A Study on the Support of Self-directed Learning in Japanese as a Second Language : Procedure and Evaluation using the ARCS Motivation Model (<Special Issue> Educational Technology Research on Second Language Learning and its Assistance)

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  • 独習による日本語学習の支援 : その方策とARCS動機づけモデルによる評価(<特集>第二言語学習とその支援に関する教育工学研究)
  • 独習による日本語学習の支援--その方策とARCS動機づけモデルによる評価
  • ドクシュウ ニ ヨル ニホンゴ ガクシュウ ノ シエン ソノ ホウサク ト ARCS ドウキヅケ モデル ニ ヨル ヒョウカ

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Abstract

This study seeks to investigate the optimum learning environment for self-directed study. For this purpose, a three-week self-directed study project was conducted, using advanced Japanese reading material developed by the authors. Based on the idea that learner autonomy, enhanced by on-going motivation, is essential for successful self-directed study, two tasks were introduced : 1) a learning report in which students record and submit anything related to his/her study, and 2) a post-reading discussion with other specified learners on the content of the readings. As a result, learning frequency and total study time were increased compared to cases without these two tasks. Japanese proficiency was improved in vocabulary and listening, and new knowledge was acquired through the content of the materials. It was also revealed through the analysis by the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model that learners' motivation to continue the self-directed study autonomously was strengthened and widened through using the two tasks.

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