2025 Volume 13 Pages 21-30
This study aims to clarify the effectiveness of a repeated curriculum in foreign language activities in a combined grade class and whether the repeated curriculum promotes an understanding of learning content. In order to investigate these research objectives, two analyses were conducted: (1) comparing the performance test scores of students in a combined grade class with those in a single grade class and (2) comparing the performance test scores of students who have learned through the repeated curriculum over two years. As a result, there was no significant difference in the average scores for listening and speaking among the 3rd graders in the combined grade class, the 4th graders in the combined grade class, and the 4th graders in the single grade class. In addition, the improvements were found when comparing the test scores of the 4th graders in the combined grade class who had studied by the repeated curriculum for two years with their test scores of the last year (Enohara & Matsumiya, 2024). Especially for speaking, these results suggest that students would be able to speak independently after the second year of learning even if they needed support to speak in the first year of learning.
