An Exploratory Factor Analysis of Scores on the Feelings Towards Group Work Scale in the Japanese University EFL Context

The Feelings Towards Group Work questionnaire (FTGW; Cantwell & Andrews, 2002) is an instrument that has been used in a wide range of contexts and populations to examine learners’ dispositions towards group learning. Using data from 307 Japanese university students, this study reports on an exploratory factor analysis (EFA) conducted on the FTGW. The purpose of the EFA solutions executed was to gain post hoc insight into the structure of scores generated by a version of the FTGW adapted for use in the Japanese context. An earlier study using confirmatory factor analysis (CFA) conducted by the author (Xethakis, 2018) revealed unsatisfactory fit on the three-factor model hypothesized by the authors of the instrument. The results of the EFA (1) revealed that the dimensionality of the scores gathered in this data set points to a lack of coherence in general rather than a coherence different from Cantwell and Andrews (2002); and (2) suggests a path for this adapted version be adjusted in any future research. The results also raise the theoretical issue of whether preference for group work and preference for individual work should be treated as two separate constructs, or as opposite poles on a single construct. Preliminary evidence in this study suggests the latter

Active Learning among University STEM Teachers:Familiarity, Confidence and Current Use

The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has emphasized active learning (AL) as one means to improve higher education. MEXT has not, however, presented educators with a clear definition of AL. This has lack of clarity has had the effect of creating a situation where university educators have neither a clear conception of AL nor sufficient understanding of how to implement AL in their courses. While this an issue for faculty members in all disciplines, it is likely a more pressing one for university educators in STEM fields. This study sought to elucidate the current situation of AL implementation among university STEM teachers by reporting results from a pilot survey of faculty members at the researchers’ institution. Responses showed that while there is a reasonable understanding of basic AL principles, and that faculty members are fairly confident in their abilities to implement AL, when examined in relation to participation in FD events, substantial differences in understanding in confidence and understanding appeared among educators. The most commonly reported means of using AL in the classroom were group-based approaches, but together with issues in assessing learning in AL, organizing groups was the most commonly reported issue. The implications of these findings for the enhancement of future faculty development activities is discussed

Speaking More, Making Friends and Feeling Less Anxious:Learner Perceptions of a Novel Oral-Communication Course

The present study investigates first-year undergraduate STEM students’ perceptions of the impact of an interaction-centered English curriculum on their feelings of social anxiety. The study employed two forms of qualitative analysis to gain greater insight into student perceptions regarding aspects of the curriculum that Japanese learners from STEM majors reported as helpful in relieving social anxiety. The analyses presented in this paper support the overall conclusion that course activities played an important role in lowering learners’ perceptions of social anxiety. An overwhelming number of learners responded that the curriculum and its activities contributed to lessened feelings of anxiousness and nervousness. Interestingly, increased interpersonal familiarity played as significant a role in relieving learners’ feelings of social anxiety as the classroom activities themselves did. This indicates the need to focus on a new area of emphasis in helping to relieve interactional anxiety in the foreign language classroom: facilitating bonds of familiarity and friendship amongst learners. Additionally, this paper argues that with an understanding of the importance of ingroup-outgroup perception, the creation of a class-wide ingroup should become a curricular objective of communication classes focused on learner interaction, as in the present study

Learner Profiles for EFL in Japanese Higher Education : Incoming Student Beliefs, Experiences, and Expectations

Research in language learning suggests that learner profiles can help teachers develop more appropriate and differentiated student-centered learning environments. A mixed-methods approach was used to investigate learner beliefs, experiences, and expectations. Quantitative and qualitative instruments were developed to collect data from incoming first-year students of a compulsory English communication course at a university in Japan. Data was categorized and analyzed regarding learners’ orientation to English learning, willingness to communicate, and readiness for e-learning. Results indicate that while this group of learners retain more traditional orientations towards language learning, they are generally willing to interact with others in a language class, are relatively comfortable using web technology, and have positive expectations for the course. Similarity of results across departments and gender suggests that learner profiles may be more helpful to teachers at the level of individual learners. Further research exploring teacher perceptions of the utility of this data for pedagogical agendas is recommended

日本での第二言語獲得場面における日本語版メタ認知尺度の心理測定

The measurement properties of the Metacognitive Awareness Inventory (MAI; Schraw & Dennison, 1994) as well as three versions of the instrument prominent in the literature are reported in this study. Responses from university students at four universities in Western Japan (N= 729) comprised the data-set. Normality of score distributions for test items was examined, and reliability estimates (Cronbach’s alpha) were calculated for the various subscales reported for each of the versions tested. Confirmatory factor analysis (CFA) was employed to examine the structural validity of four versions of the MAI: 1) the correlated, two-factor structure originally hypothesized by Schraw and Dennison (1994); 2) the hierarchical, three-factor structure proposed by Abe and Ida (2010); 3) the correlated, three-factor structure proposed by Niwa and Yamaji (2017); and, 4) the correlated, three-factor structure proposed by Teo and Lee (2012). All of the models performed less than satisfactorily, displaying a very poor degree of fit with the structure of the scores in the dataset. These results, by providing negative evidence for a two- or three-construct structure underlying scores on the MAI, positively assist with future theorization of the structure of metacognitive awareness.本研究では、第二言語獲得場面におけるメタ認知尺度(MAI;Schraw & Dennison, 1994)と、先行研究において最も使用されていた3つのバージョンのメタ認知尺度における心理測定特性について報告する。西日本に所在する4大学の学生７２９名から回答を得、これを分析対象とした。調査項目の正規性が確認でき、４バージョン全てにおいて下位尺度の信頼性をクロンバックα係数により確認した。確証的因子分析を用い、MAI の以下４つのバージョンモデルの構成概念妥当性を検証した、1)Schraw・Dennison(1994)による仮説による相関のある2因子構造；2)阿部・井田(2010)による階層のある3 因子構造； 3) 丹羽・山地(2017) 相関のある3 因子構造； 4)Teo・Lee(2012)による相関のある3因子構造。本調査結果の結果を用い、４つのモデルとの適合度を分析したが、本調査における構造との適合度は不良であった。本研究において、MAI のスコアから2因子および3因子構造を支持しない結果を得たことは、今後のメタ認知構造の理論化において有益な知見となり得る