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Influence of Assessment Styles in English Classes on Japanese English Learners’ Beliefs and Attitudes
https://doi.org/10.34356/00000509
https://doi.org/10.34356/00000509c64724a6-2d6c-41c0-b23d-86df4c6ae47a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Influence of Assessment Styles in English Classes on Japanese English Learners’ Beliefs and Attitudes (105.5 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2020-03-13 | |||||||
| タイトル | ||||||||
| タイトル | Influence of Assessment Styles in English Classes on Japanese English Learners’ Beliefs and Attitudes | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | assessments in English classes | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | cognitive and non-cognitive skills | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | beliefs and attitudes | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | toward learning English | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | learner’s self in learning English | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | learning history interview | |||||||
| 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 | 10.34356/00000509 | |||||||
| ID登録タイプ | JaLC | |||||||
| 著者 |
豊嶋, 朗子
× 豊嶋, 朗子
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| 著者別名 | ||||||||
| 識別子Scheme | WEKO | |||||||
| 識別子 | 9763 | |||||||
| 姓名 | TOYOSHIMA, Saeko | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This paper examines the ways in which English language assessments at the secondary school level influence Japanese English-language learners’ beliefs about and attitudes toward learning English. This paper presents a qualitative analysis of experiences in learning process focusing on assessments of cognitive skills (academic achievement assessed mainly by conventional paper-pencil or language skill tests) and non-cognitive skills (including self-regulation, self-esteem, motivation, and diligence) through “learning” history interviews on English learning. The participants were seventeen Japanese university students who had primarily learned English in Japan. All of the participants stated that although their cognitive skills were assessed through standardized or language skill tests, their non-cognitive abilities were never assessed in their English classes. This suggests that their beliefs regarding English were formed according to when and how they started to learn English; their attitudes toward learning English may be a result of these beliefs. This may explain the gap between students’ self from belief about English learning and the reality of English education in formal schools. | |||||||
| 出版者 | ||||||||
| 出版者 | 都留文科大学 | |||||||
| 書誌情報 |
都留文科大学研究紀要 en : 都留文科大学研究紀要 号 91, p. 109-130, 発行日 2020-03-01 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 0286-3774 | |||||||
| NCID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00149431 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
