{"created":"2025-03-01T08:17:07.095718+00:00","id":2026270,"links":{},"metadata":{"_buckets":{"deposit":"17fc5942-d53d-47ed-83cd-7be2f04f9f90"},"_deposit":{"created_by":41,"id":"2026270","owner":"41","owners":[41],"pid":{"revision_id":0,"type":"depid","value":"2026270"},"status":"published"},"_oai":{"id":"oai:hiroshima.repo.nii.ac.jp:02026270","sets":["1727147343679:1730443917153:1730443929265"]},"author_link":[],"item_1617186331708":{"attribute_name":"Title","attribute_value_mlt":[{"subitem_title":"A Longitudinal Study : The Effectiveness of Podcasts for Learning English","subitem_title_language":"en"},{"subitem_title":"ポッドキャストを利用した英語学習の効果に関する縦断研究","subitem_title_language":"ja"}]},"item_1617186419668":{"attribute_name":"Creator","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"Lauer, Joe","creatorNameLang":"en"}],"familyNames":[{"familyName":"Lauer","familyNameLang":"en"}],"givenNames":[{"givenName":"Joe","givenNameLang":"en"}]},{"creatorNames":[{"creatorName":"Enokida, Kazumichi","creatorNameLang":"en"}],"familyNames":[{"familyName":"Enokida","familyNameLang":"en"}],"givenNames":[{"givenName":"Kazumichi","givenNameLang":"en"}]}]},"item_1617186476635":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_1617186499011":{"attribute_name":"Rights","attribute_value_mlt":[{"subitem_rights":"Copyright (c) 2010 広島大学外国語教育研究センター"}]},"item_1617186609386":{"attribute_name":"Subject","attribute_value_mlt":[{"subitem_subject":"370","subitem_subject_scheme":"NDC"}]},"item_1617186626617":{"attribute_name":"Description","attribute_value_mlt":[{"subitem_description":"英語学習用ポッドキャストの聴取によりTOEFL・TOEIC形式, およびディクテーションのテストのスコアが向上するかどうかを測定するため, 縦断研究を行った。実験対象は英語学習に意欲的な日本の大学生9名で, そのTOEIC平均スコアは564(SD=155)である。彼らは5ヵ月間にわたり, 好きな時間に好きな英語学習用ポッドキャストを聴取し, その番組名, 聴取時間, 学習方法を記した短いレポートを毎週メールで提出した。実験開始時および5ヵ月後の終了時にリスニング第1ポストテスト, さらにその2ヵ月後に第2ポストテストを実施し, 学習した知識が保持されているかどうかを測定した。あわせて統制群へのテスト, および上記の3テストがパラレルなものであるかどうかを検証するテストも実施した。    調査の結果, 実験対象の9名のスコアは5ヵ月間で平均3.6%の上昇に留まり, 総合的なリスニング能力の顕著な向上は見られなかった。わずかに上昇あるいは下降した者もいた中, 大幅に上昇した学生も数名いた。一方, ディクテーション能力はグループとして有意に上昇した(p<.05)。    総合的なリスニング能力が有意に上昇しなかった理由としては, 週の平均聴取時間が2～3時間と少なかったからと考えられる。本論考ではこの他にも, 毎週のレポートから読み取れる様々な興味深い情報や, さらに仮定法過去のような文法項目や, \"barely\"や\"(bank) checks\"といった単語など, 対象学生にとって聞き取りが困難だった10のポイントを取り上げた。","subitem_description_language":"ja"}]},"item_1617186643794":{"attribute_name":"Publisher","attribute_value_mlt":[{"subitem_publisher":"広島大学外国語教育研究センター"}]},"item_1617186702042":{"attribute_name":"Language","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_1617186819068":{"attribute_name":"identifier_registration","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15027/30607","subitem_identifier_reg_type":"JaLC"}]},"item_1617186920753":{"attribute_name":"Source 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