Report on the Survey of Learning/Teaching of Academic Writing Skills, Intended to Seek Ways to Improve LS’s Activities in Osaka University International Studies Library

Nakamura Mizuki

doi:10.18910/94844

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Other Title

大阪大学外国学図書館におけるLS活動改善のためのアカデミック・ライティング・スキル学習とその指導の実態調査の結果報告
オオサカダイガク　ガイコクガク　トショカン　ニ　オケル　LS　カツドウ　カイゼン　ノ　タメノ　アカデミック　ライティング　スキル　ガクシュウ　ト　ソノ　シドウ　ノ　ジッタイ　チョウサ　ノ　ケッカ　ホウコク

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Researchz Reports

Osaka University International Studies Library has assigned graduate students as Learning Supporters (LS) in its Learning Commons to offer academic support since 2012, but this service has not been well-known and has been suffering from the low number of participants in consultation sessions and workshops on academic skills. To overcome this situation, the author carried out a survey to investigate the actual conditions of the undergraduate students and the faculty members in the School of Foreign Studies and to explore how the students learn and the teachers teach academic writing skills. This paper reviews the results of this survey and, based on the insights gained from them, considers some effective measures to improve the LSs’activities. First, the findings reveal that, while understanding the significances of learning academic writing skills, many of the undergraduate students do not take time to study them. As for the teachers, it has become clear that they proactively teach the skills to the students, but that they are not satisfied with their students’achievements in academic writing skills. The survey has also made explicit the following tendencies related to the LSs’ publicity: 1) the students are most likely to get to know about the LSs when they are using the library, 2) the students think hearing information about the LSs from the faculty members are the most effective, and 3) both the students and the teachers want to know about the LSs in more detail.

Journal

大阪大学高等教育研究

大阪大学高等教育研究 12 43-57, 2024-03-20

Center For Education In Liberal Arts And Sciences, Osaka University

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