An Exploration of Creative Sentence Writing as a Means for EFL Vocabulary Acquisition

外国語としての英語(EFL)が適切に機能するための､語彙学習の実践における効果(Schmitt, 2008)として､豊富な語彙力が欠かせないとの見解が示されている｡学生の語彙力を向上させるための包括的ﾌﾟﾛｸﾞﾗﾑにおける､一連の基本的な核となる授業でのｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞ活動と､授業外での自習活動を利用することにより､語彙学習の実践における効果を調査し､詳細に説明する｡調査するための手段と方法として､一週間毎の語彙練習､評価､そしてﾌｨｰﾄﾞﾊﾞｯｸを行う｡同ﾌﾟﾛｸﾞﾗﾑは､2014年4月に開始された英語のみを活用する集中ﾌﾟﾛｸﾞﾗﾑの一環として行うこととする｡また､本研究ﾉｰﾄは､語彙力の成績評価と学生の全体的な理解度に基づいた活動の初期所見とその調整も含まれている｡そして､学生が積極的に学習できる環境を維持すると同時に､学生の語彙力を高めることを第一の目標とする｡初期段階においては､学生の英語力のﾚﾍﾞﾙに関わらず高い成果を示していない｡また現時点において､総合的効果に関しても正確に評価されていない｡しかしながら､本研究ﾉｰﾄは､長期間に渡って継続される語彙学習研究ﾌﾟﾛｸﾞﾗﾑの出発点であると位置づけることが可能である｡To function properly in English as a Foreign Language (EFL), reflections on vocabulary learning practices show that a large vocabulary is necessary (Schmitt, 2008). Using core set of in-class active learning activities and outside of class self-study activities in a comprehensive program for increasing student vocabulary abilities, reflections on vocabulary learning practices are explored and explained in detail. The procedures and methods include a weekly cycle of vocabulary practice, assessment, and feedback. The contents of this program are administered in an English-only intensive program which began in April of 2014. This research note also includes the initial findings and adjustments made to the activities based on resulting vocabulary assessment scores and student overall uptake. The primary goal is to increase vocabulary abilities in students while maintaining a positive learning atmosphere. Initial results are not showing a high percentage of success across all levels of language ability and the overall effects have not been accurately measured at this time. However, this paper is the launching point of a long-term continued study of vocabulary learning in the program

Supporting Active Learning with Moodle

ｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞの演習を実施し､管理することは､EFL の教員にとってはますます差し迫った問題になりつつある｡本稿では､ｵﾝﾗｲﾝの学習ﾃｸﾉﾛｼﾞｰを活用することによってもたらされるｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞへの利点について調査を行った｡まず､ｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞ､および Moodle として知られている学習管理ｼｽﾃﾑを概観する｡次に､日本の大学の EFL ｸﾗｽにおいて､Moodle と連携させたｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞの実践内容について記述する｡さらに､ｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞに Moodle を活用することに対する学生と教員の意識調査を行った｡その結果､自主的な学習活動､ﾀｽｸﾍﾞｰｽの学習活動､さらに社交的に構成された学習活動による体験を通じて､学生と教員の双方が､Moodle 活用はｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞを支えるものであると肯定的に捉えていることがわかった｡The implementation and management of active learning practices is becoming a more pressing concern for instructors of English as a foreign language (EFL). For this paper, the authors investigated the possible benefits to active learning provided by online learning technologies. The authors begin with overview of active learning and the learning management system (LMS) known as "Moodle". Following this, the authors describe the implementation of active learning in conjunction with Moodle in an English as a Foreign Language class at a Japanese university. Additionally, the authors surveyed students and teachers about their impressions of using Moodle for active learning. Students and teachers positively perceived Moodle as supporting active learning through experiences with autonomous, task-based, and socially constructed learning activities

Methodological Changes to an Active Learning Tourism Video Project

本稿では､本学で実施された効果的なｱｸﾃｨﾌﾞﾗｰﾆﾝｸﾞ観光ﾋﾞﾃﾞｵﾌﾟﾛｼﾞｪｸﾄを構築するための継続的な取り組みについて議論する｡具体的に言えば､本稿は今回で2度目の試みである本ﾌﾟﾛｼﾞｪｸﾄの指導法の変化に焦点を当てて論じており､本ﾌﾟﾛｼﾞｪｸﾄから期待される事柄だけでなく､本ﾌﾟﾛｼﾞｪｸﾄの運営方法､枠組みの大きな変化についても論じている｡今回の試みは､大学に近接する地元の観光地であるﾊｳｽﾃﾝﾎﾞｽと筆者との密接な協力のもと実施された｡また､筆者は前回の試みから､ｶﾘｷｭﾗﾑ上の本ﾌﾟﾛｼﾞｪｸﾄの配置方法も変更した｡さらに､今回はﾋﾞﾃﾞｵの主題の一貫性についても､前回よりも強く学生に求めた｡最後に､本ﾌﾟﾛｼﾞｪｸﾄﾋﾞﾃﾞｵの制作中に使用する機器についても若干の変更をした｡本稿では､2度目となる今回の試みのこれらの変更点を論じるとともに､前回と比べた場合の変更点の影響力についても考察する｡This paper discusses continuing efforts to build a successful active learning tourism video project at a university in Japan. More specifically, this paper focuses on the methodological changes made in trial two of the project. The paper addresses major changes to the administration, structure as well as expectations of the project. In trial two the authors collaborated closely with Huis Ten Bosch, a local tourism location near the university. Additionally, the authors changed the way that work on the project was distributed throughout the curriculum. Furthermore, the authors increased their expectations for thematically consistent videos. Finally, minor change were also made to the equipment used during the production of the project videos. In addition to discussing changes made in trial two, the authors also provide observations and evaluations of the impact of these changes on the project\u27s outcome in trial two

Active Learning Tourism Video Project

本稿では､日本の大学において､外国語としての英語を学ぶｸﾗｽのためのｱｸﾃｨﾌﾞﾗｰﾆﾝｸﾞのﾋﾞﾃﾞｵﾌﾟﾛｼﾞｪｸﾄについて考察する｡このﾘｻｰﾁﾌﾟﾛｼﾞｪｸﾄの目的は､次の問いを調査することである : 1)学生の英語力にこのﾌﾟﾛｼﾞｪｸﾄはどのような効果があるのか､ 2)英語力以外のどのようなｽｷﾙを学生は身につけるのか｡これらの問いに答えを出すために､このﾌﾟﾛｼﾞｪｸﾄ実施の前後に､学生が認識している効果と困難さに関する意見を把握するためのｱﾝｹｰﾄ調査を実施した｡これらの結果と教員の観察､及び最終成果物に基づき､このﾌﾟﾛｼﾞｪｸﾄは､学生の英語ｺﾐｭﾆｹｰｼｮﾝｽｷﾙ､協力するｽｷﾙ､ﾌﾟﾛｼﾞｪｸﾄのﾌﾟﾗﾝﾆﾝｸﾞｽｷﾙ､そしてﾒﾃﾞｨｱ制作のｽｷﾙの向上に寄与したと言える｡また､ﾃｸﾉﾛｼﾞｰの役割は有益であることが見て取れたが､時に､ﾌﾟﾗｽの面とﾏｲﾅｽの面の両方が見られる場合もあった｡さらに､統合ｶﾘｷｭﾗﾑ内でﾌﾟﾛｼﾞｪｸﾄを実施することの含意についても論じている｡This paper discusses the implementation of an active learning video project for an English as a foreign language class at a university in Japan. The goal of this research project was to investigate the following questions: 1) How did the project benefit students\u27English? 2) What non-English skills did the students acquire ? A questionnaire was administered before and after the project to gage students\u27 opinions about the perceived benefits and difficulties of the project. Based on these results, teacher observation and an analysis of the end product, this project helped students improve skills for English communication, collaboration, project planning and media production. The role of technology was observed to be positive, though it both enables and hindered students at times. Implications for implementing projects within an integrated curriculum are discussed

Improving the Global Tourism Course Curriculum with Regard to Study Abroad Preparation: Initial Observations on One Student\u27s Experience at a Dutch University

本稿は留学､ｶﾘｷｭﾗﾑ､外国語としての英語教育､ｱｸﾃｨﾌﾞ･ﾗｰﾆﾝｸﾞThis paper presents initial observations on how the Global Tourism Course (GT) curriculum at Nagasaki International University can be improved with regard to preparing students to study abroad. The information is based on the experience of one student who is at the time of writing currently studying tourism-related courses in English at a Dutch university. The authors present information about the initial two-months of this student\u27s study abroad and how this will guide the authors\u27 upcoming research visit to the Netherland later in the school year