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- W3100689786 abstract "With its 2017/18 revised curriculum guidelines for junior high school and high school (Courses of Study; to be implemented in 2020), Japan’s education ministry (MEXT) requires that teachers adopt ‘active learning’ techniques; such as ‘discov-ery learning’ and group work. MEXT (2012, p. 37) promotes group work as an “effective” method for teaching English to Japan’s junior high school and high school students; in preference to what the ministry terms “unidirectional lecture-style” teaching (i.e. Japan’s version of grammar-translation and other teacher-centred approaches). This systematic review is an assessment of the empirical basis for using group work over alternatives in Japan’s secondary English education. It reviews experimental studies of group work in junior high school and high school English lessons in Japan, that measured linguistic proficiency or academic attainment between 2009 and 2019. A systematic search of 8 bibliographic databases plus web searches, conducted in May 2019, revealed only 8 studies that met inclusion criteria. Of these, 4 favoured group work, 3 found no difference between group work and alternatives such as individual work, and 1 was not interpretable. Findings of a narrative, best-evidence synthesis concerning the effects of group work in this context were equivocal. The evidence base was small and lacked robust designs. On measures of linguistic proficiency and academic attainment, it was not clear if group work differs meaningfully from alternatives such as individual work. For English teachers at junior high schools and high schools in Japan to have an evidence-based understanding of the effects of group work in their context, more intervention research is needed. 【要約】 平成29･30年改訂（令和2年実施予定）中･高等学校学習指導要領により、文部科学省は教師が「発見学習」やグループワークなどの「アクティブラーニング」（主体的･対話的で深い学び）技法の採用を義務付けています。文部科学省は、「一方向的な講義形式」の指導（つまり、文法訳読法などの教師中心のアプローチ）よりも、日本の中学生や高校生に英語を教えるのに「有効な」方法としてグループワークを推進しています。このシステマティックレビューは、日本の中等英語教育における他の方法よりもグループワークを使用するための根拠を検討します。 2009年から2019年の間の、言語能力や学力を測定した日本の中学校および高等学校の英語授業でのグループワークの実験的研究をレビューしました。 2019年5月に行われた8つの書誌データベースとウェブ検索の系統的な検索では、基準を満たした研究は8つだけであった。これらのうち、4つの研究はグループワークの有効性を支持し、３つはグループワークと個人ワークのような他の方法との間に違いが見つからず、1つは解釈不能でした。定性的ベスト・エビデンス統合（best-evidence synthesis）における日本の中等英語教育でのグループワークの効果に関して、知見はあいまいであった。証拠基盤が小さく、堅牢なリサーチ･デザインが欠けていました。言語能力と学力の尺度に関しては、グループワークが個人ワークのような他の方法と有意に異なるかどうかは明らかではなかった。日本の中学校および高等学校の英語教師がグループワークの効果についてのエビデンスに基づいた理解を持つためには、さらなる介入研究が必要です。" @default.
- W3100689786 created "2020-11-23" @default.
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- W3100689786 date "2019-01-01" @default.
- W3100689786 modified "2023-09-27" @default.
- W3100689786 title "What do we know about the effectiveness of group work in Japan’s secondary English education? A systematic review of an ‘active learning’ technique" @default.
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