An investigation into Japanese students' note-taking skills in EMI/CLIL courses

日本学生 EMI/CLIL 课程笔记能力调查

• 批准号: 19K00920
• 负责人: Broadbridge James
• 金额: $ 2.83万
• 依托单位: Bunkyo Gakuin University (2020-2022)J. F. Oberlin University (2019)
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2019
• 资助国家: 日本
• 起止时间: 2019-04-01 至 2024-03-31
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-19K00920/
• 关键词: Teaching methods; Learning strategies; Study skills; Learning Strategies; Study Skills; Teaching Methods; Notetaking; EMI; EAP

The past year has been spent in collecting data and writing up results from iterations of the study completed in 2021. During this year, the pedagogical intervention was carried out in two classes of differing English language abilities. Initial analysis of data collected suggests that the 5-step pedagogic intervention was successful in improving learners' abilities to take notes and comprehend lectures in both groups of learners. These studies also included a variant on the 5th step that appears to indicate there are multiple ways in which the storage function can be activated to help retention and comprehension of lectures. The fact that we were able to replicate the study from 2021 with similar results strongly suggests that the pedagogic intervention has been successful in demonstrating the ability to explicitly teach note-taking skills. During the past year, we were also able to complete analysis of previous findings of the study and present these findings at academic conferences in Japan, North America, and Europe.

在过去的一年里，人们一直在收集数据并撰写2021年完成的研究的迭代结果。在这一年里，教学干预在两个不同英语语言能力的班级中进行。初步的数据分析表明，五步教学干预成功地提高了两组学习者的笔记和理解课程的能力。这些研究还包括第5步的一个变种，似乎表明有多种方式可以激活存储功能，以帮助记住和理解讲座。事实上，我们能够以类似的结果复制2021年的研究，这一事实有力地表明，教学干预已经成功地展示了明确教授笔记技能的能力。在过去的一年里，我们还完成了对先前研究结果的分析，并在日本、北美和欧洲的学术会议上展示了这些发现。