| 研究分担者 |
ギリス・フルタカ アマンダ 京都産業大学, 外国語学部, 准教授 (00257768)
D・W Hinkelman 札幌学院大学, 人文学部, 准教授 (10305881)
クラフリン マシュー 京都産業大学, 外国語学部, 准教授 (30387998)
HAGLEY ERIC 室蘭工業大学, 工学(系)研究科(研究院), 講師 (60466472)
キャンベル アロン 京都外国語大学, 外国語学部, 講師 (80411023)
加野 まきみ 京都産業大学, 文化学部, 准教授 (90352492)
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| 研究概要 |
Object: The first year of the grant was mainly dedicated to implementing a new, browser-based version of the extensive reading quiz software, http://mreader.org that is much more user-friendly than the previous Moodle-based plug-in, and with much more functionality. Considerable effort was placed on making teachers, both in Japan and around the world aware of Mreader and increasing the number of quizzes. The new version places much more of the maintenance responsibility in the hands of a single administrator on each school site, so that the teachers can have a less complicated and managable interface.
Results: Work has gone according to plan, with many of the users of the previous Moodle plug-in version having moved over to MReader. By the end of March 2014, there were approximately 35000 students using the system, in over 250 schools both in Japan and abroad. With the cooperation of teachers in Japan and abroad, as well as some of the publishers, the number of quizzes available on the system has grown by over 1000 to 3700 currently. Presentations and workshops were given at a number of conferences for English teachers within Japan, as well as in Korea (The 2nd Extensive Reading World Congress), TESOL in Portland, Qatar TESOL in the Middle East, WorldCALL in Glasgow, Scotland and the University of Veracruz, Mexico.
Also, a "Quiz Quality Assurance Committee" has been slowly examining the results of the quizzes taken by the students.
Some progress has been made on examining the database of data on each book, which is obtained from students as post-quiz questions.
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| 今後の研究の推進方策 |
1. To increase the number of available quizzes. Even with 3700 quizzes we have only reached the 60% mark. We are using both teacher volunteers who wish to make sure that all readers in their library have quizzes, as well as introducing quiz writers to the publishers themselves.
2. A through analysis of the post-quiz data. We have questions on how well they liked the book, how long it took to read it, the average number of dictionary lookups, whether the stated book level matched the student's perceived difficulty level, and "flow" -- how much the students could forget that they were studying and just enjoy the book.
3.Research into the extent that Extensive Reading improves the students' ability to predict the words and grammatical structures that follow the section that they are currently reading. While it seems logical that Extensive Reading will improve this ability, we can find no research to support this claim.
4. We will continue our Quiz Quality Assurance project, under the direction of Eric Hagley.
5. We will continue to bring more schools on board by giving presentations and workshops at various conferences both in Japan and abroad.
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