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プロジェクト型学習における省察的ライティング
https://doi.org/10.24547/00000723
https://doi.org/10.24547/00000723b20df539-488d-416b-92e9-686b8a75f9aa
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
プロジェクト型学習における省察的ライティング (601.4 kB)
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Copyright(c) 2011 by Toyo Gakuen University
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2020-03-09 | |||||||||||
| タイトル | ||||||||||||
| タイトル | プロジェクト型学習における省察的ライティング | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Reflective Writing Through Project Based Learning | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | eng | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | project based learning (PBL) | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | reflective writing | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | English as a foreign language | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Asia | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | topic familiarity | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24547/00000723 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
山内, 香代子
× 山内, 香代子
× Yamauchi, Kayoko
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | Although project based learning (PBL) has been successfully introduced in the wider filed of education, little is known about how language learners perceive and learn through the method, particularly to teach writing. This paper reports on a project-based college English writing course carried out experimentally with first-year business students at a private university in Japan. Based on learner-produced reflective writing samples, their understanding of the course as well as its actual impact on language learning were examined. Results indicated that gradually learners seemed to produce meaningful interactions as well as opportunities to develop life-long skills throughout the course. Also, it supports the idea that topic familiarity of learners is important when implementing PBL. Lastly, learners’ attention shift from their attitude towards English to the use of English implies some positive impact of PBL in a language course. Considering the study’s limitation, further improvements in the study of a PBL-driven language course are suggested. | |||||||||||
| 書誌情報 |
東洋学園大学 Bulletin of Toyo Gakuen University 巻 28, p. 178-186, 発行日 2020-02-28 |
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| 出版者 | ||||||||||||
| 出版者 | 東洋学園大学 | |||||||||||
| 言語 | ja | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 09196110 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
