A Change in EFL Learners’ Unwillingness to Speak English: Focusing on Collaborative International Exchange Using ICT
English has been recognized as a means of communication around the globe. However, students describing feelings of anxiety for speaking can be a common phenomenon owing to the lack of authentic situations to practice English. In this study, we examined the impact of an e-collaborative project using...
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| Published in | ARELE: Annual Review of English Language Education in Japan Vol. 32; pp. 161 - 176 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | Japanese |
| Published |
The Japan Society of English Language Education
31.03.2021
全国英語教育学会 |
| Online Access | Get full text |
| ISSN | 1344-8560 2432-0412 |
| DOI | 10.20581/arele.32.0_161 |
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| Abstract | English has been recognized as a means of communication around the globe. However, students describing feelings of anxiety for speaking can be a common phenomenon owing to the lack of authentic situations to practice English. In this study, we examined the impact of an e-collaborative project using Information and Communication Technology (ICT) aimed at alleviating learners’ unwillingness to communicate in English. Two English-speaking programs were carried out using videoconferencing technology and an online video discussion platform that helps individual learner reflect and share the videoconferencing experience. A total of seventeen Japanese college students and thirteen Australian high school students participated in the study. Data were collected using a nine-item questionnaire before and after programs and free response item, and student reflections were analyzed using the co-occurrence network of words in the KH coder. Results showed that there was no statistically significant effect on reducing unwillingness to speak English, however, speaking anxiety statistically decreased. Additionally, it was observed that positive attitudes toward English changed after the intervention. These findings suggest that the e-collaborative project may have had an impact on decreasing speaking anxiety and enhancing motivation. |
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| AbstractList | English has been recognized as a means of communication around the globe. However, students describing feelings of anxiety for speaking can be a common phenomenon owing to the lack of authentic situations to practice English. In this study, we examined the impact of an e-collaborative project using Information and Communication Technology (ICT) aimed at alleviating learners’ unwillingness to communicate in English. Two English-speaking programs were carried out using videoconferencing technology and an online video discussion platform that helps individual learner reflect and share the videoconferencing experience. A total of seventeen Japanese college students and thirteen Australian high school students participated in the study. Data were collected using a nine-item questionnaire before and after programs and free response item, and student reflections were analyzed using the co-occurrence network of words in the KH coder. Results showed that there was no statistically significant effect on reducing unwillingness to speak English, however, speaking anxiety statistically decreased. Additionally, it was observed that positive attitudes toward English changed after the intervention. These findings suggest that the e-collaborative project may have had an impact on decreasing speaking anxiety and enhancing motivation. |
| Author | KOBAYASHI, Sho |
| Author_FL | 小林 翔 |
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| ContentType | Journal Article |
| Copyright | 2021 The Japan Society of English Language Education |
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| DocumentTitleAlternate | 英語でのスピーキングに対する抵抗感の変化 ―ICTを活用した協働型国際交流に焦点をあてて |
| DocumentTitle_FL | 英語でのスピーキングに対する抵抗感の変化 ―ICTを活用した協働型国際交流に焦点をあてて |
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| Publisher | The Japan Society of English Language Education 全国英語教育学会 |
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| References | [34] Yanguas, I. & Flores, A. (2014). Learners’ willingness to communicate in face-to-face versus oral computer mediated communication. The jaltcalljournal, 10 (2), 83-103. [26] Lee, L. (2020). Promoting interpersonal and intercultural communication with Flipgrid: Design, Implementation, and outcomes. In M. Kruk & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching: (pp. 261-281). IGI Global. [25] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. [18] 文部科学省 (2018).『中学校学習指導要領解説外国語編』開隆堂出版. [22] 藪本直樹・安藤拓生・命尾昌彦・八重樫文 (2013). 「企業諸活動における映像活用の有効性の検討」 『映像情報メディア学会冬季大会講演予稿集』, 7-8. [23] 山田晴美 (2009).「意見・考えを求めるコミュニケーション活動が動機付けや発話内容に与える影響」 大下邦幸 (編) 『意見・考え重視の英語授業―コミュニケーション能力養成へのアプローチ』(pp. 136-156). 高陵社書店. [4] 磯田貴道 (2008).「英語スピーキング抵抗感尺度の作成」『広島外国語教育研究』11, 41-49. [11] 小林幸江・何美怜 (2015). 「日中間のスカイプによる双方向遠隔授業の目指すもの―リアリスティッ ク・アプローチの視点から―」『東京外国語大学留学生日本語教育センター論集』41, 1-15. [14] 廣瀬浩二・土谷浩司 (2019). 「イマージョン児童の英語学習の理由・遂行強度・国際的志向性」『中部 地区英語教育学会紀要』第48号, 105-112. https://doi.org/10.20713/celes.48.0_105 [35] Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86, 54-66. [21] 八島智子 (2009). 「海外研修による英語情意要因の変化 : 国際ボランティア活動の場合」『JACET Journal』 49, 57-69. [17] 盛山和夫・近藤博之・岩永雅也 (1992). 『社会調査法』放送大学教育振興会. [32] Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhoffer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125-144). Oxford University Press. [19] 文部科学省 (2019).『高等学校学習指導要領解説外国語編・英語編』開隆堂出版. [30] Monteiro, K. (2014). An experimental study of corrective feedback during video-conferencing. Language Learning & Technology, 18 (3), 56-79. [10] 小林翔 (2020b). 「ビデオ通話を活用したスピーキング力向上と不安軽減を目指した実践報告」『関東甲信越英語教育学会紀要』第34号, 45-58. [3] 磯田貴道 (2007). 「英語でのスピーキングに対する抵抗感の変化」『広島外国語教育研究』10, 47-56. [7] 大湊佳宏・茅野潤一郎 (2006). 「ブログを使用した英語ライティング活動 : 夏休み課題に関するアンケート調査」『長岡工業高等専門学校研究紀要』42, (1), 1-9. [24] 渡邊万里子 (2017). 「日本人英語学習者のWillingness to Communicate とコミュニケーション活動における伝達内容」『中部地区英語教育学会紀要』第46号, 71-78. https://doi.org/10.20713/celes.46.0_71 [9] 小林翔 (2020a). 「即興的スピーキングに対する中学校教員の意識―教員研修後のアンケート結果から ―」『茨城大学教育学部紀要(教育科学)』第69号, 243-252. [33] Turner, S., & Harder, N. (2018). Psychological safe environment: A concept analysis. Clinical Simulation in Nursing, 18, 47-55. [8] 小林翔 (2019). 「目的・場面・状況を意識させる文法指導の工夫」東京書籍英語編集部 (編) 『中学校外国語新学習指導要領を実践する』(4-9貢). 東京書籍. [36] Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54, 119-152. [31] Ngyuen, V. L. (2008). Computer mediated communication and foreign language education: Pedagogical features. International Journal of Instructional Technology & Distance Learning, 5 (12), 23-44. Retrieved from http://itdl.org/Journal/Dec_08/article02.htm [6] 岩居弘樹 (2019). 「学びの成果をビデオに残す試み」」『サイバーメディア・フォーラム』19, 25-30. [13] 樋口耕一 (2014).『社会調査のための計量テキスト分析』ナカニシヤ出版. [20] 八島智子 (2004). 『外国語コミュニケーションの情意と動機―研究と教育の視点―』関西大学出版部. [5] 磯田貴道 (2009). 「英語でのスピーキングに対する抵抗感の軽減」『JACET Journal』48, 53-66. [15] 藤田卓郎 (2017). 「英語が苦手な学習者のコミュニケーションを図ろうとする意思と英語運用能力の育成」『中部地区英語教育学会紀要』第28号, 335-348. https://doi.org/10.20581/arele.28.0_335 [28] McCrosley, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40 (1), 16-25. [16] 毛利泉 (2019). 「英語を話したい気持ちを高めるビデオ交流学習―Flipgrid によるアメリカの小学校と の交流―」『第43回関東甲信越英語教育学会口頭発表資料』, 63. [27] Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.) Oxford University Press. [2] 飯野厚・薮田由己子 (2016). 「ウェブ会議を取り入れたタスクサイクルが英語スピーキング力に及ぼす影響」『中部地区英語教育学会紀要』第45号, 37-44. https://doi.org/10.20713/celes.45.0_37 [12] 田平由弘・後藤智 (2017). 「インターネットを介したコミュニケーション (computer mediated communication : CMC) の特性と国際的指向性に関する実践的研究」『研究・イノベーション学会年次学術大会講演要旨集』 32, 918-921. [1] 赤堀侃司 (2020).『オンライン学習・授業のデザインと実践』ジャムハウス. [29] MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels K. A. (1998). Conceptualizing willingness to communicate in a L2 : A situational model of L2 confidence and affiliation. The Modern Language Journal, 82 (4), 545-562. |
| References_xml | – reference: [34] Yanguas, I. & Flores, A. (2014). Learners’ willingness to communicate in face-to-face versus oral computer mediated communication. The jaltcalljournal, 10 (2), 83-103. – reference: [9] 小林翔 (2020a). 「即興的スピーキングに対する中学校教員の意識―教員研修後のアンケート結果から ―」『茨城大学教育学部紀要(教育科学)』第69号, 243-252. – reference: [32] Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhoffer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125-144). Oxford University Press. – reference: [18] 文部科学省 (2018).『中学校学習指導要領解説外国語編』開隆堂出版. – reference: [16] 毛利泉 (2019). 「英語を話したい気持ちを高めるビデオ交流学習―Flipgrid によるアメリカの小学校と の交流―」『第43回関東甲信越英語教育学会口頭発表資料』, 63. – reference: [15] 藤田卓郎 (2017). 「英語が苦手な学習者のコミュニケーションを図ろうとする意思と英語運用能力の育成」『中部地区英語教育学会紀要』第28号, 335-348. https://doi.org/10.20581/arele.28.0_335 – reference: [21] 八島智子 (2009). 「海外研修による英語情意要因の変化 : 国際ボランティア活動の場合」『JACET Journal』 49, 57-69. – reference: [6] 岩居弘樹 (2019). 「学びの成果をビデオに残す試み」」『サイバーメディア・フォーラム』19, 25-30. – reference: [27] Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.) Oxford University Press. – reference: [1] 赤堀侃司 (2020).『オンライン学習・授業のデザインと実践』ジャムハウス. – reference: [5] 磯田貴道 (2009). 「英語でのスピーキングに対する抵抗感の軽減」『JACET Journal』48, 53-66. – reference: [17] 盛山和夫・近藤博之・岩永雅也 (1992). 『社会調査法』放送大学教育振興会. – reference: [23] 山田晴美 (2009).「意見・考えを求めるコミュニケーション活動が動機付けや発話内容に与える影響」 大下邦幸 (編) 『意見・考え重視の英語授業―コミュニケーション能力養成へのアプローチ』(pp. 136-156). 高陵社書店. – reference: [25] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. – reference: [8] 小林翔 (2019). 「目的・場面・状況を意識させる文法指導の工夫」東京書籍英語編集部 (編) 『中学校外国語新学習指導要領を実践する』(4-9貢). 東京書籍. – reference: [36] Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54, 119-152. – reference: [26] Lee, L. (2020). Promoting interpersonal and intercultural communication with Flipgrid: Design, Implementation, and outcomes. In M. Kruk & M. Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching: (pp. 261-281). IGI Global. – reference: [2] 飯野厚・薮田由己子 (2016). 「ウェブ会議を取り入れたタスクサイクルが英語スピーキング力に及ぼす影響」『中部地区英語教育学会紀要』第45号, 37-44. https://doi.org/10.20713/celes.45.0_37 – reference: [29] MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels K. A. (1998). Conceptualizing willingness to communicate in a L2 : A situational model of L2 confidence and affiliation. The Modern Language Journal, 82 (4), 545-562. – reference: [14] 廣瀬浩二・土谷浩司 (2019). 「イマージョン児童の英語学習の理由・遂行強度・国際的志向性」『中部 地区英語教育学会紀要』第48号, 105-112. https://doi.org/10.20713/celes.48.0_105 – reference: [20] 八島智子 (2004). 『外国語コミュニケーションの情意と動機―研究と教育の視点―』関西大学出版部. – reference: [31] Ngyuen, V. L. (2008). Computer mediated communication and foreign language education: Pedagogical features. International Journal of Instructional Technology & Distance Learning, 5 (12), 23-44. Retrieved from http://itdl.org/Journal/Dec_08/article02.htm – reference: [19] 文部科学省 (2019).『高等学校学習指導要領解説外国語編・英語編』開隆堂出版. – reference: [35] Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86, 54-66. – reference: [28] McCrosley, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40 (1), 16-25. – reference: [7] 大湊佳宏・茅野潤一郎 (2006). 「ブログを使用した英語ライティング活動 : 夏休み課題に関するアンケート調査」『長岡工業高等専門学校研究紀要』42, (1), 1-9. – reference: [24] 渡邊万里子 (2017). 「日本人英語学習者のWillingness to Communicate とコミュニケーション活動における伝達内容」『中部地区英語教育学会紀要』第46号, 71-78. https://doi.org/10.20713/celes.46.0_71 – reference: [4] 磯田貴道 (2008).「英語スピーキング抵抗感尺度の作成」『広島外国語教育研究』11, 41-49. – reference: [12] 田平由弘・後藤智 (2017). 「インターネットを介したコミュニケーション (computer mediated communication : CMC) の特性と国際的指向性に関する実践的研究」『研究・イノベーション学会年次学術大会講演要旨集』 32, 918-921. – reference: [22] 藪本直樹・安藤拓生・命尾昌彦・八重樫文 (2013). 「企業諸活動における映像活用の有効性の検討」 『映像情報メディア学会冬季大会講演予稿集』, 7-8. – reference: [10] 小林翔 (2020b). 「ビデオ通話を活用したスピーキング力向上と不安軽減を目指した実践報告」『関東甲信越英語教育学会紀要』第34号, 45-58. – reference: [33] Turner, S., & Harder, N. (2018). Psychological safe environment: A concept analysis. Clinical Simulation in Nursing, 18, 47-55. – reference: [3] 磯田貴道 (2007). 「英語でのスピーキングに対する抵抗感の変化」『広島外国語教育研究』10, 47-56. – reference: [11] 小林幸江・何美怜 (2015). 「日中間のスカイプによる双方向遠隔授業の目指すもの―リアリスティッ ク・アプローチの視点から―」『東京外国語大学留学生日本語教育センター論集』41, 1-15. – reference: [13] 樋口耕一 (2014).『社会調査のための計量テキスト分析』ナカニシヤ出版. – reference: [30] Monteiro, K. (2014). An experimental study of corrective feedback during video-conferencing. Language Learning & Technology, 18 (3), 56-79. |
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| Title | A Change in EFL Learners’ Unwillingness to Speak English: Focusing on Collaborative International Exchange Using ICT |
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| ispartofPNX | ARELE: Annual Review of English Language Education in Japan, 2021/03/31, Vol.32, pp.161-176 |
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