Influence of extroversion/introversion on foreign language learning : is extroversion really an \u27unloved\u27 variable?

研究ノート (Note

21世紀の大学教育 : PowerPoint 利用はアクティブ・ラーニング？

The purpose of this research note is to discuss the characteristics of “active learning,” the core concept to evolve a present day college education in Japan, including English education. Although ICT seems the most important tools for making class more active, a misconception of using ICT is illustrated. Especially a problematic use of PowerPoint in lecture class is pointed out, and finally the effective use of that software is suggested.研究ノー

Scott Wellman 先生、Barbara Fujiwara 先生に感謝を込めて

贈る言

i-Seminar の可能性：インターネット利用ゼミ1 年間の記録

研究ノー

オックスフォード大学と教育研究の高度化：なぜオックスフォード大は世界一なのか？

This research note explores the puzzle why the Oxford University has continued to have a high reputation as the best university in the world. The author was provided a chance to stay at the Oxford University for one year from late March 2018. The research note is based on such a personal experience of himself as a Visiting Research Fellow at the Department of Education. This note tries to solve the puzzle by focusing on a variety of open seminars offered by all the departments and colleges, the powerful functions of the Bodleian Libraries, and the rich cultural background of the Oxford city. Especially, the author explains the benefits of open seminars based on his rich experience of attending various kinds of seminars and workshops. At the same time, this note points out the specific academic calendar of the Oxford University, in which each of the three semesters consists of only eight weeks. Finally, this note offers suggestions to colleges and universities in Japan such as the opportunities of interactions among different departments and the flexibility of session settings. This note also emphasizes the importance of the relationship between teachers and students to promote higher achievements in research.研究ノー

College students\u27 vocabulary learning strategies in an English medium content course

Learner strategies, actions that learners take to make their learning more efficient, has been a useful field of research, though there has been relatively little research on vocabulary learning strategies, particularly with Asian EFL students. Such research as has been done suggests that Asian students at all levels of English proficiency depend primarily on rote learning strategies such as repetition. In this study, we looked at the vocabulary learning strategies of second-year English majors in a selective program. In the first half of the semester, students studied learner strategies and evaluated their own. In the second half of the semester, they learned about non-verbal communication and were assigned to choose new words to learn and to write an essay about how they learned their chosen words. The results indicated that, though rote strategies were most common, students used a variety of other strategies as well and some recognized the need to further expand their strategies.論文 (Article

英語コンテントコースを通した日本人大学生の語彙学習法力の発展

Vocabulary learning is a vital aspect of language learning, and choosing effective vocabulary learning strategies is important. However, Japanese students tend to depend on rote memory strategies. In this study, we investigated the strategies that second-year Japanese university students in an English-medium content course used at the beginning and at the end of the course to learn new words presented in reading assignments, comparing the strategies used at the beginning and end of the semester. The results indicated that the students expanded their strategy use considerably through vocabulary learning strategy instruction in the content course and work on vocabulary learning in the skills courses, which they took at the same time.論文 (Article

コミュニケーションの本質が分かれば誰しも英語を話すことができる： 日本人が国際語として英語を話すために必要なこと

研究ノー

Language Learning Strategies Used by Japanese College Learners of English: A Synthesis of Four Empirical Studies

This article reports on four emprirical studies concerning the use of language learning strategies conducted in the Japanese EFL environment. The purposes of the first two studies were; 1) to categorize strategies used by intermediate Japanese college learners of EFL; and 2) to ascertain which strategy group was the most often used and which was generally NOT often used. In the third study, the authors determained which strategy goup was regarded as “not important” for learning by Japanese college instructors of EFL and their studens. Based on the results, a hypothesis was discussed that the teacher\u27s beliefs on the use of strategies have influence on the students\u27 beliefs, and consequently on their actual use of strategies. In the last study, the possible effects, both short- and long-term, of training on the use of strategies were investigated. The limitations of the four studies and possible research and pedagogical implications are discussed briefly

新ラーニング・コモンズの利点と課題：学習スタイルと自律学習の観点から

This study explores how the Learning Commons (LC) of Imadegawa Campus at Doshisha Women’s College of Liberal Arts has been recognized and utilized by its college students, and discusses its advantages and potential drawbacks. Learning facilities such as the LC are expected to promote self-regulated learning outside the classroom, whose importance has been advocated in not only the field of learning foreign languages but also other fields such as Japanese studies or life sciences. In relation to self-regulated learning, this study intends to examine the relationship between college students’ learner styles and their choice of learning at the LC. In particular, preferences for sound, foods, scent, and the place of the study were focused as learner styles. Participants of this study were 129 freshmen at the English Department and the newly developed questionnaire (SILC: The Style Inventory for Learning Commons) for this study was employed. As a result, interesting interactions between the learner styles and the use of the LC was discerned, and it was also found that half of the participants positively recognized the LC in their college life.論