Learning from Self-, Peer-, and 3rd-Person Evaluation for Students Studying Japanese : University Video Exchange Program between Remote Places

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  • KATO Yasuyo
    Japanese Department, School of Foreign Languages, Harbin Institute of Technology
  • ZHU Yuxen
    Japanese Department, School of Foreign Languages, Harbin Institute of Technology
  • TSUBOTA Yasushi
    ACCMS, Kyoto University
  • DANTSUJI Masatake
    ACCMS, Kyoto University:Human and Environmental Studies, Kyoto University

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Other Title
  • 日本語学習者による自己・ピア・第3者評価からの学び : ビデオ制作による遠隔地間大学交流より
  • ニホンゴ ガクシュウシャ ニ ヨル ジコ ・ ピア ・ ダイ3シャ ヒョウカ カラ ノ マナビ : ビデオ セイサク ニ ヨル エンカクチ カン ダイガク コウリュウ ヨリ

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Description

We introduced an activity between Harbin Institute of Technology (HIT) and Kyoto University with video recorders. Students of the Japanese department in HIT recorded videos of themselves introducing HIT. During this activity the HIT students recorded videos twice, watched them twice, self-evaluated them twice, and peer-evaluated them once. We sent the videos to Kyoto University through the Internet. Kyoto University students, native speakers of Japanese, watched and evaluated them. This study demonstrates the advantages of the university video exchange between remote places, as well as the influences of each evaluation. The students learning Japanese benefitted differently from each evaluation type. Self-evaluation made them introspect, and 3rd-person evaluation by Japanese native speakers was effective in making students learning Japanese notice concrete improvement points. This activity promotes Japanese students' autonomous learning.

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