- 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
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
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.
1 0 0 0 OA WBTを援用した授業で成功した学習者・成功しなかった学習者
- 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
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.
1 0 0 0 OA ポッドキャストとWBTを援用し一斉指導と個別・協同学習を連携させたICT英語指導
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。