掲載種別：研究論文（学術雑誌）  

DOI： 10.1080/17501229.2024.2366256

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

<jats:title>Abstract</jats:title>
<jats:p>The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students’ perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (<jats:italic>n</jats:italic> = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the <jats:italic>Leaderful Classroom Practices</jats:italic> framework. Furthermore, students’ ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students’ autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (<jats:italic>n</jats:italic> = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings.</jats:p>

DOI： 10.1515/cercles-2024-0037

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DOI： 10.1007/978-981-99-6655-4_18

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掲載種別：研究論文（学術雑誌）  

English education in Japan is often considered to be relatively ineffective by a number of individuals within and outside the field of education. This includes English education in primary school, secondary school, higher education and beyond. This paper focuses particularly on the three years of junior high school in Tokyo, examining potential barriers for students to elevate their English levels significantly. Interviews of teachers, class-observations and a student survey were employed as the media of practical research. While there were limitations, several points could be noted. A major consideration is that while teachers’ opinions appear to conflict what students seem to experience, the complexity of cultural issues surrounding the classroom environment leaves it open to multiple interpretations.

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掲載種別：研究論文（学術雑誌）  

English education in Japan is often portrayed as being ineffective accompanied by several major reasons. Policy-making and its underlying effects could be seen as a major influencing factor in creating more rigid learning environments, resulting in mechanical exchange of information. However, there are a number of ways in which individual teachers could make a difference by introducing learner-centred and exploratory activities in order to spark learners’ curiosity. Data-Driven Learning using corpora is one such method which has been growing in popularity. However, teachers must be cautious not to overwhelm beginner students with excess information. A simplified use of corpora with a potential for increased complexity would provide flexibility for a wide range of learners.

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