| 研究概要 |
Do language study plans designed autonomously by 20 Japanese and international university learners at an English Resource Center and their self-reported amount of time spent on desired learning skill(s) (listening, reading, writing, and/or speaking) contribute to greater language proficiency on the IELTS level bands in the four-skill sections of the test?
The following are four results that have emerged:
1. Listening proficiency results: 18 of the 20 participants reported they did listening activities. Ten received a +.5 increase in their listening scores, while four remained the same. A common factor was if their listening duration was an average of 7.5 hours per week or more, then their scores improved or remained the same. 2. Reading proficiency results: Regrettably, measuring the duration of the reading time could not be analysed due to assigned English reading in both the participants’ courses. 3. Writing proficiency results: 15 participants chose to develop their English writing proficiency. One participant received an increase of +1.5, three at +1 and five at +.5. If their writing duration was an average of 6.5 hours per week or more, then their IELTS writing test scores improved. 4. Speaking proficiency results: This section of the IELTS exam should the most favorable results. 18 participants practiced speaking on their own via shadowing or with friends and acquaintances. Those 10 who spoke for at least 8.5 hours per week speaking scores’ improved. Three earned an increase of +1.5, two at +1, and five at +.5.
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