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Expanding Self-assessment through Technology
https://doi.org/10.24770/00001075
https://doi.org/10.24770/00001075edb8f1b4-fee8-4136-9a0b-b5de9632d8a2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
18_001_011 (1.1 MB)
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Copyright (c) 2019 by Chugokugakuen University and Chugoku Junior College
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2021-10-28 | |||||
| タイトル | ||||||
| タイトル | Expanding Self-assessment through Technology | |||||
| タイトル | ||||||
| タイトル | Expanding Self-assessment through Technology | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Motivation | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | MALL | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Learner autonomy | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Feedback | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Motivation | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | MALL | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Learner autonomy | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Feedback | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.24770/00001075 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Yamamoto, Craig
× Yamamoto, Craig× Kinoshita, Yoko× Yamamoto, Craig× Kinoshita, Yoko |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Part of a larger academic-year long project at a private Japanese sciences and engineering university, this study demonstrates the increased ffectiveness of self-assessment surveys in second language learning when administered electronically. The participants (n=94) were from the lowest tier first year classes in their respective departments based on their Visualizing English Language Competency (VELC) placement test scores. Two Likert-scaled surveys, one pre-treatment and one post-treatment, ookended daily self-assessment surveys. Form one determined articipants’ initial second language learning motivation and understanding of the mobile technology to be used in the project. Form two was to determine any significant changes in motivation to improve language skills and overall awareness of the learning process as well as understanding of the mobile technology by the end of the course through the use of a paired sample T-test. The electronically administered daily self-assessment surveys tracked progress and attitude of participants in the daily lessons. Students' marks were consolidated into automated reports, which included individual feedback. Initial results indicated that self-assessment surveys, when administered electronically, correspond to a positive effect on the participants’ motivation to improve their language skills and overall awareness of their language education. The results also validate the usefulness of electronic self-assessment surveys. It was not conclusively shown that self-assessment surveys administered electronically are the sole reason for improvements in motivation to improve language skills and overall awareness of the learning process, but their impact on the learning process regarding efficiency and personalized feedback should not be overlooked. | |||||
| 書誌情報 |
CHUGOKUGAKUEN Journal en : CHUGOKUGAKUEN Journal 巻 18, p. 1-11, 発行日 2019 |
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| 出版者 | ||||||
| 出版者 | 中国学園大学/中国短期大学 | |||||
| 出版者（英） | ||||||
| 言語 | en | |||||
| 値 | Chugokugakuen University / Chugoku Junior College | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1348-1452 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11806612 | |||||
| 権利 | ||||||
| 権利情報 | 中国学園大学/中国短期大学 | |||||
| 情報源 | ||||||
| 関連名称 | Attewell, J. (2005). From Research and Development to Mobile Learning Tools for Education and Training Providers and their Learners. mLearn. Retrieved November 10, 2015 from http://www.mlearn.org. za/CD/papers/Attewell.pdf | |||||
| 情報源 | ||||||
| 関連名称 | Chen, Y. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research 12(2), 235-262. | |||||
| 情報源 | ||||||
| 関連名称 | Dam, L. (2009). The use of logbooks ‒ a tool for developing learner autonomy. In R. Pemberton, S. Toogood & J. A. Barfield (Eds.), Maintaining Control: Autonomy and Language Learning (pp. 125-144). Hong Kong: Hong Kong University Press. | |||||
| 情報源 | ||||||
| 関連名称 | Denso Wave (n.d.). QR code development story. Denso-Wave Technologies. Retrieved from https://www.denso-wave.com/en/technology/ vol1.html | |||||
| 情報源 | ||||||
| 関連名称 | Fageeh, A. (2011). EFL Students’ Readiness for E-learning: Factors Influencing E-learners Acceptance of the Blackboard™ in a Saudi University. The JALT CALL Journal 7(1), 19-42. | |||||
| 情報源 | ||||||
| 関連名称 | Fujimura, N. & Doi, M. (2006). Collecting students’ degree of comprehension with mobile phones. In Proceedings of the 34th Annual ACM SIGUCCS Conference on User Services (pp. 123-127) | |||||
| 情報源 | ||||||
| 関連名称 | Hazaea, A. & Alzubi, A. (2018). Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context. Journal of Language and Education, 4 (2), 48-58. https://doi.org/10. 17323/2411-7390-2018-4-2-48-58 Hirschel, R., Yamamoto, C. & Lee, P. (2012). Video Self-Assessment for Language Learners. Studies in Self-Access Learning Journal, 3(3), 291-309. Kukulska-Hulme, A. (2016). Mobile assistance in language learning: A critical appraisal. In: Palalas, Agnieszka & Ally, Mohamed (Eds.), The international handbook of mobile-assisted language learning (pp. 138-160). Beijing: China Central Radio & TV University Press Co., Ltd. Language Enhancement Center (n.d.). CEFR mapping of the Oxford Online Placement Test to international English tests. Retrieved from https://lec.payap.ac.th/more-about-the-cefr-and-oopt/ LINE. (n.d.). LINE the global messenger. LINE Services. Retrieved from https://linecorp.com/en/business/service Meilleur, R., Yamamoto, C. & Franz, T. (2014). Manufacturing Autonomy: An L2 Reflective Writing Project. Sojo University Journal, 39, 123-131. Moodle. (n.d.), About Moodle. Retrieved from https://docs.moodle. org/36/en/About_Moodle O’Dwyer, F. (2014). Toward Critical, Constructive Assessments of CEFR-Based Language Teaching in Japan and Beyond. 言語文 化研究 [Gengo Bunka Kenkyu] [Language Culture Research] 41 , 191-204. Retrieved from https://ir.library.osaka-u.ac.jp/repo/ouka/ all/51427/slc_41-191.pdf Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11, 1-13. Retrieved from http://pareonline.net/getvn.asp?v=11&n=10 Visualizing English Language Compentency Test (n.d.). VELC スコア [VELC score]. Retrieved from https://www.velctest.org/outline/ #outline5 Yamamoto, C. (2016). Enhancing Communication through QR Code Based Listening Activities. In Proceedings of Sojo University Teaching and Learning Forum: Focus on Listening, 1, 73-80. | |||||
| 情報源 | ||||||
| 関連名称 | Hirschel, R., Yamamoto, C. & Lee, P. (2012). Video Self-Assessment for Language Learners. Studies in Self-Access Learning Journal, 3(3), 291-309. | |||||
| 情報源 | ||||||
| 関連名称 | Kukulska-Hulme, A. (2016). Mobile assistance in language learning: A critical appraisal. In: Palalas, Agnieszka & Ally, Mohamed (Eds.), The international handbook of mobile-assisted language learning (pp. 138-160). Beijing: China Central Radio & TV University Press Co., Ltd. | |||||
| 情報源 | ||||||
| 関連名称 | Language Enhancement Center (n.d.). CEFR mapping of the Oxford Online Placement Test to international English tests. Retrieved from https://lec.payap.ac.th/more-about-the-cefr-and-oopt/ | |||||
| 情報源 | ||||||
| 関連名称 | LINE. (n.d.). LINE the global messenger. LINE Services. Retrieved from https://linecorp.com/en/business/service | |||||
| 情報源 | ||||||
| 関連名称 | Meilleur, R., Yamamoto, C. & Franz, T. (2014). Manufacturing Autonomy: An L2 Reflective Writing Project. Sojo University Journal, 39, 123-131. | |||||
| 情報源 | ||||||
| 関連名称 | Moodle. (n.d.), About Moodle. Retrieved from https://docs.moodle. org/36/en/About_Moodle | |||||
| 情報源 | ||||||
| 関連名称 | O’Dwyer, F. (2014). Toward Critical, Constructive Assessments of CEFR-Based Language Teaching in Japan and Beyond. 言語文 化研究 [Gengo Bunka Kenkyu] [Language Culture Research] 41 , 191-204. Retrieved from https://ir.library.osaka-u.ac.jp/repo/ouka/ all/51427/slc_41-191.pdf | |||||
| 情報源 | ||||||
| 関連名称 | Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment Research & Evaluation, 11, 1-13. Retrieved from http://pareonline.net/getvn.asp?v=11&n=10 | |||||
| 情報源 | ||||||
| 関連名称 | Visualizing English Language Compentency Test (n.d.). VELC スコア [VELC score]. Retrieved from https://www.velctest.org/outline/ #outline5 | |||||
| 情報源 | ||||||
| 関連名称 | Yamamoto, C. (2016). Enhancing Communication through QR Code Based Listening Activities. In Proceedings of Sojo University Teaching and Learning Forum: Focus on Listening, 1, 73-80. | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
