E-learning which is intended to memorize the knowledge like English words has a problem for the learners to poorly keep on studying. It appears that learners need to have radical autonomy to use e-learning in this way. These days, group learning is closely watched on account of the motivation effectiveness and so on. We explored the idea of connecting learners to each other through e-learning, which has been assumed to be used individually. Then, we examined the effectiveness of the connecting system. To elaborate, the learners were divided into two groups, with one group using the connecting system and one group not using it, and made to use e-learning for a month. Consequently, it was found that the connecting system had an inhibitory effect on the decrease of the learners' academic workload.

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In an environment such as a train, a learner has to deal with a variety of content. In this study, using performance tests and questionnaires, we investigated the quantitative and qualitative impact of a mobile learning intervention, wherein learners watched videos on their mobile devices while commuting by train. With regard to understanding of content, the performance tests revealed a significant effect depending on the intervention. Further, the questionnaire indicated that many learners preferred visual content to audio content.

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This research examined the learning motivations of high school students that influenced their inferences derived from the knowledge about contemporary social studies. The study aimed to propose new methods of instruction that enhance their inferences. We measured the learning motivations of high school students by utilizing a questionnaire and free-response method, while their inferences were determined by an essay test and the questions from the National Center Test for University Admissions. The results showed that learning motivations from possessing knowledge of a particular subject that they consider useful in their life had a positive effect on completing the essay test. Moreover, motivation of interesting subject or influence of other students' learning methods and of their parents' or teacher's hopes had a positive effect on students' performance on the National Center Test questions. However, the motivation to prevent loss of intelligence had a negative effect on the students. On the basis of these results, this study proposed new methods of instruction to ensure: that students' interest in a particular subject is developed so that they understand that knowledge of a particular subject will be useful in their life, that they are positively influenced by other students' learning methods and by their parents' or teacher's hopes, and that they are able to develop performance-approach goals and not performance-avoidance goals.

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The present paper analysed the informal English learning of Japanese English-major college students and described the relationship between the learning content studied and a student's English proficiency level. The students with high TOEIC[○!R]IP scores tended to choose interactive English learning (i.e., communicating with native English speakers and attending an English conversation school) in informal learning settings. These students were also likely to select authentic English learning materials such as English-language newspapers and English-language movies. In contrast, the students with low TOEIC[○!R]IP scores tended to choose less interactive English learning (i.e., studying translation-based English textbooks and learning basic English grammar and vocabulary). These students were also likely to select remedial learning materials such as those used for reviewing high school English. On the basis of these findings, a model of the relationship between the informal English learning content studied and a student's English proficiency level was developed.

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In this case study, the purpose is to clarify the characteristics of communication among teachers about the use of ICT through the analysis of cases of primary school where document cameras and computers are used on a daily basis. The results of interviews are depicted in a diagram called a communication flow regarding whom they ask and who is asked for information and advices. There was a tendency for those teachers with only a few years' teaching experience, and who were slow to begin document cameras and computer use, to ask for information from the teachers who had many years of teaching experience and had adopted the use of document cameras and computers early. In addition, the presence of two teachers whom an arrow concentrates was revealed. In the surveyed schools, almost every teacher is embedded in the school-wide communication network headed by these two teachers, and it became clear that this is a perfect environment for getting the information and advice about not only the use of ICT for course instruction but technical details of document cameras and computers.

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This study examined the relationships between teachers' instruction of task value, task value evaluation, and learning behavior. A self-report questionnaire survey was administered to 256 junior high school students regarding the lectures they attended in science classes. This study examined five types of task values (interest value, attainment value, two utility values (one for practice and the other for entrance examination), and cost), three types of teachers' instructions of task value (teachers' instruction of interest value and teachers' instruction of utility value, for both practice and entrance examinations), and three types of learning behavior (persistence in learning, behavioral engagement, and pursuance of interests). Results indicated that (1) teachers' instruction of task value promoted task value evaluation (specifically, teachers' instruction of utility value for practice promoted interest value, attainment value, and utility value for practice) and (2) each task value promoted learning behaviors in various ways. The implications of teachers' instruction of task value on the junior high school students' learning in the light of the present findings were discussed.

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[in Japanese]

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