| 研究課題/領域番号 |
20K00861
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| 研究機関 | 琉球大学 |
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研究代表者 |
マクレイン ジョージロバート 琉球大学, グローバル教育支援機構, 教授 (90400613)
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| 研究分担者 |
KEITH BARRY・EDMO 琉球大学, グローバル教育支援機構, 教授 (20332554)
Fewell Norman 名桜大学, 国際学部, 教授 (20577994)
SONG KATHERINE 琉球大学, グローバル教育支援機構, 准教授 (30748223)
MURRAY ADAM 琉球大学, グローバル教育支援機構 外国語ユニット, 教授 (60515013)
D・E Kluge 南山大学, 外国語教育センター, 教授 (90298464)
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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 | accelerated feedback / reflective learning / peer evaluation / self evaluation / ICT enhanced interaction / pedagogy / cloud computing / electronic polling |
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| 研究実績の概要 |
This study focuses on (a) the effect of timely cloud-enabled feedback; (b) the viability of cloud-facilitated feedback; and (c) student perceptions of the extensive use of cloud computing and peer evaluation for the instruction of EFL oral presentation skills.
Our research questions are: 1. Can the timeliness and specificity of feedback delivered via cloud computing improve EFL students’ oral performance during presentation tasks? 2. Is peer evaluation a viable component for the provision of feedback in EFL oral presentation contexts? 3. How do students perceive the long-term regular use of cloud computing and peer evaluation for EFL oral presentation contexts? Are they viable tools that can be used widely in MFL contexts?
In the past year we have refined and widely promoted the use of procedures developed for this research. We added three co-researchers and two overseas collaborators to the project. We added a second learning platforms to perform the research and assess results. Co-researcher Murray received Honorable Mention for Best Open Courseware related to this research at Moodle Moot 2021. The research has been the topic of three publications, one report, two workshops, one panel discussion, two forums, and seven research presentations at international and national conferences.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
3: やや遅れている
理由
The COVID19 crisis and resulting online education procedures have delayed this research somewhat. Each of the researchers was required to develop many new resources to teach in this environment. Additionally, it was very challenging for many of our students (who are the subjects for this research) to master the requisite ICT skills to effectively participate. This is an ongoing challenge that we will do our best to mitigate in the coming year.
It was also rather difficult for some of our researchers to video student performances in an online environment. This made it difficult to transmit the visual feedback to learners, and so data collection is somewhat delayed.
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| 今後の研究の推進方策 |
In 2021-2022 we will implement broader application of the treatments for this study using vetted teaching materials and questions. Adjustments will be made where necessary based on data derived from the study and input from participants and colleagues. Results will be analyzed and reported at a minimum of 3 international conferences. Finished papers will be published in refereed, open-source forums whenever possible.
We will document (1) the use of a cloud computing-enhanced feedback learning environment and its effect on EFL students’ oral presentation performances and prove or disprove its effectiveness, (2) the use of peer evaluation in the instruction of oral presentation skills in this EFL context and prove or disprove its effectiveness, and (3) how students perceive long-term regular use of peer evaluation and cloud computing and assess its viability as a tool for instruction and learning in this EFL context.
We have added a second learning platform (Moodle) and we will make every effort to widely disseminate results and ensure that the procedures undertaken for the research are easily replicated, generalizable, and have potential for broader use by the MFL teaching community. All members of the research team teach classes that will contribute data to the project. Together, their collective prior experiences will considerably inform this research and ensure that it generates meaningful results.
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| 次年度使用額が生じた理由 |
As mentioned elsewhere, COVID19 conditions have somewhat delayed our research.
We delayed acquiring ICT materials necessary for this research because we would not be able to use them in online education circumstances. Instead, we will purchase them when a return to face-to-face teaching conditions seems imminent. We anticipate there will be a need to reconsider materials to be acquired at that time.
Although we attended almost all of the conferences related to this research as planned, these conferences were held online and so less expenses were incurred.
As part of the readjustment COVID19 conditions has required, we added three additional researchers who will investigate the use of a second learning platform for this research.
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