外国語教育メディア学会九州・沖縄支部紀要
Online ISSN : 2433-7579
Print ISSN : 1348-3862
最新号
選択された号の論文の6件中1~6を表示しています
研究論文
  • Jingshu GUO
    原稿種別: Article
    2024 年 24 巻 p. 1-16
    発行日: 2024/03/01
    公開日: 2024/06/15
    ジャーナル フリー
    Mobile learning has emerged as a well-established medium for L2 learners with its characteristics of being ubiquitous, portable, personalized, interactive, updated, and seamless. This study investigated the current state of the second language (L2) vocabulary acquisition readiness based on an extended Technology Acceptance Model (TAM). The TAM is a widely acknowledged theoretical framework developed by Fred Davis (1985) to explain and forecast the factors that influence the users’ adoption of a new technology. The TAM suggests two factors that significantly influence users’ intention to use technology: Perceived usefulness (PU) and Perceived ease of use (PEOU). Building on the established study, the TAM with additional determinant: Subjective Norms (SN) which were proposed by Ajzen (1985) were examined as a variable in this study. Structural equation modeling was used to analyze data from 160 students in Japanese higher education. The result suggests that the determinants of L2 vocabulary mobile learning are perceived ease of use, and perceived usefulness, subjective norms, and intention. The results of empirical research showed that subjective norms have a positive impact on students’ intention as well as the actual use of L2 vocabulary mobile learning. Perceived usefulness has a greater impact on learners’ intention than perceived ease of use.
  • 中野 秀子, 植田 正暢, 夏目 季代久
    原稿種別: 研究論文
    2024 年 24 巻 p. 17-34
    発行日: 2024/03/01
    公開日: 2024/06/15
    ジャーナル フリー
    This study utilized functional near-infrared spectroscopy (fNIRS) to measure brain activation during English language use. Our objective was to assess effective teaching methods for Japanese university students learning English as a second language (L2). Eighteen right-handed male volunteers majoring in engineering were divided into two groups based on their TOEIC® L&R test scores: a high proficiency group and a low proficiency group. They initially worked individually to complete word recognition, listening, speaking, and speech shadowing tasks in English. Subsequently, they engaged in collaborative tasks with other participants and discussed a topic related to science. Our experiments revealed that four factors are presumably associated with cortical activation: learners’ English proficiency, the level of target words, the type of language activity (listening, speaking, speech shadowing), and individual vs. collaborative learning. Suggestions for effective teaching and learning include selecting an appropriate word level, creating blanks on the working sheet so that learners can focus on the target words or sentences, and tailoring tasks to the English proficiency level of L2 learners.
  • Nagisa MIYAUCHI
    原稿種別: Article
    2024 年 24 巻 p. 35-51
    発行日: 2024/03/01
    公開日: 2024/06/15
    ジャーナル フリー
    This study investigates the change in Japanese undergraduates’ self-efficacy in speaking English through a one-month language training program abroad with the framework of Bandura’s (1977, 1997) self-efficacy theory. Mixed methods research was employed for this study, including both quantitative and qualitative analyses. The research explores (1) relationships between the students’ speaking self-efficacy and its hypothesized information sources and (2) characteristics in each cluster (student group). The results showed that the correlation between in-class and out-of-class self-efficacies remained strong during the sojourn. Among the sources of efficacy information, CSM (= cognitive self-modeling) exerted little influence on in-class and out-of-class self-efficacies in the post-survey. Moreover, a cluster analysis revealed a unique tendency for the participants’ speaking self-efficacy. Lastly, future implications are provided, considering the results.
  • Miki SATORI
    原稿種別: Article
    2024 年 24 巻 p. 53-65
    発行日: 2024/03/01
    公開日: 2024/06/15
    ジャーナル フリー
    This study examines the correlation between motivation, vocabulary learning strategies, and vocabulary knowledge in Japanese university-level learners of English as a foreign language (EFL). The participants, a total of 93, completed questionnaires to assess their motivation levels, vocabulary learning strategies, and vocabulary size test. The correlation analysis revealed that higher levels of intrinsic and identified motivation were associated with vocabulary knowledge. In contrast, external motivation was found to have a significantly negative relationship with vocabulary knowledge. The study also revealed an association between vocabulary knowledge and the use of determination and self-management strategies. Intrinsic and identified motivation showed a moderate or weak correlation with the use of self-management strategies, while external motivation displayed a significant negative correlation with them. The regression analysis indicated that vocabulary knowledge was significantly predicted only by intrinsic motivation. These findings highlight the importance of intrinsic motivation and effective vocabulary learning strategies in improving the acquisition of vocabulary for Japanese EFL learners.
  • Yuka HIDAKA, Yosuke SASAO
    原稿種別: Article
    2024 年 24 巻 p. 67-84
    発行日: 2024/03/01
    公開日: 2024/06/15
    ジャーナル フリー
    Language input through reading, listening, and viewing has been shown to play a crucial role in vocabulary acquisition. However, few studies have investigated learner preferences for different types of input. To address this gap, this study examined EFL learners’ perceptions of reading, listening, and viewing (with and without captions) as a means of learning vocabulary in 107 Japanese university students who participated in reading, listening, and viewing activities (with and without captions) in academic English classes for four weeks. A questionnaire was then administered to assess the participants’ perceptions of the usefulness, enjoyableness, and preference for the four tasks. The results indicate that participants thought viewing without captions to be the least useful method for vocabulary learning, whereas no statistically significant difference was found between reading, listening, and viewing with captions. Viewing with captions was found to be the most enjoyable method; moreover, most participants preferred viewing with captions to other input modes. These findings suggest that viewing with captions may effectively capture university students’ interest, thereby increasing input and facilitating the expansion and deepening of their vocabulary knowledge.
研究ノート
  • 早瀬 沙織
    原稿種別: 研究ノート
    2024 年 24 巻 p. 85-94
    発行日: 2024/03/01
    公開日: 2024/06/15
    ジャーナル フリー
    The Ministry of Education, Culture, Sports, Science and Technology (MEXT) plans to introduce digital textbooks for foreign language learners in all elementary and junior high schools from the 5th grade of elementary school to the 3rd grade of junior high school in the 2024 school year. In this report, we examine the current situations of ICT use in Japan from an international perspective, the educational effects of ICT, and some points to keep in mind when using ICT in the future, taking into account the current situation where ICT use is being promoted. It will be necessary to clarify the advantages and disadvantages of using digital textbooks in accordance with the actual situation and to discuss the use of digital textbooks not only from the viewpoint of instructors but also from the viewpoint of learners.
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