolled for the designated courses which made data collection not possible. Since the first few years of the research started during the COVID-19 pandemic, the data collected during the pandemic and post-pandemic were different, in terms of the venues of these classes, hence the method of data collection and types of data.
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| 今後の研究の推進方策 |
Since we extended the term by one more year, we attempted to collect data for post-pandemic settings if enough students were enrolled. However, we do have enough data for during the pandemic period, so we are able to adjust the scope of the study. Initially, we did not delineate the scope of the data (e.g., during and post-pandemic) since we had no way to predict how the learning environment could change over the course of time (i.e., we could not predict when we would come out of the pandemic and how the classroom settings would look like).
If we cannot collect data due to the number of enrollments, we will use the data we have (enough data) and conclude the current research. We have some evidence for teacher-trainees’ language development and change in perception towards technology and about themselves.
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