| 研究実績の概要 |
In the 2019 academic year, the PI and Cis elucidated the English as a lingua franca (ELF) components of their educational framework by implementing their revised course designs. The main research activity was to trace, through survey data and learner protocol analyses, student processes of (1) developing learner language, (2) comprehending, and (3) understanding what learning in general means and the value of English language learning. At the beginning of the year, the Pre- and Post-Learning Surveys were revisited and refined in order to better determine how the course design impacted student attitudes toward learning in general and, specifically, learning English for Academic Purposes (EAP). The surveys again targeted lower-intermediate students (Group A), and were compared with an additional group at the upper-intermediate level (Group B). The data supported the previous finding that Group B had been exposed to more English in a wider variety of secondary school activities than Group A. As the Pre-learning survey and diagnostic writing activity revealed, Group A lacked both English linguistic knowledge and cognitive skills, as well as general knowledge relevant to the content of the course’s reading texts. Analyses of learner protocols demonstrated that average students in Group A were gradually able to engage in activities at the Apply, Compare, and Evaluate levels of the Taxonomy. Whereas on Day 1, they had only attempted to list superficial incidences, resulting in relatively weak paragraph coherence, by the end of the course, they were objectifying reading themes.
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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 Pre- and Post-Learning surveys were adjusted and the target student groups were diversified in order to better determine how the course design impacted student learning experiences of English and attitudes toward EAP and toward learning in general. Resulting data allowed the investigators to continue refining the course design so that target students in 2020 will be empowered to operate more efficiently at higher cognitive levels. Additionally, the collection of past and ongoing student writing outcomes enhanced the investigators’ ability to identify and qualitatively analyze student transition processes of learner English. The handwritten English protocols have been transcribed as digital texts by the research assistant employed in this study. The investigator team plans to increase the frequency of their meetings in 2020, moving them online and making them bi-monthly.
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| 今後の研究の推進方策 |
For the 2020 academic year, the investigators have set three principal goals enabling them to complete this study. First, the digitalization of the learner English protocols will be completed, second, the PI and CIs will determine the most appropriate programs for conducting quantitative analyses of longitudinal data to track students’ linguistic features and progresses, and third, 1) the survey results, 2) the activities in the revised course designs and 3) the results of qualitative and quantitative protocol analyses will be compared to highlight any relationships between types of activities and features, changes, and progress with the learner English protocols. The outcomes were to be presented at AILA 2020 in Groningen, the Netherlands, but the conference has been postponed until 2021. With this in mind, the team plans to extend this study by another year.
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