Updated on 2023/09/22

写真a

 
STOCKWELL, Glenn
 
Affiliation
Faculty of Law, School of Law
Job title
Professor
Degree
Ph.D. in Applied Linguistics ( The University of Queensland (Australia) )
Master of Education ( University of Southern Queensland (Australia) )
Master of Arts in Applied Linguistics ( Bond University (Australia) )
Homepage URL
http://www.f.waseda.jp/gstock/

Education Background

  • 　
    -
    2000

    The University of Queensland   Graduate School, Division of Linguistic Sciences   Computer Assisted Language Learning, Second Language Acquisition  

  • 　
    -
    1998

    University of Southern Queensland   Graduate School, Division of Education   Second Language Education  

  • 　
    -
    1995

    Bond University   Graduate School, Division of Literature and Linguistics   Applied Linguistics, Computer Assisted Language Learning  

Professional Memberships

  • 　
    　
    　

    European CALL Association

  • 　
    　
    　

    Japan Association for Language Teachers CALL-SIG

Research Areas

  • Educational technology / Foreign language education

Research Interests

  • Computer Assisted Language Learning, Second Language Acquisition, Second Language Teaching Methodology

 

Papers

  • Computer-assisted SLA

    Hayo Reinders, Glenn Stockwell

    The Routledge Handbook of Instructed Second Language Acquisition     361 - 375  2017.02

    DOI

    Scopus

    11
    Citation
    (Scopus)

  • Mobile language learning

    Glenn Stockwell

    The Routledge Handbook of Language Learning and Technology     296 - 307  2016

    DOI

    Scopus

    20
    Citation
    (Scopus)

  • Special issue of GLoCALL 2013-2014 selected conference papers

    Siew Ming Thang, Glenn Stockwell

    COMPUTER ASSISTED LANGUAGE LEARNING   29 ( 6 ) 1069 - 1070  2016  [Refereed]

    DOI

    Scopus

  • Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan

    Stockwell. G., &am, Liu, Y

    CALICO Journal   32 ( 2 ) 299 - 322  2015.04

  • Exploring theory in computer-assisted language learning

    Stockwell, G

    In X. Deng & R. Seow (Eds), Alternative Pedagogies in the English Language & Communication Classroom: Selected Papers from the Fourth CELC Symposium for English Language Teachers. Singapore: Centre for English Language Communication, National University of Singapore.     25 - 30  2014.06

  • Investigating an intelligent system for vocabulary learning through reading

    Stockwell, G

    The JALT CALL Journal   9 ( 3 ) 259 - 274  2013.12

  • Technology and motivation in English language teaching and learning

    Stockwell, G

    In E. Ushioda (Ed.), International perspectives in motivation: Language learning and professional challenges. Basingstoke: Palgrave Macmillan     156 - 175  2013.08

  • Some emerging principles for mobile-assisted language learning

    Stockwell, G., &am, Hubbard, P

    TIRF Report   2013   1 - 14  2013.06

  • Tracking learner usage of mobile phones for language learning outside of the classroom

    Stockwell, G

    In P. Hubbard, M. Schultz, & B. Smith (Eds), Human-computer interaction in language learning: Studies in honor of Robert Fischer. CALICO Monograph Series. San Marcos, TX: CALICO.     118 - 136  2013.06

  • Commentary: Working with constraints in mobile learning: A response to Ballance

    Stockwell, G

    Language Learning & Technology   16 ( 3 ) 24 - 31  2012.10  [Refereed]

  • Mobile-assisted language learning

    Stockwell, G

    In M. Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary computer-assisted language learning. London & New York: Continuum Books.     201 - 216  2012.02

  • Online approaches to learning vocabulary: Teacher-centred or learner centred

    Stockwell, G

    International Journal of Computer Assisted Language Learning   1 ( 1 ) 33 - 44  2011.04

  • USING MOBILE PHONES FOR VOCABULARY ACTIVITIES: EXAMINING THE EFFECT OF THE PLATFORM

    Glenn Stockwell

    LANGUAGE LEARNING & TECHNOLOGY   14 ( 2 ) 95 - 110  2010.06  [Refereed]

    　View Summary

    While problems such as small screens and inconvenient keypads have been pointed out by researchers (e. g., Thornton & Houser, 2002), we still have little knowledge of how the mobile platform affects the way in which activities are completed and how learners make decisions about using mobile phones. Stockwell (2007b) provided preliminary evidence that learners generally require more time to complete vocabulary activities and achieved slightly lower scores on mobile phones when compared to completing the same activities on desktop computers, but data in the study were limited. The current study examines 175 pre-intermediate learners of English who could choose to complete vocabulary activities on either a mobile phone or a desktop computer to identify the effect of the mobile platform. Data were collected from three cohorts of learners over a three-year period, and learner activity was analysed for the amount of time required to complete activities on both platforms and the scores they achieved for the activities. The results of the study are discussed in terms of how the platform affects learners' ability to complete tasks, whether continued usage contributes to improved performance or sustained usage of the mobile platform over time. Trends across the yearly cohorts were also identified.

  • Effects of multimodality in computer-mediated communication tasks

    Stockwell, G

    In M. Thomas & H. Reinders (Eds.), Task-based language teaching and technology. London & New York: Continuum Books.    2009.10

  • Effects of multimodality in computer-mediated communication tasks

    Stockwell, G

    In M. Thomas & H. Reinders (Eds.), Task-based language teaching and technology. London & New York: Continuum Books.     83 - 104  2009.10

  • Teacher education in CALL: Teaching teachers to educate themselves

    Glenn Stockwell

    Innovation in Language Learning and Teaching   3 ( 1 ) 99 - 112  2009

    　View Summary

    The issue of teacher education in computer assisted language learning (CALL) has been receiving an increased amount of attention in the literature over the past few years, including as the focus of a recent book (Hubbard and Levy 2006). This attention is indicative of greater recognition of the importance of CALL practitioners having sufficient grounding in CALL theory and practice, as well as knowledge of what technologies are available to them in order to be able to effectively implement CALL in their specific language learning environments. While some institutions provide such training for their teachers (e.g. Leahy 2006), the reality is that only a small proportion of people who plan to use - or are already using - technologies in language learning contexts have access to this training
    for the majority, the burden of learning how to best use CALL in the classroom falls upon the teachers themselves. This paper describes a procedure through which teachers may educate themselves regarding how to introduce CALL into their given language learning contexts. Teachers of English at a private university in Japan were given a two-hour seminar at the beginning of the semester outlining the considerations to be kept in mind when introducing technology into their learning environment. Data collected during and at the end of the semester reveal teachers' reflections on the procedure as well as on their own efforts to use technology for the first time. The results are discussed in terms of the challenges encountered by teachers in educating themselves to use CALL and the factors affecting their success.

    DOI

    Scopus

    31
    Citation
    (Scopus)

  • Investigating learner preparedness for and usage patterns of mobile learning

    Glenn Stockwell

    ReCALL   20 ( 3 ) 253 - 270  2008

    　View Summary

    While the use of mobile devices for language learning has sparked the interest of an increasing number of researchers in recent years (e.g., Aizawa &amp
    Kiernan, 2003
    Thornton &amp
    Houser, 2005), our knowledge of learners' pReferences for the mobile platform and their usage patterns remains limited. Are learners prepared to use mobile phones for performing language learning activities, or is there still a preference for desktop computer environments? Do learners make attempts to use mobile phones and then opt for a desktop computer instead? When and where do those learners who choose to use mobile phones use them, and why do they choose them? The current study investigated 75 learners of English at a Japanese university who were assigned vocabulary learning activities which they could choose to complete on either a mobile phone or desktop computer. It sought to determine their intentions to use mobile phones for language learning if other options were available, to compare this with their actual usage patterns, and to determine when and why learners used mobile phones. Learner attitudes and pReferences were elicited through a post-survey, and usage patterns were determined through analysis of detailed server logs. The results are discussed in terms of the readiness of learners to undertake mobile-based language learning activities, and the issues having an effect on the establishment of the mobile phone as a language learning tool. © 2008, European Association for Computer Assisted Language Learning. All rights reserved.

    DOI

    Scopus

    184
    Citation
    (Scopus)

  • Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor

    Stockwell, G

    Computer Assisted Language Learning   20 ( 4 ) 253 - 270  2007.10

  • Technology choice for teaching language skills: A review of the CALL literature

    Stockwell, G

    ReCALL Journal   19 ( 2 )  2007.05

  • A review of technology choice for teaching language skills in the CALL literature

    Stockwell, G

    ReCALL Journal   19 ( 2 ) 105 - 120  2007.05

  • Syntactical & lexical development in NNS-NNS Asynchronous CMC

    Stockwell, G

    The JALT CALL Journal   1 ( 3 ) 33 - 49  2005.12

  • Communication breakdown in asynchronous CMC.

    Stockwell, G

    Australian Language & Literacy Matters   1 ( 3 ) 7 - 31  2004.11

  • An evaluation of a self-study CALL environment: Language development learner attitudes.

    Shimatani, H. &amp, Stockwell, G

    Language Education and Technology   40   1 - 14  2003.12

  • What do learners really acquire through email interactions with native speakers?

    Stockwell, G

    LET Kyushu-Okinawa Bulletin   3   31 - 42  2003.11

  • Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers.

    Stockwell, G

    ReCALL Journal   15 ( 1 ) 37 - 50  2003.05

  • The incidental development of L2 proficiency in NS-NNS email interactions.

    Stockwell, G. &amp, Harrington, M

    CALICO Journal   20 ( 2 ) 337 - 359  2003.04

  • Using email for enhanced cultural awareness.

    Stockwell, E.S.H. &amp, Stockwell, G

    Australian Language Matters   11 ( 1 ) 3 - 4  2003.01

  • Review of the book "Studies in language testing: A comparison of direct and semi-direct speaking tests."

    Stockwell, G

    Australian Language Matters   10 ( 1 ) 18 - 18  2002.02

  • Sustainability of email interactions between native speakers and nonnative speakers.

    Stockwell, G. &amp, Levy, M

    Computer Assisted Language Learning, 14 (5), 419-442.   14 ( 5 ) 419 - 442  2001.12

  • Review of the book "Planning lessons and courses: Designing sequences of work for the language classroom".

    Stockwell, G

    Australian Language Matters   9 ( 4 ) 15 - 15  2001.12

  • Review of the book "Oral language and the teaching of English: An inservice package".

    Stockwell, G

    Australian Language Matters   8 ( 4 ) 12 - 12  2001.12

  • Developing second language proficiency descriptions for interactions via electronic mail: A look at the ISLPR.

    Stockwell, G

    Australian Journal of Applied Linguistics   3   22 - 37  2001.10

  • NS-NNS interactions and SLA.

    Stockwell, G

    Australian Journal of Applied Linguistics   2   5 - 22  2000.10

  • Review of the book "Armed martial arts of Japan: Swordsmanship and archery".

    Stockwell, G

    Asian Studies Review   24 ( 2 ) 291 - 293  2000.08

  • Internationalisation of Japanese language education in the 21st century.

    Stockwell, G

    Cultural Mandala (Online Journal)   4 ( 2 )  2000.06

  • Electronic mail as a medium for second language learning.

    Stockwell, G

    Working Papers in CALL No. 6. Griffith University. (ISBN 0-909291-45-X)    2000.06

  • Computer-mediated communication: Some research issues.

    Stockwell, G

    Australian Journal of Applied Linguistics   1   19 - 32  1999.10

  • Testing English speaking skills through the computer: A preliminary study

    Stockwell, G

    Working Papers in CALL No. 5. Griffith University. (ISBN 0-909291-43-8).    1999.06

  • Using computer-mediated communication for language and culture acquisition.

    Gray, R. &amp, Stockwell. G

    On-CALL   12 ( 3 ) 2 - 9  1998.12

  • Using computer-mediated communication for language and culture acquisition.

    Gray, R. &amp, Stockwell, G

    On-CALL   12 ( 3 ) 2 - 9  1998.11

  • Simulations in language learning: A student perspective.

    Stockwell, G

    Babel   33 ( 2 ) 24 - 27  1998.07

  • Introducing CALL into a spoken Japanese language class.

    Stockwell, G

    Working Papers in CALL No. 4. Griffith University. (ISBN 0-909291-42-X).    1998.06

  • Utilising CALL with elementary Japanese students.

    Stockwell, G

    Working Papers in CALL No. 3. Griffith University. (ISBN 0-909291-41-1).    1997.06

  • Review of the book "Virtual connections".

    Stockwell, G

    On-CALL   11 ( 2 ) 60 - 61  1997.06

  • ESL students and simulations on computer.

    Stockwell, G

    Working Papers in CALL No. 2. Griffith University. (ISBN 0-909291-40-3).    1996.06

  • The realities and possibilities of computers in language classrooms.

    Stockwell, G

    Working Papers in CALL No. 1. Griffith University. (ISBN 0-909291-39-X).    1995.07

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Books and Other Publications

  • Computer Assisted Language Learning: Diversity in Research & Practice.

    Stockwell. G

    Cambridge University Press  2012.01 ISBN: 9781107016347

  • CALL dimensions: Options and issues in Computer-Assisted Language Learning.

    Levy, M. &amp, Stockwell, G

    Lawrence Erlbaum Associates  2006.06

Presentations

  • Insights from replication on the factors affecting successful task implementation in mobile learning

    XVIIth International CALL Research Conference, Universitat Rovira i Virgili, Tarragona, Spain 

    Presentation date： 2015.07

  • Learner training in mobile language learning: A follow-up study

    JALTCALL 2015 Conference, Kyushu Sangyo University, Japan 

    Presentation date： 2015.06

  • Dealing with diversity in online education

    KOTESOL 2015 National Conference, Sookmyung Womens's University, Seoul, South Korea 

    Presentation date： 2015.05

  • Mobile learning for language learning: Trends, issues and a way forward

    The Digital Education Show Asia, Kuala Lumpur, Malaysia 

    Presentation date： 2015.05

  • Shifting paradigms in CALL

    AsiaCALL 2014 Conference, National Changhua University of Education, Changhua, Taiwan 

    Presentation date： 2014.11

  • Exploring the role of technology in education

    2014 International Conference on Educational Innovation, National Hsinchu University of Education, Hsinchu, Taiwan 

    Presentation date： 2014.11

  • Learner training in mobile assisted language learning

    XVIth International CALL Research Conference, Antwerp, Belgium 

    Presentation date： 2014.07

  • CALLing into the wilderness: Emerging trends and challenges in CALL

    JALTCALL 2014 Conference, Sugiyama Jogakuen University, Nagoya, Japan 

    Presentation date： 2014.06

  • Exploring the role of technology in language teacher education

    TESOL BEYOND Conference, Sookmyung Women’s University, Seoul, South Korea 

    Presentation date： 2014.04

  • Motivating or learn or learning to motivate? Examining the relationship between motivation and technology in language learning

    International Conference on Computers in Education, University of Bali, Indonesia 

    Presentation date： 2013.11

  • Theory in computer-assisted language learning: Complexities and challenges

    GloCALL 2013 Conference, University of Danang, Vietnam 

    Presentation date： 2013.11

  • Principles for integrating technology into the ESP classroom

    2014 Forum on Technology and ESP, Chulalongkorn University, Bangkok, Thailand 

    Presentation date： 2013.07

  • Research, practice and technology in CALL: Trends and future directions

    25th ETRA Conference, National Chengkung University, Taiwan 

    Presentation date： 2013.05

  • Theory, research and practice in computer-assisted language learning

    IVth Singapore CELC Symposium, Singapore National University, Singapore 

    Presentation date： 2013.05

  • Mobile language learning: Turning challenges into opportunities

    KOTESOL 2012 Conference, Sookmyung Womens University, South Korea 

    Presentation date： 2012.10

  • Do smart phones affect learners' preferences for language language?

    EuroCALL 2012 Conference, University of Gothenburg, Sweden 

    Presentation date： 2012.09

  • Examining the relationship between research, practice and technology in CALL

    Paper presented at the JALTCALL 2012 Conference, Konan University, Japan 

    Presentation date： 2012.06

  • Mobile phones for language learning: Do smart phones make a difference?

    15th International CALL Research Conference, Providence University, Taiwan 

    Presentation date： 2012.05

  • Blended learning: CALL in and out of the classroom

    KAMALL 2011 Conference, Paichai University, South Korea 

    Presentation date： 2011.11

  • Focusing on the message: Examining communication in virtual worlds and text chat

    JALTCALL 2011 Conference, Kurume University, Japan 

    Presentation date： 2011.06

  • What do learners think of mobile phones for language learning?

    EuroCALL 2010 Conference, University of Bordeaux, France 

    Presentation date： 2010.09

  • Developing an intelligent system for vocabulary learning through reading

    EuroCALL 2010 Conference, University of Bordeaux, France 

    Presentation date： 2010.09

  • Using mobile phones for language learning: Examining the effect of the platform

    14th International CALL Research Conference, University of Antwerp, Belgium 

    Presentation date： 2010.08

  • Developing an intelligent reading system for vocabulary learning

    GloCALL 2009 Conference, Chiang Mai, Thailand 

    Presentation date： 2009.12

  • Learning vocabulary through an AI reading system

    JALT 2009 Conference, Shizuoka, Japan 

    Presentation date： 2009.11

  • Building bridges between practice-based and practice-oriented research

    XIIIth International CALL Research Conference, University of Antwerp, Belgium 

    Presentation date： 2008.08

  • Examining the effect of the mobile platform on task performance

    JALTCALL 2008 Conference, Nagoya University of Commerce and Business, Nagoya 

    Presentation date： 2008.06

  • Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor

    JALTCALL 2007 Conference, Waseda University, Tokyo 

    Presentation date： 2007.06

  • Spoken online learning events: The need for a new paradigm in languages research and practice

    British Association of Applied Linguistics Conference, The Open University, UK 

    Presentation date： 2007.06

  • A review of technology choice for teaching language skills in the CALL literature

    EuroCALL 2006 Conference, University of Granada, Spain 

    Presentation date： 2006.09

  • An examination of learner output in synchronous and asynchronous CMC-based interactions

    12th International CALL Research Conference, University of Antwerp, Belgium 

    Presentation date： 2006.08

  • Teaching the language skills through technology

    ALAA 2006 Conference, University of Queensland, Brisbane, Australia 

    Presentation date： 2006.07

  • Online approaches to learning vocabulary: Teacher-centred or learner-centred

    PacSLRF 2006 Conference, University of Queensland, Brisbane, Australia 

    Presentation date： 2006.07

  • Examining learner achievement in CMC research: What are the students learning?

    JALTCALL 2006 Conference, Sapporo Gakuin University, Hokkaido, Japan 

    Presentation date： 2006.06

  • Examining technologies for language learning

    JALTCALL 2005 Conference, Ritsumeikan University, Japan 

    Presentation date： 2005.06

  • Total Integration? Using CALL in an ESP IT curriculum

    EuroCALL 2004 Conference, University of Vienna, Austria 

    Presentation date： 2004.09

  • Examining what learners do with feedback in NS-NNS e-mail interactions

    EuroCALL 2003 Conference, Limerick, Ireland 

    Presentation date： 2003.09

  • Interactivity or automaticity?: Investigating SLA in email interactions

    28th Annual Congress of the Applied Linguistics Association of Australia, Griffith University, Brisbane, Australia 

    Presentation date： 2003.07

  • Effects of conversation threads on sustainability of NS-NNS email interactions

    EuroCALL 2002 Conference, Jyvaskyla, Finland 

    Presentation date： 2002.08

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Research Projects

  • A longitudinal study of promoting learner autonomy of English learners through smartphones

    Project Year :

    2018.04
    -
    2021.03
     

  • A cross-institutional study into speech recognition for language learners, analyzing usage patterns

    Project Year :

    2015.04
    -
    2018.03
     

    　View Summary

    The current study suggested that automatic feedback in an online language learning environment can lead to a possible increase in autonomy especially when coupled with speech recognition. However, direct [pushed] feedback, such as in an email, is unlikely to increase motivation. Learners appear to become more willing to engage in tasks when the the feedback is instant and appears objective and intelligent. A secondary result demonstrated that speech recognition could distinguish between a native speaker and a learner, but surprisingly, there was no detected correlation between speech levels graded by speech recognition and scores in a standardized written test

  • A longitudinal study on the impact of computers on motivation and learner autonomy in learners of English

    Project Year :

    2012.04
    -
    2015.03
     

    　View Summary

    The current study suggested that the provision of strategies for learning English through computers can lead to slight increases in motivation, but learners are unable to utilise these strategies properly. As long as learners do not know how to improve upon their learning methods, they are unlikely to develop learner autonomy. Through providing learners with an opportunity to discuss their strategies with others, learners become more willing to engage in tasks and think more deeply about the language learning process. This results in learners reflect on the strategies that they use, and this is thought to lead to development of learner autonomy

  • Data Collection and Annotation of Relatively Spontaneous Utterances by Japanese Learners of English

    Project Year :

    2009
    -
    2013
     

    　View Summary

    We collected relatively spontaneous utterances during group activities among first-year students in a Japanese university over 30 weeks / class sessions throughout the academic years. Each student took Versant English Test, an automated test of spoken English delivered over the phone, four times within the academic year, namely in April, July, October and January, so we can verify any longitudinal changes of the students' proficiency in speaking and listening. The data collected showed a number of interesting interactional phenomena that had not previously been fully recognized. As the data collection was conducted in a relatively uniform fashion over a total period of eight years, including the three years in a preceding project, we can fathom the annual changes of English fluency among the first-year students in this particular university.

  • Utterance Data Collection from College Learners of English in Japan : Toward Construction of a Learners Corpus of English

    Project Year :

    2006
    -
    2008
     

  • CALL Dimensions

    Project Year :

    2002
    -
    2006
     

  • An examination of English vocabulary and reading comprehension skills of Japanese university students

    　View Summary

    This research aimed to improve the vocabulary of Japanese university students' English language learning through a system that creates a profile of individual learners through reading and providing them with individualized tasks that can be completed through either a computer or a mobile phone. Until now, there was very little known about how learners look up vocabulary items through the reading process, and as a result, a system was developed which kept a record of what happens when learners look up vocabulary

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Syllabus

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Overseas Activities

  • コンピュータの活用による英語学習者に対する自律的動機付けの向上に関する縦断的研究

    2014.09
    -
    2016.08

    ベルギー   アントワープ大学

    韓国   ソウル国立大学

Sub-affiliation

  • Faculty of Law   Graduate School of Law

  • Faculty of International Research and Education   Graduate School of International Culture and Communication Studies

  • Affiliated organization   Global Education Center

Internal Special Research Projects

  • ソーシャルメディア活用による英語学習者に対する自律的学習の向上に関する縦断的研究

    2017  

    　View Summary

    この研究の目的は、ソーシャルメディアを通して、日本人の英語学習者が自律的に学習できるようになることであった。具体的に、語彙・リスニングのタスクに取り組んでいる学生たちに、全員の学生が既に使っているLINEをソーシャルメディアとして、個別のやり取りとクラス・グループのやり取りを行った。研究の成果としては、主に3つの結果がわかった。1. 教員の助言があるほうが、積極的に取り組むようになり、教員との関係が近くなったと感じる学生が多かった。2. グループのLINEは、主に報告のために使ってほしいとの要望があった。3. グループで学生同士のやり取りをあまり行わず、逆にメッセージが多くなると、迷惑に感じることもあった。

  • コンピュータの活用による英語学習者に対する自律的動機付けの向上に関する縦断的研究

    2011  

    　View Summary

    日本の大学生は英語を必要と感じるが、勉強に対する熱意を保つのは困難だと思われる。コンピュータを利用すると一時的な動機付けに繋がっている研究は頻繁にされているが、長期的になると、その熱意は衰えてしまう。学習者が各自で見られる学習者プロフィールを作成すると、より具体的な学習目標を作ることができる。この研究では、学習者プロフィールが長期的な自律的動機付けと英語に関する将来の目標に影響を与えるかを調査する。この研究では、学習者プロフィールの作成によって、英語学習者の長期的な自律的動機付けを向上していくことを目的とした。コンピュータ支援語学学習(CALL)でよく見られる短期的な研究より（Hubbard, 2004参照）、１年間をかけて学習者の変化を研究していく。具体的な研究目的は次のとおりとなった。1.　英語学習者の語彙力と文法力の実態を調べる。現段階では、多くの場合、学生の語彙数は概算されているだけであり、実際にどの単語や文法を知っているのか知らないのか調べられていないため、本研究に参加する学習者のプロフィールを作成し、具体的に調査する。2.　学習者プロフィールを学習者に提供することによって、英語に対する態度や動機付けに影響があるかを調査する。3.　学習者プロフィールを学習者に提供することによって、TOEICで測定できる英語能力に変化があるかどうかを調査する。学習者を、プロフィールを見ることのできる実験群と、従来のようにプロフィールを見ることができない対照群に分けて調査する。4.　学習者プロフィールを見ることによって、より自律的になるかどうかを調査する。学習者に、セルフ・スタディについての指導をコンピュータによって与えると、自律動機付けに繋がるかどうかを調査した。今回は準備する機関が短かったため、下準備をした上で、試用のシステムの開発を始めることができ、プロフィール作成に成功できた。予算・時間の制限で、予定していたTOEICでの測定ができなかったが、その代わりに、独自の評価方法やアンケートで語学・動機付けのレベルが上がったことが確認できた。本研究を基に、動機づけとテクノロジーの関連性についての分担執筆ができて、2012年10月ごろ英国のPalgrave McMillan出版社により出版される予定である。

  • コンピュータによる日本人大学生英語学習者の読解語彙力の調査研究

    2008  

    　View Summary

    　この研究では、日本人大学生英語学習者を対象にして、リーディングを通じてそれぞれの学習者の語彙力のプロフィールを作成し、学習者の不足している語彙をコンピュータと携帯電話などのモバイル・デバイスでのタスクで提供して、語彙力を向上していくことを目的とした。具体的に、日本人大学生英語学習者の語彙力の実態を調べた。方法として、実際にどの単語を知っているのか知らないのか調べられていないため、本研究に参加した学習者のプロフィールを作成し、具体的に調査した。結果的に、それぞれの学習者のプロフィール作成に成功することができ、大人数のクラスの中でも、学習の発達パターンを詳しく確認することができた。　元々２年間で行う予定だったこの研究は特定課題に切り替わり１年間になったため、ライティングまで調査することはできなかった。しかし、もう一つの目標としていたモバイル・ラーニングについては詳しく調べることができた。モバイル・ラーニングは２つの論点から調べた。まず、学習者は、語彙の練習はパソコンまたは携帯電話のどちらを選ぶかを調査し、学習者の感想も聴取した。結果として、携帯電話だけを使うという学生は非常に少なかったが、モバイル・ラーニングを完全に拒む学生もほとんどいなかったことがわかった。全体的に携帯電話の使用が少なく、理由としてパケット料金のコストや画面の大きさが挙げられた。２つ目の論点は、携帯電話で語彙のタスクを行う際には、学習にどのような影響を及ぼしているかとのことだった。それぞれのタスクの使用時間や点数を調べたところ、携帯電話を使うことによって、パソコンよりほぼ２倍の時間がかかることが分かったが、タスクの点数にはほぼ影響がないことがわかった。時間のかかる理由は、画面が小さいため、設問が同時に見られないということもあったが、それより、携帯電話を外で利用することが多いので、周辺の環境に影響され、集中できないこともあることがわかった。