オンライン語彙学習に対する異なる学習指示の効果

抄録

　　The aim of this study is to investigate how learning behaviors and outcomes are affected by different instructions for using online materials to learn English vocabulary. Three different instructions were provided to three different groups of university students. The first group was instructed to use the online materials. The second group was told to participate in a vocabulary quiz based on the online material in every class. The third group was asked to finish a certain number of units of the online material by the due date. The learning logs of the three groups and the results of pre- and post-tests were analyzed. The three groups indicated three different learning behaviors. Most students in the first group did not use the online material. The students in the second group regularly accessed the online material, particularly just before the quizzes. The third group contained two types of students: one type regularly accessed the online material regardless of the due date, and the other accessed the material just before the due date. The learning outcomes indicated that the second group outperformed the other two groups. Overall, different instructions led to different learning behaviors and outcomes. The educational implications as well as the limitations of the study were discussed.