| 研究課題/領域番号 |
20K00861
|
|---|
| 研究種目 |
基盤研究(C)
|
| 配分区分 | 基金 |
|---|
| 応募区分 | 一般 |
|---|
| 審査区分 |
小区分02100:外国語教育関連
|
|---|
| 研究機関 | 琉球大学 |
|---|
研究代表者 |
マクレイン ジョージロバート 琉球大学, グローバル教育支援機構, 教授 (90400613)
|
|---|
| 研究分担者 |
KEITH BARRY・EDMO 琉球大学, グローバル教育支援機構, 教授 (20332554)
Fewell Norman 名桜大学, 国際学部, 教授 (20577994)
SONG KATHERINE 琉球大学, グローバル教育支援機構, 准教授 (30748223)
MURRAY ADAM 琉球大学, グローバル教育支援機構 外国語ユニット, 教授 (60515013)
Kluge D・E (D・E Kluge) 南山大学, 外国語教育センター, 教授 (90298464)
D・W Hinkelman 札幌学院大学, 人文学部, 教授 (10305881)
コッター マシュー 北星学園大学短期大学部, 短期大学部, 准教授 (50781407)
ゼフ ブリックリン 北海学園大学, 人文学部, 准教授 (60542040)
|
|---|
| 研究期間 (年度) |
2020-04-01 – 2025-03-31
|
| 研究課題ステータス |
交付 (2023年度)
|
| 配分額 *注記 |
4,290千円 (直接経費: 3,300千円、間接経費: 990千円)
2022年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2021年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2020年度: 2,730千円 (直接経費: 2,100千円、間接経費: 630千円)
|
|---|
| キーワード | accelerated feedback / reflective learning / peer evaluation / self evaluation / ICT enhanced interaction / learner center pedagogy / cloud computing / electronic polling / pedagogy / Near-Immediate Feedback / Targeted Errors in EFL / Oral Presentation |
|---|
| 研究開始時の研究の概要 |
Our research use of cloud-computing to deliver near-immediate feedback to language learners about their linguistic errors in presentation and other settings. It will include (a) peer and self- evaluations, and (b-c) student reflections and perceptions of the procedures used for this research.
|
| 研究実績の概要 |
This year study results were detailed in 13 international presentations and workshops and 15 domestic presentations and workshops and was the basis of a plenary speaking engagement. The methods and resources developed in this inquiry are freely accessible, and the research is producing and sharing results that will greatly enhance its scope and applicability. The study focuses on: (a) the impact of timely, cloud-based feedback on EFL students’ performance, particularly on common errors during oral presentations; (b) the effectiveness of cloud-facilitated peer and self-evaluations as feedback for teaching EFL oral presentation skills; and (c) student perceptions of using cloud computing and peer evaluation extensively in teaching EFL oral performances.
Progress has been substantial in each focus area. For (a), innovative procedures for delivering targeted, timely feedback via the cloud are becoming widely available, based on this study's methods and findings. The research has successfully demonstrated the effectiveness of cloud-facilitated peer and self-evaluations in teaching EFL oral presentation skills, and the implementation of these methods is gaining popularity. Student feedback indicates broad acceptance of the extensive use of cloud computing in this study.
|
| 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
The disruptions and adjustments detailed in our previous reports and research activity to date have also resulted in unanticipated innovations and results that are advancing the overall investigation. The use of cloud computing to receive student feedback, making it available for the teacher and peers to evaluate and comment on, and quickly making it available to students appears to be improving students’ production of the grammatical forms being examined in this study. Thus far, we have clearly documented that even advanced students make basic mistakes in planned oral performance contexts when using grammatical forms which they were taught in the first three years of junior high school EFL instruction.
Some adjustments have been made to leverage the salience of peer and teacher feedback about errors by incorporating intervention procedures that are shorter and better consider written and spoken production within a shorter timeframe. Relatedly, some similar but abbreviated tasks have been adopted with an aim to increasing the volume of feedback available to students and resultant data.
Each area of inquiry for this study is progressing well, however the degree to which students improve their use of the grammatical forms targeted in this study (uptake) is yet inconclusive and this is why we rate our progress as slightly delayed. Other than that, with the information we have to date, and the procedures we have used, documented in research, and modified, we should be able to finalize and present results that substantially elucidate the research questions of this study.
|
| 今後の研究の推進方策 |
In the final year of this study, we will continue to develop adaptable measures and make our research widely accessible. We plan to integrate significant advancements, such as AI-generated images, to better assess students' language levels and differentiate between their recognition and production of linguistic forms in test settings versus real-life scenarios.
We will also implement shorter tasks to increase feedback opportunities, enhancing student uptake. Additionally, we are adopting longitudinal data analysis for students enrolled in multiple courses involved in this research. This approach, with more data and extended analysis periods, should yield more robust and generalizable results regarding the uptake of targeted grammatical forms.
Our goal for the final year is to widely disseminate our findings through public forums, workshops, research presentations, and publications both nationally and internationally. We aim to advance this research and the educational improvements it enables. We are also seeking domestic and international collaborators to further extend this study.
|
