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.