令和４年度 日本大学文理学部付置研究所

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告のの結 果概要
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総合文化研究室・准教授

申請者氏名

グティエレズ ティモシー

題 Environments for Developing Second Language Fluency: Effectiveness and Experiences

研究目的

研 究

所員個人研究費 研究実績報告書

Achieving fluency in a second language is the stated goal of curriculums worldwide andespecially in the Japanese university. Through this research project, I set out toinvestigate three overarching areas designed to develop second language fluency, (a)classroom environments, (b) computer-based technologies, and (c) communicativeenvironments of learning English such as those where learners engage face-to-face withnative speakers of English. In addition to investigating the effectiveness of these ways ofdeveloping second-language fluency, I investigated the experiences of students, teachers,and administrators who engaged in these endeavors.
This year I investigated in two main areas for improving non-native English language
fluency in university aged students.
Collected data for improving English language fluency through engaging in extensive
reading and extensive listening. I collected the student performances on standardized
tests of English language proficiency both before and after engaging in computer based
extensive reading and listening as well learner feedback on both a 15-week periods andon a weekly basis.
I also began a research project seeking to evaluate the appropriateness of tabletop
role-playing games for improving non-native English language fluency. I designed twostudies. First, I began a study of how a club dedicated to using tabletop roleplaying
games to improve non-native English language fluency can be implemented. I began asecond study seeking to gather experiences of teachers in a native language context
created clubs to use tabletop role-playing games with their adolescent learners.
This year of research into both a more traditional English language fluency development
activity (i.e., extensive listening) and a non-traditional English language fluency
development activity (i.e., tabletop role-playing games) had born fruit into showing thesuitability of each activity toward improving English language learners’ English fluency.
This year’s investigation into extensive listening where learners were given strong startwith a guided selection of reading materials for each 15-week period showed similar
performance in terms of words read and time listened to as compared to previous years
where learners had more graduated and structured guidance into the listening materials
they engaged with. I found that tabletop roleplaying games have a strong foundation forproviding an environment for improving non-native learners’ English language fluency.
※この欄は，本報告書提出時点で判明している事項についてご記入ください。
研究発表(1) 2022 MMIRA (Mixed-Methods International Research Association) Global Conference
Conundrums of Implementing a Mixed-Methods Design toward Harnessing the Experiences of North American
Facilitators of Tabletop Role-playing Games in Secondary School
2022/08/04 / Online(2) JALTCALL2022
An Open Table for Using Dungeons & Dragons with University EFL Students at a Foreign Language ResourceCenter
2022/06/18 / Online