| 研究課題/領域番号 |
24520662
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| 研究機関 | 早稲田大学 |
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研究代表者 |
田中エリス 伸枝 早稲田大学, 理工学術院, 招聘研究員 (70593698)
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| 研究期間 (年度) |
2012-04-01 – 2016-03-31
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| キーワード | Blended Learning / EFL / Speaking Skills / TBLT / CALL |
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| 研究実績の概要 |
In 2014, new data were not collected due to inability of employing a research assistant who is proficient in both English and Japanese. However, enough data were collected in the previous year so that some of the oral data were used to assess English learners' oral output.
Three native English speakers, who were not in the educational sector, from different countries of origin (Australia, UK, and US) participated in this study as raters, who rated English as a foreign language (EFL) learners' oral output (audio recording submitted as their homework).
The outcome of the analysis was presented at an international conference and receive a lot of attention as the result indicated that perceiving foreign language proficiency seemed to be personal preferences, therefore, it is difficult to decide which factors (pronunciation, intonation, fluency, and accuracy) need to be acquired before other factors to improve their speaking skills efficiently.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
4: 遅れている
理由
I have extended one more year to make some adjustments to this research design as I was going to test the initial principles of blended learning in my English classes, however, I was not able to teach the classes (communication and presentation classes) I was going to apply principles on. Also, I had some difficulties in finding a proficient bilingual research assistant who would assist me with collecting and analysing data during the class (so that I can concentrate on teaching). I had enormous amount of data from the previous year when I had a good research assistant and I haven't been able to analyse it all by myself, especially after my research assistant finished her contract. Therefore, I used 2014 to analyse the data collected in 2013, and asked a few native speakers of English to rate students' oral output produced for their assessment instead of testing principles on classes I taught as in the initial plan.
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| 今後の研究の推進方策 |
From the results I obtained form previous years, I have concluded that flipping language classrooms would work for beginners students, in order to learn their target language (TL) more efficiently than a traditional way of teaching. That is, the content taught in class is delivered online as on-demand videos so that students can watch before coming to the class. Therefore, teachers are able to use more time to give learners exercises and individualized advice, instead of using time to lecture students. I am planning to organize a case study with focus groups (of students) with different proficiency levels in EFL, and ask them to watch video at home and work on tasks/exercises during the class to see if they understood the purpose and learning points for each of the tasks, without having lectures (or having shortened lecture). By organizing a case study, I do not have to rely on availability of research assistant or type of classes that I teach, especially I move from Waseda University to Tokai University this year.
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| 次年度使用額が生じた理由 |
I need a research assistant whose English proficiency is high enough to be able to conduct everything in English, however, I was not able to find a person who could suffice this criteria. For this reason, I was not able to make faster progress in analyzing existing data and collect new data during my class. Action research is very difficult as I had a research assistant who took care of three video cameras and 3 digital audio recorders while I was giving a lecture. Therefore, the unused portion was for employing a capable research assistant.
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| 次年度使用額の使用計画 |
This year, I am working at a different university and I will not be able to teach the same class that I was teaching at my previous university. Therefore, I am going to run a small case study, focusing on about 10-15 EFL students with different proficiency levels. I would like to pay the participants of this case study from this unused portion. I would also like to try hire 2 research assistants with reasonably good listening skills in English (someone who can understand participants' EFL oral output and transcribe it).
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