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RISS 인기검색어
- 검색키워드
- 저자 : Yoko Suganuma Oi (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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Self-Assessment of Topic Development in Written Production among High School Students
( Yoko Suganuma Oi ) 범태평양응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.1
The present study mainly focuses on the topic development in student written production through the consistency between student selfassessment and teacher assessment. In the present study, topic development means “cohesion”, “overall organization”, and “coherence”. It proposes the next hypotheses: (i) Students could assess cohesive devices such as discourse markers as well as teachers do. (ii) Students could assess the overall organization pattern of their written production as well as teachers do. (iii) Students could assess the coherence of their written production as well as teachers do. 169 Japanese high school students whose ages ranged from 16 to 18 years old were asked to write an essay with about 150 words in 30 minutes. One American English teacher and one Japanese English teacher also participated in the study. Teachers and students used the same self-assessment sheet written in both English and Japanese. And then 82 students` written production was chosen as the subject based on the number of the words*. They were divided into three groups referring to teachers` assessment. The results show that the writing patterns in terms of topic development are divided into eight patterns. The self-assessment of the students is not different from teacher assessment in the aspect of overall organization. However, the consistency between teacher assessment and student self-assessment was not found in the assessment of other cohesive devices and overall coherence.
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Writing Anxiety Among Japanese First-Year University Students
( Yoko Suganuma Oi ) 범태평양 응용언어학회 2023 범태평양응용언어학회지 Vol.27 No.1
This study aims to analyse how Japanese first-year university students’ writing anxiety in academic writing classes changed over nine months. A total of 102 Japanese first-year university students participated in an academic writing class. Two assessors evaluated the students’ compositions, using the same writing assessment rubric. The students were divided into three groups―low, middle, and high proficiency groups―based on the results of a placement test before entering university. The students also completed open-ended questionnaires and the Second Language Writing Anxiety Inventory (SLWAI). Multivariate analysis of covariance was conducted to examine the difference in SLWAI scores for the first, middle, and final writing tests and among low, middle, and high proficiency groups. The results showed that the students in the high proficiency group had different writing anxiety tendencies. It was found that somatic anxiety in students in the higher-level English proficiency group decreased, and that cognitive anxiety was reduced for the students in all proficiency groups. On the other hand, avoidance behaviour anxiety was not decreased. The results from the questionnaire showed that writing anxiety might be related to English proficiency, because the ideas about academic writing varied among the different proficiency groups.
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The Relationship between Writing Tasks in Textbooks and CAN-DO Lists in terms of Task Difficulty
Yoko Suganuma Oi 범태평양 응용언어학회 2018 범태평양응용언어학회지 Vol.22 No.2
The purpose of the study was twofold. First, it investigated the kinds of writing tasks in textbooks used by senior high school students in Japan. Second, it examined the Common European Framework of Reference for Languages (CEFR) levels of the writing tasks in English-language textbooks for Japanese senior high school students. The study focused on the authorized “English Expression I” Japanese textbooks. The series of seven “English Expression I” textbooks contains 100 writing tasks, which were analysed to see how their types matched the CEFR criteria. Rasch modelling was then used to assess the difficulty of six selected writing tasks. A total of 158 Japanese senior high school students participated in the main research. They were asked to write six English compositions without using a dictionary and were given twenty minutes to write each composition. The research was conducted over a period of one week. The results of the modelling suggest that writing a selfintroduction is more difficult than other writing tasks, such as writing about interests and daily life. More than half of the writing tasks in the textbooks were categorized as writing about “oneself” rather than writing about “others”, and most tasks belonged to the CEFR A1 level.
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