東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

English-related out-of-class time us...

Visgatis, Brad L.

FindBook

Google Book

Amazon

博客來

English-related out-of-class time use by Japanese university students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English-related out-of-class time use by Japanese university students./
作者:	Visgatis, Brad L.
面頁冊數:	728 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637511
ISBN:	9781321203288

English-related out-of-class time use by Japanese university students.
Visgatis, Brad L.

English-related out-of-class time use by Japanese university students. - 728 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ed.D.)--Temple University, 2014.

This item must not be sold to any third party vendors.

This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes.

ISBN: 9781321203288Subjects--Topical Terms:

1030294
Education, English as a Second Language.

English-related out-of-class time use by Japanese university students.
LDR:05989nmm a2200373 4500 001 2056733
005 20150608135952.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321203288
035 $a (MiAaPQ)AAI3637511
035 $a AAI3637511
040 $a MiAaPQ $c MiAaPQ
100 1 $a Visgatis, Brad L. $3 3170507
245 1 0 $a English-related out-of-class time use by Japanese university students.
300 $a 728 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Advisers: Mark Sawyer; David Beglar.
502 $a Thesis (Ed.D.)--Temple University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This project explored aspects of English-related out-of-class time use by Japanese university students. The aim was to identify the salient temporal and motivational features of the episodes.
520 $a Two sets of time use and interview data were collected longitudinally (one semester per dataset) through Longitudinal Study 1 (ninitial = 66, nfinal = 15), which included participants from three universities in Western Japan, followed by Longitudinal Study 2 (ninitial = 59, nfinal = 25), which included participants from two universities in Western Japan. Interviews were with participants from these studies. Participants maintained a record of their out-of-class English-related time use during the semester. These data provide an overview of the out-of-class time use of Japanese university students during a full Japanese academic year. Longitudinal Study 1 data were collected during the fall semester, the second term at Japanese universities. Longitudinal Study 2 data were collected during the spring term, the initial term. Longitudinal Study 1 participants reported 2,529 episodes and Longitudinal Study 2 participants reported 3,322 episodes of out-of-class English access during the study period. One interview was held with the Longitudinal Study 1 participants (n = 15), at the end of fall semester. Two interviews were held with Longitudinal Study 2 participants (n = 25), one during the term and one following summer holiday. Data were examined for their temporal patterns and the contextual and affective features of the time use episodes. The cross-sectional component collected data from participants (n = 1,399) at 11 universities in Western Japan. These participants provided data for the motivational survey (n = 1,399) and at least one week of out-of-class English time use (n = 642) data. The participants in the cross-sectional study reported 2,987 out-of-class English access episodes.
520 $a Episode data for all three components (K = 8,838) and the motivational survey data (n = 1,399) were analyzed at the person, group, and amalgamated episode levels for the patterns of participants' time use using ANOVA and nonparametric procedures. The data were also examined using nonparametric procedures to exam the affective variables by the contextual variables of that time use. The episode data regarding participants' ( n = 1,399) time use and motivational survey data were analyzed using ANOVA, factor, Rasch, multiple regression analyses, and structural equation modeling. The analyses of the time use data considered the temporal features of the episodes, the contextual features of the episodes, and the affective features of the time use. The analyses of the motivational data considered two models of the L2 motivational self system, an intention to learn model (ILM) and a time use model (TUM).
520 $a Time use results from all three components of this study indicated most out-of-class episodes occur when the participant is alone at home either studying or listening to English music. The most typical episode was listening to music, either alone at home or while commuting. A similar pattern of out-of-class English access was found for participants in all three components of this study. Study-related episodes were not considered enjoyable but also were not seen as causing anxiety. The amount of out-of-class time varied widely between participants, with one longitudinal study participant devoting 40 hours per week to English outside of class.
520 $a For longitudinal study participants, the time use episode data, along with interviews, indicated that habit was a primary driver of out-of-class English access, with participants showing stable patterns of time use, whether for enjoyment or study, during the term. For the most part, once participants in the longitudinal components for this project had established a routine it remained fairly consistent during the term.
520 $a Moreover, results from the three components showed that none of the participants met the time requirements of the Japanese Ministry of Education, Sports, Technology and Culture (MEXT, 2002, 2009b) for out-of-class time allocated to study for their English courses, a 2:1 ration, for every week that they participated in the study. Only a few of the participants met this requirement for out-of-class English access during any week of the study and only if all purposes, including enjoyment, were considered.
520 $a This study also addresses the call that Dornyei (2000) made for research examining the links between motivation and behavior in L2 learning. One unique aspect of this study is the use of a behavioral variable, Time Use, in addition to the survey-assessed latent trait, Intention to Learn, to explore the links between motivational profile and actual behavior.
520 $a Participants who rated highly on their Ideal L2 Self rated highly on the Intention to Learn, but not nearly as highly on actual time use on English. (Abstract shortened by UMI.).
590 $a School code: 0225.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Higher. $3 543175
690 $a 0441
690 $a 0745
710 2 $a Temple University. $b Teaching and Learning. $3 3170508
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0225
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637511