| 研究課題/領域番号 |
22K00795
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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 | 島根県立大学 |
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研究代表者 |
E・A Kane 島根県立大学, 国際関係学部, 教授 (40273916)
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| 研究分担者 |
江口 真理子 島根県立大学, 国際関係学部, 教授 (00269523)
大室 Melissa・Huntley 島根県立大学, 国際関係学部, 講師 (30850987)
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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 |
4,160千円 (直接経費: 3,200千円、間接経費: 960千円)
2024年度: 1,690千円 (直接経費: 1,300千円、間接経費: 390千円)
2023年度: 1,430千円 (直接経費: 1,100千円、間接経費: 330千円)
2022年度: 1,040千円 (直接経費: 800千円、間接経費: 240千円)
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| キーワード | Virtual Exchange / ICC / VE / telecollaboration / Asynchronous exchange / Synchronous exchange / Video linking / Action research / CLIL |
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| 研究開始時の研究の概要 |
1. What kind of contents are effective to improve ICC through VE at Japanese universities via synchronous and asynchronous modes of exchange?
2. Which elements of VE develop students’ ICC?
3. How can the teacher design VE to include more of the elements which led to students developing ICC?
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| 研究実績の概要 |
This year, we increased the number of synchronous virtual exchange (VE) courses to three semester-long courses, and four asynchronous VE month-long courses with the US, North Macedonia, and Peru. Domestic virtual exchange on internationalisation was also conducted by university students for high school students. Data was collected from all new first year students as a baseline, students from the three synchronous VE courses, and student taking two of the asynchronous VE courses.
In addition to quantitative data, reflections from participating students were also collected and analyzed. We presented our results at Global Partners in Education conference at East Carolina University,in North Carolina, USA and at the Japan Association of Language Teachers, Tsukuba, Japan.
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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
Our synchronous and asynchronous courses are well populated and we have collected pre-course post-course quantitative data and multiple sources of qualitative data. We showed that synchronous VE is much more effective than asynchronous VE.
However, post Covid student mobility has increased and there is less demand for voluntary VE in the form of language partners and domestic VE. We found that the instrument we chose is time consuming for students and teachers, and we will look for a new tool this year. Throughout 2023 we planned for the Global Partners in Education conference, the annual meeting of researchers, faculty, and technical support staff engaged in VE through this network.
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| 今後の研究の推進方策 |
This year we have three synchronous VE courses, and four month-long asynchronous courses. Two faculty will teach them for the first time, adding to the sustainability of our VE. Quantitative data, interviews, and reflections will be collected. Students who took part in VE will present alongside faculty at the Global Partners in Education conference to be held in May 2024 in Japan for the first time. Domestic virtual exchange concerning study abroad will be conducted once a month. Deeper exchange with a Polish institution is planned to enhance our engagement with Europe. We hope to present at the JALT International Conference in November to share our findings domestically, and intend to write a paper on our three-year project.
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