eラーニングの授業活用における英語発話力の変容測定のための評価項目に関する一検討

摘要

'Blended Instruction' which consists of three learning parts was conducted in English classes at a junior high school. Those parts were an individual learning part utilizing e-Learning materials, a collaborative learning part including conversation activities in pairs and peer assessment, and a teacher instruction part for scaffolding. In order to examine the effects of blended instruction, pre and post interview tests were conducted and assessed based on the 16 assessment criteria of speaking skill. The result of the research shows that the students' speaking skill was improved significantly in 9 criteria out of 15 assessment criteria in which there were no difference between the experimental group and the control group at the pre interview test. The cluster analysis was conducted to classify the assessment criteria based on the degree of development of speaking skill. The result shows that the similarity could be found among 'Sentence Stress', 'Intonation' and 'Stress', among 'Fluency', 'Liaison' and 'Style', among 'Information', 'Opinion' and 'Appropriateness to the theme' and between 'Pronunciation' and 'Total Impression'.%中学校外国語（英語）科において，eラーニング教材を活用した個別学習，ペアでの対話の実演や相互評価等を行う協調学習，教師による足場がけを行う一斉指導を組み合わせた「一単位時間内でのブレンド型授業」を行った．ブレンド型授業が英語発話力に及ぼす効果を調べるため，事前と事後のインタビューテストを実施し，16項目の自由発話力評価規準に基づいて自由発話力の伸びを調べた．その結果，ブレンド型授業実施群において，英語の自由発話力評価項目の内，事前テストで実施群，未実施群両群間に差ゎなかった15項目中9項目で有意な上昇が見られた．また，自由発話の伸びを基に評価項目をクラスター分析して，「文強勢」「イントネーション」「強勢」の3項目間，「流暢さ」「リエゾン」「文体」の3項目間，「情報性」「意見性」「テーマ適合性」の3項目間，及び「発音」と「総合的な印象」の2項目間に類似性が認められた．