{"created":"2023-05-15T09:32:35.385356+00:00","id":4427,"links":{},"metadata":{"_buckets":{"deposit":"21e011c6-b7dc-40ee-8580-a938f1521ec9"},"_deposit":{"created_by":14,"id":"4427","owners":[14],"pid":{"revision_id":0,"type":"depid","value":"4427"},"status":"published"},"_oai":{"id":"oai:icu.repo.nii.ac.jp:00004427","sets":["12:2:10:462"]},"author_link":["6348"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2018-03-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"60","bibliographicPageEnd":"72","bibliographicPageStart":"61","bibliographic_titles":[{"bibliographic_title":"教育研究","bibliographic_titleLang":"ja"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"　英語の資格・検定試験は大学入試，採用や留学の選抜などに利用されることが一般的であるが，試験結果や試験結果についてのフィードバックが教育現場において学習効果を上げるために役立つ可能性もある（Jang & Wagner, 2014; Kissling & O’Donnell, 2015）。本研究では22 人の英語学習者を対象に学習目標についての調査を行った。学習者は6 ヶ月間で合計2 回に渡ってACTFLのスピーキングテスト（インターネット形式）（OPIc）を受験し，受験直後と結果を受け取った後に，自らのスピーキング力を向上させるために何が必要か及び次のテストに向けての学習目標について記述した。学習者の解答のうち，「スピーキングの練習の機会を増やす」，「語彙を増やす」，「言いたいことを英語で表現できるようにする」「話す内容についての知識を身につける」の4 つのカテゴリーに関連したものが多く見られた。また，時間の経過に伴って学習者のメタ認知が発達し，より具体的な学習目標の記述が見られるようになった。\n","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"　In addition to functions such as gate-keeping, course placement, and evaluation, large-scale assessment of second language speaking proficiency may also benefit second language learners, particularly through the feedback that is provided in the form of test results and proficiency level descriptors (Jang & Wagner, 2014; Kissling & O’Donnell, 2015). The current paper reports on a descriptive and qualitative study of the self-reports of 22 low intermediate and intermediate EFL learners regarding their speaking proficiency. The learners completed the computer-based ACTFL Oral Proficiency Interview (OPIc) twice over the course of six months. Learners were asked to describe what they needed to improve and how they thought they should prepare for subsequent administrations of the OPIc. Four main categories of responses were identified, suggesting that speaking assessment had an impact on learners’ goals in specific ways. Learners comments reflected their concerns about opportunities for practice, ability to articulate their thoughts, knowledge of vocabulary, and knowledge of content. Furthermore, analysis of learners’ reports across time indicated that learners’ metacognitive awareness increased and led to articulation of more focused and specific goals. It is proposed that participation in the OPIc and engagement with test feedback served to enhance learners’ abilities to set goals. Further research is needed to investigate how these goals may be transformed into motivated learning behaviors and proficiency gains.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.34577/00004282","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国際基督教大学","subitem_publisher_language":"ja"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"04523318","subitem_source_identifier_type":"ISSN"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"藤井, 彰子","creatorNameLang":"ja"}],"nameIdentifiers":[{"nameIdentifier":"6348","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-04-11"}],"displaytype":"detail","filename":"06.pdf","filesize":[{"value":"929.6 kB"}],"format":"application/pdf","licensetype":"license_11","mimetype":"application/pdf","url":{"label":"スピーキングテストが英語学習者の学習目標の形成に与える影響","url":"https://icu.repo.nii.ac.jp/record/4427/files/06.pdf"},"version_id":"8e95db55-be8f-415b-a0ba-b08e3d4a3ea1"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"スピーキングテストが英語学習者の学習目標の形成に与える影響","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"スピーキングテストが英語学習者の学習目標の形成に与える影響","subitem_title_language":"ja"},{"subitem_title":"The Role of Speaking Assessment in Shaping EFL Learners’ Subsequent Learning Goals","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"14","path":["462"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2018-04-11"},"publish_date":"2018-04-11","publish_status":"0","recid":"4427","relation_version_is_last":true,"title":["スピーキングテストが英語学習者の学習目標の形成に与える影響"],"weko_creator_id":"14","weko_shared_id":-1},"updated":"2023-10-02T04:02:14.952768+00:00"}