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Examine Educational Issues Related to Childhood Motivation to Learn
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A Reformation of "Hyakunin-Isshu humoto-no-shiori" in Hiroshima Bunkyo Unibersity (1)
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Daily Practice Regimes for Vocabulary and Synonym Acquisition and Retention: Effects of Including L1 Meaning
Get PDFapplication/pdfThis study investigates the effects of including or omitting L１ language when introducing vocabulary and assigning daily practice regime (DPR) activities on vocabulary acquisition for ESL students. The study focuses on using receptive knowledge of synonyms to expand vocabulary. Sixteen low-intermediate ESL students were given different study materials at different times in the semester. The materials for the first chapter were without L１ meanings. Then, in the third chapter, all aspects of the class were the same except that L１ meanings were used in the materials. All students completed vocabulary pre- and post-tests and DPR activities over these two units of study. Results showed that students studying without L１ meanings had a higher average increase in vocabulary test scores (１5.7% vs １0.38%) and in self-reported confidence levels (１79.88% vs 95.7１%). However, correlations between test scores and confidence were only moderately higher for the non-L１ group. These findings suggest omitting L１ when introducing vocabulary and DPRs may improve acquisition and confidence, but the relationship between score and confidence remains complex. Further research on the specific factors influencing these results is needed. Overall, this study contributes to the ongoing investigation of effective methods for building ESL students’ vocabulary knowledge with synonyms.departmental bulletin pape
Attitudes towards formative assessment: An exploratory study into grade transparency and ownership
Get PDFapplication/pdfRecently, formative assessment approaches have gained traction in Western teaching contexts. However, whether such approaches are effective in a Japanese university context is not clear. With the introduction of a new textbook and transparent assessment approach for a compulsory third year English subject, teachers at Hiroshima Bunkyo University saw an opportunity to gain an initial insight into student attitudes to the introduction of elements of formative assessment. After one semester, students were overwhelmingly agreeable to this hybrid approach encouraging teachers to continue refining the approach and to seek more detailed feedback from students at the end of the course.departmental bulletin pape
On Victim Support Activities: from Education Perspectives
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The Second Version Family Tree of Yan Zheqing’s Descendants
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