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ギリス フルタカ アマンダジヨアン
GILLIS FURUTAKA AMANDA J
ギリス フルタカ アマンダ ジョアン 所属 京都産業大学 外国語学部 英語学科 職種 教授 |
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| 言語種別 | 英語 |
| 発行・発表の年月 | 2020/08 |
| 形態種別 | 研究発表ペーパー・要旨（全国大会，その他学術会議） |
| 査読 | 査読あり |
| 標題 | Making a Lecture Course Student Centered: Steps and Issues |
| 執筆形態 | 単著 |
| 掲載誌名 | JALT Postconference Publication 2019 Teacher efficacy, learner agency |
| 掲載区分 | 国内 |
| 出版社・発行元 | Japan Association for Language Teaching (JALT) |
| 巻・号・頁 | 1,pp.332-340 |
| 総ページ数 | 9 |
| 著者・共著者 | Amanda Gillis-Furutaka |
| 原著者 | Amanda Gillis-Furutaka |
| 概要 | The purpose of this paper is to describe the process of changing the delivery style of a teacher-led, English-medium university lecture course into a student-centered, active-learning course. This process began as a collaborative action research project (Burns, 1999, 2009a). In this paper, the original course and the reasons for making changes are discussed, and then the measures taken to make the course student-centered are presented and examined. These measures include the addition of pre-class activities, such as the viewing of video recordings of short lectures, that are subsequently used in a wide range of in-class activities. The underpinning theory supporting the changes introduced is derived from findings in the fields of educational psychology and neuroscience. Finally, student feedback regarding outcomes and ongoing issues, such as in-class and out-of-class study and the composition of groups for in-class activities, is summarized and evaluated. |