| 研究課題/領域番号 |
17K13501
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| 研究機関 | 広島大学 |
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研究代表者 |
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| 研究期間 (年度) |
2017-04-01 – 2020-03-31
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| キーワード | team-teaching / English education / educational policy / psychometric assessment / pedagogy / applied linguistics / TESOL |
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| 研究実績の概要 |
Year 1 was dedicated to data collection. I eschewed online data collection via Qualtrics - as was originally the plan in my proposal - and instead distributed 3360 surveys by mail to 1120 schools nationwide (560 JHS; 560 HS). As of April 1, 2018, around 900 surveys have been returned via 料金受取人払, which is around a 27% sample response rate.
However, due to the surveys being collected by mail, the data must be entered into the database manually. Moreover, I have moved to a new university as of April 1st and thus am only now beginning to get the database setup.
However, the project is still running well, and I expect the results from this "deep pilot" of 900 responses to produce data that can be presented at international conferences and published in international journals from 2019 forward.
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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
In the initial proposal it was estimated that the first year (H29) would be spent piloting the surveys for ALTs and JTEs and then collecting/analyzing a much larger nationwide sample. It was also anticipated that I would be negotiating access to JET Programme ALTs via MEXT and CLAIR.
I quickly realized working with MEXT/CLAIR would take considerable effort. This realization also impacted my plan for year 2 (H30) which was initially expected to be a year collecting qualitative data. Instead I distributed over 3300 surveys nationwide, with a qualitative response section, as an initial deep pilot in year 1. Year 2 will be spent processing this data and preparing for a second round of data collection depending on the results of instrument validation.
There are no delays, only alterations.
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| 今後の研究の推進方策 |
The primary change in plans have been two:
1. Deciding to eliminate (or at least drastically reduce) the collection of qualitative data. Access to schools and Assistant Language Teachers (ie. JET Program ALTs) is hard to negotiate.
2. Collecting data by mail as opposed to online.
Neither 1 or 2 creates insurmountable issues for the main thrust of the research. For 1, qualitative data can be generated via hand-written responses from the sample. For 2, there is enough funding to hire students to manually enter the data.
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| 次年度使用額が生じた理由 |
I was under budget for this year.
I left extra room for the 料金受取人払 system, as I was not certain how many responses would be sent back. Approximately 900 were sent back, and 2400 were not.
Also, data entry expenditures have been delayed to H30 due to my moving to a new university for employment.
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