著者

SUMI Seijiro TAKEUCHI Osamu

出版者

CALICO

雑誌

Design-based research in CALL

巻号頁・発行日

vol.10, pp.157-182, 2013-07

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The purposes of this paper are to (a) elaborate on the Cyclic Model of Learning(CML; Takeuchi, 2007), which was formed based on the four phases of the design-based research (DBR) framework (Amiel & Reeves, 2008); (b) to put the model into practice through use of technology in the field of EFL teaching; and (c) to examine how the CML-based teaching practice influences students’English ability and the instructor’s teaching methods. Based on the four phasesof the DBR framework, a qualitative investigation was conducted to identify the problems that impede teachers’ use of technology in EFL teaching (Sumi, 2011). To ameliorate the problems, following the second phase of the DBR framework, the CML was created and applied to a research project. The most distinctive feature of the CML is its integration of in-class practices with students’ out-of-class self-learning with aid of CALL technology. The CML was put into practice and tested on 19 first-year undergraduate students of EFL over the course of one year at a university in Japan. Data were collected, both on- and off-line, in a variety of ways including quizzes, weblog, video recording, questionnaires, and classroom observation. Findings confirmed that CML-based teaching practice contributedto the improvement of both students’ English abilities and the instructor’s teaching methods.