英語学習者の「主体的に学習に取り組む態度」を見取るための「振り返り」に関する縦断的調査 : ３年間の実践の総括的内省

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  • A Longitudinal Study on Exploring Learners’ Proactive Learning Attitudes: Focusing on Reflection and Curriculum Development

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This study was conducted for around three years with the goal of understanding proactive learning attitudes in junior high school English learners. It revealed three key findings. Firstly, a reflective curriculum was found valuable for observing proactive attitudes, but assessing them effectively posed challenges. Secondly, integrating intrapersonal assessment and fixed reflective perspectives improved the connection between reflection and English performance, enhancing students’ reflective skills and aiding teacher’s evaluation. Finally, it is important for teachers to regularly question their own beliefs in teaching and to support students with reflective challenges.

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