WEKO3
アイテム
短期大学生の英語ライティングにおける内省的フィードバックの効果
https://doi.org/10.15027/46776
https://doi.org/10.15027/46776ae2cab52-de4e-4cd1-9f61-2be6ea36b245
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BullGradSchEducHU-Part2_67_115.pdf (1.4 MB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||
| タイトル | ||||||||||
| タイトル | 短期大学生の英語ライティングにおける内省的フィードバックの効果 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Effect of Reflective Feedback on Japanese Junior College Students’ English Writing Skills | |||||||||
| 言語 | en | |||||||||
| 作成者 |
仲川, 浩世
× 仲川, 浩世
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | reflective feedback | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | English writing | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | junior college students | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 内省的フィードバック | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 英語ライティング | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 短期大学生 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | This study aims to clarify the eff ect of reflective feedback by teachers on Japanese junior college students’ English writing skills. Since the 1980s, feedback studies have been conducted in the second-language writing and acquisition fields. However, there are no conclusive fi ndings regarding what kind of feedback is the most suitable, how it should be used, and when it should be provided for specific groups of students. In addition, affective factors such as students’ willingness to receive feedback have not yet been investigated sufficiently. Thus, a teacher provided feedback to promote students’ reflection on their English writing. Reflective feedback is defi ned here as “teachers’ feedback to promote students’ self-reflection." After receiving reflective feedback from their teacher, 17 Japanese junior college students revised their paragraphs and reflected on their English writing abilities. After receiving their teacher’s reflective feedback, the students planned approaches to learning, chose writing strategies, and achieved their long-term goals. The results indicate that the students became aware of their writing problems, reduced their anxiety, and developed autonomy. In addition, less-proficient writers improved their overall paragraph structures. Therefore, despite the small sample size, this study seems to have succeeded in evaluating the effects of reflective feedback on students’ English writing skills. | |||||||||
| 言語 | en | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 本研究はJSPS科研費18K00900の助成を受けたものです。 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 広島大学大学院教育学研究科 | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15027/46776 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1346-5554 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11618725 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 115 | |||||||||
| 書誌情報 |
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域 Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education 号 67, p. 115-123, 発行日 2018-12-21 |
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| 旧ID | 46776 | |||||||||
