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Using an action research paradigm, the research conducted for this inquiry sought to discover whether conferencing could positively affect students\u0027 attitude, motivation and performance in an L2 writing course given to Japanese high school students. The inquiry sought to use conferencing to provide stakeholders the opportunity to clarify and interpret errors, develop a teacher-student rapport, reduce student anxiety, and negotiate course content by incorporating students\u0027 ideas for writing topics in the course. The inquiry discovered that conferencing proved to be effective in reducing student anxiety regarding class participation and homework. Conferencing also helped foster a rapport with students that seemed to create a classroom environment more conducive to student participation, motivating students to dictate the course of their own learning by taking control of classroom discourse on writing topics chosen by the students. 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How Conferencing Can Aff ect Motivation, Attitude and Production in EFL Writing Classes
http://hdl.handle.net/10742/2007
http://hdl.handle.net/10742/200782b6e586-d00f-4966-af8d-1e18a6c0a93a
名前 / ファイル | ライセンス | アクション |
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JB-98-115.pdf (1.1 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2015-12-14 | |||||
タイトル | ||||||
タイトル | How Conferencing Can Aff ect Motivation, Attitude and Production in EFL Writing Classes | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | L2 writing class | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | EFL | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | conferencing | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | attitude | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | motivation | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | production | |||||
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 | |||||
著者 |
HINKELMAN, Don
× HINKELMAN, Don× KNODELL, John Stephen |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Attitude, genuine interest, motivation and past experiences have been identified by researchers to be essential components of language acquisition, their absence found to inhibit the achievement of linguistic proficiency (Roessingh, 2005; Wong & Nunan, 2011). Using an action research paradigm, the research conducted for this inquiry sought to discover whether conferencing could positively affect students' attitude, motivation and performance in an L2 writing course given to Japanese high school students. The inquiry sought to use conferencing to provide stakeholders the opportunity to clarify and interpret errors, develop a teacher-student rapport, reduce student anxiety, and negotiate course content by incorporating students' ideas for writing topics in the course. The inquiry discovered that conferencing proved to be effective in reducing student anxiety regarding class participation and homework. Conferencing also helped foster a rapport with students that seemed to create a classroom environment more conducive to student participation, motivating students to dictate the course of their own learning by taking control of classroom discourse on writing topics chosen by the students. Conferencing also gave students the opportunity to express their opinions on course topics, which subsequently led to an altering of topics used as writing assignments. My findings suggest that English language writing teachers in EFL contexts should consider conferencing to positively affect student attitude and motivation which can lead to improvements in students' written production. | |||||
内容記述 | ||||||
内容記述タイプ | Other | |||||
内容記述 | 研究ノート | |||||
内容記述 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Research Note | |||||
書誌情報 |
札幌学院大学人文学会紀要 = Journal of the Society of Humanities 号 98, p. 115-124, 発行日 2015-10-01 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0916-3166 | |||||
出版者 | ||||||
出版者 | 札幌学院大学総合研究所 | |||||
資源タイプ | ||||||
内容記述タイプ | Other | |||||
内容記述 | Bulletin |