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Designing portfolios as an instructional tool and investigating their effects : For the purpose of enhancing motivation and lessening writing apprehension

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  • 教授ツール・ポートフォリオの設計とその効果の検討 : 英語のライティングの動機づけの向上と不安低減を目的として
  • キョウジュ ツール ポートフォリオ ノ セッケイ ト ソノ コウカ ノ ケントウ エイゴ ノ ライティング ノ ドウキズケ ノ コウジョウ ト フアン テイゲン オ モクテキ ト シテ

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The purpose of this study was to design portfolios as an instructional tool for English e-mail writing, in order both to enhance motivation and lessen English writing apprehension. The class was offered as an elective course of English for eighteen 2nd-year junior high school students and the class met 11 times with 50 minutes for each lesson from April to July of 2005. The participants answered both the pre- and the post-questionnaires including 19 items concerning English writing apprehension in each. The ANOVA revealed that writing apprehension significantly lessened in 11 out of 19 items. Particularly, the students' aversion to writing in English and English writing evaluation apprehension decreased. The reasons for these changes were discussed from four aspects of the ARCS motivational model in the viewpoints of both quantity and quality of data. As a result of this, it was found that the effects of portfolios, such as enhancement of motivation for further learning, peer evaluation and experiences of sharing of learning at conferencing, gave potential influences on the students' changes. Furthermore, the covariance structure analysis was administered for the purpose of investigating the relationship among the variables found in the portfolios, such as motivation and writing apprehension. The results of the analysis showed that enhancement of motivation could lessen writing apprehension.


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