WNB08502 Special Study in English Language Education A

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program

Lecture Code WNB08502 Subject Classification Specialized Education

Subject Name 英語教育学特別研究Ａ

Subject Name
（Katakana）

Subject Name in
English Special Study in English Language Education A

Instructor KABIR RUSSELL SARWAR

Instructor
(Katakana) カビール　ラッセル　サーワー

Campus Higashi-Hiroshima Semester/Term 1st-Year, First Semester, First Semester

Days, Periods, and Classrooms (1st) Weds11-12：Faculty Office

Lesson Style Seminar Lesson Style
(More Details) 　

Credits 1.0 Class Hours/Week 　 Language of Instruction B : Japanese／English

Course Level 7 : Graduate Special Studies

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)

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

Literature review
Dataset search
Comparing well-being components
Global trends in English language and culture 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 seminar presentation (50%) and research report (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.

Academic Year	2024Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program
Lecture Code	WNB08502	Subject Classification	Specialized Education
Subject Name	英語教育学特別研究Ａ
Subject Name （Katakana）
Subject Name in English	Special Study in English Language Education A
Instructor	KABIR RUSSELL SARWAR
Instructor (Katakana)	カビール　ラッセル　サーワー
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, First Semester
Days, Periods, and Classrooms	(1st) Weds11-12：Faculty Office
Lesson Style	Seminar	Lesson Style (More Details)

Credits	1.0	Class Hours/Week		Language of Instruction	B : Japanese／English
Course Level	7 : Graduate Special Studies
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)
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 Literature review Dataset search Comparing well-being components Global trends in English language and culture 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 seminar presentation (50%) and research report (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.

Back to syllabus main page