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dc.contributor.author | Teeter, Jennifer Louise | en |
dc.date.accessioned | 2018-08-08T06:32:27Z | - |
dc.date.available | 2018-08-08T06:32:27Z | - |
dc.date.issued | 2017-9-27 | - |
dc.identifier.issn | 2226-471X | - |
dc.identifier.uri | http://hdl.handle.net/2433/233678 | - |
dc.description.abstract | The scarcity of opportunities to communicate in English in Japan proves a challenge for learners, as significant improvements in English as a Foreign Language) (EFL) listening and speaking will not materialize without consistent practice and a motivation to study. Furthermore, analysis of standardized test scores shows that university students’ scores tend to decrease after their first year of study (Sumida 2015; Mikada 2016). In order to overcome these difficulties, a team of teachers at a university in Japan introduced a mobile-assisted language learning (MALL) shadowing application where students can train their ears while also practicing speaking with shadowing, a technique recognized as effective for improving speaking and listening (Kadota 2014; Hamada 2016). This paper describes the introduction of this application in general education English classes. It then considers its impact on the motivation, attitudes towards communicating orally in English, and perception of English ability of 1001 first-year university students, the majority science and engineering majors, who used it over one semester. Preliminary results of a pre- and post-intervention Likert questionnaire indicate that through this system, linguistic self-confidence, interest in English, ideal L2 self, attitudes towards communicating in the L2, and perceptions of English ability were potentially enhanced. | en |
dc.format.mimetype | application/pdf | - |
dc.language.iso | eng | - |
dc.publisher | MDPI AG | en |
dc.rights | © 2017 by the author. Licensee MDPI, Basel, Switzerland. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0). | en |
dc.subject | shadowing | en |
dc.subject | second language motivation | en |
dc.subject | attitudes | en |
dc.subject | MALL | en |
dc.subject | Japan | en |
dc.subject | L2 listening | en |
dc.subject | L2 speaking | en |
dc.subject | English as a Foreign Language | en |
dc.subject | English as a Second Language | en |
dc.subject | anxiety | en |
dc.subject | linguistic self-confidence | en |
dc.title | Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application | en |
dc.type | journal article | - |
dc.type.niitype | Journal Article | - |
dc.identifier.jtitle | Languages | - |
dc.identifier.volume | 2 | - |
dc.identifier.issue | 4 | - |
dc.relation.doi | 10.3390/languages2040019 | - |
dc.textversion | publisher | - |
dc.identifier.artnum | 19 | - |
dc.address | Institute for Liberal Arts and Sciences, Kyoto University | en |
dcterms.accessRights | open access | - |
出現コレクション: | 学術雑誌掲載論文等 |
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