Evaluating Student Reading Strategies in a Sophomore EAP Course Using Student Learning Logs
In the spring semester of 2010, I undertook research into the pedagogical application of metacogn... more In the spring semester of 2010, I undertook research into the pedagogical application of metacognitive reading strategies for a freshmen EAP class. A two-part survey was used to evaluate my teaching methodology and student learning outcomes. Reflecting upon the research, I determined that future research projects should more thoroughly investigate student learning. Since it did not fully provide an account of student learning, the use of the survey was limited, and I realized the need for utilizing qualitative research methods. Among qualitative research, researchers and teachers frequently use learning logs. Some researchers suggest that learning logs help teachers effectively evaluate student learning (Alvermann and Phelps, 1994; Auerbach and Paxton, 1997; Smith, 1996; Soldner, 1997, 1998). As the method of Auerbach and Paxton (1997) seems appropriate to my research interests, I decided to use their approach for classroom research. In this paper, using student learning logs from a...
EAP(English for Academic Purposes)における研究は、TOEFL(Test of English as a Foreign Language)のテスト構成に影響を与... more EAP(English for Academic Purposes)における研究は、TOEFL(Test of English as a Foreign Language)のテスト構成に影響を与えている。テスト機関である ETS(Educational Testing Services)からの研究でも、Enright, et al.(2000)による “TOEFL Reading Framework: A working paper” は、テストの状況、テキストのタイプ、タスクタイプという項目に分けて EAP の理論的枠組みの中で TOEFLリーディングを定義づけしている。TOEFL ITP(Institutional Testing Program)のリーディングセクションに関しても、Enright et al.(2000)によるフレー ムワークの適応が見受けられる。Enright et al.(2000)の枠組みによるリーディングテスト分析 の研究は、テストについての情報が限られる現状で、テスト準備にたずさわる教員と学生とも に大きく役立つ。このようなことから本研究では、テスト・デザインの枠組みを利用して TOEFL ITPリーディンセクションの分析を行う。最初にEnright et al. (2000)によるフレームワー クを解説する。次に、このモデルをもとに TOEFL ITP準備用教材から抜粋したリーディング(1 パッセージと 10 の設問)をケーススタディとして分析する。さらにこの分析を行う作業を授業 で応用した実践報告とその考察を行う。結論では、今後の研究について考える。
Previous research initiatives into L2 reading strategies have employed think-aloud methods and qu... more Previous research initiatives into L2 reading strategies have employed think-aloud methods and questionnaires to investigate the characteristics of the methods applied by successful learners. Reportedly, successful L2 learners used global strategies as they predicted and analyzed a text, whereas less successful learners tended to rely on local strategies that focused on word-based decoding. These studies, however, do not sufficiently account for the active engagement of learners in reading strategies. Some classroom-based research studies were conducted, in this context, to evaluate learners’ active assessment of their strategy use through reading strategy portfolios. The author has applied reading strategy portfolios in the classroom of a Japanese university since April 2013. The learners carried out reading analyses by identifying key textual features of the assigned texts. Following this exercise, the learners were asked to write their reflections. The author analyzed their refle...
Evaluating Student Reading Strategies in a Sophomore EAP Course Using Student Learning Logs
In the spring semester of 2010, I undertook research into the pedagogical application of metacogn... more In the spring semester of 2010, I undertook research into the pedagogical application of metacognitive reading strategies for a freshmen EAP class. A two-part survey was used to evaluate my teaching methodology and student learning outcomes. Reflecting upon the research, I determined that future research projects should more thoroughly investigate student learning. Since it did not fully provide an account of student learning, the use of the survey was limited, and I realized the need for utilizing qualitative research methods. Among qualitative research, researchers and teachers frequently use learning logs. Some researchers suggest that learning logs help teachers effectively evaluate student learning (Alvermann and Phelps, 1994; Auerbach and Paxton, 1997; Smith, 1996; Soldner, 1997, 1998). As the method of Auerbach and Paxton (1997) seems appropriate to my research interests, I decided to use their approach for classroom research. In this paper, using student learning logs from a...
EAP(English for Academic Purposes)における研究は、TOEFL(Test of English as a Foreign Language)のテスト構成に影響を与... more EAP(English for Academic Purposes)における研究は、TOEFL(Test of English as a Foreign Language)のテスト構成に影響を与えている。テスト機関である ETS(Educational Testing Services)からの研究でも、Enright, et al.(2000)による “TOEFL Reading Framework: A working paper” は、テストの状況、テキストのタイプ、タスクタイプという項目に分けて EAP の理論的枠組みの中で TOEFLリーディングを定義づけしている。TOEFL ITP(Institutional Testing Program)のリーディングセクションに関しても、Enright et al.(2000)によるフレー ムワークの適応が見受けられる。Enright et al.(2000)の枠組みによるリーディングテスト分析 の研究は、テストについての情報が限られる現状で、テスト準備にたずさわる教員と学生とも に大きく役立つ。このようなことから本研究では、テスト・デザインの枠組みを利用して TOEFL ITPリーディンセクションの分析を行う。最初にEnright et al. (2000)によるフレームワー クを解説する。次に、このモデルをもとに TOEFL ITP準備用教材から抜粋したリーディング(1 パッセージと 10 の設問)をケーススタディとして分析する。さらにこの分析を行う作業を授業 で応用した実践報告とその考察を行う。結論では、今後の研究について考える。
Previous research initiatives into L2 reading strategies have employed think-aloud methods and qu... more Previous research initiatives into L2 reading strategies have employed think-aloud methods and questionnaires to investigate the characteristics of the methods applied by successful learners. Reportedly, successful L2 learners used global strategies as they predicted and analyzed a text, whereas less successful learners tended to rely on local strategies that focused on word-based decoding. These studies, however, do not sufficiently account for the active engagement of learners in reading strategies. Some classroom-based research studies were conducted, in this context, to evaluate learners’ active assessment of their strategy use through reading strategy portfolios. The author has applied reading strategy portfolios in the classroom of a Japanese university since April 2013. The learners carried out reading analyses by identifying key textual features of the assigned texts. Following this exercise, the learners were asked to write their reflections. The author analyzed their refle...
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