| 研究概要 |
1. Data collection (2013/14) A) Visited University of Hawaii (Spring, 2014). Interviewed four e-learning experts, observed lessons and discussed possible joint projects. B) A case-study (interviews and observations) of one e-learning teacher in Japan (Okayama University).
2. Findings (2013/14) A) Case studies of expert teachers from universities in six different countries (Australia, Japan, New Zealand, Singapore, UK, and the US). B) Synthesis of results into four models of e-learning: out-of-class; blended; project; and, online. C) A case study of how one university EFL teacher in Japan introduced e-learning into her teaching. It details the opportunities and challenges that this presented to her; describes the technologies that were used and the expertise the teacher developed; and, includes reflections by students on how this type of digital learning helped them to improve their language proficiency.
3. Publications and presentations (2013/14) A) One article published in an international journal called ELT Journal. ELT Journal is published by Oxford University Press and it has a reputation for having a good balance of theory and practice. B) Some of our research findings are available as a video presentation (see below). C) Two articles submitted to internationally recognized journals (TESOL Journal and JALT Journal). D) Four presentations (three in Japan and one in Portugal)
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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
1. Data gathering: We interviewed and observed 12 expert teachers in universities in six different countries. We originally wanted to visit four countries including South Korea. However, instead of South Korea we had the chance to go to Australia and US which are both leading countries in e-learning.
We have achieved our objectives in gathering data.
2. Analysis: We transcribed 12 interviews and wrote up thick descriptions of lesson observations. We then coded and categorized the transcriptions and descriptions into clear topics and themes.We have achieved our objectives in analyzing data.
3. Publications/presentations: A) We have published one article in an international journal, called ELT Journal (the acceptance rate is 12 to 15% and the impact factor is high). Because of its wide circulation, a professor in the Master’s program in a UK university contacted us after reading our journal article to make a video presentation to show to his students. B) We have submitted two more articles and are waiting for a response from the journal editors: TESOL Journal. Four e-learning models to guide university teachers of second and foreign languages; JALT Journal. Hannah’s case: Introducing e-learning into a Japanese university EFL class.
4. We have made four presentations (three in Japan and one in Portugal).We have been accepted to four conferences in 2014 (two in Japan and two in Europe) - JALTCALL, Nagoya, June 2014; EUROCALL, Netherlands, August, 2014; BAAL, Warwick, UK, September 2014; and,JALT, Tsukuba, November 2014.
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| 今後の研究の推進方策 |
Our priority for the third year will be to disseminate our findings through the development of a website. The different pages will include:1. Examples of Learner Management Systems (LMSs); 2. Examples of Web 2.0 software tools; 3. Examples of language learning games; 4. Pedagogical models: online, project, blended, out of class; 5. Case studies of expert teachers and institutions; 6. Photos, videos, and digital artefacts illustrating our findings.
The draft website is available at: http://www.develop-your-english.com/elearning/
We are investigating the possibility of developing joint projects (with teachers and students) between Okayama University (Language Education Centre) and University of Hawaii (Centre for Education and Technology) in the area of teaching languages through the use of technology and teacher training on the same topic.
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