| 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 (2022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 / VE / ICC / Asynchronous exchange / Synchronous exchange / Video linking / telecollaboration / 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 |
We conducted month-long asynchronous exchange with USA and Morocco, and synchronous exchange with Mexico, China, Peru, and the USA. We held short intensive courses for Japanese and American students. We collected baseline data from new students, and from student groups involved with intercultural exchange listed above: one cohort of asynchronous exchanges conducted over the year; two cohorts of synchronous exchange conducted over both semesters; and two short intensive online courses.We presented at the Global Partners in Education conference (held online in 2022) "Who chooses to take Global Understanding courses?" We published "Action Research: Designing, Implementing, and Measuring Virtual Exchange to Increase students' Intercultural Competence" in SogoSeisakuRonso, pp.91-115.
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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
We conducted month-long asynchronous exchanges with USA and Morocco, and synchronous exchange with Mexico, China, Peru, and the USA. We held two short intensive courses for Japanese and American students.
We collected baseline data from new students, and from student groups involved with intercultural exchange listed above: one cohort of asynchronous exchanges conducted over the year; two cohorts of synchronous exchange conducted over both semesters; and two short intensive online courses. We were able to use both quantitative and qualitative data to show which modes of VE were more impactful.
Our findings are outlined in detail in the open access paper, "Action Research: Designing, Implementing, and Measuring Virtual Exchange to Increase students' Intercultural Competence".
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| 今後の研究の推進方策 |
In 2023, we will elicit data from new students, and from student groups involved with intercultural exchange: one cohort of asynchronous exchanges conducted over the year; two cohorts of synchronous exchange conducted over both semesters; and two short intensive online courses.
Our presentation proposals for this research have been accepted by the Global Partners in Education Annual Conference (2023) in the USA, and JALT 2023 to be held in Tokyo.
We successfully bid to host the Global Partners in Education Annual Conference (2024)next May in Shimane, bringing together virtual educators from around the world to discuss collaboration and faculty development.
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