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文章産出に対する学習者の考え方の変化とe ピア・レスポンスの役割 : 日本語文章表現授業におけるある学習者の原稿作成の過程を辿って

A Case Study on Learner’s Change and ePeer Response’s Work on Japanese Academic Writing : Focus on Writing Process

神戸大学留学生教育研究

1

27-49

国際教育総合センター留学生教育部門

2017-03

2017-04-06

The purpose of this case study is to find the cause of learner’s change in ways of producing academic writing by analyzing on the process of learner’s academic writing in Japanese and the ePeer Response (ePR)’s work on the process. This research questions are from the author’s actual experience of Japanese writing class at University. As a result, I concluded that the learner’s change was led by peer’s existence (comments and products) and ePR characteristics (“release from time and place limitation” and “record of comments and products”). This conclusion includes that ePR has a possibility to give good environment for academic writing. But, from the viewpoint of Active Learning theory, this class design is insufficient to improve the ability to use knowledge and information about academic writing

紀要論文