Name

OGA BALDWIN, William L. Q.

Official Title

Professor

Affiliation

(School of Education)

Sub-affiliation

Sub-affiliation

Faculty of Education and Integrated Arts and Sciences(Graduate School of Education)

Research Grants & Projects

Grant-in-aids for Scientific Research Adoption Situation

Research Classification:

The Development of Foreign Language Motivation in Secondary School: A Longitudinal Investigation

2016/-0-2019/-0

Allocation Class:¥2470000

Research Classification:

A mixed method investigation of foreign language engagement and motivation

2012/-0-2014/-0

Allocation Class:¥2860000

On-campus Research System

Special Research Project

Investigating foreign language motivation, self-concept, and achievement in secondary schools

2017Collaborator:Luke K. Fryer

Research Results Outline:In this study, I surveyed junior high school students to test their abilityIn this study, I surveyed junior high school students to test their ability beliefs and achievement in Mathematics, Japanese...In this study, I surveyed junior high school students to test their ability beliefs and achievement in Mathematics, Japanese, and English. Prior research has shown that ability beliefs, including self-efficacy and self-concept, can be powerful predictors of success in school. Using a cross-lag auto-lag design, the results showed that ability beliefs for each subject (Mathematics, Japanese, and English) predicted self-concept in the same subject. Likewise, ability beliefs for each subject predicted achievement in those subjects. Only cross-subject (i.e. Mathmatics -> English, English -> Japanese) predictive relationship was found. A positive ability to use English lead to greater confidence for Japanese, with indirect effects on achievement.Based on these results, I conclude that Japanese junior high school students who had developed a positive self-concept for English at the beginning of their first year of junior high school developed a more positive self-concept for Japanese by the end of that same school year. Based on these results and conclusions, we see that students' early learning of English can have positive effects on their own language confidence and achievement. These results indicate that early foreign language learning has positive long term effects.

Implementing motivational principles for English,Japanese,and mathematics in public junior high schools

2019Collaborator:Luke K. Fryer, Yoshiyuki Nakata

Research Results Outline:Teachers of different subjects can effectively motivatetheir students usingTeachers of different subjects can effectively motivatetheir students using a combination of cross-subject and subject-speci...Teachers of different subjects can effectively motivatetheir students using a combination of cross-subject and subject-specificmethods. In this project, I met with teachers and focused on theirsubject-specific methods of teaching mathematics, Japanese, and English as aforeign language as a follow up to previous survey work.Across subjects, effective teachers provided specificinteractional feedback and worked to make the subject matter comprehensible toindividual students. Less effective teachers often claimed that they did nothave time to provide individualized feedback on learning. In mathematics, specifically identifying ways that studentsstruggled and providing both whole class and individual worked examples ofmethods for solving the mathematics helped motivate students. In Japanese classes, teachers who appealed to individualstudents’ interests in the Japanese language and methods of expression helped toprovide more intrinsic motivation.In English classes, teachers who used English forcomprehensible communication through gestures, interaction, and occasionalgames were more effective at motivating their students.While repeated Kanji writing practice was helpful inimproving students’ Japanese motivation, repeated English penmanship practicewas not useful in improving motivation, suggesting that penmanship notebooksmay have a negative motivational effect.Across English and Japanese classes, students found that teachers who focus mostly on grammar and written communication were not as interesting or motivting.In mathematics classes, teachers who gave tests with lowerfrequency were also likely to have less intrinsically motivated students,indicating that regular low-stakes quizzes may help students’ self-efficacy andmotivation.These findings are now being used as principles fordeveloping a digital learning platform for providing improved student feedback.

Lecture Course

Course TitleSchoolYearTerm
Intermediate Low English Communication 2 ASchool of Education2020fall semester
Primary Subject in EnglishSchool of Education2020spring semester
Teaching Methods in Primary English LanguageSchool of Education2020fall semester
Seminar in English Language and Literature I-1 HSchool of Education2020spring semester
Seminar in English Language and Literature I-2 HSchool of Education2020fall semester
Seminar in English Language and Literature II-1 HSchool of Education2020spring semester
Seminar in English Language and Literature II-2 HSchool of Education2020fall semester
Foreign Language in the Elementary School (FLES)School of Education2020spring semester
Teaching PracticumSchool of Education2020fall semester
Academic Reading & Writing I DSchool of Education2020spring semester
Academic Reading & Writing II DSchool of Education2020fall semester
Introduction to Language and Communication BSchool of Education2020spring semester
Introduction to Language and Communication FSchool of Education2020fall semester
Methods of Teaching English as a Foreign Language (M-1)Graduate School of Education2020spring semester
Methods of Teaching English as a Foreign Language (M-2)Graduate School of Education2020fall semester
Methods of Teaching English as a Foreign Language (M1-1)Graduate School of Education2020spring semester
Methods of Teaching English as a Foreign Language (M1-2)Graduate School of Education2020fall semester
Methods of Teaching English as a Foreign Language (M2-1)Graduate School of Education2020spring semester
Methods of Teaching English as a Foreign Language (M2-2)Graduate School of Education2020fall semester
Special Lecture in Teaching English as a Foreign Language I-1(Research methods in language education 1)Graduate School of Education2020spring semester
Special Lecture in Teaching English as a Foreign Language I-2(Research methods in language education 2)Graduate School of Education2020fall semester
English Education Studies (D-1)Graduate School of Education2020spring semester
English Education Studies (D-2)Graduate School of Education2020fall semester
Applied Linguistics in English (D-1)Graduate School of Education2020spring semester
Applied Linguistics in English (D-2)Graduate School of Education2020fall semester