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Improving Presentation Skills in English Using an Asynchronous Teaching Method Based on Social Learning Theory
https://doi.org/10.34388/1157.00002413
https://doi.org/10.34388/1157.000024138adb0881-e122-47bd-a873-85dab14c8ddc
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CLEIP9-4 (431.9 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2023-03-24 | |||||
| タイトル | ||||||
| タイトル | Improving Presentation Skills in English Using an Asynchronous Teaching Method Based on Social Learning Theory | |||||
| タイトル | ||||||
| タイトル | Improving Presentation Skills in English Using an Asynchronous Teaching Method Based on Social Learning Theory | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | asynchronous learning method | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | social learning | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | self-efficacy | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | presentation skills | |||||
| 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 | 10.34388/1157.00002413 | |||||
| ID登録タイプ | JaLC | |||||
| 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 | 5246 | |||||
| 姓名 | Nakayama, Tomokazu | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This preliminary study reports an empirical investigation of whether an asynchronous teaching method targeting presentation skills based on social learning theory will facilitate learners’ selfefficacy in English learning. The asynchronous teaching method applied in this study employed a mediational process with four stages: attention, retention, reproduction, and motivation. Thirty female Japanese university students participated in a fourteen-week training. The group was divided into high and low groups according to the initial results of the English Self-efficacy Questionnaire developed by Matsunuma (2006). The results of the first week were compared with that of the fourteenth week. The analysis indicated no significant differences in the gain between the two groups. The results suggest that it is necessary to include a process for students to realize their growth through this training. Therefore, further study is necessary on how the asynchronous teaching method based on the social learning theory applied in this study should be modified to facilitate learners’ self-efficacy in English learning. | |||||
| 書誌情報 |
実践女子大学CLEIPジャーナル en : Jissen Women's University CLEIP Journal 巻 9, p. 41-49, 発行日 2023-03-06 |
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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 | |||||
