A Study on Analysing Speaking-pen Learning Log Data Considering Interests for Improvement of Primary School Children’s English Ability

Michiko Tsubaki, Wataru Ogawara, Naoto Nagamori

Abstract


Asglobalization advances, early English education for children in non-English speaking countries has been regarded as important. Many studies have proposed effective learning methods; however, few of these have analysed the relationship between learning processes and their effects with respect to detailed, classified interests. This study investigated and proposed detailed learners’ interests in primary school children’s English learning as variables from log data obtained through learning with a speaking-pen, and analysed the relationship between features of learners’ interests and their improvements. Children were classified into four types based on their initial abilities, and an effective learning method was hypothesized for each type. The relationship between the features of children’s interests and variables related to self-regulated learning and English education, and their improvement of English skills, were then analysed. As a result, the validity of using variables of interests for understanding factors in English skill improvement was shown.

https://doi.org/10.26803/ijlter.17.1.7


Keywords


Classification; Interest in learning; Learning process data; Regression tree

Full Text:

PDF

References


Ainley, M., and Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36, 4-12.

https://doi.org/10.1016/j.cedpsych.2010.08.001

Ainley, M., Hidi, S., and Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 541-561.

http://dx.doi.org/10.1037/0022-0663.94.3.545

Brown, A.L. and Campione, J.C. (1981). Inducing Flexible Thinking: The problem of access. In Friendman, M.P. Das, .P. and O’Connor, N.(eds.), Intelligence and Learning. Plenum Press, pp.515-529.

https://doi.org/10.1007/978-1-4684-1083-9_49

Flavell, J.H. (1976). Metacognitive Aspects of Problem Solving. In Resnick, L. B.(ed), The Nature of Intelligence. IEA, 231-235.

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571.

Liu, T.Y., and Chu, Y.L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55, 630-643.

https://doi.org/10.1016/j.compedu.2010.02.023

Matsukawa, H., Kitamura, S., Nagamori, Y., Hisamatsu, S., Yamauchi, Y., Nakano, M., … Miyashita, N. (2007). Development of a feedback system of learning strategy to students utilizing data mining technology. Japan Society for Educational Technology, 31(3), 307-316.

Mavilidi, MF., Okely, A.D., Chandler, P, Cliff, D.P. and Paas, F. (2015). Effects of Integrated Physical Exercises and Gestures on Preschool Children's Foreign Language Vocabulary Learning, Educational Psychology Review, 27(3), 413-426.

https://doi.org/10.1007/s10648-015-9337-z

Ministry of Education, Culture, Sports, Science and Technology. (2009). The current course of study. Retrieved from

http://www.mext.go.jp/a_menu/shotou/new-cs/youryou/syo/gai.htm

Ministry of Education, Culture, Sports, Science and Technology. (2013). English Education Reform Plan Corresponding to Globalization. Retrieved from

http://www.mext.go.jp/english/topics/__icsFiles/afieldfile/2014/01/23/1343591_1.pdf

Ministry of Education, Culture, Sports, Science and Technology. (2014, October). Five proposals and specific measures for developing proficiency in English for international communication. Retrieved from

http://www.mext.go.jp/b_menu/shingi/chousa/shotou/102/houkoku/attach/1352464.htm

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.

Pintrich, P.R., and De Groot, E.V.(1990). Motivational and self-regulated learning Components of classroom academic performance, Journal of Educational Psychology, 82(1), 33-40.

Renninger, K. A., Ewen, L., and Lasher, A. K. (2002). Individual interest as context in expository text and mathematical word problems. Learning and Instruction, 12, 467-491.

https://doi.org/10.1016/S0959-4752(01)00012-3

Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21, 3-18.

https://doi.org/10.1080/00461520.1991.9653136

Tanaka, E. (2015). Classification of students’ interests in science and relation of interests to use of deep-processing learning strategies and spontaneous learning behavior. Japanese Journal of Educational Psychology, 63, 23-36.

https://doi.org/10.5926/jjep.63.23

Tono, Y. (2012, August 28). The 1st constant meeting of the learning goals set in the form of the “Can-Do list†in the foreign language education. Retrieved from

http://www.mext.go.jp/b_menu/shingi/chousa/shotou/092/shiryo/__icsFiles/afieldfile/2012/09/24/1325972_2_1.pdf

Tsubaki, M., Gonda, S., Kato, N., and Maeda, Y. (2015). A study on modeling and verification for improvement of English abilities of elementary school students based on the analysis of log data of learning process using the sound pen. Educational Information Research, 31(1), 43-54.

https://doi.org/10.20694/jjsei.31.1_43

Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses?, Contemporary Educational Psychology, 16, 307-313.

Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated Learning and Academic Achievement: Theory, Research, and Practice (pp. 1-25). New York: Springer.

https://doi.org/10.1007/978-1-4612-3618-4_1

Zimmerman, B. J., and Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493