著者

佐渡島 紗織 坂本 麻裕子 宇都 伸之 渡 寛法 大野 真澄 外村 江里奈 中島 宏治

出版者

日本リメディアル教育学会

雑誌

リメディアル教育研究 (ISSN:18810470)

巻号頁・発行日

vol.11, no.2, pp.151-160, 2016-12-31 (Released:2017-03-27)

参考文献数

21

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The purpose of this research is to analyze the structure of academic writing ability of first-year and second-year university students—students who are at the stage of general education. Practitioners and scholars have analyzed students’ writing ability; however, analyses on university students have been limited to those conducted under subjective criteria based on practices in a particular classroom or a certain course. Studies using objective methods have typically been limited to the level of junior-high and high-school students. Thus, the present study analyzed a larger sample of students’ papers at the university level using an objective methodology—factor analysis. 384 assignment papers from various courses written by first-year and second-year university students were evaluated using thirty-five criteria. The criteria were all based on the skills of academic writing without regard to specific fields. Factor analysis indicated five factors relevant to students’ academic writing ability: words and sentences, content, paragraphs, overall organization, and references. This five-factor structure of students’ academic writing ability can be applied in designing an academic writing course as well as in developing a rubric for assessing students’ academic writing at the stage of general education.

著者

水本 篤 染谷 泰正 山本 敏幸 浜谷 佐和子 小山 由紀江 近藤 悠介 今尾 康裕 大野 真澄 濱地 亮太 名部井 敏代 山西 博之

出版者

金星堂

巻号頁・発行日

pp.1-122, 2017-03

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平成27-28年度関西大学研究拠点形成支援「国際的な研究拠点としての関西大学英語ライティング・ハブの設立および英語論文ライティング支援ツールの開発」

著者

卯城 祐司 土方 裕子 清水 真紀 中川 知佳子 古賀 功 大野 真澄 梅原 愛

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.18, pp.31-40, 2007-03

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A recall test is useful in that the test score is not affected by question items; however, this test is frequently criticized as being simply a memory test that does not measure pure reading comprehension. Although retrieval cues are sometimes provided to readers in order to decrease the effects of the memory load, it is unclear how these cues are related to the ideas recalled. The aim of this study is to examine what types of retrieval cues can promote recall performance of Japanese EFL learners. In Experiment 1, we investigated the relationship between learners' L2 reading proficiency and the importance level of recalled ideas. In Experiment 2, we examined the effects of cue types on recall tests. In addition, the results of three types of recall tests - free recall, recall with main cues, and recall with detailed cues - were compared in order to elucidate the validity of cued recall tests. The results showed that retrieval cues did not promote recall performance. Moreover, we found that cued recall tests had lower correlations with L2 reading proficiency scores than free recall tests, which indicates that retrieval cues reduced the concurrent validity.