Earticle

This study investigates how paper-based textbooks were used in online English language teaching in Japanese universities during the COVID-19 pandemic, applying a posthumanist approach. Two online surveys were conducted with 126 students to examine their perception of the role and the use of paper textbooks in online classes in 2020 and 2021. Results of the obtained data and free description showed that students effectively engaged in online learning in both home space and classroom, and paper-based textbooks assisted them in developing a sense of community by sharing the same contents remotely. These results suggest that paper-based textbooks worked effectively in the pandemic-driven online learning environment. The findings are also underpinned by Japan's education policy of providing free textbooks from elementary to secondary education. At the same time, it appeared that students gradually got accustomed to online learning and began seeking new materials that would give them more options and fit online teaching. Future research would include uncovering the relationship between teachers' beliefs and students' actual sense-making processes.

本研究では、日本の大学のオンライン英語教育において、COVID19によるパンデミック時に紙の教科書がどのように使用されていたかを、ポストヒューマニズム・アプローチを適用して調査する。2020年と2021年のオンライン授業における紙教科書の役割と使用についての学生の認識を調べるため、126人の大学生を対象に2回のオンラインで質問紙調査（選択肢、自由記述）を実施した。得られたデータと自由記述の結果、学生は、自宅空間と教室の両方でオンライン学習に積極的に取り組んでおり、紙教科書は、同じコンテンツを共有することで学生の一体感を育んだことが示された。これらの結果は、パンデミックをきっかけとするオンライン学習の環境において、紙媒体教科書が有効に機能したことを示唆する。また、初等教育から中等教育までの教科書の無償配布という日本の教育政策も、これらの結果を裏打ちしている。しかし同時に、学生は、徐々にオンライン学習に馴染むにつれて、より多くの学習の選択肢を提供し、オンライン教育にも適合するような新しい教材を求め始めたことが分かった。今後の展望として、教師の信念と生徒の実際の理解プロセスの関係を明らかにする研究が求められる。

This study explores the relationships between reading a passage and writing a summary. Summary writing has two processes: (1) reading comprehension of texts and (2) writing a summary following the instructions in the question. There are three types of summary questions for Japanese learners: (1) reading an English passage and writing a summary in Japanese (EJ type), (2) reading a Japanese passage and writing a summary in English (JE type), and (3) reading an English passage and writing a summary in English (EE type). This study investigates how these summary question types affect Japanese learners in writing a summary. 51 Japanese high school students participated. First, they all took a common reading comprehension test and were then randomly divided into three groups of 17 students each (Group A, B, and C). Group A, B, C took EJ, JE, and EE type summary questions, respectively. The scoring rate of the common reading comprehension test was 89.69%, indicating all the participants’ reading comprehension was generally good. However, the results of summary questions were different. The scoring rate was 46.47%, 40.00%, and 20.00% for EJ, JE, and EE, respectively. These results revealed there was still a significant gap between reading comprehension and writing a summary.

本研究は読解力と要約作成力の関係を検討した。要約作成には（１）テキストの読解と（２）問題の指示に従い要約を書く、という２つの過程がある。日本人学習者には（１）英語を読み日本語で要約を書く（EJタイプ）、（２）日本語を読んで英語で要約を書く（JEタイプ）、ならびに（３）英語を読んで英語を書く（EEタイプ）という３種類が存在する。本研究では、この３種類の問題が日本人学習者の要約作成にどのような影響を及ぼすかを調べた。実験には51名の日本人高校生が参加した。まず、彼らに共通の読解力テストを課し、17名ずつ３つのグループA, B, Cに分ける。グループA, B, CはそれぞれEJ, JE,EEの要約テストを解く。共通の読解力テストの得点率は89.69%であり、参加者全員の読解力は総じて優れていることが分かった。しかし、要約テストの結果には差が生じた。EJテスト、JEテスト、EEテストの順に得点率はそれぞれ46.47%、40.00%、ならびに20.00%であった。この実験結果が明らかにしたことは、読解力と要約作成力の間には大きな差が存在するということだった。

English has been promoted as a language of hope, desire, and mobility in Bangladesh, as elsewhere in the world. In this article, we investigate how rural students in Bangladesh may relate to these promises of English in seeking escape from rural poverty and disadvantage. We draw on findings and insights from three doctoral studies that were conducted in a disadvantaged region in the north of the country. The three studies engaged with students, teachers, and parents, and captured life, experiences, and struggles of poor students attending poor schools and learning poor English. Bringing the studies together enables a holistic understanding of English learning experiences and outcomes taking into account curricular, non-curricular, familial, and social factors shaping English language pedagogy in the region. We contrast key findings from the studies with the many promises of English that have been articulated by national and global education policies and policy actors. Urban-rural divides in academic achievement in general and English learning in particular have been reported in Bangladesh, as elsewhere. These outcomes challenge us to reflect for whom English works as a linguistic capital and for whom it may be otherwise. We argue for focused policy thinking about English teaching and learning in rural communities in Bangladesh and other developing societies.

িবের অন􀒝ান􀒝 েদেশর মেতা বাংলােদেশও ইংের􀎝জেক আশা, আকা􀏦া ও সামা􀎝জক গিতশীলতার ভাষা িহেসেব 􀏕চার করা হেয়েছ। এই িনবে􀑁 আমরা বাংলােদেশর 􀏂ামীণ িশ􀏠াথ􀎻েদর দাির􀏒􀒝 এবং সামা􀎝জক 􀏕িতকূলতা েথেক পির􀏏াণ পাওয়ার ে􀏠ে􀏏 ইংের􀎝জ ভাষা কীভােব স􀑕ক􀎺যু􀐅 তা তদ􀐾 কেরিছ। এ জন􀒝 আমরা েদেশর উ􀐫ের এক􀎜ট সুিবধাব􀎝􀐝ত অ􀐝েল পিরচািলত িতন􀎜ট ড􀐄রাল গেবষণার ফলাফল এবং তার িবে􀑫ষেণর উপর িনভ􀎺র কেরিছ। এইসব গেবষণা কেম􀎺র জন􀒝 আমরা ছা􀏏-ছা􀏏ী, িশ􀏠ক এবং িপতামাতার সােথ স􀑕ৃ􀐅 হেয়িছলাম এবং 􀏂ামীণ অস􀐘ল ছা􀏏-ছা􀏏ীেদর অমানস􀑕􀑂 􀑴ুেল িন􀑔মােনর ইংের􀎝জ েশখার জীবন িচ􀏏, অিভ􀏡তা ও সং􀏂াম ত􀎦েল ধেরিছ। এই িতন গেবষণা কম􀎺েক এক􀎝􀏏ত করার ফেল এই অ􀐝েল ইংের􀎝জ ভাষা অধ􀒝য়েনর অিভ􀏡তা ও ফলাফেলর এক􀎜ট সামি􀏂ক 􀏡ানগভ􀎺 িচ􀏏 ফুেট উেঠেছ। এই 􀏡ানাজ􀎺েনর িভি􀐫 হে􀐘 পাঠ􀒝􀎿িমক, অপাঠ􀒝􀎿িমক, পািরবািরক ও সামা􀎝জক িবষয়ািদ যা এতদ􀐝েলর ইংের􀎝জ ভাষা িশ􀏠ািবদ􀒝ােক 􀏕ভািবত কেরেছ। এইসব গেবষণা কম􀎺 েথেক 􀏕া􀑇 মূল ফলাফল 􁃕িলেক আমরা ইংের􀎝জ ভাষার ব􁉍মুখী 􀏕িত􁅂িতর সােথ স􀑕ৃ􀐅 কেরিছ েয 􀏕িত􁅂িত􁃕েলা মূলত জাতীয় ও আ􀐾জ􀎺ািতক িশ􀏠া নীিতেত ও নীিতিনধ􀎺ারকগেণর আেলাচনায় 􀑸ান েপেয়েছ। অন􀒝ান􀒝 েদেশর মেতা বাংলােদেশও সাধারণভােব একােডিমক কৃিত􀐯 এবং িবেষশভােব ইংের􀎝জ ভাষা েশখার সাফেল􀒝র ে􀏠ে􀏏 􀏂াম-শহেরর িবভাজন ল􀏠ণীয়। এ􁃉প ফলাফল ও উপলি􀑐র ফেল আমােদর 􀏕􀑨 হয় ইংের􀎝জ ভাষা আসেলই কােদর জন􀒝 ভািষক মূলধন িহেসেব কাজ কের এবং কােদর জন􀒝 এর ফলাফল স􀑕ূণ􀎺 িবপরীত। আমরা বলেত চাই েয, বাংলেদশ সহ অন􀒝ান􀒝উ􀑂য়নশীল েদেশর 􀏂ামীণ জনেগা􀑮􀎣েত ইংের􀎝জ ভাষা িশ􀏠াদান ও েশখার জন􀒝 মেনািনেবিশত নীিত পিরক􀑟নার উপর 􁃕􁃈􀐯 আেরাপ করা উিচত।

본 연구는 한국의 한 예술대학 영어수업에서 학생들의 예술작품을 활용하는 예술과 언어를 통합한 영어학습프로그램을 적용해보고 그 교육적 가능성을 가늠해보았던 사례연구이다. 연구자들은 교과목과 언어의 통합 학습에 대한 교사 및 학생들의 인식을 조사하고, 영어능력 차이에 따라 분리된 두 그룹 학생들의 학습태도를 통계적으로 분석하였다. 양적연구의 한계를 극복하기 위하여 정성연구(수업 관찰 및 교사와 학생들 면담)로 보완하였다. 연구결과에 따르면, 교과목과 언어학습을 통합하는 수업에 대한 학생들의 전반적 인식은 긍정적이었으며 언어와 예술전공 공부에 새로운 인식을 보여주었다. 또한, 교과목과 언어학습을 통합한 과제는 학생들의 언어사용을 활성화하고 전공 학습에 대한 흥미를 진작시켰다. 참여교사들이 교과목과 언어학습 통합 과정에서 차이가 나는 운영 방식을 채택했는데, 그 결과 하위그룹 교사는 초기의 회의적인 태도를 극복하고 예술과 언어학습 통합의 적극지지자가 되었던 반면, 상위그룹 교사는 학생들의 불평과 미미한 영어학습태도에 실망하여 다소 냉소적인 태도를 보여주었다.

This is a case study to assess the application of an art-integrated language learning program with students’ own artworks to EFL classes at an art college of Korea. We investigated the instructors’ and students’ perceptions on Content and Language Integrated Learning (CLIL) and the students’ attitudes towards the art-integrated language learning with two different groups—a lower-level group of 22 students and an upper-level group of 10 students. For in-depth research, this study also turned to the qualitative method of observing the classes and interviewing the students and instructors. The results revealed the students’ overall perception of the CLIL approach substantially improved, though the lower -level group were more affirmative than the upper-level group. The art-integrated tasks proved effective in enabling the students to get empowered with their own artwork and thus to become more expressive about their own personal, academic interests. Two instructors displayed differing trajectories in terms of attitude changes about CLIL. The instructor of the lower-level class, despite her initial reservations, became enthusiastic for implementation of art-integrated language learning, whereas the instructor of the upper-level class turned a bit pessimistic after getting overwhelmed by the students’ complaints and underwhelmed by the degree of students’ English learning.

Digital learning environments afford intensive and rapid interaction for learners, which leads to a learning duration within a short learning period. Therefore, it is essential to know how to design information presentations when the learning duration is short and learning tasks are intensive. The current study designed learning tasks with different types of vocabulary glosses (e.g., corresponding pictures or sounds) and learning duration (3, 5, or 7 seconds per word). Learning results were analyzed considering learners’ word recognition and passive recall of the meaning of vocabulary with descriptive analysis. Learners' characteristics (i.e., working memory capacity, executive function, and strategy in allocating information) were collected and analyzed through three types of phonological working memory capacity tests, one visuospatial working memory capacity test, and a vocabulary encoding survey. The result indicates that text-only glosses with 3s per word (15s whole learning task) learning duration led to the highest learning result in supporting learners' word recognition. Meanwhile, text + picture glosses with 5s per word (25s whole learning task) lead to the highest learning result in learners' passive recall of vocabulary meaning. However, when the learning duration is extended, image glosses may become redundant information. Besides, the result indicates that learners with higher phonological working memory, may store more redundant phonological information which disturbs the information processes. However, if learners have a better executive function, the negative effects may be relieved.

数字学习环境提供的密集而快速的交互，让学习时长被限制在了较短的时间内。因此，了解如何在学习时间较短、学习任务较多的情况下，更好的展示信息是非常必要的。当前研究设计了不同类型的词汇注释（例如，与词汇相关的图片或声音）和不同的单词学习时长（每个单词3秒、5秒或7秒）的学习任务。描述性分析被应用于分析学生的接受性词汇的词汇识别和词汇意义记忆成果。本研究通过三种类型的语音工作记忆容量测试、一种视觉空间工作记忆容量测试和学生词汇记忆策略的调查，收集和分析了学习者的特征（即工作记忆容量、大脑的执行功数字学习环境提供的密集而快速的交互，让学习时长被限制在了较短的时间内。因此，了解如何在学习时间较短、学习任务较多的情况下，更好的展示信息是非常必要的。当前研究设计了不同类型的词汇注释（例如，与词汇相关的图片或声音）和不同的单词学习时长（每个单词3秒、5秒或7秒）的学习任务。描述性分析被应用于分析学生的接受性词汇的词汇识别和词汇意义记忆成果。本研究通过三种类型的语音工作记忆容量测试、一种视觉空间工作记忆容量测试和学生词汇记忆策略的调查，收集和分析了学习者的特征（即工作记忆容量、大脑的执行功

Participation in different communities of practice forms and changes individuals’ identities. Teachers’ membership in language organizations is an example of such communities. Organizational identity (OI) affects how teachers act and position themselves in particular contexts. In the wake of emergency remote teaching, virtual environments have redefined the relationship between teachers and organizations. Although teacher identity construction has recently attracted a growing interest, studying teachers’ OI has remained underexplored. In response to this paucity of research, the present study investigated how online teaching affects teachers’ OI and what antecedents and consequences can explain their OI. This study adopted a qualitative design in which 14 teachers with high and low OIs were selected based on their answers to an OI questionnaire. Then, interviews were used and further analyzed qualitatively to examine the teachers’ OI. The findings revealed that while OI appeared to have a paramount role in teachers’ performances and emotions, transition to online environments negatively affected the teachers’ OI. Several factors, instructional, institutional, and personal, served as the antecedents and barriers of OI. We offer several implications for teacher educators, administrators, and policymakers to cope with the challenges of virtual environments and facilitate the speed of transition to online teaching.

فلتخم یراک تاعامتجا رد تکرش ھک ارچ دراذگ یم ریثات ناملعم یریگ عضوم نامزاس و ناملعم طابترا یزاجم طیحم ،رود هار زا شزومآ شیادیپ اب .دوش یم دارفا تیوھ رییغت و یریگ لکش بجوم یدایز ھجوت اریخا ناملعم تیوھ یریگ لکش ھچرگا .تسا هدرک ینوگرگد راچد ار اھرک بلج دوخ ھب تیوھ ،تسا هد ھب یفیک درکیور ذاختا اب رضاح ی ھعلاطم روظنم نیدب .تسا ھتفرگن رارق ھعلاطم دروم نانچمھ ناملعم ینامزاس ینامزاس تیوھ یسررب14 .تسا ھتخادرپ یسیلگنا نابز ملعم تیوھ رب یزاجم یاھ طیحم یفنم ریثات دییات رب هولاع ،ناملعم ینامزاس زا یکاح هدمآ تسد ھب جیاتن لماع ناونع ھب ینامزاس و یشزومآ ،یصخش فلتخم لماوع ھک دوب نآ .دننک یم لمع هدنرادزاب و رگداجیا ھلباقم یارب یتاداھنشیپ ھب ھعلاطم نیا رد هدش هراشا یزاجم طیحم یاھ شلاچ اب .تسا

Many ELT scholars have researched various issues in online language learning during the COVID-19 pandemic. However, only one study applies a Narrative Inquiry approach in researching students’ stories as reflections regarding their learning shifts because of the pandemic. Inspired by John Dewey’s (1933, 1986) notion and other scholars about the significance of learners’ reflections in education, this study attempts to fill the gap by exploring the in-depth stories as reflections of EFL students from three different Indonesian universities about their learning shift experiences before and during the pandemic and their perceptions about learning trends in the future. Nine students as the participants were asked to share their experiences and viewpoints through an open-ended questionnaire and semi-structured interviews. The collected responses were then analyzed using the techniques and tools from Narrative analysis. The results reveal that most participants proposed Blended Learning (BL) with some required conditions for their effective learning: they loved to be taught with the assistance of online materials and applications but longed for more meaningful interactions in conventional face-to-face classes for the issues experienced in fully online learning. For them, the future BL needs to be managed with some relatively balanced proportions of both online and offline classes.

Banyak akademisi pada bidang pengajaran bahasa Inggris (ELT) telah meneliti berbagai macam isu dalam pembelajaran bahasa secara daring selama pandemi COVID-19. Namun, hanya satu studi yang menggunakan pendekatan Narrative Inquiry dalam meneliti cerita mahasiswa sebagai refleksi mengenai perubahan aktivitas belajar mereka akibat pandemi. Terinspirasi oleh gagasan John Dewey (1933, 1986) dan para akademisi lainnya mengenai pentingnya refleksi siswa dalam pendidikan, penelitian ini berusaha mengisi kesenjangan (gap) yang ada melalui eksplorasi cerita secara mendalam sebagai refleksi mahasiswa jurusan bahasa Inggris (EFL) dari tiga universitas berbeda di Indonesia mengenai pengalaman belajar mereka yang berubah sebelum dan selama pandemi serta persepsi mereka mengenai tren pembelajaran di masa depan. Sembilan mahasiswa sebagai peserta diminta untuk berbagi pengalaman dan sudut pandang melalui kuesioner terbuka dan wawancara semi-terstruktur. Tanggapan yang terkumpul dari mereka kemudian dianalisis menggunakan teknik dan alat dari Narrative Analysis. Hasilnya mengungkapkan bahwa sebagian besar peserta mengusulkan Blended Learning (BL) dengan beberapa persyaratan tertentu yang diperlukan untuk pembelajaran efektif mereka: mereka senang diajar dengan bantuan materi dan aplikasi daring, tetapi merindukan interaksi yang lebih bermakna dalam kelas tatap muka konvensional karena pertimbangan masalah yang dialami selama pembelajaran daring secara penuh. Bagi mereka, BL di masa yang akan datang perlu dikelola dengan proporsi yang relatif seimbang antara kelas daring dan luring.