Effect of Schema-Based Instruction on Learning Polysemous English Prepositions: Analyzing through Learners’ Perceptions

( Makoto Mitsugi ) 범태평양 응용언어학회 2018 범태평양응용언어학회지 Vol.22 No.1

The purpose of this study is to explore learners' perceptions on Schema-Based Instruction (SBI) for teaching the polysemous English prepositions (in, on, and at). SBI is a form of instruction based on the insights of cognitive linguistics and is a way of vocabulary learning and teaching, which provides learners with the schematic core meaning. The SBI has been expected to contribute to polysemous word learning, which is different from conventional ways of teaching polysemous words that most often offers learners a list of several prepositions and their corresponding meanings. The present study focuses on investigating learners’ perception, which is indispensable for discussing the effectiveness of instruction. A questionnaire was conducted with 56 Japanese university students after the SBI and a practical experience to use core meaning. Data were analyzed qualitatively to extract constructs that learners possess on SBI, especially on core meaning. Based on the results, the effective points of core meaning in SBI perceived by learners consisted of applicability, efficiency as a learning method or tool, and practical for distinguishing between the use of prepositions. However, due to reasons such as insufficient understanding, there were learners who negatively perceived core meaning and learners who could not determine the effectiveness of core meaning. Although most learners in this study received a positive impression on core meaning with one-shot instruction, this research revealed that learners recognized the needs of continual training or exercise to make use of core meaning in their English using or English learning context.

Schema-Based Instruction on Learning English Polysemous Words: Effects of Instruction and Learners` Perceptions

( Makoto Mitsugi ) 범태평양응용언어학회 2017 범태평양응용언어학회지 Vol.21 No.1

The purpose of this study is to investigate the effectiveness of two instruction methods for teaching polysemous English prepositions (at, in, on) and to explore learners` perception on learning tools used in the instruction when learning polysemous words. The first study investigated the effectiveness of schema-based instruction (SBI), which is a form of instruction based on the insights of cognitive linguistics (CL) and is a way of teaching, which provides learners with the schematic core meaning. Whereas, translation-based instruction (TBI) is one of the conventional ways of teaching prepositions as polysemous words, which offers learners a list of several meanings of each preposition. Two tests, as pre- and post-tests were carried out to examine the effectiveness of the instruction. A second study explored how leaners perceived the learning tools in each instruction method. The methods consist of the core schema and translations in dictionary, which were analyzed with the motivation to be able to conduct more effective instruction on polysemous words in the classroom. For this study, data was collected by a questionnaire and analyzed qualitatively to extract constructs that learners have on both instructions. Based on the results of these two studies, this paper argues that the core-schema approach to teaching English propositions is more effective than the conventional approach. Furthermore, the core schema approach is practical to administer to learners; however, it was discovered that learners perceived both benefits and disadvantages in the two instruction methods and suggested the necessity of separate-use depending on the learning situation.

Practice and Evaluation of Blended Learning with Cross-Cultural Distance Learning in a Foreign Language Class: Using Mix Methods Data Analysis

Satoko Sugie,Makoto Mitsugi 범태평양 응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.2

The Information and Communication Technology (ICT) utilization in Chinese as a "second" foreign language has mainly been focused on Learning Management System (LMS), digital material development, and quantitative analysis of learners`` grammatical knowledge. There has been little research that has analyzed the effectiveness of cross-cultural distance learning by the mixed methods. In this study, Chinese classes were instructed with blended learning which has three phases such as classroom teaching, Web-Based Training, and Cross-Cultural Distance Learning. This practice was based on an instructional design and a motivational design. This study aimed to explore the outcome of learning and learners`` experiences with the mixed methods. A quantitative analysis shows that Japanese students have already had high motivation from the beginning, and that learners who are anxious about communication skills have gained confidence through the interaction practices. As a qualitative analysis result, learners failed to communicate with Chinese students and felt that they lacked vocabulary, but experienced the use of Chinese in authentic contexts through the synchronous face-to-face interaction. They also improved in aggressiveness and motivation for learning Chinese. They fixed words and sentences which were learned in the classroom in the process of talking to different partners. All participants enjoyed the rare chance of interaction between young native speakers, and formed a positive impression of them.

A Comparative Study of Learner Satisfaction in Synchronous and Asynchronous Online Courses Among Japanese EFL Learners

Satomi Fujii,Makoto Mitsugi,Kaeko Nakamura,Yoshiyasu Ono,Toru Yamagami,Norihiko Takeuchi,Hiroki Ishizuka,Ronald Kibler 범태평양 응용언어학회 2022 범태평양응용언어학회지 Vol.26 No.2

This article reports on a mixed method study that investigated the differences in Japanese EFL (English as a foreign language) learners’ satisfaction toward two different online teaching formats incorporated in universities during the COVID-19 situation: synchronous online courses (n = 324) and asynchronous on-demand courses (n = 323). Applying the items of the previously developed online satisfaction scale in the literature of online learning to EFL learning contexts, this study examined learner satisfaction from three main factors, engaged learning, agency, and assessment, as a quantitative inquiry. According to the Mann-Whitney U test, there were significantly higher results of engaged learning and assessment in synchronous online courses than in asynchronous ondemand courses, indicating a higher level of learner satisfaction in synchronous online courses. In addition, based on the qualitative textmining analysis of learner comments on their perceptions of the online courses they had taken, findings suggest that synchronous online courses accounted for higher percentages of positive comments compared to those in the asynchronous on-demand courses. This study shows that synchronous online teaching ensured higher satisfaction among Japanese EFL learners than asynchronous on-demand courses.

Watch Your Partner’s Behaviors: Motivation Contagion in L2 Pair Work

( Tomohito Hiromori ),( Masahiro Yoshimura ),( Makoto Mitsugi ),( Ryo Kirimura ) 범태평양 응용언어학회 2021 범태평양응용언어학회지 Vol.25 No.1

Amid the increasing popularity of task-based language teaching, task motivation is considered one of the keys to success, but motivational influence among learners has not been sufficiently addressed in the literature. The purpose of this study is to investigate the process of motivation contagion in language learning pair work. Specifically, it tests the hypothesis that motivation contagion in pairs occurs either by observing the motivational orientation of the partner (i.e., priming), or as a result of the perceived expectations of the learning task (i.e., expectancy formation). A total of 140 Japanese university students worked in pairs on a picture description task. The analysis of the post-task questionnaires indicated that motivation contagion occurred both by priming and expectancy formation, but the impact of the latter was more significant. It was also found that highly motivated learners were strongly affected by expectancies about the quality of task involvement and interpersonal relations, while less motivated learners were influenced more by their partners’ motivation levels. Through the learners’ retrospective accounts, we also found that mutually supportive attitudes and behaviors play an essential role in boosting motivation contagion. The findings provide pedagogical implications for designing dyadic activities that can help learners motivate each other.