| 研究課題/領域番号 |
20K00774
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| 研究機関 | 愛媛大学 |
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研究代表者 |
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| 研究分担者 |
CARSON ELEANOR 松山大学, 経営学部, 講師 (40782511) [辞退]
Willey IanDavid 香川大学, 大学教育基盤センター, 准教授 (90403774)
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| 研究期間 (年度) |
2020-04-01 – 2023-03-31
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| キーワード | Medium of Instruction / Teachers / LMS / Synchronous Systems / L1 use |
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| 研究実績の概要 |
Last year, my research partner and I (with Eleanor Carson's help), we created a survey to identify whether emergency remote learning during the second year of the pandemic (2021) has affected university English instructors’ Medium of Instruction (MOI) in English classes. In August and September, 173 teachers in Japan responded our survey. The first part of the survey was the demographic data - age, job status, mother language, gender, education, and years of teaching. The second part of the survey focused on language use in learning management systems in 2021. Part 3 was teachers' use of synchronous systems in 2021. Part 4 was language use in face-to-face classes, and open comments.
As for presentation, we presented at two domestic conferences (The JACET 60th Commemorative International Convention on August 28th at 10:00, and JALT2021 Conference on November 13th at 12:45 to 13:10, both were online), and one international conference (RELC online on March 14th at 11:40 - 12:10). The title for the first conference was "What interviews and class observations reveal about teachers' medium of instruction in remote learning." The second one was "What we know about teachers' medium of instruction in remote learning." The title at the RELC conference was "Does remote learning affect English instructors' medium of instruction?" All three presentations were based on the 2020 survey, teachers' interviews, and classroom observations.
March 15, 2021, we sent to have our paper published in Asian TELF. The title is "A Survey of English Teachers' Medium of Instruction on Remote Learning.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
1: 当初の計画以上に進展している
理由
We were not able to do what we originally planned to work on during our first year of this kakenhi, but we realized that we should take the advantage on how teachers' instruction would be affected during the pandemic. In addition, because of the use of ZOOM, we were able to have weekly kakenhi meetings. We were able to progress since we are continuing from the survey that we worked on in 2020 to investigate how COVID-19 affected teachers' instruction changing from face-to-face classes to remote learning.
As I have mentioned above, we were able to analyze and get the quantitative data from both the 2020 and 2021 surveys. Also, we were able to present our findings at three conferences. We are able to plan for our next kakenhi proposal that we are working on this year. This time we are going to focus on students' willingness to communication either in the L1 and/or L2 based on Yashima's (2002) study.
Moreover, I think we were very fortunate to have willing participants since they were curious as to how other teachers were handling the situation we are in for the past two years. This also made our progress even more smoothly than expected.
Time was also a factor, we had plenty of time to work on our study since our classes were either on ZOOM and Moodle. Because of the lockdowns, we were not able to travel outside of our prefectures. We had to stay home or work in our offices. One of the best features of ZOOM is the transcriptions. We did not have to transcribe our interviews.
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| 今後の研究の推進方策 |
This year, we have already written proposals and have been accepted to the 61st JACET International Convention (online 2022) from August 24th to August 26, 2022, and the 48th Annual JALT Conference in Fukuoka to November 11 to November 14, 2022. Also we are planning to go to the 56th RELC International Conference in Singapore from March 14 to March 16, 2022. We also are planning to write another paper that is using the interviews and classroom observations. We are in the process of analyzing the 2021 survey.
I mentioned briefly above that we are planning to write another kakenhi proposal this year. The study will be on students based on Yashima's (2002) and Eleanor Carson's pilot study (she is currently working on). The aim of our study is: What specifically makes students' willingness to communicate increase or decrease over their English class? The aim of the proposed research is to discover what is related to changes in students' willingness to communicate attitudes in their English classes. As far as we know, it seems that there are no publications concerning the influence of students' international posture and their medium of instruction attitudes over time in the viewpoint of motivation, anxiety, and confidence.
We will create a questionnaire which will use a 6-point Likert scale and include open-ended questions, and interview students. The open-ended questions will be included so that students can express their opinions freely in addition to selecting their choices from the survey.
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| 次年度使用額が生じた理由 |
The conferences we attended were online, therefore we could not use the kakenhi for travel in 2021. The only time we traveled was to meet Ian Willey in Takamatsu about planning for the next kakenhi proposal. In addition, we only used the kakenhi for equipment and other use such as paying our conference fees.
This year, we are planning to get new qualitative software and the latest version of SPSS. We are hoping to go to Fukuoka for the JALT conference. If possible, we would like to go to the RELC conference in Singapore. We are also planning to travel between Matsuyama and Takamatsu for have our kakenhi meeting. ZOOM was useful during the pandemic but there were things that we difficult in terms of communicating. It seems easier to talk face-to-face.
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