小山 デニス

COVID-19’s impacts revealed that teaching writing online was no longer merely an issue of convenience or economic necessity—it was critical to public health and equity concerns as well. Now higher education faces one of its greatest historical challenges, expanding online offerings to fully engage and support students around the world. Gathering together educators who teach writing at college and graduate levels using creative hybrid, blended, and online/remote/virtual modes, this book should be required reading for all teachers and administrators. The volume features those new to online teaching alongside experienced online writing teachers. Referencing the latest research in online teaching and writing, contributors share stories of crucial successes as well as unforeseen difficulties. Essays address compelling concerns such as engaging diversity and cultural inclusivity, social justice, as well as global learning in online writing courses; radically reshaping graduate seminars for online delivery; flipping classrooms to promote more successful writing instruction; fostering greater community within online writing classrooms; examining the problems and possibilities of Learning Management Systems for teaching writing; sustaining remote writing-centered archival research; avoiding Zoom fatigue in writing classes by using design thinking; utilizing expressive arts in online writing classes; mentoring doctoral students online; constructing meaningful approaches to online peer writing feedback; as well as making access and inclusivity central to online writing course design.

In the current volume, the selected studies have been grouped into three thematic sections, presenting readers with a set of distinct but related research on meaningful issues for a modern learning experience. The first three chapters present professional and teacher development perspectives and collectively shed light on how to develop, maintain, and improve pre and in-service teacher training and professional development. The second set of four chapters provide research findings that describe the results of direct applications of modern learning elements through course assignments and teaching approaches. The final five chapters focus on critical thinking and range in their focus from classroom-based studies to full-scale curriculum reform.

In the current volume, the selected studies have been grouped into three thematic sections, presenting readers with a set of distinct but related research on meaningful issues for a modern learning experience. The first three chapters present professional and teacher development perspectives and collectively shed light on how to develop, maintain, and improve pre and in-service teacher training and professional development. The second set of four chapters provide research findings that describe the results of direct applications of modern learning elements through course assignments and teaching approaches. The final five chapters focus on critical thinking and range in their focus from classroom-based studies to full-scale curriculum reform. The collection of chapters presented in this volume represents the eclectic nature of modern learning experiences and demonstrate its applicability across educational contexts and disciplines. It is my hope that the chapters will resonate with other educational researchers in search of novel ways of creating, facilitating, and investigating modern learning experiences.

Multiple-choice formats remain a popular design for assessing listening comprehension, yet no consensus has been reached on how multiple-choice formats should be employed. Some researchers argue that test takers must be provided with a preview of the items prior to the input (Buck, 1995; Sherman, 1997); others argue that a preview may decrease the authenticity of the task by changing the way input is processed (Hughes, 2003). Using stratified random sampling techniques, more and less proficient Japanese university English learners (N = 206) were assigned one of three test conditions: preview of question stem and answer options (n = 67), preview of question stem only (n = 70), and no preview (n = 69). A two-way ANOVA, with test condition and listening proficiency level as independent variables and score on the multiple-choice listening test as the dependent variable, indicated that the amount of item preview affected test scores but did not affect high and low proficiency students' scores differently. Item-level analysis identified items that were harder or easier than expected for one or more of the conditions, and the researchers posit three possible sources for these unexpected findings: 1) frequency of options in the input, 2) location of item focus, and 3) presence of organizational markers.

The purpose of this study was to determine the extent to which performance on the TOEFL iBT speaking section is associated with other indicators of Japanese university students' abilities to communicate orally in an academic English environment and to determine which components of oral ability for these tasks are best assessed by TOEFL iBT. To achieve this aim, TOEFL iBT speaking scores were compared to performances on a group oral discussion, picture and graph description, and prepared oral presentation tasks, and their component scores of pronunciation, fluency, grammar/vocabulary, interactional competence, descriptive skill, delivery skill, and question answering. Participants were Japanese university students (N = 222), who were English majors in a Japanese university. Pearson product-moment correlations, corrected for attenuation, between scores on the speaking section of TOEFL iBT and the three university tasks indicated strong relationships between the TOEFL iBT speaking scores and the three university tasks and high or moderate correlations between the TOEFL iBT speaking scores and the components of oral ability. For the components of oral ability, pronunciation, fluency, and vocabulary/grammar were highly associated with TOEFL iBT speaking scores while interactional competence, descriptive skill, and delivery skill were moderately associated with TOEFL iBT speaking scores. The findings suggest that TOEFL iBT speaking scores are good overall indicators of academic oral ability and that they are better measures of pronunciation, fluency and vocabulary/grammar than they are of interactional competence, descriptive skill, and presentation delivery skill.