| 研究課題/領域番号 |
22K00737
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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 | 九州大学 |
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研究代表者 |
アームストロング マシュー 九州大学, 言語文化研究院, 准教授 (40435128)
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| 研究期間 (年度) |
2022-04-01 – 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 |
1,560千円 (直接経費: 1,200千円、間接経費: 360千円)
2024年度: 130千円 (直接経費: 100千円、間接経費: 30千円)
2023年度: 780千円 (直接経費: 600千円、間接経費: 180千円)
2022年度: 650千円 (直接経費: 500千円、間接経費: 150千円)
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| キーワード | Academic Writing / Peer Feedback / Learner Development / Meaningful Dialogue / Corrective Peer Feedback |
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| 研究開始時の研究の概要 |
This research will explore the benefits of developing a cooperative learning environment which could foster students’ ability to identify and solve problems and promote critical analysis of academic writing in three learning environments: Information and communication technology (ICT), Face-to-face, and Blended learning.
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| 研究実績の概要 |
The second year of this Kakenhi Research project has progressed according to the planned schedule. Based on findings from FY2022-2023, the researcher adapted teaching materials to students preferred feedback style. Student preferences showed that face-to-face dialogic feedback with peers in the classroom was the most effective approach to improve critical writing skills. Online feedback with the teacher via Google Docs was preferred to written comments on printed assignments. This was due to students wanting a more direct line of communication with the teacher to clarify comments and ask questions. Students also found it difficult to understand teachers written comments. FY2023-2024 data closely examined the quantity as well as quality of feedback comments in face to face and online contexts. Students from six writing classes (n=110) were giving the same tasks as in the previous year in order to compare findings. Comments were classified into four categories reflected in the grading rubric (structure, language, format, and content) and the researcher analysed the number of comments assigned to each category in addition to the level of insightfulness in feedback comments which impacted the peer review process.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
The project is progressing smoothly. Sufficient data has been collected from over 400 students over two years in both face-to-face and online contexts to effectively conduct a comparative analysis. More data was collected in the face-to-face context than online but this did not affect data analysis procedures. Patterns have emerged from data analysis which illustrate best peer-feedback practices for this particular as well as general academic writing contexts. Findings have been presented at international and domestic conferences. In FY 2024-2025, key findings will be presented at two domestic and one international conference.
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| 今後の研究の推進方策 |
No changes are expected to the current research plan. The researcher has collected sufficient data and completed 80% of the analysis. The final 20% of data analysis will be conducted on semester 2’s data which is currently being done. The analysis should be completed in July. The goal for the final year of this kakenhi project (FY2024-2025) is to publish the findings in two peer review journals. The research has already been accepted to present at conferences in Fukui, Tokyo, and London.
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