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The Effectiveness of an Extensive Reading Program with Attribution Retraining in Improving Students’ Self-efficacy with English Learning
https://jissen.repo.nii.ac.jp/records/1911
https://jissen.repo.nii.ac.jp/records/191119e94bf8-1a4a-4da9-9e6c-37c5bc1f2070
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CLEIP4-２ (1.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-05-17 | |||||
| タイトル | ||||||
| タイトル | The Effectiveness of an Extensive Reading Program with Attribution Retraining in Improving Students’ Self-efficacy with English Learning | |||||
| タイトル | ||||||
| タイトル | The Effectiveness of an Extensive Reading Program with Attribution Retraining in Improving Students’ Self-efficacy with English Learning | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | attribution | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | self-efficacy | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | extensive reading | |||||
| 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 | |||||
| 著者 |
中山, 誠一
× 中山, 誠一 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 4181 | |||||
| 姓名 | Nakayama, Tomokazu | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study reports the results of a study on the effectiveness of attribution retraining through an in-class extensive reading (ER) program in improving students’ self-efficacy with English learning. Nakayama and Matsunuma (2013) investigated the impact of attribution retraining through remedial English grammar lessons on learners’ self-efficacy when learning English. Based on their findings, this study investigated whether the in-class ER program with revised treatments based on Nakayama and Matsunuma improved trainees’ self-efficacy on English learning by comparing two groups that differed in their degree of exposure to English outside the classroom. The analysis suggests that the current ER program improves students’ self-efficacy in English learning. However, further investigation is required to draw conclusions by expanding the duration of experiments. | |||||
| 書誌情報 |
実践女子大学CLEIPジャーナル en : Jissen Women's University CLEIP Journal 巻 4, p. 27-38, 発行日 2018-03-06 |
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| 出版者 | ||||||
| 出版者 | 実践女子大学 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1271419X | |||||
