氏名

ニシオカ ヒロミ

西岡 裕美

職名

助教

所属

(人間科学部)

学歴・学位

学位

博士 マッコーリー大学 言語学

論文

Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives.

2016年-

学内研究制度

特定課題研究

日本人大学生による英語学習のためのオンラインリソースの活用

2019年度

研究成果概要:Due to rapid globalization, it isbecoming an urgent task for Japanese universities to develop the students’English ...Due to rapid globalization, it isbecoming an urgent task for Japanese universities to develop the students’English proficiency. To achieve the goal, universities not only needs to enhancethe quality of English class but also engage them with self-initiated Englishlearning. The latter is particularly important for the students to achieve highproficiency as the length of English instruction is often limited. One of the strategies to achieve the goal is to engage learners with self-initiatedEnglish learning using Information andCommunication Technologies (ICT).Aim of this project is to develop pedagogical supports to promote first-yearstudents’ ICT use in self-initiated English learning contexts. To develop thesupports, this study examined their prior out-of-class learning practices duringhigh school by conducting interviews and questionnaires. The findings showedthat their resource use was limited to dictionaries, cram schools, andpaper-based textbooks. The major reason was to ‘focusing on entrance exampreparation’. However, the study found that their insufficient knowledge ofonline resources or study methods using ICT discouraged them to do so. Thus,the findings highlighted the need to develop their knowledge of online learningresources as well as learning skills using ICT to promote self-initiated Englishlearning using ICT.

コンピューターを使った日本語読解学習―その可能性と問題点

2019年度

研究成果概要:Development of Informationand Communication Technologies (ICT) has been providing favorable conditions topromote le...Development of Informationand Communication Technologies (ICT) has been providing favorable conditions topromote learner-initiated language learning; by providing an easy access tolearning resources and interactions with native speakers. Despite the changing learninglandscape, what is very little known about is self-instructed language learningpractices undertaken by adult learners engage with using the technologies. Tofill the research gap, this case study examined how a highly motivatedself-instructed learner of Korean constructed her learning contexts as adesigner of learning contexts. Drawing on concepts of ‘agency’ and ‘contexts’,this study examined how the focal participant designed learning contexts usingYouTube and interacted with them. This study found that she exerted agency as adesigner of own learning landscape in multiple learning stages. She constructedhighly personalised learning contexts by strategically using information andresources embed by the platform. The findings also suggested exert of her agency is mediated by multiple factors such as personal, socio-cultural andtechnological factors. Thus, this study contributes to enhancing ourunderstanding of emerging self-instruction practices in digital age. Given the constant developments of ICTs, further studies need to explore how learners canuse emerging technologies to enhance their self-initiated language learning.