To examine how electronic peer feedback contributes to revisions in English compositions by Japanese college students, we conducted a study of peer feedback activities using a Bulletin Board System (BBS) with students in a beginning writing class at a Japanese university. The 58 participants, divided into groups of four, submitted opinion essays, which were posted on the BBS. The students commented on the papers in their own groups. Each writer reads comments, rewrote, and submitted second drafts. This study analyzed the students' electronic feedback and resultant revisions focusing on the following three aspects: 1) types of feedback observed from the online interaction, 2) quality of feedback incorporation according to the types of feedback (content/form), 3) types of revision as a result of feedback. The study offers some insights into a new type of online collaboration in English writing instruction in Japanese college writing courses.
Adams (1980) shows that as raters language teachers have a common tendency; they count fluency, comprehension and vocabulary when assessing less proficient learners, whereas they take grammar and pronunciation more into account when assessing more proficient learners. This present paper first reviews Adams (1980) and points out some problems in the study. After that, this paper attempts to triangulate the results of Adams (1980) by using different subjects (Japanese teachers of English), different types of data (four-step subjective assessment on 12 items without rater training), and a different statistical method (structural equation modeling). The conclusion of the paper is that the similar rating tendency depicted in Adams (1980) is also found with Japanese teachers of English.
The purpose of this study is to analyze the effects of students' self-concepts on their job-consciousness in technical high school. We have conducted a survey of 208 students on 12th grade by using the "Scale of self-concept in technical high school (Moriyama et. al 2004)" and the "Scale of students' job-consciousness (Kakihara et.al 1996)". As results, it was indicated that the self-concept formed at the industrial high school promoted their job-consciousness. In particular, "attitudes toward social values" has been influential in all factors of job-consciousness. Also, we classified the students into 2 groups such as the specialty-related job group (n=50) and the non specialty-related job group (n=68). As a result, attitude toward professional skill development" of self-concept was relevant to "self-actualization" and "human relation of workplace" of job-consciousness in case of the specialty-related job group. However, in case of the non specialty-related job group, there was relevance between "attitude toward self-monitoring" of self-concept and "social status" of job-consciousness.
In this article, we examined the patterns of pair interactions that emerged in a computer-mediated text-reconstruction task where 16 Chinese tertiary EFL learners worked in eight self-selected pairs in the chat rooms. This study drew on Storch's (2002) work on the nature of ESL pair work. Quantitative and qualitative data presented in this study suggested that six pairs fell under one of Storch's four patterns of interaction. The interactions of two pairs were more dynamic and did not match any of the four patterns. We did not find the significant relationship between the pair patterns and the performance of their individualized posttests developed from language-related episodes during interaction. However, we did find that learning is more likely to occur when learners collaborate and jointly work out a successful solution in case of an emerging problem than when they have disagreements and cannot finally resolve them.
A great number of studies to date have shown the positive effects of extensive reading. However, almost no studies have examined the effects of integrated extensive reading, which is another way of extensive reading where students read materials selected by their teachers and they are engaged in some post-reading activities. The main purpose of this study is to clarify which is more effective in improving the reading ability of Japanese senior high school students, extensive reading or integrated extensive reading. The participants selected were divided into two groups: 39 students (control group) read English books outside the class and 38 students (experimental group) read English books inside the class and did some additional follow-up exercises after reading. All the participants in each group read over 20,000 words for seven months. The results showed that integrated extensive reading improved reading comprehension, speed, and efficiency. Thus, it was suggested that integrated extensive reading was more effective than regular extensive reading especially for Japanese senior high school students.