オカダ アズサ   OKADA Azusa
  岡田 あずさ
   所属   広島修道大学  経済科学部
   職種   教授
発表年月日 2023/03/11
発表テーマ An action research study into learner profiles of graded reading online
会議名 2022年度JACET中部支部第2回定例研究会
主催者 JACET中部支部
学会区分 国内的な研究会・シンポジウム等
発表形式 口頭(一般)
単独共同区分 共同
開催地名 オンライン(JACET中部支部担当)
発表者・共同発表者 Azusa Okada, Gregory Rouault
概要 Many Japanese learners entering university have little experience of reading levelappropriate, graded materials. Many of these students with limited comprehension or
enjoyment in reading have low levels of foreign language proficiency, low self-efficacy,
and low motivation. As observed by Nuttall (1996, p.127), they read slowly, don’t read
much, and don’t understand. This action research project aimed to capture the initial
reading profiles of our first-year university students and their beliefs and attitudes
after participating in an online graded reading project.
Study participants were 96 first-year, Japanese university students who were
classified into three levels (1:≦62, 2: 63-71, 3:≧72) according to their TOEIC Bridge
test scores. Levels 1 and 2 were equivalent to CEFR Pre-A1 to A2. After the students
read regularly both in class and outside the class for 15 weeks, they answered a
questionnaire.
Although 60% of the students never read in English and one quarter of the students
never read for fun in Japanese online with a further third reading less than 30 minutes
per week, 77.1% reported reading in English and 5.2% reported reading 2-4 hours online
in English weekly. About 73% felt they had the ability to read graded material at their
level, 62.5% had greater motivation to continue reading outside of class, and over 55%
had a better understanding of their strong points in reading in English.
Students with limited proficiency and almost no previous experience with graded
readers learned how to find a book online at the right level, and a majority felt
improvement in their reading skills and gained greater motivation to continue reading.