著者

草薙 邦広 水本 篤 竹内 理

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:21857792)

巻号頁・発行日

vol.52, pp.105-131, 2015-12

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The purpose of the present study was to examine the quality of statistical testing in foreign language teaching research in Japan. We reviewed t-tests, X2-tests and ANOVAs reported in the articles published in Language Education & Technology (LET) from vol. 38 to vol. 49, and calculated the post-hoc statistical power of each test. The findings of the present study were summarized as follows: (a) the sample size of most of the studies in LET ranged from 20 to 60, (b) the median of the effect sizes (in the case of t-tests) showed middle to large levels (d = 0.40–0.80), but (c) the statistical powers of many studies signified severely low levels (almost the 80% of the two-sample t-tests failed to show the statistical power greater than .80). The tendencies were quite likely to have originated chiefly from the inappropriate designs of the experiments or surveys, especially, mismatches between the targeted effect size and the actual sample size. We assert the importance of setting proper sample sizes based on a priori power analysis and precision analysis.

著者

山西 博之 田中 博晃

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:04587332)

巻号頁・発行日

no.40, pp.161-173, 2003-07

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The main purpose of this paper is to make suggestions concerning combination of quantitative and qualitative research in order to utilize the advantages of both types of research. Although there are many kinds of studies that combine quantitative and qualitative methodologies, it seems that few of them can be called "publicized" because of the absence of discussion concerning the method of qualitative research in particular. Showing our possible combined research design like a "catalogue", we would like to give rise to implications for future research. Our suggestion as a catalogue can be called a "hypothesis-succeeding" study (Saijo, 2002) using the KJ method (Kawakita, 1967):

著者

田中 博晃 山西 博之

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:04587332)

巻号頁・発行日

no.41, pp.77-88, 2004-06

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The main purpose of this paper was to consider the problem concerning the dfficulties that most researchers of the qualitative studies are confronted with. From an overview of recently conducted studies in the academic field of English language education in Japan, it appeared that most researches using qualitative verbal data were categorized into hypothesis examination or hypothesis generation studies. Nevertheless, few of the hypothesis generation studies were able to help the researchers overcome the difficulties of objectivity and generalizability in treating the data. This suggested that most of the researchers did not give a sufficient amount of consideration to the transfer of their knowledge to future studies. To overcome the difficulties, we proposed to add a new approach, the hypothesis succeeding approach, to the traditionally used hypothesis generation approach. The hypothesis succeeding approach is conducted by a combination of hypothesis generation and hypothesis testing. The former is for interpreting verbal data qualitatively and the latter is for complementing the generated hypothesis. We have shown the extent of the effectiveness of this approach in overcoming the difficulties.

著者

川口 勇作 草薙 邦広

出版者

外国語教育メディア学会

雑誌

Language education & technology (ISSN:21857792)

巻号頁・発行日

no.52, pp.257-277, 2015

著者

SONOBE Hideyuki UEDA Makoto YAMANE Shigeru

出版者

外国語教育メディア学会

雑誌

Language education & technology (ISSN:04587332)

巻号頁・発行日

no.46, pp.41-60, 2009-06

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It has often been suggested that prosody, encompassing rhythm, accent and intonation, contributes greatly to the production of natural-sounding English and furthermore, that these suprasegmental elements play an important role in successful communication. Japanese EFL learners, influenced by the mora-timed rhythm of their mother tongue, tend to use Japanese rhythmic patterns when they speak English. This study attempts to demonstrate how the authors' original animated Web materials focusing on English rhythm enabled students to improve their English pronunciation. From our experiment, carried out once a week for five weeks in a CALL classroom, some positive effects of rhythmic pronunciation practice were found on the learners' pronunciation. Clear correlations among the speech duration, pitch ranges, and naturalness of the English produced by Japanese EFL learners were also found.

著者

長谷川 修治 中條 清美

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:04587332)

巻号頁・発行日

no.41, pp.141-155, 2004-06

被引用文献数

9

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Junior and senior high school (JSH) English textbooks in Japan are written in accordance with the Course of Study guidelines provided by the Ministry of Education, Science. and Culture: these guidelines are revised about every ten years. In this study we examined the vocabulary of three sets of serial JSH textbooks, each of which was written in the 1980s, and then re-written in the 90s and again in the 2000s based on the revised Course of Study guidelines for each decade. The purpose of this study was to in vestigate both the alteration in vocabulary size and the efficacy of the three serial JSH textbook vocabularies. The study found that the number of types within JSH textbook vocabulary in the 2000s was larger than that of the 1980s and 90s. On the other hand, the amount of tokens in the 2000 set was the lowest of the three serials. This means that the number of repetitions of exposure to words used in the 2000s version textbook was the lowest of the three. The study also found that the efficacy of the JSH textbook vocabulary gradually improved each time A Gourse of Study was revised, although the overall JSH text coverage over the vocabulary of practical activities remained insufficient.

著者

NISHIDA Rieko

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:04587332)

巻号頁・発行日

no.50, pp.43-67, 2013-06

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This study describes the overall tendencies shown by Japanese University EFL learners in terms of intrinsic/extrinsic motivation, L2 ideal selves, L2 ought-to selves, international posture, Can-Do and willingness to communicate, and the relationships between these factors. The results show that students tended to exhibit high identified regulation, perceived relatedness, introjected/external regulation, and L2 ideal selves, while being low in amotivation. They also indicate that students' L2 ideal selves were highly correlated with intrinsic motivation, identified regulation, international posture and Can-Do. In examining the degree of internalization of learning, L2 ideal selves showed the strongest correlation with intrinsic motivation and were negatively correlated with amotivation. Cluster analysis was conducted to gain a greater understanding of individual differences, enabling a division into four groups. To support the quantitative analysis, qualitative data was gathered, allowing the examination of differences among students pertaining to how they perceived the relationship between L2 ideal selves and language learning, and the relative strength of the L2 ideal self in language learning behavior.

著者

MIYASAKO Nobuyoshi

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:04587332)

巻号頁・発行日

no.39, pp.1-20, 2002-06

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This paper examined the effects of reading, glossing and English ability on incidental vocabulary learning and its retention over a 18-day period for Japanese senior high school students (n = 187). The basic design was 6 (reading condition) x 2 (testing period) factorial between-groups with repeated measures on the second factor. The reading conditions were four different types of glossing, which were 12 nwltiple-choice glosses (MCG), Li MCG, L2 single glosses (SG) and Li SG, no glossing and control (no reading). The immediate and delayed vocabulary tests were conducted immediately after the reading phase and 18 days later. The results confirmed incidental vocabulary learning through reading for Japanese high school students, not retention. it was also acknowledged that this indirect vocabulary learning was enhanced with passage glossing, especially 12 MCG which had the students invest more mental effort. Further, the passage glossing was revealed to have a relationship with English ability: 12 glossing was more effective for higher-ability learners and Li for lower-ability ones. On the contrary, the existence or type of glossing did not have much effect on reading comprehension.

著者

HONDA Katsuhisa SAKYU Masahide

出版者

外国語教育メディア学会

雑誌

Language Education & Technology (ISSN:04587332)

巻号頁・発行日

no.41, pp.1-15, 2004-06

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The present study applies social psychological constructs to the acquisition of English in the Japanese EFL context, and attempts to determine the relationship between two theoretical frameworks and their corresponding sets of variables that approach the topic of motivation from conventional viewpoints. The first framework of variables, described by Clement and Kruidenier (1983), comes from the social sciences and humanities research. The second psychological framework is Gardener (1985) socio-educational model, which proposes that motivation is based on intergroup attitudes and an attraction to the target language and culture. The current research is conducted in an attempt to combine the orientations described by Clement and Kruidenier (1983) with the intergroup constructs discussed by Gardner (1985) for a better understanding of the development of particular orientations and their role in language learning motivation. Furthermore, structural equation modeling, a relatively recent procedure which allows researchers to test cause-effect relations based on correlational data, can have an excellent fit, and all the predicted paths in a path diagram can be significant, and yet it is still quite possible that other patterns of causality could work equally well or better. These results are discussed with respect to the influence of the Japanese EFL context on orientations and in terms of their implications for further studies.