ORCID Profile
0000-0001-9833-5631
Current Organisation
Fukui University of Technology
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Publisher: Elsevier BV
Date: 2021
Publisher: The Japan Association for Language Teaching (JALT)
Date: 15-02-2021
DOI: 10.37546/JALTSIG.CALL2020.6
Abstract: As COVID-19 pushes the world into emergency remote teaching mode, many teachers struggle with designing online or computer-mediated language learning activities due to having little to no prior experience. It is imperative to understand how the use of technology affects not only the processes of learning, but also the outcomes. Particularly in Japan, where smartphone ownership among adults aged 18-34 topped 96% in 2018 (Pew Research Center, 2019), many students use their phones to access their schools’ learning management systems (LMS) and complete assignments (i.e., mobile learning). The current study therefore sought to elucidate how different writing media can affect the execution of a simple writing task by examining the differences in transcription speeds between handwriting and ‘tapping’ on a smartphone. A total of 176 participants were ided into 3 groups (L1-English, writing in English L1-Japanese, writing in Japanese and L1-Japanese, writing in English), and their times-on-task were recorded. While no difference was found for the L1-English group, the L1-Japanese groups were found to be significantly faster at one task than the other (tapping in Japanese and writing in English). Pedagogical implications suggest the need for instructors to be aware of the extreme difficulty language learners may have when using mobile devices for writing tasks.
Publisher: Elsevier BV
Date: 02-2021
Publisher: The Japan Association for Language Teaching (JALT)
Date: 08-2021
Abstract: English is not a single entity, but rather composed of infinite varieties known collectively as World Englishes. Published research in the Japanese context has overwhelmingly reported students’ preference for the Standard American variety, with Japanese English being typically subject to scorn. However, the current study argues that this established narrative has been subject to s ling bias due to homogeneous study locales (mostly in-and-around the Tokyo area) and s le selection (mostly English or Communication majors). Our precursor research on non-English majors residing in rural Japan found no statistical difference between the number of students preferring native English teachers vs. Japanese ones (Lee & Bailey, 2020). Following this line of research, the current study reports on a qualitative investigation into the sentiments of this underrepresented population. The factors of effective communication, interest in language-learning strategies, and peace-of-mind were found to be behind the students’ positive sentiments towards Japanese Teachers of English. 英語は単一ではなく無限の種類があり、それらは総称して「世界英語(複数形)」と呼ばれている。 これまでに発表された日本に関する研究では、学生が標準的なアメリカン・イングリッシュを好むという報告が圧倒的に多く、ジャパニーズ・イングリッシュは軽蔑の対象とされてきた。しかし本論はこのような結果は研究場所(主に東京周辺)とサンプルの選択方法(主に英語またはコミュニケーション専攻の学生)が均一的であるため、サンプリングバイアスの影響を受けていることを指摘した。日本の地方在住の非英語専攻の学生を対象とした筆者たちによる先行研究では、ネイティブの英語教師を好む学生と日本人教師を好む学生の間に統計的な違いは見つからなかった (Lee & Bailey, 2020)。この一連の調査を受けて、本論では過小評価された集団の感情に関する定性的調査の結果を報告した。 日本人の英語教師に対する学生の好意的な感情の背後には、効果的なコミュニケーション、語学学習戦略への関心、そして安心感という要因があることがわかった。
Publisher: The Japan Association for Language Teaching (JALT)
Date: 08-2022
Abstract: Reverse linguistic stereotyping (RLS) is the phenomenon whereby listeners’ speech perception is altered by information (or assumptions) about a speaker (e.g., gender, age, social class, ethnicity, nationality). However, while listeners tend to downwardly appraise speakers’ accents and comprehensibility when they perceive them to be of a different language community, past research has generally relied solely on Likert scale data. The current study suggests that qualitative investigation is also necessary to validly interpret raters’ responses. After collecting ratings of accentedness, comprehensibility, language proficiency, and intelligibility from 223 Japanese university students listening to a Japanese speech under a matched-guise, students reported what factors influenced their ratings. Listeners rated the speech of the Caucasian guise as significantly more accented. A key finding was that while comprehensibility ratings were equal, they were qualitatively different. Caucasian guise members cited pronunciation significantly more than the Asian-guise group, who reported grammatical and lexical factors as informing their rating decisions. 逆言語的ステレオタイプ(RLS)とは、話者に関する情報(性別、年齢、社会階級、民族、国籍など)により、聞き手の音声知覚が変化する現象のことである。過去の研究によると、聞き手が異なる言語コミュニティの話者と認識した場合、話者のアクセントや理解力を低く評価する傾向がある。本研究では、評価者の回答を的確に解釈するためには、リッカート尺度法に加えて質的な調査も必要であると考え、matched-guise techniqueを用いて、223名の日本人大学生が日本語のスピーチを聞き、アクセント、理解度、言語能力と明瞭度の評価を集めた後、どのような要因が評価に影響を与えたかを調査した。結果からみると、白人系の話し手はとりわけアクセントが強いと評価され、アジア系の話し手は文法的、語彙的な要因で低い理解度に繋がったという質的な違いがあることが分かった。
Publisher: SAGE Publications
Date: 30-08-2022
Abstract: Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to measure the effect that rhymical training had on the listening comprehension acuity of 313 Japanese university students. The theoretical basis was that rhythmical priming assists learners parse the input based on prosody and identify salient words by stress. Small but significant increases were observed among students who were rhythmically trained, compared to a comparison group that received explicit instruction but no rhythm training, and a “true” control group that received no treatment. These results extend the feasibility of input enhancement, rhythmic priming, and perception-based instruction beyond the traditional grammar and pronunciation instruction domains.
Publisher: Informa UK Limited
Date: 29-06-2023
Publisher: Elsevier BV
Date: 12-2021
Publisher: Walter de Gruyter GmbH
Date: 03-03-2023
Abstract: Reverse linguistic stereotyping (RLS) is a process whereby a speaker’s perceived group membership triggers differential perception of aspects of their speech. RLS has been suggested to cause drops in intelligibility and recall, though why perception of a non-existent accent can negatively affect listening outcomes has not been sufficiently elucidated. The current study suggests an explanation may lie in differential levels of engagement among listeners. A s le of 430 Japanese university students listened to a short speech from either a speaker of Chinese Pronunciation of English or Received Pronunciation and rated them on aesthetics, comprehensibility, perceived intelligibility, engagement, and recall. Multiple linear regression suggested that only engagement served as a significant predictor to recall, though the other variables all had significant indirect effects when engagement was included as a mediating variable. These results indicated that listener engagement is a key variable which may help improve our understanding of accented speech perception.
Publisher: Elsevier BV
Date: 04-2022
Publisher: Universitat Politecnica de Valencia
Date: 31-03-2020
DOI: 10.4995/EUROCALL.2020.12036
Abstract: align="left" Mobile-learning (m-learning), or mobile-assisted language learning (MALL), has been the object of a great deal of research over the last twenty years. However, empirical work in this area has largely failed to produce generalizable conclusions due to variation in methodology, target feature, and task-type (Burston, 2014, 2015). As schools in Japan begin to join the growing number of classrooms worldwide using mobile-based assignments, this study examined how Japanese EFL students’ writing task production differed depending on writing medium (i.e., handwritten on paper vs. tapped on a smartphone). Writing s les were collected from em N /em = 1,449 participants, ided into smartphone- or paper-based groups, across a spectrum of English proficiencies. Handwritten submissions were found to be significantly longer than those composed on a smartphone ( em /em & .001, em d /em = .54), with differences being more pronounced for learners of higher proficiency than lower ones. Significance and effect sizes steadily dropped from em /em & .001, em d /em = .66 for advanced learners to em /em = .168, em d /em = .38 for beginners. These results indicate that care must be taken in designing m-learning activities, and that students must be given adequate training in smartphone-input skills (i.e., tapping) and time to acclimate before using such tasks for high-stakes assessments.
Publisher: Elsevier BV
Date: 02-2020
Publisher: Castledown Publishers
Date: 21-12-2021
Publisher: Elsevier BV
Date: 08-2023
No related grants have been discovered for Bradford Lee.