東華大學圖書館 |

Effects of an Online Intercultural Exchange on the Motivation of Japanese University Students to Learn English = = Onrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōka

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of an Online Intercultural Exchange on the Motivation of Japanese University Students to Learn English =/
其他題名:	Onrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōka
其他題名:	Onrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōka
作者:	Claro, Jennifer.
面頁冊數:	1 online resource (338 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245663click for full text (PQDT)
ISBN:	9798377619031

Effects of an Online Intercultural Exchange on the Motivation of Japanese University Students to Learn English = = Onrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōka
Claro, Jennifer.

Effects of an Online Intercultural Exchange on the Motivation of Japanese University Students to Learn English =Onrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōkaOnrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōka - 1 online resource (338 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

This study of a 10-week Japan-Canada university online intercultural exchange investigated the motivation to learn English of 17 Japanese participants (engineering majors) in which students used video posts as the main form of communication. Video posts consist of a video recording of a student speaking while looking directly into the lens of a webcam, as well as the text of the recording, and images.This sequential explanatory mixed-methods study used the L2 Motivational Self System (L2MSS) questionnaire (Dornyei & Taguchi, 2010) with three added scales from Ryan (2008), to measure change in variables related to motivation to learn English. T-tests of Japanese student data showed significant increases in the means of Ideal L2 Self, International Empathy, and Linguistic Self-Confidence, and a large effect size for Interest in the English Language (IEL), as well as a significant decrease in Integrativeness. There was a significant increase in the correlation of Item 48-Identification (from the Integrativeness scale) and ILE (Intended Learning Effort) from T1 to T2. Promotion, IEL, Ideal L2 Self, and Item 51-Liking English had significant correlations with ILE at T2 that were not present at T1. Short-term effort to learn English increased but long-term effort (ILE) did not.This study showed that identification with an external referent (an L2 role model) may be internalized to a student's ideal L2 self, and that a strong ideal L2 self can act as a goal that inspires effort to learn the L2. Analysis at the individual level revealed that four students experienced strong changes in motivation. The motivation of two students increased because they became motivated by their peers. They set new goals of study abroad, and achieved these goals. Two other students could not communicate well in English and soon lost motivation. One of them, a self-identified otaku who wanted to support Japanese culture, disidentified strongly with a partner in Canada whom he perceived to be immodest. The study ends with a call for greater integration of L2 motivation theory with mainstream motivation theory, as self-efficacy and goal-setting emerged in qualitative analysis and are linked to increases in effort to learn English.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377619031Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

IdentificationIndex Terms--Genre/Form:

542853
Electronic books.

Effects of an Online Intercultural Exchange on the Motivation of Japanese University Students to Learn English = = Onrain ibunka kōryū no nihonjin daigakusei no eigo gakushū Mochibēshon ni ataeru kōka
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504 $a Includes bibliographical references
520 $a This study of a 10-week Japan-Canada university online intercultural exchange investigated the motivation to learn English of 17 Japanese participants (engineering majors) in which students used video posts as the main form of communication. Video posts consist of a video recording of a student speaking while looking directly into the lens of a webcam, as well as the text of the recording, and images.This sequential explanatory mixed-methods study used the L2 Motivational Self System (L2MSS) questionnaire (Dornyei & Taguchi, 2010) with three added scales from Ryan (2008), to measure change in variables related to motivation to learn English. T-tests of Japanese student data showed significant increases in the means of Ideal L2 Self, International Empathy, and Linguistic Self-Confidence, and a large effect size for Interest in the English Language (IEL), as well as a significant decrease in Integrativeness. There was a significant increase in the correlation of Item 48-Identification (from the Integrativeness scale) and ILE (Intended Learning Effort) from T1 to T2. Promotion, IEL, Ideal L2 Self, and Item 51-Liking English had significant correlations with ILE at T2 that were not present at T1. Short-term effort to learn English increased but long-term effort (ILE) did not.This study showed that identification with an external referent (an L2 role model) may be internalized to a student's ideal L2 self, and that a strong ideal L2 self can act as a goal that inspires effort to learn the L2. Analysis at the individual level revealed that four students experienced strong changes in motivation. The motivation of two students increased because they became motivated by their peers. They set new goals of study abroad, and achieved these goals. Two other students could not communicate well in English and soon lost motivation. One of them, a self-identified otaku who wanted to support Japanese culture, disidentified strongly with a partner in Canada whom he perceived to be immodest. The study ends with a call for greater integration of L2 motivation theory with mainstream motivation theory, as self-efficacy and goal-setting emerged in qualitative analysis and are linked to increases in effort to learn English.
520 $a 本研究は、10 週間の日加大学間オンライン異文化交流会を対象に、工学部日本人参加者 17 名の英語学習に対するモチベーションを調査したものである。本研究では、学生はビデオ投稿（学生がウェブカメラのレンズを直視して話すビデオ録画、録画のテキスト、画像で構成）を主なコミュニケーション形態として用いた。この逐次定量・定性混合型研究法では、L2 Motivational Self System (L2MSS、L2 動機付け自己システム) 調査 (Dornyei & Taguchi, 2010) に Ryan (2008) から３つの尺度を追加し、英語学習意欲に関する変化を測定した。日本人学生のデータのt検定では、Ideal L2 Self（理想的な L2 自己）、International Empathy（国際的共感）、Linguistic Self-Confidence （言語的自信）の平均値が大きく増加し、IEL（Interest in the English Language) は大きな効果量が見られ、Integrativeness （統合性）は大きく減少した。また、項目48-Identification（目標識別、Integrativeness（統合性）尺度より）とILE（Intended Learning Effort（意図的学習努力））の相関は、T1からT2にかけて有意に増加した。進歩達成（「Promotion」）、IEL、理想のL2自己、項目51-「英語が好き」は、T2でILEとの有意な相関が見られ、これはT1で見られなかった。短期的な英語学習努力は増加したが、長期的な英語学習努力（ILE）は増加しなかった。本研究では、外的参照対象（L2ロールモデル）と同一化し、学生の理想的なL2自己に内面化され、強い理想的L2自己がL2の学習努力を鼓舞する目標として作用する可能性があることを明らかにした。個人レベルの分析では、4人の学生に強いモチベーションの変化が見られた。2名の学生のモチベーションが上がったのは、仲間に刺激されるようになったからであった。また、２人とも、留学という新たな目標を設定し、それを達成できた。もう2人は、英語でのコミュニケーションがうまくいかず、すぐにモチベーションが下がってしまった学生である。そのうちの1人は、自称オタクで、日本文化を促したいと思っていたが、カナダのパートナーの１人が見せびらかしていると感じ、結果として人として拒否した。最後に、質的分析の結果、自己効力感や目標設定が英語学習努力の上昇に導く可能性があることから、L2モチベーション理論を主流のモチベーション理論とより統合されることを求めて、本研究は終了する。
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 516208
650 4 $a Educational psychology. $3 517650
650 4 $a Asian studies. $3 1571829
653 $a Identification
653 $a Japan
653 $a Language learning
653 $a Motivation
653 $a Online intercultural exchange
653 $a Role models
655 7 $a Electronic books. $2 lcsh $3 542853
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690 $a 0525
690 $a 0342
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 84-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30245663 $z click for full text (PQDT)
880 1 0 $6 245-01/$1 $a Effects of an Online Intercultural Exchange on the Motivation of Japanese University Students to Learn English = $b オンライン異文化交流の日本人大学生の英語学習モチベーションに与える効果.
880 3 1 $6 246-02/$1 $a オンライン異文化交流の日本人大学生の英語学習モチベーションに与える効果.