著者

前田 啓朗

出版者

金沢大学外国語教育研究センター = Foreign Language Institute, Kanazawa University

雑誌

外国語教育フォーラム = Forum of Language Instructors (ISSN:18842356)

巻号頁・発行日

vol.4, pp.13-26, 2010-03-01

著者

前田 啓朗

出版者

日本言語テスト学会

雑誌

外国語教育評価学会研究紀要

巻号頁・発行日

no.3, pp.119-126, 2000-09-01

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This paper firstly reviews what are regarded as the preferable ways to measure and analyse conceptual variables such as language proficiency, motivation, attitude, strategy use and so on. Since it is difficult to measure such concepts using only a few indexes, many observed variables are used for that purpose. The Exploratory Factor Analysis (EFA), which is a kind of multivariate analysis, can be used to assume latent variables (factors) behind observed ones. Here, attention should be paid as each solution offered by EFA is not absolute and is subject to variation according to the way the EFA is conducted. Secondly, this paper investigated five nation-wide journals (ARELE, JACET Bulletin, JALT Journal, JLTA Journal, Language Laboratory), which have been published in Japan and have broadly focused on language teaching and learning for these five years (from 1995 to 1999). All 15 EFAs conducted in them are analysed and described according to the method set out above. Finally, points to be aware of for further study are noted on the basis of the description of these five years' research tendency.

著者

前田 啓朗

出版者

金沢大学外国語教育研究センター = Foreign Language Institute, Kanazawa University

雑誌

外国語教育フォーラム (ISSN:18842356)

巻号頁・発行日

no.4, pp.13-26, 2010-03

著者

前田 啓朗

出版者

日本言語テスト学会

雑誌

日本言語テスト学会研究紀要

巻号頁・発行日

no.6, pp.140-147, 2004-08-30

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This paper presents 1) what limitations causal analyses have, 2) how causal analyses are conducted in English language education research in Japan, 3) what problems are seen in those causal analyses, then, 4) how the problems can be improved for further research. A Causal analysis, especially an analysis according to Multiple Regression Model, is originally a powerful tool for predicting a dependent variable by some independent variables. However, when the degree of causal effect by each independent variable is focused, the problem of multi-collinearity, which is provided by correlations among dependent variables, arises. On the other hand, when stepwise method is adopted in deciding which dependent variables should be included, the problem of multi-collinearity may cause again by deleting the dependent variables which reasonably seem to contribute to independent variables. After reviewing those limitations of Multiple Regression Models, eleven articles in English language education research in Japan were reinvestigated in terms of those problems. Then, some suggestions, such as using a correlation analysis, are presented instead of regression models.

著者

深澤 清治 前田 啓朗 鬼田 崇作 山内 優佳 辰己 明子

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.26, pp.125-140, 2015-03-31

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The purpose of the present research is to examine how quickly and accurately Japanese English as a foreign language (EFL) learners can make appropriateness judgments for second language (L2) requests. Previous studies in interlanguage pragmatics are limited in that they did not distinguish between types of pragmatic inappropriateness and also in that they used only offline measurement through questionnaires. The present study therefore distinguishes two types of pragmatic inappropriateness in L2 utterances (under-polite and over-polite) and measures the reaction time of learners' appropriateness judgments. The participants were 45 Japanese university students; they were asked to judge whether the presented L2 requests were appropriate or not in the situation, as quickly and accurately as possible. Six appropriate requests, five under-polite requests, and five over-polite requests were judged. Further, the degree of inappropriateness in under- and over-polite requests was manipulated from slightly inappropriate to very inappropriate. As a result, it was found that speed and accuracy of appropriateness judgments depend on the degree of (in)appropriateness of requests. In particular, extremely over-polite utterances were difficult for L2 learners to process.

著者

田中 博晃 前田 啓朗

出版者

日本言語テスト学会

雑誌

日本言語テスト学会研究紀要

巻号頁・発行日

no.6, pp.128-139, 2004-08-30

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The purpose of this study was to examine the construct of amotivation. When amotivation is measured, negative items in a questionnaire cause attenuation of correlation, and as a result, it would give bias to the construct of amotivation. A questionnaire was made on the basis on Noels, Pelletier, Clement, and Vallerand (2000), and it included both positive items (P-type) and negative items of amotivation (N-type). By analyzing the data from the questionnaire using Confirmatory Factor Analysis to correct attenuation, we examined a systematic error caused by negative items. The result showed that (1) an artificial factor was identified when positive and negative items of amotivation were analyzed by Exploratory Factor Analysis; (2) the construct of amotivation was supported when 7-factor model of motivation was examined by conducting Confirmatory Factor Analysis to P-type questionnaire; and (3) P-type questionnaire was more appropriate than N-type questionnaire as a measure of amotivation, because bipolarity between amotivation and self-determined forms of motivation was clearly identified in P-type questionnaire.

著者

前田 啓朗 田頭 憲二 三浦 宏昭

出版者

日本教育心理学会

雑誌

教育心理学研究 (ISSN:00215015)

巻号頁・発行日

vol.51, no.3, pp.273-280, 2003-09-30

被引用文献数

3

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本研究では,日本の高校生英語学習者による語彙学習方略(以下VLS)の使用に焦点を当て,VLS使用の一般的傾向と異なる学習成果の段階における傾向を明らかにすること,簡便にVLS使用を測定できる質問紙を提供すること,英語学習をより促進できるようなVLS指導への示唆を導くこと,を目的とした。先行研究で示された高校生英語学習者のVLSを用いて調査を行い,15高等学校からの1,177の回答を分析し,先行研究に示される「体制化方略」「反復方略」「イメージ化方略」の3因子を仮定するモデルが確認された。同時に学習成果を測定し,上位・中位・下位に分割して分析を行った結果, VLS使用の強さが上位・中位はあまり異ならないがそれら2群と下位では顕著に異なり,異なるVLS間の相関は中位と下位ではあまり相違ない一方で上位ではイメージ化方略と他の2方略が比較的独立している,という結果が得られた。このことから,VLS指導や語彙指導の際に,学習成果の度合いに応じて効果的なVLSは異なるという点に留意する必要性が示唆された。

著者

前田 啓朗

出版者

広島大学

雑誌

広島外国語教育研究 (ISSN:13470892)

巻号頁・発行日

vol.8, pp.109-116, 2005-03-31

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This paper investigates two ways in which the English proficiency of students at Hiroshima University is measured: the TOEIC Bridge Test and the TOEIC Test. By administering two different forms of the TOEIC Bridge Test to participants, its test-retest reliability is confirmed. Correlation analyses between scores on the listening and reading sections show that the two sections reasonably measure different components of English proficiency. TOEIC Bridge Test scores were compared with TOEIC Test scores, using correlation analyses and regression analyses. As a result, it is shown that the two kinds of test scores correlate almost linearly, and that the estimation formulas can be used with caution to convert the two kinds of scores.

著者

前田 啓朗

出版者

広島大学

雑誌

広島外国語教育研究 (ISSN:13470892)

巻号頁・発行日

vol.6, pp.81-90, 2003-03-31

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This study is intended to elucidate gender differences of learning strategy use and learning achievement by Japanese EFL learners. Though much research has addressed the strategy area, few studies have addresed the learners' kinds of strategies and degrees of their use. Especially, gender differences are relatively ignored in research, although they are a socially important factor. Therefore, this research is intented to elucidate general tendencies according to gender and to derive suggestions for instruction from the aspect of Aptitude Interaction Theory. Data were obtained for 1,584 students from 38 high schools. Questions dealt with in this analysis were 36 items. A Otest and items from the STEP test measured learning achievement. Basic statistics are shown for fundamental study. Multi-group Confirmatory Factor Analysis using Structural Equation Modeling is used to examine the models shown in a preceding study, to compare models under several restrictions, and to estimate means of factors and correlations among factors. Data indicated that learning achievement and correlations among strategies and achievement can be interpreted at the same degree between male and female learners. However, only the factor mean (strategy use) differs remarkably: controlling for proficiency female learners use more strategies than male learners do. Pedagogical suggestions regarding this result are stated for classroom instruction in relation to Aptitude Interaction Theory.

著者

前田 啓朗

出版者

全国英語教育学会

雑誌

全国英語教育学会紀要 (ISSN:13448560)

巻号頁・発行日

vol.19, pp.253-262, 2008 (Released:2017-04-27)

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This paper reports the practice of English language teaching for the first year university students in a listening class, intending to cooperate classroom teaching and individualized learning. A Web-Based Training (WBT) system is involved in order to overcome some problems which will be easily observed in the classroom teaching. Since each learner has different aptitudes, a certain instruction may be effective for some but ineffective for the others. It is true that instructions should be flexible so as to balance out the students' aptitudes. However, as far as a teacher controls the lessons, there still would be some difficulties for students to commit themselves to learning. Therefore, the present courses are planned to utilize the WBT system, named Gyuto-e, for the purpose of involving students into self-learning. Three kinds of questionnaires, which investigate learner beliefs, learning motivations, and vocabulary learning strategies, are conducted in the beginning and the end of the course. A hierarchical cluster analysis reveals the fact that the TOEIC test scores show there seem to be the positive tendencies compared with the students in other classes as well as that there are successful and unsuccessful learners who seem to show some particular tendencies of learner factors.

著者

水本 篤 浦野 研 前田 啓朗

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.25, pp.33-48, 2014-03-31

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This study reviewed three representative aspects (themes, methods, and outcomes) of the published articles in ARELE, volumes 1 to 24. The review of 450 ARELE articles revealed the following results: (a) the 24 ARELE volumes could be divided into two periods (the first 12 and the second 12); (b) articles in each period have characteristic words to represent the themes peculiar to the period; (c) research themes have shifted from teaching to learning, with reading, vocabulary, assessment/testing, and motivation coming to the forefront; (d) articles are predominantly empirical studies, targeting learners at secondary and tertiary levels, and hypothesis generating, with a quantitative approach, while intervention studies are not common; (e) medium strength of effect size was obtained with a meta-analytical approach; (f) the effect size decreases toward more recent volumes, which may be a sign of theoretical refinement; (g) the statistical power of most studies is lower than it should be. A number of suggestions are offered for improving the quality of future research practice.

著者

前田 啓朗 大和 知史

出版者

外国語教育メディア学会

雑誌

Language Laboratory (ISSN:04587332)

巻号頁・発行日

no.37, pp.143-162, 2000-03

被引用文献数

2

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This paper points out problems in previous studies concerning the statistical procedure of analysis and of the way results are presented based on the most popular questionnaire format in Language Learning Strategy researches, namely SILL (Strategy Inventory for Language Learning ver. 7.0 for ESL/EFL). A more appropriate statistical procedure to analyse the data, is proposed called "Structural Equation Modelling" based on the results of both "Exploratory Factor Analysis" and "Confirmatory Factor Analysis" with Oblique Rotation and Maximum Likelihood Method. Presentation with more detailed statistics is also promoted, which allows readers to reanalyse or meta-analyse. In order to validate the proposed method above of analysing and presenting the necessary statistics, a case study was conducted on strategy use of Japanese High School students using data obtained from the SILL. This case study explored which language learning strategy contributes most to the achievement of language learning.

著者

前田 啓朗

出版者

全国英語教育学会

雑誌

ARELE : annual review of English language education in Japan (ISSN:13448560)

巻号頁・発行日

vol.19, pp.253-262, 2008-03

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This paper reports the practice of English language teaching for the first year university students in a listening class, intending to cooperate classroom teaching and individualized learning. A Web-Based Training (WBT) system is involved in order to overcome some problems which will be easily observed in the classroom teaching. Since each learner has different aptitudes, a certain instruction may be effective for some but ineffective for the others. It is true that instructions should be flexible so as to balance out the students' aptitudes. However, as far as a teacher controls the lessons, there still would be some difficulties for students to commit themselves to learning. Therefore, the present courses are planned to utilize the WBT system, named Gyuto-e, for the purpose of involving students into self-learning. Three kinds of questionnaires, which investigate learner beliefs, learning motivations, and vocabulary learning strategies, are conducted in the beginning and the end of the course. A hierarchical cluster analysis reveals the fact that the TOEIC test scores show there seem to be the positive tendencies compared with the students in other classes as well as that there are successful and unsuccessful learners who seem to show some particular tendencies of learner factors.

著者

榎田 一路 LAUER J・J 前田 啓朗 磯田 貴道 田頭 憲二 阪上 辰也 鬼田 崇作

出版者

広島大学

雑誌

基盤研究(B)

巻号頁・発行日

2011-04-01

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本研究では,大学英語教育において,ポッドキャストとウェブ型教材を,一斉指導,個別学習,およびICTを用いた協同学習に援用した。まず,ポッドキャスト教材及びウェブ型準拠教材を開発・配信した。次にこれらを利用して教室内指導と教室外個別学習を組み合わせた実践を行い,その結果を分析した。さらにデジタル・ストーリーテリングを通じてICTを協同学習に援用することの効果を探った。ポッドキャストを活用した一斉指導と個別学習の連携は,学習者の学習意欲を高め,英語学習の絶対量向上に貢献した。デジタル・ストーリーテリングは,扱った題材への理解を深めつつ,成果物を共有することによる学び合いを提供する点で効果があった。