This paper describes the development of our Kanji Learning System. In our system, when learners select the kanji which they want to learn, they are randomized and multiple choice quizzes are automatically generated from the kanji they selected. It was found out from our previous study that it was necessary to let them see multiple sample sentences, and select the number of choices of the multiple quizzes, and select either CG animation on or off. Our system has been improved accordingly and an evaluation was conducted in a university class for international students in Japan. Our future work is also described.

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In the study of mathematics, learning process to reach a conclusion from a given set of inferences is important. Focusing on the study of inference process of mathematical proofs, the authors are working on the development of a GUI (Graphical User Interface) application to facilitate understandings of the derivation process. In general, mathematical proofs are described in natural language one-dimensionally. On the other hand, mathematical proofs have more complex logical structures, such as deriving a consequence from multiple premises, making it difficult for learners to understand the whole proof in natural language. Therefore, in this research, an application has been developed to support learners’ understandings by presenting flow chart-looking diagrams utilizing directed graphs. In the previous research, the usefulness using this diagram was shown, and its fundamental parts of GUI were proposed and evaluated. At present, we have aimed to improve the application by making it possible to create diagrams by more intuitive manipulation. In this presentation, what has been modified so far will be reported, along with the result of assessment and future improvement.

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This study aims to explore the usefulness of a blended EFL reading course based on a new idea for the corpus designing technology. First the authors give a brief sketch of the idea of the ‘learner-annotated’ corpus. The new type of learner corpus was created using an e-learning system named iBELLEs, which was used in the undergraduate EFL reading classes in Tohoku University. The next sections will address the objectives of the study in two individual phases, i.e., the quantitative analysis of the learners’ achievements at the end of the course and the qualitative analysis of four individual cases of the learners’ annotations. The learners’ scores in the first phase were used to select the representative cases of the second phase that tries to observe learners’ actual reading processes through their annotating behaviour.

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More than 80% of the Japanese universities assign e-learning to their students for developing their English abilities, and deem the rise of their English test score as a direct benefit of using the e-learning while taking it at a face value that the amount of time the students spend on the e-learning correlates with the rise or the fall of their test results. A survey was conducted of 56 freshmen in the department of science and technology regarding time management, academic achievement, and awareness and control of motivation, based upon learners’ log histories on LMS, an on-line achievement test and a questionnaire before and after the fall term. The results of one-way ANOVA and regression analysis indicated that maintaining daily commitment to the e-learning or intentionally concentrating study just before assignment deadlines highly predicted better achievement than the amount of time spent on the e-learning, though some of those learners maintaining daily commitment turned out to be unrewarded members of the underachiever group. The results of factor analysis of the overachiever group indicated that will power to solve questions, positive belief in their language abilities, determination to follow study schedules could provide a key to improve test scores, suggesting that the instructor of the e-learning should create for the undeservedly underachieving students an environment where they can perform their assignment with cherishing these positive motivations in their mind.

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