論文 - ブラッドフォード　リー

Enhancing listening comprehension through kinesthetic rhythm training 査読 国際誌

ブラッドフォード　リー

RELC Journal   53 ( 3 )   567 - 581   2020年8月

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Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist; inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to measure the effect that rhymical training had on the listening comprehension acuity of 313 Japanese university students. The theoretical basis was that rhythmical priming assists learners parse the input based on prosody and identify salient words by stress. Small but significant increases were observed among students who were rhythmically trained, compared to a comparison group that received explicit instruction but no rhythm training, and a “true” control group that received no treatment. These results extend the feasibility of input enhancement, rhythmic priming, and perception-based instruction beyond the traditional grammar and pronunciation instruction domains.

Japanese tertiary-level students' cognition of World Englishes 査読

ブラッドフォード　リー、ジャスティン　ベイリー

福井工業大学研究紀要   ( 50 )   243 - 253   2020年5月

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Estimates vary widely as to the number of people who study English globally, from Kachru and Nelson’s (2006) estimate of 700 million, to Beare’s (2019) figure of over 1.5 billion. However, these statistics are somewhat misleading as English is not a single entity, but rather a multitude of different dialects of the language (e.g., American English, British English), more accurately described as World Englishes (WE). The current study investigated the cognition of WE among 473 Japanese university students, revealing that while a majority of the participants knew that different varieties of English existed (n = 366; 77.4%), they could not describe in detail what those differences were (n = 351; 74.2%). Among those who could name some differences, pronunciation was cited the most often (n = 99; 81.1%), followed by a small number noting grammatical differences (n = 2; 1.6%), and none suggesting syntax or pragmatic factors such as appropriateness as being different among varieties of WE. When asked their preference of English instructor, citizens of inner circle countries (e.g., the USA, UK, Australia, or Canada) were rated the highest (M = 3.48), followed closely by Japanese English teachers (M = 3.42). Theoretical rationale and pedagogical implications are discussed.

Differences in Japanese college students' academic- and L2-motivation 査読

ブラッドフォード　リー

福井工業大学研究紀要   ( 50 )   254 - 266   2020年5月

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Japan continues to expand its federally funded English initiatives, with English now a compulsory subject starting from the 4th grade and continuing through to senior high school. While motivation for learning English has been heavily researched, little has been done to understand the underlying academic motivation among the population. As understanding the general landscape would allow for new insights into English-specific research, this study investigated first-year undergraduate students by applying the Academic Motivation Scale to an entire incoming freshman class (N=606). It was found that intrinsic motivation matrices were slightly positive overall (M=5.07 on a 7-point Likert scale), which contrasts with precursor research suggesting that students at this university were predominantly extrinsically motivated towards the study of English (Lee, 2017). Slight but significant differences were detected, depending on the participants’ academic major, gender, and residential status (i.e., international or domestic).

A qualitative analysis of three textual enhancement techniques 査読

ブラッドフォード　リー

福井工業大学研究紀要   ( 50 )   268 - 276   2020年5月

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The concept of noticing is a key tenet of second language acquisition (SLA). Teachers have long been using every method available to get their students to pay attention, in the hopes of increasing the likelihood that their lessons will ‘stick’, a term known as intake in SLA. The current study investigated the efficacy of three textual enhancement (TE) techniques at drawing N = 168 Japanese university students’ awareness to the desired language feature, the first step towards noticing. Results indicated that contrary to predictions, participants were only moderately able to identify the target of instruction (47.6%; 74.4%; 58.3%, respectively). These results carry significant implications for not only language teachers, but for SLA researchers who have thus far been baffled as to why TE research has often yielded conflicting results.

Smartphone tapping vs. handwriting: A comparison of writing medium 査読 国際誌

ブラッドフォード　リー

EuroCALL Review   28 ( 1 )   15 - 25   2020年3月

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Mobile-learning (m-learning), or mobile-assisted language learning (MALL), has been the object of a great deal of research over the last twenty years. However, empirical work in this area has largely failed to produce generalizable conclusions due to variation in methodology, target feature, and task-type (Burston, 2014, 2015). As schools in Japan begin to join the growing number of classrooms worldwide using mobile-based assignments, this study examined how Japanese EFL students’ writing task production differed depending on writing medium (i.e., handwritten on paper vs. tapped on a smartphone). Writing samples were collected from N = 1,449 participants, divided into smartphone- or paper-based groups, across a spectrum of English proficiencies. Handwritten submissions were found to be significantly longer than those composed on a smartphone (p < .001, d = .54), with differences being more pronounced for learners of higher proficiency than lower ones. Significance and effect sizes steadily dropped from p < .001, d = .66 for advanced learners to p = .168, d = .38 for beginners. These results indicate that care must be taken in designing m-learning activities, and that students must be given adequate training in smartphone-input skills (i.e., tapping) and time to acclimate before using such tasks for high-stakes assessments.

Japanese tertiary students' access to smartphones and their feelings regarding their use in the EFL classroom 査読

ブラッドフォード　リー

福井工業大学研究   ( 49 )   216 - 224   2019年11月

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When institutional stakeholders contemplate the introduction of a new technology into the classroom, they often are concerned with the uses and functions of the tech and sometimes overlook a very basic aspect: students’ access and level of comfort using the technology required. This study was conducted to assess the level of access students at a small private engineering university had to smartphones, a technology that stakeholders believe will be used to access and complete assignments on a new asynchronous learning site the university is rolling out in the upcoming academic year. While the results showed that nearly 100% of students surveyed (N=225) did have access to the requisite tech, only 23.56% of respondents (n=53) indicated that they were excited about using them for coursework. The reasons students gave for their willingness or hesitation are presented, and the implications of the introduction of the portal site are discussed in terms of English education and general motivation. Some suggestions are also given of how to most effectively address students’ concerns.

A case study of writing task performance: Smartphone input vs. handwriting 査読

ブラッドフォード　リー

福井工業大学研究   ( 49 )   225 - 231   2019年11月

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M-learning (mobile phone-based learning) is quickly becoming prevalent at educational institutions around the world. However, while there have been studies (though few and limited) examining the differences between typing on a computer vs. handwriting, there have been no similar studies investigating smartphone use. This is the first empirical study comparing performance on English writing tasks between the media of smartphones and handwriting, and also the first to investigate using different media for composition in a second language (L2). Writing samples submitted via both media were collected from 2 freshman English majors over a 14-week period and analyzed for word count. Results for both participants showed statistically significant decreases in production when using a smartphone to the effect sizes of d=-1.13 and -2.34, respectively. This is a significant result that educators should be cognizant of when assigning online tasks. Implications for the classroom and possible ways to mitigate the negative effects of smartphone use are also discussed.

福井工業大学におけるコミュニケーション重視の英語教育の取り組み 査読

入学 直哉，小山 政史，ブラッドフォード リー，サム トムソン

福井工業大学研究紀要   ( 47 )   373 - 381   2017年5月

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In 2013 Fukui University of Technology launched the SPEC (the Special Program for English Communication) program, which focuses on improving students’ communication skills in English. The main purpose of this program is to develop human resources who can be actively involved in international arenas after graduation. The first- and second-year students learn everyday conversations in English and the third- and fourth-year students learn business English or technical English depending on their interest. Besides the regular subjects, extracurricular studies and activities are provided for the students and they can immerse themselves in a favorable situation for English learning throughout their college life.
Key Words : 英語教育，SPEC，コミュニケーション能力

A Survey of Private Japanese University Students' Attitudes Towards English Education 査読

ブラッドフォード　リー

福井工業大学研究紀要   ( 47 )   304 - 310   2017年5月

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Motivation researchers have suggested a multitude of constructs, each of which propose that there are several forces residing within a person that drive them to do the things they do, all of which have varying implications when it comes to learning a second language. This study, following Dornyei’s L2 Motivational Self System construct of motivation, investigated a group of 85 university students in Japan, currently studying English. As part of a larger project using mixed methods and various angles of investigation, this study used qualitative measures (one-on-one interviews) to elicit personalized and individual responses from the participants. Upon analysis of the interview data, it was revealed that a plurality of the participants were motivated to learn English for reasons Dornyei calls the Ought-to L2 Self, i.e., they believed they should study to “meet expectations or to avoid possible negative outcomes” (Dornyei, 2010b, p. 80).
Key Words : TESOL, Second Language Acquisition, L2 Motivational Self System, Individual Differences


Investigating Language Proficiency and Learning Style Preference 査読

ブラッドフォード　リー、クリストファー　ピロット

福井工業大学研究紀要   ( 47 )   289 - 295   2017年5月

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Individual differences (ID) among language learners (e.g. language aptitude or motivation), are variables that are theorized to affect the degree of success one will have in acquiring a second language (L2). This study sought to add to the body of literature on learning style. 225 first year students (divided into two groups based on English proficiency) at a private Japanese university were surveyed to determine their preferred learning style(s). The data obtained were then examined in relationship to the two groups’ English proficiency to search for any statistically significant differences between the groups. It was found that the highest- and lowest-ranked learning styles (auditory learning and individual learning) were the same for both Group A (higher proficiency) and Group B (lower proficiency), but to a statistically significant degree of difference.
Key Words : TESOL, Second Language Acquisition (SLA), Learner Style, Individual Differences

Tertiary-level English Education in Japan: A Study on Motivational Factors 査読

ブラッドフォード　リー、クリストファー　ピロット

福井工業大学研究紀要   ( 47 )   296 - 303   2017年5月

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The complex processes involved in learning a second language include a multitude of cognitive and affective factors. One of these affective factors, motivation, has been suggested to be the most important element in learning, which influences the degree to which a second language will be acquired. This has made its study one of the most exciting and promising areas of research in second language acquisition over the past few decades. This study examined the motivations of a group of university students in Japan in regards to English education. Two groups (high and low proficiency) of first-year students (N = 85) were tested on four types of intrinsic motivation (interest in the English language, cultural interest, attitude towards learning English, and ethnocentrism). Correlational relationships were measured, with only ethnocentrism found to have a (small) statistically significant correlation with proficiency.
Key Words : TESOL, Motivation, Second Language Acquisition, Individual Differences

Analyzing the impact of visual aids on complexity, accuracy, and fluency in English L2 learners' discourse: a case study 査読

ブラッドフォード　リー

福井工業大学研究紀要   ( 46 )   312 - 321   2016年6月

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The design and implementation of tasks which will expand and develop students’ knowledge or ability to use a language is the fundamental function of the language instructor. Knowing how the design of the tasks will affect the learners’ output can offer us valuable insights which will in turn help to create focused activities in accordance with the instructor’s goals. This study examines the effect that introducing a visual aid, a common practice in many language classrooms, has on the language production of two higher intermediate learners of English.

Bilingualism’s Influence on Cognitive Ability 査読

ブラッドフォード　リー

福井工業大学研究紀要   ( 45 )   352 - 358   2015年7月

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The present research into bilingualism focuses on the aspect of executive control (EC) and how it can relate to cognitive ability. Specifically, bilingual individuals face EC challenges such as mental-set shifting tasks, conflicting-response suppression, and information or task monitoring processes continually while producing or interpreting language. Current research seems to indicate that this constant stimulus gives bilingual individuals a slight advantage in EC processes compared to their monolinguals peers; developing earlier and performing at a higher rate as the subject advance in later life.