| 研究課題/領域番号 |
16K01140
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| 研究機関 | 京都産業大学 |
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研究代表者 |
ロブ トーマス 京都産業大学, その他(名誉教授), 名誉教授 (30148366)
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| 研究分担者 |
神谷 健一 大阪工業大学, 知的財産学部, 准教授 (50388352)
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| 研究期間 (年度) |
2016-04-01 – 2020-03-31
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| キーワード | extensive reading / cloze test / predictive ability / placement test |
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| 研究実績の概要 |
The initial aim of this research was to determine if there was a relationship between the amount of reading that students did in an "extensive reading" approach and the students' ability to predict what would come next in their reading which is one of the claims of the extensive reading approach. In the case of the English majors used in this research, they were required to read 200,000 words during their first year, and another 300,000 words in their second year. Only their first year progress, however, is the target of this research.
In order to measure their predictive ability "scrolling cloze test" software was developed where passages of different levels of difficulty were displayed through a window that showed approximately 10 words at a time, with some words replaced by a "?" mark. The students were challenged to select the correct word to replace the "?" mark by clicking on one of words in buttons at the top of their screen. Both the number of correct responses and the time taken to respond were recorded. The same items were tested in both April and December to the same cohort of approximately 120 students and compared to their progress in their TOEFL scores taken in the same months.
The results were then analyzed along with other online practice activities to see whether the cloze test in particular correlated with the number of words read during the year and their improvement on the TOEFL. The project was presented at 5 conferences during 2018 in four countries.
The software has also found secondary uses as a placement test and a reading practice activity.
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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
I have found that there were some flaws in the original experimental design that may prevent us from definitively proving our hypothesis. First, I had expected to have a larger number of students to analyze but the N-size as turned out to be smaller than expected since a number of students were disqualified since they accidentally had the chance to take the scrolling cloze test one or more times between the April and December administrations. Furthermore a simple correlation does will not prove cause & effect since other factors and speed reading practice in class may have come into play.
A preliminary analysis of the results, however does show some significant correlations between scores on the scrolling cloze and the students' improvement in the TOEFL, where other online practice activities showed no such effect.
Over 1000 students in five countries, however, have used the scrolling cloze as a placement test for their outside reading. The scrolling cloze site can also be used as a reading practice activity so will have lasting value.
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| 今後の研究の推進方策 |
It is not possible to ask any more students at my former university to take the scrolling cloze test in April and December since I do not have ethics clearance and also no longer have access to their test score data, therefore the final analysis will center on the data received in the past two years, looking at both the correlation of correct items and response times from different angles. Since the clozed words consisted of both content and function words, we might find a differential effect in how well the students improved. The test also included some common collocations (ngrams) which will also be analyzed.
In addition to the analysis, the project will be introduced at some language teaching conferences both in Japan and abroad.
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| 次年度使用額が生じた理由 |
Some funds that I had planned to use in H30 could not be used because I could not attend a conference in Mexico (MexTESOL) that I had planned to attend. Approximately \100,000 has been moved to the H31 (final year) budget because of this.
My plans for H31 include presentations to teachers in Hong Kong, Belgium and Mexico and well as some conferences in Japan, and I will be using the Kakenhi project funds for these.
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| 備考 |
Video on the website may be watched without logging in.
The Scrolling Cloze website: Students log in with name + GOSKLL for the access code
Teachers log in with name + TRY-SC for the access code
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