@article{oai:stars.repo.nii.ac.jp:00009041,
 author = {釣井, 千恵 and WAGNER, Adrian and TSURII, Chie and WAGNER, Adrian},
 issue = {10},
 journal = {人間文化研究, Journal of Humanities Research,St.Andrew's University},
 month = {Feb},
 note = {The purpose of this study was to learn about students’ perceptions of learning
outcomes and reactions to studying English in a workshop style class over
one semester at a university in Japan. The English Workshop classes were
added to the English curriculum to supplement the compulsory, standard
skills-based English classes. In principle, English Workshop classes are envisioned
to have a content or thematic base, and culminate with some form of
project work. In this particular English Workshop class, the culminating project
was for students to produce a graded reader of 700 words based on an academic
article for intensive reading. As the number of participants was small,
qualitative research methods were utilised. Data was collected through a
semi-structured interview with the participants, conducted upon completion of
the course of study. This data was subjected to thematic analysis with the aid
of NVivo software. According to the data, the students felt there was a significant
difference between the English Workshop class and other English classes
that they had taken at the university. They felt that overall, the class required
a lot more time, effort and engagement on their behalf, both in an out of the
classroom. From their responses, it could also be concluded that they felt
their English ability had improved as a result both of the challenging nature of
the class, which focused on fostering syntactic processing ability, and of the
combination of input and output-based activities. Furthermore, as they were
actively involved with the production of authentic reading materials, their
sense of personal involvement and awareness of the process of second language
acquisition also increased. Besides reported benefits in language learning,
students also asserted that the aspects of working cooperatively and
solving problems necessary for the successful completion of the assigned
tasks were valid learning experiences. Finally, the fact that their graded readers
would be published online led to a sense of responsibility to ensure that
they could produce a final project in which they could feel a sense of pride and
accomplishment.},
 pages = {69--105},
 title = {大学英語教育における「ワークショップ」型科目での学習者の学び},
 year = {2019},
 yomi = {ツリイ, チエ and ワーグナー, エイドリアン}
}