Examining the Effects of Task-Based Language Teaching in Japanese EFL University Classes

考察日本英语大学课堂中任务型语言教学的效果

• 批准号: 22K00685
• 负责人: カトローニ ピノ
• 金额: $ 2.08万
• 依托单位: Nagasaki University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2022
• 资助国家: 日本
• 起止时间: 2022-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-22K00685/
• 关键词: speaking skills; EFL; task-based learning; WTC; learner autonomy; student-centered; self-regulation; motivation; タスクベースの言語指導; TBLT; PPP指導; Japanese EFL University

In the first year of our project, we managed to accomplish the majority of our goals and appear to be on the schedule we put forth in our proposal. To review, in the first year of our project, we managed to conduct a pilot study to help us move forward. In this project, we wanted to explore our data collection and data analysis techniques. Since the analysis to analyze speaking output that we are planning to use in our research project is quite complex, a pilot study was useful to fine-tune some of the methods we are planning to implement in the main study. In this pilot study, each of the eight participants was given an assessment at two points in time: within five days of treatment beginning (Pre-test), approximately twelve weeks later, i.e., within five days of treatment ending (Post-test). Each of these assessments involved participating in a dyadic conversation with a classmate, completing two questionnaires (designed to assess willingness to communicate in English and learner autonomy), and being interviewed. The treatment involved having students transcribe the video-recorded conversations they were in. After the pre-test, the instructor will take the students through a series of steps that teaches them how to methodically analyze the video and speech transcripts in terms of fluency (temporal and hesitation), syntactic complexity, lexical complexity, and accuracy. Upon breaking down their performances with the instructor, participants were able to clearly identify their strengths and weaknesses and, ultimately, create well-defined goals for themselves moving forward.

在项目的第一年中，我们设法实现了大多数目标，并且似乎按照我们在提案中提出的时间表。要审查项目的第一年，我们设法进行了一项试点研究，以帮助我们前进。在这个项目中，我们想探索我们的数据收集和数据分析技术。由于分析我们计划在研究项目中使用的口语输出的分析非常复杂，因此一项试点研究对于微调我们计划在主要研究中实施的一些方法很有用。在这项试点研究中，八个参与者中的每一个都在两个时间点进行评估：在治疗开始后的五天内（大约十二周），即在治疗结束后的五天内（测试后）。这些评估中的每一个都涉及与同学进行二元对话，完成了两项问卷（旨在评估以英语和学习者自主权进行交流的意愿），并接受采访。治疗涉及让学生抄录他们所参加的视频录制的对话。在预测试之后，讲师将带领学生通过一系列步骤，教会他们如何以流利性（时间和犹豫），义话复杂性，词法复杂性，词汇复杂性和准确性来有条不紊地分析视频和语音转录本。在与教练分手表演后，参与者能够清楚地确定自己的优势和劣势，并最终为自己前进创造明确的目标。

项目成果

English Teaching in Japan: Focusing on Increasing Student Interaction

日本英语教学：注重增加学生互动

• 发表时间: 2023
• 作者: ベーシュキー;カトローニピノ
• 通讯作者: カトローニピノ

Using Self-Assessment to Enhance L2 WTC in the Japanese EFL University Context

在日本 EFL 大学中利用自我评估来增强 L2 WTC

• 发表时间: 2022
• 作者: カトローニ ピノ;ベー シュウキー
• 通讯作者: ベー シュウキー