Hiroshima University Syllabus

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Japanese
Academic Year 2024Year School/Graduate School School of Education
Lecture Code CC325604 Subject Classification Specialized Education
Subject Name 英語教育研究I
Subject Name
(Katakana)
エイゴキョウイクケンキュウI
Subject Name in
English
Study on English Language Education I
Instructor KABIR RUSSELL SARWAR
Instructor
(Katakana)
カビール ラッセル サーワー
Campus Higashi-Hiroshima Semester/Term 3rd-Year,  Second Semester,  Second Semester
Days, Periods, and Classrooms (2nd) Inte
Lesson Style Seminar Lesson Style
(More Details)
 
 
Credits 2.0 Class Hours/Week   Language of Instruction B : Japanese/English
Course Level 4 : Undergraduate Advanced
Course Area(Area) 24 : Social Sciences
Course Area(Discipline) 08 : Curriculum and Instruction Sciences
Eligible Students
Keywords  
Special Subject for Teacher Education   Special Subject  
Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
 
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)
Secondary School English Language Education
(Comprehensive Abilities)
・In the field or secondary English education, to be able to plan and conduct a research and  make an effective presentation individually or in group (Research skills and presentation skills). 
Class Objectives
/Class Outline
This course provides a comprehensive introduction to qualitative and quantitative research methodologies starting from how to find a study topic, formulate inquiry questions, organize a literature review, and select proper research designs and methodologies. The course also teaches students how to update their proposal, engage in independent studies, and work collaboratively with a faculty adviser.

Seminar presentations will be used to develop and edit your ongoing research proposals as members of programs at Hiroshima University. Research proposals should grow into projects and develop based on the student's own independent research interests and convey the critical review and practical skills gained in your studies.

Directed topics will vary from concepts in the cognitive and social sciences applied to educational contexts. Emphasis is placed on concepts and keywords in the psychology of language learning and program/materials evaluation in language education. Interdisciplinary topics are provided from research in psycholinguistics, applied linguistics, bilingualism, and affective pragmatics. 
Class Schedule Sessions 1-2

Introduction and orientation
Defining English ability
Ethics and code collections
Qualitative analysis

Sessions 3-4

Directed topics in English language and culture education
Literature review
Dataset search
Comparing English research components
Global trends in English and education

Sessions 5-6

Quantitative analysis
Measures of English proficiency
Affective states and reliability
Experimental design

Sessions 7-8

Within vs. between group effects
Levels of analysis
Evidence hierarchy
Educational outcomes

Sessions 9-10

Review revisited
Validity evidence
Correlations and effect sizes
Paths and DAGs

Sessions 11-12

Directed topics in English language and culture education
Applications to ongoing research proposals (1)

Sessions 13-14

Directed topics in English language and culture education
Pre-registered reports
Open science practices
Applications to ongoing research proposals (2)

Session 15

Presentations on research products
General overview and conclusion  
Text/Reference
Books,etc.
西田理恵子(2022) 動機づけ研究に基づく英語指導。 大修館書店。

Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: a primer. Frontiers in Public Health, 6, 149.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.

Murad, M. H., Asi, N., Alsawas, M., & Alahdab, F. (2016). New evidence pyramid. BMJ Evidence-Based Medicine, 21(4), 125-127.

Osei-Tutu, A., Dzokoto, V. A., Affram, A. A., Adams, G., Norberg, J., & Doosje, B. (2020). Cultural Models of Well-Being Implicit in Four Ghanaian Languages. Frontiers in Psychology, 11, 1798.

Rohrer, J. M. (2018). Thinking clearly about correlations and causation: Graphical causal models for observational data. Advances in methods and practices in psychological science, 1(1), 27-42.
 
PC or AV used in
Class,etc.
 
(More Details) Shiny applications, supplementary videos, and Javascript training modules on research methods.

PRISMA: Systematic Review and Meta-Analysis
https://estech.shinyapps.io/prisma_flowdiagram/

Within and Between-Subjects Effects
https://shiny.ieis.tue.nl/within_between/

Cohen’s d and Effect Size
https://rpsychologist.com/cohend/

Frequentist and Bayesian Analysis
https://iupbsapps.shinyapps.io/KruschkeFreqAndBayesApp/

Seaboat by Sarah R. Schiavone, Simine Vazire, and Kimberly Quinn:
https://www.seaboat.io/ 
Learning techniques to be incorporated  
Suggestions on
Preparation and
Review
Visit the course website on research methods and analysis affiliated with the instructor's laboratory homepage (see Profiles of Faculty and Research Scholars). 
Requirements  
Grading Method Embedded scientific presentation (50%) and written proposal updates (50%) evaluated with VALUE rubrics on inquiry and analysis and written communication. 
Practical Experience  
Summary of Practical Experience and Class Contents based on it  
Message  
Other   
Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching. 
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