Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application
Abstract
:1. Introduction
- How do student perceptions of their English listening and speaking ability change due to the shadowing intervention?
- How does students’ motivational intensity related to studying listening and speaking change after shadowing for 12 weeks?
- What are students’ attitudes towards shadowing?
- How does time spent shadowing correlate with self-evaluation of English listening and speaking ability?
- How does time spent shadowing correlate with changes in motivation?
2. Literature Review
2.1. Mobile-Assisted Language Learning
2.2. Shadowing
2.3. Motivation
2.4. Motivation Research in Japan
2.5. Motivation and Science and Engineering Majors
A pedagogy that does not focus on pointing out learners’ mistakes, but instead allows them independence to self-correct and learn at their own pace may be effective in countering demotivation.LP students more often internalized the causes of their demotivation. HP students showed more control over their affective states and learning situations. They especially despised the pedagogy of humiliation, though both sets vented most about teachers.[74] (p. 7)
2.6. Motivation and Mobile-Assisted Language Learning
2.7. Motivation and Shadowing
3. Materials and Methods
3.1. Participants
3.2. Shadowing Application Description
3.3. Shadowing Intervention
Man: Excuse me, ma’am. I’d like to open a checking account here and make about a $30,000 deposit. Please tell me what to do.Woman: Just fill out this form, but with that amount, you may want to put a part of it into a certificate of time deposit. It’ll give you a much higher interest rate.Man: I see. That’s a kind of savings account, right?Woman: That’s correct, but you leave the money in the account for a set period of time, from three months up to several years. You shouldn’t take it out until it matures, or there will be a penalty.Man: OK, then, I’ll put $20,000 into one of those and the remaining $10,000 in checking.Question: What does the woman recommend the man do?
3.4. Instrumentation
- Instrumental (I) (6).
- Linguistic self-confidence (LSC) (4).
- Anxiety (A) (5).
- Attitudes towards listening comprehension practice in the L2 (1).
- Interest in oral communication in the L2 (IL) (6).
- Ideal L2 self (ILS) (9).
- Number of friends and family who speak English;
- Experience in foreign countries, both English-speaking and not-English speaking;
- Self-assessed level of listening and speaking proficiency;
- Past and intended time studying English; and
- Gender.
4. Analytical Procedures and Results
4.1. Analytical Procedures
- Independent samples t-tests to examine if there were significant changes over time in motivation and attitudes.
- Independent sample t-tests on constructs of motivation and attitudes.
- Independent samples t-tests on perceptions of English speaking and listening proficiency.
- Cross tabulation to determine how contact with English changed during research period.
- Spearman’s correlations on all items.
- Descriptive statistics on additional items in post-test related to shadowing.
- Reliability analysis with cross tabulation.
4.2. Changes in Motivation and Attitudes: Items
4.3. Changes in Motivation Analyzed by Construct
4.4. English Speaking and Listening Proficiency and Contact with English
4.5. Correlations
4.6. Descriptive Statistics on Attitudes towards Shadowing Items
4.7. Reliability Analysis
- -
- Question 7 (“English listening comprehension is easy”) and Question 8 (“English listening comprehension is difficult”).
- -
- Question 35 (“Shadowing is interesting”) and Question 36 (“Shadowing is boring”).
5. Discussion
6. Limitations of the Study and Future Research Direction
7. Conclusions
Acknowledgments
Conflicts of Interest
Appendix A
Item Number | Item English | Item Japanese |
---|---|---|
1 | I practice English listening comprehension because I want to be able to communicate well with other people | 英語のリスンニング(聴解)を練習する理由は、他の人と英語で上手くコミュニケーションでくるようになりたいからだ |
2 | I practice English listening comprehension because I want to study abroad | 英語のリスンニング(聴解)を練習する理由は、留学したいからだ |
3 | I practice English listening comprehension because I want to work abroad | 英語のリスンニング(聴解)を練習する理由は、海外で仕事をしたいからだ |
4 | I practice English comprehension because I want to travel abroad | 英語のリスンニング(聴解)を練習する理由は、海外旅行をしたいからだ |
5 | I practice English comprehension because I may need it later for my future job | 英語のリスンニング(聴解)を練習する理由は、将来の仕事に役に立つかもしれないからだ |
6 | I practice English comprehension because I may need it later for my future research | 英語のリスンニング(聴解)を練習する理由は、将来の研究に役に立つかもしれないからだ |
Item Number | Item English | Item Japanese |
---|---|---|
7 | English listening comprehension is easy | 英語リスニング(聴解)は簡単だ |
8 | English listening comprehension is difficult | 英語リスニング(聴解)は難しい |
9 | I am good at learning English | 英語学習が得意だ |
20 | I know effective ways to study English listening comprehension | 英語リスニング(聴解)の効果的な学習法を知っている |
Item Number | Item English | Item Japanese |
---|---|---|
10 | I feel like other students in my class are better than me at English | 私のクラスの他の生徒の方が、私より英語が上手だと感じる |
12 | I get uneasy when my teacher speaks to the class in English | 先生がクラス全員に英語を話すと、不安になる |
14 | I feel uneasy when my teacher speaks to me in English | 先生から英語を話されると、不安になる |
16 | I feel uneasy when English is spoken to me by other people from my country | 同じ国の人から英語を話されると、不安になる |
Item Number | Item English | Item Japanese |
---|---|---|
11 | I get excited when my teacher speaks to the class in English | 先生がクラス全員に英語を話すと、わくわくする |
13 | I get excited when my teacher speaks to me in English | 先生から英語を話されると、わくわくする |
15 | I get excited when English is spoken to me by other people from my country | 同じ国の人から英語を話されると、わくわくする |
17 | I get excited when English is spoken to me by foreigners | 外国人から英語を話されると、わくわくする |
31 | I really want to be able to understand spoken English | 話されている英語を理解できるようになりたい |
32 | Being able to understand spoken English is important to me | 私にとって話されている英語を理解できることは大事だ |
Item Number | Item English | Item Japanese |
---|---|---|
19 | I am working hard on improving my English listening comprehension | 英語リスニング(聴解)を一生懸命勉強している |
Item Number | Item English | Item Japanese |
---|---|---|
21 | I believe I will be able to understand spoken English with little difficulty if I keep practicing listening comprehension | もしリスニング(聴解)を学習し続けたら、口語英語をほとんど支障なく理解することができるようになると思う |
22 | I can imagine myself listening to news in English with little difficulty 2 years from now | 2年後に英語のニュースをほとんど支障なく聞き取れている自分を思い描くことができる |
23 | I can imagine myself listening to news in English with little difficulty 4 years from now | 4年後に英語のニュースをほとんど支障なく聞き取れている自分を思い描くことができる |
24 | I can image myself speaking English to other English speakers like a fluent speaker in 2 years | 2年以内に英語話者と流暢に英語を話す自分を思い描くことができる |
25 | I can image myself speaking English to other English speakers like a fluent speaker in 4 years | 4年以内に英語話者と流暢に英語を話す自分を思い描くことができる |
26 | I often imagine myself speaking and listening to English with little difficulty | 自分がほとんど支障なく英語を話したり聞いたりしていることをしばしば想像する |
27 | I can imagine myself using English in a variety of ways in 2 years | 2年以内に様々な方法で英語を利用している自分を思い描くことができる |
28 | I can imagine myself using English in a variety of ways in 4 years | 4年以内に様々な方法で英語を利用している自分を思い描くことができる |
29 | I can imagine myself being able to understand almost all spoken English in the future | 将来、ほとんどすべての口語英語を理解することができるようになると思う |
Item Number | Item English | Item Japanese |
---|---|---|
30 | I really like doing listening comprehension practice | 英語リスニング(聴解)の練習をするのはとても好きだ |
Item Number | Item English | Item Japanese |
---|---|---|
33 | How often do you meet speakers of English (including non-native speakers) in a week? | 一週間にどの程度、英語話者(非母語話者を含む)に会いますか |
34 | How often do you hear English spoken in the media (TV, Movies, et cetera) in a week? | メディア(テレビ、英語、など)で、一週間にどの程度、英語を聞きますか |
35 | How often do you listen to English music? | 一週間にどの程度、英語の音楽を聞きますか |
Item Number | Item English | Item Japanese |
---|---|---|
36 | Shadowing is interesting | シャドーイングは面白い |
37 | Shadowing is boring | シャドーイングはつまらない |
38 | My listening comprehension skills improved thanks to shadowing | シャドーイングの練習のおかげ、リスニングがよくなった |
39 | Shadowing is an effective technique for studying English | シャドーイングは英語学習に効果がある |
40 | Thanks to shadowing, I want to do more listening comprehension practice | シャドーイングのおかげで聞き取り練習をもっとしたくなった |
41 | I find myself doing shadowing in my every day life | 日常生活においてもシャドーイングをしていることがある |
42 | In the future, I want to use shadowing to practice English listening comprehension | 今後、リスニングの練習の為にシャドーイングを使っていきたい |
- 43 How much did you practice shadowing this semester?
- 今学期、一週間にどの程度、シャドーイングをしましたか?
- Less than 15 min a week週十五分未満
- 15 to 30 min a week 週十五分から三十分間
- 30 min to an hour a week 週三十分から一時間
- 1 to 2 h a week週一時間から二時間
- More than 2 h a week週二時間以上
- 44 English ability question:
- English ability: Please rate your current listening ability in English by ticking one.
- 1 Upper Intermediate level and over—Able to understand conversations general matters of daily life and topics of one’s specialty and grasp the gist of lectures and broadcasts.
- 2 Intermediate level—Able to understand conversations about general matters of daily life.
- 3 Lower Intermediate level—Able to understand conversations about familiar daily topics.
- 4 Post-Beginner level—Able to understand a simple conversation such as greeting and introducing someone.
- 5 Beginner level—Able to understand simple greetings using set words and phrases.
- 英語力: あなたの現在のリスニングに関する英語力について次の中から一つに印をつけてください。
- 1 中上級レベル以上—日常生活の一般的な事柄や専門的な事柄についての会話の聞き取りができ、講義や放送の大意を理解できる。
- 2 中級レベル—日常生活の一般的な事柄に関する会話の聞き取りができる。
- 3 初中級レベル—日常生活の身近な事柄についての会話の聞き取りができる。
- 4 初級レベル—挨拶や人の紹介などの簡単な会話の聞き取りができる。
- 5 基礎レベル—決まり文句を用いて簡単な挨拶の聞き取りができる。
- 42 Have you spent more than three months in an English-speaking country in the past 10 years?
- 過去十年間、少なくとも計3ヶ月以上英語圏に滞在したことがありますか?
- Yes No
- はい いいえ
- 43 Have you spent more than three months in an English-speaking country in your life?
- 少なくとも計3ヶ月以上英語圏に滞在したことがありますか?
- Yes No
- はい いいえ
- 44 Have you ever been to an English-speaking country in your life?
- 今まで英語圏に滞在したことがありますか?
- Yes No
- はい いいえ
- 45 Gender 性別
- Male 男 Female 女
- 46 Nationality 国籍
- Japanese 日本人
- Non-Japanese 外国人
- 47 Major
- Humanities 総合人間学部
- Literature 文学部
- Education 教育学部
- Law 法学部
- Economics経済学部
- Medicine 医学部
- Engineering工学部
- Agriculture 農学部
References
- Maeda, M. 2010. Uniqlo, Rakuten make official language English. Japan Center for Economic Research. July 15. Available online: www.jcer.or.jp/eng/research/pdf/maeda20100715e.pdf (accessed on 15 January 2017).
- Teeter, J. 2014. Exploring the potential of TBLT for academic abstract writing. OnTask J. JALT Task Based Learn. SIG 4: 9–20. [Google Scholar]
- Kubota, R. 2002. The impact of globalization on language teaching in Japan. In Globalization and Language Teaching. Edited by D. Block and D. Cameron. London, UK: Routledge, pp. 13–28. [Google Scholar]
- Monbukagakushō (Ministry of Education, C., Sports, Science and Technology (MEXT), Shōgakkō no Aratana Gaikokugokyōiku ni Okeru Hojo Kyōzai (Hi, Friends! Story Books) Sakusei ni Tsuite (dai 3 4 Gakunen-yō)’ (On the Creation of Supplementary Textbooks for the New Foreign Language Curriculum in Elementary Schools (Hi, Friends! Story Books) (for 3rd and 4th Grade). 2016. Available online: http://www.mext.go.jp/a_menu/kokusai/gaikokugo/1370103.htm (accessed on 20 February 2017).
- Monbukagakushō (Ministry of Education, Culture, Sports, Science and Technology (MEXT), Heisei 27-Nendo “Eigo Kyōiku Jisshi Jōkyō Chōsa’ no Kekka ni Tsuite” [On the Results of “Survey on the Implementation Status of English Education” in FY2015]. 2016. Available online: http://www.mext.go.jp/a_menu/kokusai/gaikokugo/1369258.htm (accessed on 22 February 2017).
- Okazaki, T. 2017. Eigo kyōiku to senjūmin-zoku gengo fukkō Maori-go, ainu-go o chūshin ni [Education in English and Indigenous Language Revitalization-focusing on Maori and Ainu Languages]. In Gengo to Kyōiku—Kattō Kara Daisan no Michi e (Language and Education—From Conflict to Third Way). Edited by T. Sugino, F. Tanaka and K. Hatano. Tokyo, Japan: Meiji Shoten, in press. [Google Scholar]
- Hulstijn, J.H. 2001. Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In Cognition and Second Language Instruction. Edited by P. Robinson. Cambridge, UK: Cambridge University Press, pp. 258–286. [Google Scholar]
- Sumida, A., W. Kobayashi, and T. Gutierrez. 2015. Eigo shūjuku-do tesuto ni mi rareru daigaku 1-nensei no eigodjikara no suii [Tendencies in English proficiency of university first year students as seen through analysis of English proficiency test results]. Nihon Univ. Inst. Hum. Soc. Sci. Bull. 90: 131–144. Available online: http://www.chs.nihon-u.ac.jp/institute/human/kiyou/90/8.pdf (accesed on 10 June 2017).
- Mikada, H. 2016. Kōgakubu kōgaku kenkyū-ka ni okeru IR kekka to akushon [IR Results and Actions at the Faculty of Engineering]. In Dai 20-kai Kyōtodaigaku Zengaku Kyōiku Shinpojiumu Hōkoku-Sho: Dēta to Risō ni Motodzuite Kangaeru Kyōdai no Kyōiku Kaikaku:Nyūshi Kara Daigakuin Kyōiku Made [The 20th Kyoto University General Education Symposium Report: On Educational Reform Based on Data and Ideals—From Admissions to Graduate School Education]. Kyoto, Japan: Kyoto University Faculty Development Committee, Available online: http://www.fd.kyoto-u.ac.jp/activity/shimposium2016.pdf (accessed on 15 June 2017).
- Kanamaru, T. 2014. Study a new kind of English offered by Kyoto University. Arts Sci. Newslett. 19: 5. Available online: http://www.z.k.kyoto-u.ac.jp/pdf/link/link0339.pdf?1417539122 (accesed on 10 June 2017).
- Ito, K., J. Teeter, A. Murakami, and M. Nakano. Strengthening English listening skills: The development of a self-study shadowing system for tablets and smart phones. In Proceedings of the 6th Joint Foreign Language Education and Technology Conference, Cambridge, MA, USA, 12–15 August 2015. [Google Scholar]
- Gardner, R.C. 1985. Social Psychology and Second Language Learning. London, UK: Edward Arnold. [Google Scholar]
- Ellis, R. 1997. Second Language Acquisition. Oxford, UK: Oxford University Press. [Google Scholar]
- Ajzen, I. 2005. Attitude, Personality and Behavior, 2nd ed. New York, NY, USA: Open University Press. [Google Scholar]
- Noels, K.A. 2013. Learning Japanese; Learning English: Promoting Motivation Through Autonomy, Competence and Relatedness. In Language Learning Motivation in Japan. Edited by M.T. Apple, D. Da Silva and T. Fellner. Bristol, UK: Multilingual Matters, pp. 15–34. [Google Scholar]
- Bernaus, M., and R.C. Gardner. 2008. Teacher motivation strategies, student perceptions, student motivation, and English achievement. Mod. Lang. J. 92: 378–401. [Google Scholar] [CrossRef]
- Dörnyei, Z. 2009. The L2 Motivational Self System. In Motivation, Language Identity and the L2 Self. Edited by Z. Dörnyei and E. Ushioda. Bristol, UK: Multilingual Matters, pp. 9–42. [Google Scholar]
- Harmon, D., II. 2014. Teaching Fluency and Rhythm to Learners Using Reading Aloud and Shadowing Dennis Harmon II. In Teaching the SoundsSystem of English. Edited by N. Barbieri and M. Giordano. Tokyo, Japan: Temple University, Japan Campus, pp. 33–43. [Google Scholar]
- Rico, M., M.J. Naranjo, G. Delicado, N. Plaza, and E. Domínguez. Let’s move: Mobile learning for motivation in language acquisition. In Proceedings of the 7th ICT for Language Learning, Florence, Italy, 13–14 November 2014; pp. 91–94. [Google Scholar]
- Ito, K., and M. Nakano. In Risuningu kyōka no tame ni shadōingu o daburetto ya sumaho de jishu gakushū dekiru shisutemu kōchiku [Strengthening English listening skills: The development of a self-study shadowing system for tablets and smart phones]. In Proceedings of the 55th Annual Conference of The Japan Association for Language Education and Technology, Kansai University, Osaka, Japan, 4–6 August 2015; pp. 74–75. [Google Scholar]
- Ryan, S. 2009. Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Motivation, Language Identity and the L2 Self. Edited by Z. Dörnyei and E. Ushioda. Bristol, UK: Multilingual Matters, pp. 120–143. [Google Scholar]
- Pigott, J. 2013. Motivation and complex systems theory: An exploratory view of the motivation of four Japanese university students. OnCue 6: 27–47. Available online: http://www.jaltcue.org/files/OnCUE/OCJ6.2/OCJ6.2_pp27-47_Pigott.pdf (accessed on 14 June 2017).
- Sharples, M., M. Milrad, I. Arnedillo Sánchez, and G. Vavoula. 2009. Mobile Learning: Small Devices, Big Issues. In Technology-Enhanced Learning: Principles and Products. Edited by N. Balacheff and S. Ludvigsen. Berlin, Germany: Springer, pp. 233–249. [Google Scholar]
- Valarmathi, K.E. 2011. Mobile assisted language learning. J. Technol. ELT 2: 1–8. Available online: https://sites.google.com/site/journaloftechnologyforelt/archive/april2011/mobileassistedlanguagelearning (accessed on 14 June 2017).
- Poushter, J. 2016. Smartphone ownership and Internet usage continues to climb in emerging economies. Pew Res. Center Glob. Attitudes Trends 22. Available online: www.pewglobal.org/2016/02/22/smartphone-ownership-and-internet-usage-continues-to-climb-in-emerging-economies/ (accessed on 14 June 2017).
- Senao, A. 2016. Chōsa dēta: Kōkōsei no sumātofon shoyū-ritsu wa 93. 0%, 2014nen yori 13. 5-pointo appu [Survey data: The ownership rate of smartphones by high school students is 93.0%, 13.5 points higher than 2014]. Mobile Marketing Laboratory. September 20. Available online: https://mmdlabo.jp/investigation/detail_1605.html (accessed on 12 June 2017).
- Prensky, M. 2001. Digital natives, digital immigrants. Horizon 9: 1–6. Available online: http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf (accessed on 12 June 2017).
- Pedró, F. 2012. Trusting the unknown: The effects of technology use in education. In The Global Information Technology Report. Geneva, Switzerland: The World Economic Forum, pp. 135–146. [Google Scholar]
- Wu, W.-H., Y.-C.J. Wu, C.-Y. Chen, H.-Y. Kao, C.-H. Lin, and S.-H. Huang. 2012. Review of trends from mobile learning studies: A meta-analysis. Comput. Educ. 59: 817–827. [Google Scholar] [CrossRef]
- Al-Jarf, R. 2012. Mobile technology and student autonomy in oral skill acquisition. In Left to My Own Devices: Learner Autonomy and MALL Innovation and LEADERSHIP in English Language Teaching. Edited by J. Díaz-Vera. Bingley, UK: Emerald Group, pp. 105–130. [Google Scholar]
- Liu, T.-Y., and Y. Chu. 2010. Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Comput. Educ. 55: 630–643. [Google Scholar] [CrossRef]
- Sato, T., F. Murase, and T. Burden. 2015. Is mobile-assisted language learning really useful? An examination of recall automatization and learner autonomy. In Proceedings of the EUROCALL Conference, Padova, Italy, 26–29 August 2015; Edited by F. Helm, L. Bradley, M. Guarda and S. Thouësny. Padova, Italy: Research-Publishing.net, pp. 495–501. [Google Scholar]
- Thornton, P., and C. Houser. 2005. Using mobile phones in English education in Japan. J. Comput. Assist. Learn. 21: 217–228. [Google Scholar] [CrossRef]
- Bovee, N., and J. Stewart. The utility of shadowing. In Proceedings of the JALT2008 Conference Proceedings, Tokyo, Japan, 31 October–3 November 2009; pp. 888–900. Available online: http://jalt-publications.org/recentpdf/proceedings/2008/E158.pdf (accessed on 15 February 2017).
- Harbison, D.C., Jr., R.J. Porter Jr., and E.A. Tobey. 1989. Shadowed and simple reaction times in stutterers and nonstutterers. J. Acoust. Soc. Am. 86: 1277–1284. [Google Scholar] [CrossRef] [PubMed]
- Shlesinger, M., and P. Pochhacker. 2011. Aptitude for Interpreting. Amsterdam, The Netherlands: John Benjamins Publishing Company. [Google Scholar]
- Murphey, T. 2001. Exploring conversational shadowing. Lang. Teach. Res. 5: 128–155. [Google Scholar] [CrossRef]
- Hamada, Y. 2014. The effectiveness of pre- and post-shadowing in improving listening comprehension skills. Lang. Teach. 38: 3–10. [Google Scholar]
- Foote, J.A., and K. McDonough. 2017. Using shadowing with mobile technology to improve L2 pronunciation. J. Second Lang. Pronunciation 3: 34–56. [Google Scholar] [CrossRef]
- Rongna, A., and R. Hayahi. 2012. Accuracy of Japanese pitch accent rises during and after shadowing training. In Proceedings of the 6th International Conference on Speech Prosody, Shanghai, China, 22–25 May 2012; Shanghai, China: Tongji University Press, pp. 143–146. [Google Scholar]
- Yamane, S., E. Saito, and T. Yashima. 2004. Ripītingu ga eigo purosodī no shūtoku ni ataeru kōka [The effects of repeating on acquiring prosody]. Kotobano Kagaku Kenkyuu 5: 45–51. [Google Scholar]
- Torikai, M., K. Tamai, T. Someya, M. Tanaka, C. Tsuruda, and T. Nishimura. 2003. Hajimete no shadoingu [Shadowing for the first time]. Tokyo, Japan: Gakken Marketing. [Google Scholar]
- Mochizuki, H. 2006. Application of shadowing to TEFL in Japan: The case of junior high school students. Stud. Engl. Lang. Teach. KELES 29: 29–44. Available online: http://www.keles.jp/activity/selt/backnumber/2006_no29/ (accessed on 10 February 2017).
- Nakayama, T., and A. Suzuki. 2012. Gakushū hōryaku no chigai ga shadowingu no fukushōryō ni ataeru eikyō [A study on learning strategies in shadowing training]. Rimediaru kyōiku kenkyū [J. Jpn. Assoc. Dev. Educ.] 7: 131–140. Available online: https://www.jstage.jst.go.jp/article/jade/7/1/7_KJ00008635818/_pdf (accessed on 15 February 2017).
- Mori, Y. 2011. Shadowing with Oral Reading: Effects of Combined Training on the Improvement of Japanese EFL Learners’ Prosody. Lang. Educ. Technol. 48: 1–22. Available online: http://ci.nii.ac.jp/naid/110008686398 (accessed on 15 February 2017).
- Hamada, Y. 2016. Shadowing: Who benefits and how? Uncovering a booming EFL teaching technique for listening comprehension. Lang. Teach. Res. 20: 35–52. [Google Scholar] [CrossRef]
- Tamai, K. 1992. “Follow-up” no chōkairyoku ni oyoba su kōka oyobi “follow-up” nōryoku to chōkairyoku no kankei [The effects of followup tasks on listening comprehension and the relationship between follow-up ability and listening comprehension]. STEP Bull., 48–62. Available online: https://www.eiken.or.jp/center_for_research/pdf/bulletin_archives/vol_04.pdf (accessed on 10 June 2017).
- Tamai, K. 2005. Risuningu Shidō-Hō to Shite no Shadōin gu no Kōka ni Kansuru Kenkyū [Research on the Effects of Using Shadowing as a Method of Teaching Listening]. Tokyo, Japan: Kazama Shobo. [Google Scholar]
- Kato, S. 2009. Kōkū eigo nōryoku shōmei shūtoku o mezashita risuningu shidō no kōsatsu [Listening activities for the acquisition of Aviation English proficiency test]. Bull. Chiba Univ. Lang. Cult., 47–59. Available online: http://mitizane.ll.chiba-u.jp/meta-bin/mt-pdetail.cgi?cd=00066721 (accessed on 10 June 2017).
- Kadota, S. 2007. Shadoingu to Ondoku no Kagaku [The Science of Shadowing and Oral Reading]. Tokyo, Japan: Cosmopier. [Google Scholar]
- Nakayama, T., and T. Armstrong. 2015. Weak forms in shadowing: How can Japanese EFL learnersperform better on shadowing tasks? Jissen Women’s Univ. CLEIP J., 13–21. Available online: https://jissen.repo.nii.ac.jp/?action=repository_uri&item_id=1323&file_id=22&file_no=2 (accessed on 10 June 2017).
- Lightbown, P.M., and N.M. Spada. 2013. How Languages Are Learned. Oxford, UK: Oxford University Press. [Google Scholar]
- Masgoret, A.-M., and R.C. Gardner. 2003. Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Lang. Learn. 53: 167–210. [Google Scholar] [CrossRef]
- Noels, K.A., L.G. Pelletier, and R.J. Vallerand. 2000. Why are you learning a second language? Motivational orietation and self-determination theory. Lang. Learn. 50: 57–85. [Google Scholar] [CrossRef]
- Gardner, R.C., and W.E. Lambert. 1959. Motivational variables in second language acquisition. Can. J. Psychol. 13: 191–197. [Google Scholar] [CrossRef]
- Dornyei, Z. 2001. Teaching and Researching Motivation. Harlow, UK: Longman. [Google Scholar]
- Gardner, R.C. 2001. Integrative motivation and second language learning. In Motivation and Second Language Acquisition. Edited by Z. Dornyei and R. Schmidt. Honolulu, HI, USA: University of Hawaii Press, pp. 1–20. [Google Scholar]
- Crookes, G., and R. Schmidt. 1991. Motivation: Reopening the research agenda. Lang. Learn. 41: 469–512. [Google Scholar] [CrossRef]
- Noels, K. 2001. New orientations in language learning motivation: Toward a model of intrinsic, extrinsic, and integrative orientations and motivations. In Motivation and Second Language Acquisition. Honolulu, HI, USA: University of Hawaii, pp. 43–68. [Google Scholar]
- Peirce, B.N. 1995. Social Identity, Investment, and Language Learning. TESOL Q. 29: 9–31. [Google Scholar] [CrossRef]
- Irie, K., and D. Brewster. 2013. One Curriculum, three Stories: Ideal L2 self and L2-Self-Discrepancy profiles. In Language Learning Motivation in Japan. Edited by M. Apple, D.D. Silva and T. Fellner. Bristol, UK: Multilingual Matters, pp. 110–128. [Google Scholar]
- Munezane, Y. 2013. Motivation, Ideal L2 Self, and valuing of Global English. In Language Learning Motivation in Japan. Edited by M. Apple, D.D. Silva and T. Fellner. Bristol, UK: Multilingual matters, pp. 152–168. [Google Scholar]
- Matsuoka, R., and A. Rahimi. 2010. The positive effect of conference participation on reducing L2 communication apprehension. Procedia Soc. Behav. Sci. 9: 1845–1854. [Google Scholar] [CrossRef]
- Ehrman, M.E. 1996. An exploration of adult language learners’ motivation, self-efficacy, and anxiety. In Language Learning Motivation: Pathways to the New Century. Edited by R.L. Oxford. Honolulu, HI, USA: University of Hawaii, pp. 81–103. [Google Scholar]
- Noels, K.A., G. Pon, and R. Clement. 1996. Language, Identity, and Adjustment. J. Lang. Soc. Psychol. 15: 246–264. [Google Scholar] [CrossRef]
- Tremblay, P.F., and R.C. Gardner. 1995. Expanding the Motivation Construct in Language Learning. Mod. Lang. J. 79: 505–518. [Google Scholar] [CrossRef]
- Julkunen, K. 1989. Situation and Task Specific Motivation in Foreign-Language Learning and Teaching. Joensuu, Finland: University of Joensuu. [Google Scholar]
- Andrade, M., and K. Williams. 2009. Foreign language learning anxiety in Japanese EFL university classes: Physical, emotional, expressive, and verbal reactions. Sophia Jr. Coll. Fac. J. 29: 1–24. Available online: https://www.jrc.sophia.ac.jp/pdf/research/bulletin/ver2901.pdf (accessed on 10 February 2017).
- Yashima, T., K. Noels, T. Shizuka, O. Takeuchi, S. Yamane, and K. Yoshizawa. 2008. The interplay of classroom anxiety, intrinsic motivation, and gender in the Japanese EFL context. Kansai Univ. J. Foreign Lang. Educ. Res. 17: 41–64. [Google Scholar]
- Yashima, T. 2002. Willingness to Communicate in a Second Language: The Japanese EFL Context. Mod. Lang. J. 86: 54–66. [Google Scholar] [CrossRef]
- Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ, USA: Lawrence Erlbaum. [Google Scholar]
- Johnson, M.P. 2013. A longitudinal perspective on EFL learning motivation in Japanese engineering students. In Language Learning Motivation in Japan. Edited by M. Apple and D.D.S.T. Fellner. Bristol, UK: Multilingual Matters, pp. 189–205. [Google Scholar]
- Kimura, Y., Y. Nakata, and T. Okumura. 2001. Language Learning Motivation of EFL Learners in Japan-A Cross-Sectional Analysis of Various Learning Milieus. JALT J. 23: 47–68. Available online: http://jalt-publications.org/archive/jj/2001a/art3.pdf (accessed on 13 June 2017).
- Falout, J., and M. Maruyama. 2004. A Comparative Study of Proficiency and Learner Demotivation. Lang. Teach. 28: 3–9. Available online: http://jalt-publications.org/files/pdf-article/tlt38.1-art1.pdf (accessed on 10 June 2017).
- Apple, M.T., J. Falout, and G. Hill. 2013. Exploring classroom-based constructs of EFL motivation for science and engineering students in Japan. In Language Learner Motivation in Japan. Edited by M.T. Apple, D. Da Silva and T. Fellner. Bristol, UK: Multilingual Matters, pp. 54–74. [Google Scholar]
- Kaneko, E. 2012. On the motivation of science majors learning English a foreign language: A case study from Japan. OnCUE 6: 3–26. Available online: jaltcue.org/files/OnCUE/OCJ6.2/OCJ6.2_pp3-26_Kaneko.pdf (accessed on 10 June 2017).
- Chen, Y., C. Liska, and T.J. Smith. 2017. Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach. Lang. Learn. Technol. 21: 28–41. Available online: http://llt.msu.edu/issues/february2017/chencargersmith.pdf (accessed on 10 June 2017).
- Colibaba, A., O. Ursa, C. Arhip, I. Gheorgiu, and S. Colibaba. Take Care of Mobile Learning! In Proceedings of the 7th ICT for Language Learning, Florence, Italy, 13–14 November 2014; pp. 319–322. [Google Scholar]
- Hamada, Y. 2015. Uncovering shadowing as an EFL teaching technique for listening: Learners’ perceptions, self-confidence, and motivation. Akita Daigaku Kyōyō Kiso Kyōiku Kenkyū Nenpō [Akita University Annual Report on General Education Research]. pp. 9–22. Available online: http://air.lib.akita-u.ac.jp/dspace/bitstream/10295/2779/1/kkiso17(9).pdf (accessed on 10 February 2017).
- Li-Chi, L. 2009. A Study of Using Shadowing As a Task in Junior High School EFL Program in Taiwan. Taipei, Taiwan: National Taiwan University of Science and Technology. [Google Scholar]
- Saishin kyōto fu daigaku hensa chi ichiran 2017 (Latest Kyoto Prefecture academic deviation rankings list). 2017. Daigaku Juken Boy. Available online: http://daigakujyuken.boy.jp/indexkyoutofu.html/ (accessed on 10 September 2017).
- Aotani, M. Eigo Gakushū. TOEFL Setsumei Kai (hi Eiri. Kōkai. Muryō)—SUPĪKINGU to Sōgō Ryoku (Studying English. TOEFL Briefing Session (Non-Profit, Open to the Public, Free)ーSpeaking and Overall Ability) Aotani Homepage 2013. Available online: http://aoitani.net/TOEFL_12.html (accessed on 10 June 2017).
- Obunsha, Eiken 1-kyū yosōmondai doriru shin shiken taiō-ban (onsei DL-tsuki) [Eiken Level 1 Practice Drills for the new version (with recording)]. 2015, Tokyo, Japan: Obunsha.
- Taguchi, T., M. Magid, and M. Papi. 2010. Appendix B. In Questionnaires in Second Language Research: Construction, Administration, and Processing. Edited by Z. Dörnyei and E. Ushioda. New York, NY, USA: London, UK: Taylor & Francis. [Google Scholar]
- Suzuki, W., A. Leis, A. Ando, and N. Itagaki. 2011. Nihonjin Daigakusei no Eigo Gakushū ni Taisuru Dōkidzuke Chōsa—Dörnyei no L 2 Motivational Self System Nimotozuite—Miyagi Educational University Research Center for Education in International Understanding Annual Report. pp. 15–33. Available online: http://rceiu.miyakyo-u.ac.jp/img-nenpou2010/ron3%20saai.pdf (accessed on 10 June 2017).
Levene’s Test for Equality of Variances | t-Test for Equality of Means | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
F | Sig. | t | df | Sig. (2-Tailed) | Mean Difference | Std.Error Difference | 95% Confidence Interval of the Difference | |||
Lower | Upper | |||||||||
7. English listening comprehension is easy (LSC) | Equal variances assumed | 4.02 | 0.05 | −3.38 | 1694 | 0.001 | −0.18 | 0.05 | −0.28 | −0.07 |
Equal variances not assumed | −3.36 | 1570.53 | 0.001 | −0.18 | 0.05 | −0.28 | −0.07 | |||
9. I am good at learning English (LSC) | Equal variances assumed | 6.67 | 0.01 | −2.73 | 1694 | 0.006 | −0.15 | 0.05 | −0.26 | −0.04 |
Equal variances not assumed | −2.75 | 1631.56 | 0.01 | −0.15 | 0.05 | −0.26 | −0.04 | |||
20. I know effective ways to study English listening comprehension (LSC) | Equal variances assumed | 0.061 | 0.81 | −4.27 | 1694 | 0.000 | −0.24 | 0.06 | −0.35 | −0.13 |
Equal variances not assumed | −4.27 | 1599.22 | 0.000 | −0.24 | 0.06 | −0.35 | −0.13 | |||
10. I feel like other students in my class are better than me at English (A) | Equal variances assumed | 0.03 | 0.86 | 2.65 | 1694 | 0.008 | 0.17 | 0.07 | 0.05 | 0.3 |
Equal variances not assumed | 2.65 | 1596 | 0.008 | 0.17 | 0.07 | 0.05 | 0.3 |
Levene’s Test for Equality of Variances | t-Test for Equality of Means | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
F | Sig. | t | df | Sig. (2-Tailed) | Mean Difference | Std.Error Difference | 95% Confidence Interval of the Difference | |||
Lower | Upper | |||||||||
11. I get excited when my teacher speaks to the class in English (IL) | Equal variances assumed | 18.67 | 0.00 | −1.96 | 1694 | 0.05 | −0.12 | 0.06 | −0.25 | −0.00 |
Equal variances not assumed | −1.98 | 1663.21 | 0.05 | −0.12 | 0.06 | −0.25 | −0.00 | |||
31. I really want to be able to understand spoken English (IL) | Equal variances assumed | 0.16 | 0.69 | 2.43 | 1694 | 0.02 | 0.14 | 0.07 | 0.03 | 0.25 |
Equal variances not assumed | 2.44 | 1633.97 | 0.02 | 0.14 | 0.06 | 0.03 | 0.25 | |||
32. Being able to understand spoken English is important to me (IL) | Equal variances assumed | 1.38 | 0.24 | 3.3 | 1694 | 0.00 | 0.18 | 0.05 | 0.07 | 0.29 |
Equal variances not assumed | 3.32 | 1631.93 | 0.00 | 0.18 | 0.05 | 0.07 | 0.29 | |||
21. I believe I will be able to understand spoken English with little difficulty if I keep practicing listening comprehension (ILS) | Equal variances assumed | 3.951 | 0.05 | −2.4 | 1694 | 0.02 | −0.14 | 0.06 | −0.26 | −0.03 |
Equal variances not assumed | −2.42 | 1640.07 | 0.02 | −0.14 | 0.06 | −0.26 | −0.03 | |||
24. I can image myself speaking English to other English speakers like a fluent speaker in 2 years (ILS) | Equal variances assumed | 0.03 | 0.86 | −2.36 | 1694 | 0.02 | −0.13 | 0.05 | −0.23 | −0.02 |
Equal variances not assumed | −2.36 | 1613.07 | 0.02 | −0.13 | 0.05 | −0.23 | −0.02 |
36. Shadowing is Interesting | 37. Shadowing is Boring | 39. Shadowing is an Effective Way of Learning English | 42. In the Future, I Want to Use Shadowing to Practice Listening Comprehension | ||
---|---|---|---|---|---|
Mean | 2.9792 | 3.7403 | 3.8299 | 3.4766 | |
Median | 3.0000 | 4.0000 | 4.0000 | 4.0000 | |
Std. Deviation | 1.19038 | 1.22291 | 1.13160 | 1.21225 | |
Range | 5.00 | 5.00 | 5.00 | 5.00 | |
Percentiles | 25 | 2.0000 | 3.0000 | 3.0000 | 3.0000 |
75 | 4.0000 | 4.0000 | 4.0000 | 4.0000 |
© 2017 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Teeter, J.L. Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application. Languages 2017, 2, 19. https://doi.org/10.3390/languages2040019
Teeter JL. Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application. Languages. 2017; 2(4):19. https://doi.org/10.3390/languages2040019
Chicago/Turabian StyleTeeter, Jennifer Louise. 2017. "Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application" Languages 2, no. 4: 19. https://doi.org/10.3390/languages2040019
APA StyleTeeter, J. L. (2017). Improving Motivation to Learn English in Japan with a Self-Study Shadowing Application. Languages, 2(4), 19. https://doi.org/10.3390/languages2040019