| 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)
Kluge D・E 南山大学, 外国語教育センター, 教授 (90298464)
D・W Hinkelman 札幌学院大学, 人文学部, 教授 (10305881)
コッター マシュー 北星学園大学短期大学部, 短期大学部, 准教授 (50781407)
ゼフ ブリックリン 北海学園大学, 人文学部, 准教授 (60542040)
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| 研究期間 (年度) |
2020-04-01 – 2024-03-31
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| キーワード | accelerated feedback / reflective learning / peer evaluation / self evaluation / ICT enhanced interaction / learner center pedagogy / cloud computing / electronic polling |
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| 研究実績の概要 |
Study results were detailed in 6 publications and 29 presentations this year. The procedures and resources developed as part of this inquiry have been made freely and widely available, and this research is generating results that should significantly contribute to its scope of inquiry and its generalizability.
The focus areas of this study are (a) the effect of timely cloud-enabled feedback on EFL students’ performance, especially regarding common English as a Foreign language (EFL) student errors during oral presentations; (b) the viability of cloud-facilitated peer and self- evaluations as feedback for the instruction of EFL oral presentation skills; and (c) student perceptions of the extensive use of cloud computing and peer evaluation for the instruction of EFL oral presentation skills.
Significant progress has been made in each area. Regarding (a), innovative and broadly applicable procedures for cloud-enabled targeted and timely delivered feedback are becoming widely available based on procedures and results from this study. The viability of cloud-facilitated peer and self- evaluations as feedback for the instruction of EFL oral presentation skills (b) have been successful in our research. Our reporting activities should ensure that broader implementation of the methods used in this study are popularized in the future. Student perceptions of the extensive use of cloud computing within this study (c) indicate broad acceptance on the part of students and bode well for more extensive use of such resources.
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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 disruptions and adjustments detailed in our previous reports and research activity to date have also resulted in unanticipated innovations and results that are advancing the overall investigation. The use of cloud computing to receive student feedback, making it available for the teacher and peers to evaluate and comment on, and quickly making it available to students appears to be improving students’ production of the grammatical forms being examined in this study. Thus far, we have clearly documented that even advanced students make basic mistakes in planned oral performance contexts when using grammatical forms which they were taught in the first three years of junior high school EFL instruction.
Some adjustments have been made to leverage the salience of peer and teacher feedback about errors by incorporating intervention procedures that are shorter and better consider written and spoken production within a shorter timeframe. Relatedly, some similar but abbreviated tasks have been adopted with an aim to increasing the volume of feedback available to students and resultant data.
Each area of inquiry for this study is progressing well, however the degree to which students improve their use of the grammatical forms targeted in this study (uptake) is yet inconclusive and this is why we rate our progress as slightly delayed. Other than that, with the information we have to date, and the procedures we have used, documented in research, and modified, we should be able to finalize and present results that substantially elucidate the research questions of this study.
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| 今後の研究の推進方策 |
In the final year of this investigation, we will continue to develop measures that adapt to unanticipated circumstances and make this research widely available. We will incorporate significant developments that should help to make materials design and analysis much more effective, such as artificial intelligence (AI) generated images for eliciting better indications of students’ language levels and making a distinction between linguistic forms they can recognize and produce in a testing environment as opposed to their performance in closer to real-life situations.
We will also incorporate shorter tasks that allow for more opportunities for students to receive feedback and thus increase the chance of greater uptake. We are also adopting a longitudinal data analysis for students who have enrolled in more than one course where this investigation has been taking place. With more data and a longer timeframe for analysis of student uptake of the grammatical forms being targeted by feedback for this study, results should be more robust and generalizable.
In the final year of this study, we are aiming to widely report and publicize our results in public forums, workshops, and research presentations and publications on a national and international basis with a goal of furthering this research and the educational improvements it is making possible. We are actively seeking out domestic and international collaborators for further extension of this research.
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| 次年度使用額が生じた理由 |
Some results were slightly delayed by unanticipated circumstances related to COVID 19. Travel restrictions for attending conferences and redundancy of equipment acquisition precluded the use of all funds allotted for these purposes within the fiscal year.
In the final year of this study, we will use remaining funds to a) acquire equipment, and b) attend national and international conferences where we publicize our results in open forums, workshops, research presentations, and publications with a goal of further reporting this research and the insight improvements it is making possible.
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