高専での英語多読指導におけるオンライン記録媒体多読Moodle導入による指導者意識と指導の変容に関する質的研究

抄録

This study attempts to examine the changes in teachers' belief and actions in extensive reading classes taught in KOSEN brought about by the introduction of "Tadoku Moodle", an online recorded reading system. After a year of instruction with the system, reflective discussion was held by three teachers who have been involved in the instruction. The discussion dialogue was analyzed qualitatively, referring to “the seven roles as instructors to nurture learner autonomy”, suggested by Kojima (2011). The results show that 1) teachers' belief towards the instruction has not been changed by the introduction of the system, 2) the system made the teachers’ work more efficient, while at the same time, it failed to let the teachers give their own guidance through the instruction of extensive reading, and 3) some of the instructors’ roles have changed from “direct” to “indirect.”