日 本 言 語 テ ス ト 学 会（JLTA）
第 24 回（2021 年 度）全 国 研 究 大 会 発 表 要 綱
Handbookofthe 24th Conferenceofthe Japan Language Testing Association
Conference Theme:
Language Assessment and Evaluation in the Age of COVID-19
日 時：2021年 9月4日（土）10:00–16:00 — 9月5日（日）9:30–18:30
会 場：オンライン開催（Zoom）
主 催：日本言語テスト学会（事務局）〒036-8560 青森県弘前市文京町1
弘前大学教育推進機構 教養教育開発実践センター
横内裕一郎研究室
TEL: 0172-36-2111（代表）
URL: http://jlta.ac/

The Japan Language Testing Association
Institute for Promotion of Higher Education, Center for Liberal Arts
Development and Practices, Hirosaki University, 1, Bunkyo-cho,
Hirosaki, Aomori, 036-8560, Japan
TEL: +81-0172-36-2111 (main switch number)
URL: http://jlta.ac/
E-mail: u16yoko@gmail.com

全 国 研 究 大 会 本 部 委 員 (Annual Conference Committee)
渡部 良典 / Yoshinori WATANABE
横内 裕一郎 / Yuichiro YOKOUCHI
小泉 利恵 / Rie KOIZUMI
藤田 亮子 / Ryoko FUJITA
金子 恵美子 / Emiko KANEKO（上智大学 / Sophia University）（弘前大学 / Hirosaki University）（清泉女子大学 / Seisen University）（順天堂大学 / Juntendo University）（会津大学 / University of Aizu）

全 国 研 究 大 会 運 営 委 員 (Annual Conference Steering Committee)
渡部 倫子 / Tomoko WATANABE
金子 恵美子 / Emiko Kaneko
熊澤 孝昭 / Takaaki KUMAZAWA
周 育佳 / Yujia ZHOU
田中 洋也 / Hiroya TANAKA
前田 昌寛 / Masahiro MAEDA
前田 啓貴 / Hiroki MAEDA（実行委員長・広島大学 /Committee Chair, Hiroshima University)（会津大学 / University of Aizu）（東洋大学 / Toyo University）（東京外国語大学 / Tokyo University of Foreign Studies）（北海学園大学 / Hokkai-Gakuen University）（金沢星稜大学 / Kanazawa Seiryo University）（筑波大学大学院 / Grad. School, University of Tsukuba）

全 国 研 究 大 会 実 行 委 員 (Annual Conference Executive Committee)
金子 恵美子 / Emiko Kaneko
熊澤 孝昭 / Takaaki KUMAZAWA
周 育佳 / Yujia ZHOU
田中 洋也 / Hiroya TANAKA
前田 昌寛 / Masahiro MAEDA
渡部 倫子 / Tomoko WATANABE
髙木 修一 / Shuichi TAKAKI
前田 啓貴 / Hiroki MAEDA（会津大学 / University of Aizu）（東洋大学 / Toyo University）（東京外国語大学 / Tokyo University of Foreign Studies）（北海学園大学 / Hokkai-Gakuen University）（金沢星稜大学 / Kanazawa Seiryo University）（広島大学 / Hiroshima University）（福島大学 / Fukushima University）（筑波大学大学院 / Grad. School, University of Tsukuba）

研 究 発 表 審 査 委 員 (Paper Presentation Abstract Reviewer)
渡部 倫子 / Tomoko WATANABE
前田 昌寛 / Masahiro MAEDA田中 洋也 / Hiroya TANAKA（広島大学 / Hiroshima University）（金沢星稜大学 / Kanazawa Seiryo University）（北海学園大学 / Hokkai-Gakuen University）

Table of Contents（目次）
1. Conference Program Overview（大会日程表）

2

2. Conference Announcement（大会参加者へのご案内）

8

3. Abstracts（発表要旨）

12

4. Workshop（ワークショップ）28

5. Advertisement（広告）30

11. Conference Program Overview
Program of the 24th JLTA Conference
September 4, 2021 (Saturday)
10:00－13:00
Board Meeting
13:00－16:00
WorkshopPractice of English Classes in Middle School to Foster Autonomous Learners(Conducted in Japanese)
Lecturer: Miyuki EBISU (Furuta Middle School; Hiroshima City)
Chair: Toshihide O’KI (Hakuoh University)
September 5, 2021 (Sunday)
9:30－9:40

Opening Ceremony
Coordinator: Yuko SHIMIZU (Ritsumeikan University)
Greetings: Yoshinori WATANABE (JLTA President; Sophia University)

9:45－11:00

Keynote Speech (Conducted in Japanese)
Coordinator: Yoshinori WATANABE (Sophia University)
Title: Japanese Language Testing in the United States:
The Current Situation in Response to the COVID-19 Pandemic and a Future Agenda
Lecturer: Kimi KONDO-BROWM (University of Hawaiʻi at Mānoa)11:00－11:05

Break

11:05－12:10

Presentations (by institutional members) I and II(Presentation: 20 minutes; Discussion: 10 minutes)

12:10－13:10

Lunch Break

13:10－15:25

Presentations III, IV, V and VI(Presentation: 20 minutes; Discussion: 10 minutes)

15:25－15:30

Break

15:30－17:00

Symposium (Conducted in Japanese)
Theme: Approaches to Data Analysis in Language Education in a World with the Novel
Coronavirus
Coordinator: Tomoko WATANABE (Hiroshima University)
Panelist 1
Jaeho LEE (Waseda University)
Automated Writing Evaluation in Japanese Language Education
Panelist 2

Yutaka ISHII (Chiba University)
Learning Analytics and Educational Assessment

2Panelist 3

Hirotoshi HONMA (National Institute of Technology, Kushiro College)
Automatic Generation of Japanese Exercises Using a Science and Engineering
Approach

17:00－17:10

Break

17:10－17:30

Closing Ceremony & JLTA Best Paper Award Ceremony
Coordinator: Hidetoshi SAITO (Ibaraki University)
2020 Best Paper Award Recipient:
Megumi SHIMADA (Nihon University), Aki SHIBUKAWA (International Christian
University), Yuan SUN (National Institute of Informatics), Toshiko HOSAKA (Nihon
University), and Hiroko YABE (Tokyo Gakugei University).
The JLTA Best Book Award for 2021
JLTA General Business Meeting
Selection of the chair
Reporter: Yuichiro YOKOUCHI (JLTA Secretary General; Hirosaki University)

17:30－17:40
17:40－18:00

3日本言語テスト学会 第 24 回全国大会プログラム
第 1 日目：2021 年 9 月 4 日（土）10:00－13:00
13:00－16:00

理事会
ワークショップ：「自律的学習者を育成する中学校外国語科授業の実際」（日本語で実施）
講師： 胡子 美由紀（広島市立古田中学校）
司会： 大木 俊英（白鴎大学）

第 2 日目：2021 年 9 月 5 日（日）9:30－9:40

開会行事
総合司会
挨
拶

清水 裕子（立命館大学）
渡部 良典（JLTA 会長・上智大学）

9:45－11:00
基調講演（日本語で実施）
司会：渡部 良典（JLTA 会長・上智大学）
演題：米国における日本語テスト評価：コロナ対応の現状と今後の課題
講師：近藤 ブラウン 妃美 (ハワイ大学マノア校)
11:00－11:05

休憩

11:05－12:10

研究発表（賛助会員発表）I・II（発表 20 分, 質疑応答 10 分）

12:10－13:10

休憩

13:10－15:25

研究発表 III・IV・V・VI（発表 20 分, 質疑応答 10 分）

15:25－15:30

休憩

15:30－17:00 シンポジウム（日本語で実施）
テーマ：ウィズコロナ時代の言語教育におけるデータ解析のアプローチ
コーディネーター：渡部 倫子 (広島大学)
パネリスト 1：李 在鎬（早稲田大学）
日本語教育における作文の自動評価
パネリスト 2：石井 雄隆（千葉大学）
ラーニング・アナリティクスと教育評価
パネリスト 3：本間 宏利（釧路工業高等専門学校）
理工学的アプローチによる日本語試験問題の自動生成
17:00－17:10

休憩

17:10－17:30

閉会行事＆JLTA 最優秀論文賞授与式
司会
齋藤 英敏（茨城大学）
2020 年度 JLTA 最優秀論文賞受賞者
島田 めぐみ（日本大学）
・澁川 晶（国際基督教大学）・孫 媛（国立情報学研究所）
・4

17:30－17:40
17:40－18:00

保坂 敏子（日本大学）
・谷部 弘子（東京学芸大学）
2021 年度日本言語テスト学会著作賞作品の表彰
JLTA 総会
議長選出
報告
横内 裕一郎（JLTA 事務局長・弘前大学）

Schedule Overview
Time
9:30 －
9:40
9:45 －
11:00
11:05 －
11:35
11:40 －
12:10
12:10 －
13:10
13:10 －
13:40
13:45 －
14:15
14:20 －
14:50
14:55 －
15:25
15:30 －
17:00
17:10－Part

Room 1Room 2

開会行事
Keynote：近藤ブラウン
I
II

靜

青山

MOSER

白戸
Lunch Break

III
IV
V
VI

加藤

XI†

KARAKOC

ボイクマン

IWASHITA

POREDOŠO’SULLIVAN †ZHOUSymposium
閉会行事等†Assessment practice presentation/実践報告発表

5

Presentation Details
Room 1
Keynote speech chair
Yoshinori WATANABE (Sophia University)
Session Chair Part I & II: Emiko KANEKO (University of Aizu)
Session Chair Part III & IV: Hiroya TANAKA (Hokkai-Gakuen University)
Session Chair Part V & VI: Masahiro MAEDA (Kanazawa Seiryo University)Part
Presenter (Affiliation)
Title (Page)
9:45 － 近藤 ブラウン 妃美 (ハワイ大学マノア 米国における日本語テスト評価：コロナ対応
11:00
校)の現状と今後の課題 (p. 12)
VELC Test® の PP 120 問版，Online 120 問
I
版，Online 90 問版実施データの信頼性と受験
11:05－ 靜 哲人 (大東文化大学，金星堂)
11:35
者分離指数の比較 (p. 13)
Ⅱ
Jason MOSER (ピアソン・ジャパン株式 Successfully Implementing Pearson’s Online
11:40 －
12:10

III

会社，関東学院大学)

Proficiency Test (p. 14)

加藤 万紀子 (千葉大学)

英文要約における分析的評価の検討 ― 初中級レベルの英語学習者を対象に ― (p. 17)

Aynur Ismayilli KARAKOC (Victoria
University of Wellington)

Designing an Integrated Reading-Writing Test (p.
18)

Noriko IWASHITA (The University of
Queensland, Australia)

Stakeholders’ Perceptions of IELTS Speaking andWriting Tests and Their Impact on Communication
and Achievement (p. 19)
A Taxonomy for Terms Related to Human andMachine Scoring Systems (Practice) (p. 20)

13:10 －
13:40

IV
13:45 －
14:15

V
14:20 －
14:50

VI

Barry O’SULLIVAN (British Council)

14:55 －
15:25

シンポジウムウィズコロナ時代の言語教育におけるデータ
解析のアプローチ (p. 25)

コーディネーター
渡部 倫子 (広島大学)
15:30－
17:00

パネリスト
李 在鎬 (早稲田大学)「日本語教育における作文の自動評価」(p. 25)

石井 雄隆 (千葉大学)「ラーニング・アナリティクスと教育評価」(p. 26)

本間 宏利 (釧路工業高等専門学校)「理工学的アプローチによる日本語試験問題の自動生成」(p. 26)

6

Room 2
Session Chair Part I & II: Shuichi TAKAKI (Fukushima University)
Session Chair Part III & IV: Yujia ZHOU (Tokyo University of Foreign Studies)
Session Chair Part V & VI: Emiko KANEKO (University of Aizu)
Part
Presenter (Affiliation)
Title (Page)
I青山 智恵 (ケンブリッジ大学英語検定
Linguaskill リンガスキルの実践報告と ILA
11:05 －
11:35

Ⅱ
11:40 －
12:10

III

機構)

(p. 15)

白戸 治久・北澤 尚子 (英語運用能力評
価協会)・藤田 元 (東京経済大学)

英語４技能プレイスメントテスト E-Vision
開発の経緯と考察 (p. 16)

Xiaoming XI (VIPKID International)

A Formative English Assessment System for YoungChildren (Practice) (p. 21)

13:10 －
13:40

ボイクマン 総子 (東京大学)・根本 愛子 日本語のスピーキングテストにおける音読お(東京大学)・松下 達彦 (東京大学)
よびシャドーイングタスクの開発と妥当性検
13:45 －
証 ―「論証に基づく妥当性検証の枠組み」を14:15用いて― (p. 22)
Mojca POREDOŠ (University ofWorking Memory in Foreign Language as a
Ljubljana), Karmen PIŽON (University
Mediator Between Working Memory in MaternalV
Language and Achievements (p. 23)
14:20 － of Ljubljana), Jan GAČNIK (University
14:50
of Ljubljana), Milena KOŠAKBABUDER (University of Ljubljana)
Yujia ZHOU (Tokyo University of
Exploring the Effectiveness of Planning Time in a
Foreign Studies), Barry O’SULLIVAN
Computer-Delivered Speaking Test (p. 24)
VI(British Council), Masashi NEGISHI
14:55－(Tokyo University of Foreign Studies),
15:25
Asako YOSHITOMI (Tokyo Universityof Foreign Studies)IV7

2. Conference Announcement■ Registration
1. Pre-registration is required to attend the conference. Please register via the link below(https://studioas.sakura.ne.jp/JLTA_From/). The registration deadline is August 31, 2021, at 23:59(Japan Standard Time). Please note that we will not be able to accept any applications after thattime.
2. The registration fee is 1,000 yen for JLTA members and students (students who are not members of JLTA
are required to send a pdf file of their student ID to the Secretary General, Yuichiro Yokouchi, at
u16yoko@gmail.com). The fee for non-members is 3,000 yen. Please pay the registration fee via PayPal.
The PayPal commission fee will be paid by JLTA. If a non-member registers as a “member,” an additional
registration fee will be charged. Non-members who have not paid the correct amount will not be sent theentry link for the conference. Please note that in such cases, the 1,000 yen already paid will not be refunded.
3. If you are unable to pay by PayPal, you can transfer the registration fee to Japan Post Bank (deadline isAugust 31 during business hours). If you need the account number, please send an email to the Secretary
General. Please note that if you transfer the registration fee to Japan Post Bank, you will be asked totransfer the fee to a different account from the one shown on the JLTA official website.
4. The participation links will be sent after September 1 in the order of those whose membership status has
been confirmed. Registered participants who do not receive an invitation message by 12:00 (JapaneseStandard Time) on September 3 should send an email to the Secretary General, Yuichiro Yokouchi, at
u16yoko@gmail.com. Please note that the presenters and committee members (Annual Conference
Committee & Annual Conference Steering Committee members) involved in the conference will be senta separate participation link, so there is no need for them to register.
5. A receipt will be sent to your registered e-mail address approximately one week after the conference.
6. The participation link for the conference can only be used by the person who has applied. Please do notshare it with anyone else.
■ Presentation guidelines
1. The presentations will be held in Rooms 1 and 2. Please visit the conference website via the participation
link and click the relevant link to enter the room you wish to join.
2. During the presentations and Q&A sessions, you will need permission from the chair or presenter to turnon your video and microphone.
3. If you have a question, please press the “Raising Hand” button. After the chair calls on you, turn on the
microphone and speak. When you have finished speaking, please be sure to mute your microphone again.
4. During a presentation, participants can ask questions using the chat tool. Please note that your comments
will be shared with all the other participants.
5. The presentations will not be recorded, and presentation videos will not be shared with the public after the
conference.
6. Please do not capture or record the screen of the presentation as this may violate the copyright and portrait
rights of the presenter.
■ Emergency contact information
Yuichiro Yokouchi, Secretary General of JLTA: u16yoko@gmail.com

For the speakers
1. The time limits are as follows: presentation, 20 minutes; Q&A session, 10 minutes. These time limits
8

2.
3.
4.
5.

should be strictly observed. The starting time of a presentation might change depending on the durationof the previous presentations. In such cases, the starting time will be adjusted using some of the breaktime.
Follow all the instructions given by the chair.
You should enter the room 15 minutes before the start of your presentation.
If you need a presentation certificate, please contact Yuichiro Yokouchi, the Secretary General of JLTA,
at u16yoko@gmail.com.
Please understand that we will not conduct a connection test in advance. We recommend that you accessthe meeting from an environment with a stable network.

9

大会参加者へのご案内
■ 受付
1.

2.

3.

4.

5.
6.

本大会の参加には事前申込みが必須です。右記のリンクからご登録ください（https://studioas.sakura.ne.jp/JLTA_From/）。参加申込の締切は，8 月 31 日 23 時 59 分（日本標準時）とさせていただきます。それ以降の参加申し込みは承れませんので，ご承知おきください。
参加費は，JLTA 会員・学生（JLTA 会員以外の学生は学生証の pdf ファイルを事務局長（横内：u16yoko@gmail.com）に送付いただきます）は 1,000 円，未会員は 3,000 円といたします。
決済方法は PayPal 決済のみといたします。なお，手数料は学会が負担いたします。事前申し
込み締切日以降，未会員の方が「会員」として申し込みをされていた場合，追加で申し込み費用を請求させていただきます。未会員の方が正しくお支払い頂いていない場合，大会の参加リンクは送付いたしません。また，その場合はすでにお支払い頂いた 1,000 円については返金致しかねますことをご了承ください。
PayPal で決済ができない場合，ゆうちょ銀行への参加費振込みで対応いたします（締切は 8
月 31 日営業時間内）。口座番号の情報が必要な方はメールで事務局長までお知らせください。
なお，参加費をゆうちょ銀行宛にお振込み頂く場合，JLTA ホームページに記載の口座とは異なる口座にお振込みいただきますので，ご注意ください。
参加リンクは 9 月 1 日以降，会員ステータスの確認が済んだ方から順にお送りいたします。
9 月 3 日 12 時までに連絡がない場合，上記の連絡先にその旨連絡をくださいますようお願いいたします。なお，発表者と研究大会に関わる委員（全国研究大会本部委員・全国研究大会
運営委員）については別途参加リンクをお送りしますので，参加申込の必要はありません。
領収書は別途ご登録いただいたメールに研究大会終了後 1 週間以内に送付します。
参加リンクは申込みを行った本人のみが使用できます。他の方に共有しないようお願いいたします。

■ 発表視聴時のお願い
1.
2.
3.
4.
5.
6.

発表は Room 1 と Room 2 で実施されます。ご覧になりたい発表会場へは特設ページ内にあるリンクをクリックして会場にお入りください。
発表中・質疑応答中は司会者・発表者の指示なくカメラやマイクをオンにしないようにしてください。
質問の際は挙手ボタンを押し，司会者から指名が入ってからマイクをオンにし，発言してください。発言を終えたら再度必ずマイクをオフにしてください。
発表中にチャット機能を用いて質問を投稿することが可能です。質問は視聴者全体に情報が共有されます。
発表は録画されませんので，後日発表のビデオが公開されることはありません。
発表画面のキャプチャ，録画は発表者の著作権及び肖像権を侵害する行為にあたる可能性がありますので，決してなさらないようにお願いします。

■ 緊急連絡先の E メールアドレス
u16yoko@gmail.com（横内裕一郎，JLTA 事務局長）

発表者へのご案内
1.
2.
2.
3.
4.

20 分の発表と 10 分の質疑応答の時間があります。時間厳守でお願いします。
発表開始時間は直前の発表の状況に応じて若干のずれが生じる場合があります。その場合，休憩時間を使って時間の調整を行います。
司会者の指示に従って発表を行うようにしてください。
発表者はご自身の発表 15 分前までには確実に発表会場に入室してください。
発表証明書などが必要な方は，u16yoko@gmail.com (横内裕一郎, JLTA 事務局長) までご連絡
10

5.

ください。
事前の接続テストは実施いたしませんので，その旨ご理解ください。当日はネットワークの安定した環境からアクセスしていただくことを推奨します。

11

3. Abstracts (発表要旨)
基調講演 (Keynote Speech)
Room 1 Part I (9:45－11:00) ※日本語で実施 (Conducted in Japanese)
米国における日本語テスト評価：コロナ対応の現状と今後の課題
Japanese Language Testing in the United States:
The Current Situation in Response to the COVID-19 Pandemic and a Future Agenda
近藤ブラウン妃美 (ハワイ大学マノア校)
Kimi KONDO-BROWN (University of Hawaiʻi at Mānoa)Assessment is indispensable for language teaching and learning, and yet, many teachers find it challenging toconduct effective assessment, especially after the outbreak and spread of the COVID-19 pandemic. For thosein the profession of teaching Japanese inside and outside Japan, the situation is no different (see, for example,
Princeton University, 2021). We have gone through unprecedented emergencies and challenges in changing
our instruction and assessment from the traditional face-to-face format to online. In the process, we have also
learned that the online learning environments of our students differ considerably, and we need to makethoughtful decisions for our students with maximum compassion and flexibility without compromising ouracademic rigor. While most of us are still wrestling with remote instruction and assessment, we are now
more or less expected to move back to in-person mode, according to the schedule set by the central
administration.
With this background in mind, my talk will start by discussing how COVID-19 has transformed our teaching
and assessment practices in general, using examples at my home institution. Among the various assessment
tools available for teaching Japanese, I will focus my talk on testing, which is perhaps the most widely usedassessment procedure in most schools and universities in the U.S. I will first provide an overview of Japanese
language learners in the U.S., and then, raise issues concerning achievement tests which teachers develop
locally for pedagogical purposes such as providing feedback on learning and assigning grades. Part of mydiscussion will address assessment issues specific to bilingual heritage language learners (Kondo-Brown, inpress). Second, I will discuss the uses and issues related to some of the most widely-used and most influential
Japanese proficiency tests in the U.S., including the OPI/OPIc developed by the American Council on the
Teaching of Foreign Languages (ACTFL) and the Nihongo Nōryoku Shiken (Japanese Language Proficiency
Test [JLPT]). I have addressed these tests from the perspective of washback effect elsewhere (Kondo-Brown,2018), but my talk will provide updates and a future agenda.
References
Kimi Kondo-Brown. (2018). “Social perspectives in assessment research: Washback effects of high stakes
Japanese proficiency testing.” A paper presented for a panel with J. Lee, S. Ito, & M. Shimada, titled“Future agenda for assessment in Japanese language education.” The Society for Teaching Japanese
as a Foreign Language Conference. May 26-27. Tokyo.
Kondo-Brown, K. (In press). Heritage Language Assessment. In S. Montrul & M. Polinsky (Eds.), The
Cambridge handbook of heritage languages and linguistics. UK: Cambridge University Press.
Princeton University. (2021). The 27th Princeton Japanese Pedagogy Forum Proceedings. Department of
East Asian Studies, Princeton University. Retrieved from: https://pjpf.princeton.edu/past-forums
12賛助会員発表 (Institutional Member Presentations)
Room 1 Part I (11:05－11:35)
VELC Test® の PP 120 問版，Online 120 問版，Online 90 問版実施データの信頼性と受験者分離
指数の比較
靜 哲人 (大東文化大学，金星堂)
VELC Test®は，リスニングとリーディングの面から日本語を母語とする大学生の英語熟達度を測定する標準テストである。120 問のペーパー版（以下，PP120）を 2012 年度より実施してきているが，2020 年度よりオンライン版の運用も開始した。オンライン版には PP120 と同じく 70
分間で行う 120 問版（OL120)と，55 分間で行う 90 問版（OL90）がある。
今回，2021 年 3 月から 6 月までに実施した PP120，OL120，OL90 のデータを分析し，それぞれが受験した集団の熟達度をどの程度うまく識別しているかを比較した。
まず分析対象を絞るため，全データの中から PP120，OL120，OL90 を受験した各４大学を抽出した。VELC スコア平均が 449 未満，450～499，500～549，550 以上という 4 つのバンドの中で，それぞれ最も受験者数が少なかった（ただし 50 名以上）大学を選んだ。他の条件が等しければ受験者数が多くなるほど英語力の散らばりも大きくなる傾向があるので，弁別・分離の観点からは最も条件の悪い集団を選んだといえる。分析対象となったのは最小が n = 55，最大が n = 258の 12 大学のデータである。
まずクロンバック α に関しては，同一バージョン４大学の平均は，
PP120 が.898，
OL120 が.890，
OL90 が.860 であった。次に受験者集団を統計的にいくつのレベルに分離可能であるかを示す受験者分離指数の平均は，PP120 が 2.95，OL120 が 2.99，OL90 が 2.34 であった。
大学内でのプレイスメントは３レベル程度で行われることが多いが，そのためには 120 問版
は十分に，90 問版はほぼ十分に機能していると言える。PP 版と OL 版には差がなく，120 問版と90 問版には多少の差が認められたわけだが，これは信頼性が項目数の関数であるという理論どおりである。
レベル別にみると中央の２レベルが上端と下端の２レベルよりも信頼性・分離の程度がわず
かに高い傾向が観察された。これも理論上の想定どおりである。ただしレベル４の受験者分離指数の平均が 2.61，レベル１の平均が 2.23 と，いずれのレベルであっても実用上十分に高い。
結論としては，VELC Test® のオンライン版はペーパー版と同等の精度をもって，90 問版は
120 問版とは同等とは言えないまでも十分な測定精度をもって，平均受験者のレベルに関わらず，個別大学の受験者集団内の英語力の個人差を顕在化していると言えよう。
Keywords
テスト，オンライン，信頼性

13

Room 1 Part II (11:40－12:10)
Successfully Implementing Pearson’s Online Proficiency Test
Jason MOSER (ピアソン・ジャパン株式会社，関東学院大学)
In this presentation, Jason Moser (PhD) is going to talk about his experiences with Pearson’s online ‘Progress
Test’ (now called the Benchmark test) which is one of the first online tests of its kind. He will briefly introduce
the test features. He will then talk about all the steps that were taken to ensure that it was successfully
implemented across four faculties (480 students). This part of the presentation is to demonstrate how importantis for teachers to proactively prepare students and faculty for using new technology. In the last part of thepresentation, I will show the results of the student tests so teachers can see the value of the test.

Keywords
Online 4-skill test

14

Room 2 Part I (11:05－11:35)
Linguaskill リンガスキルの実践報告と ILA
青山智恵 (ケンブリッジ大学英語検定機構)
ケンブリッジのオンラインテスト「Linguaskill リンガスキル」について，離島での実施報告を含め日本での実践報告を行います。 リンガスキルの出題で問われる力は大学入学共通テストと親和性があり，日本では高校での活用が進んでいます。高校での活用は大学入試対策のみならず，生徒の正確な CEFR レベル把握，4 技能のバランスのとれた育成などを目的としています。今回の報告では，2021 年 3 月に試験実施した 4 校（計 937 名）の試験結果から読み取れる傾向などを一例としてご紹介させていただきます。 また，リンガスキルには General（一般向け）と Business（ビジネスパースン向け）の 2 種類のテストありますので，高大接続，大学入学から卒業まで育成の成果を可視化する，あるいはビジネスシーンで即戦力となる英語力を学生が就活でアピールできるようサポートするなど，用途に応じて選んで導入いただける試験です。 COVID 19 により，学習と評価の間の境界線がますます絡み合い，「Integrated Learning ＆ Assessment（ILA）」という新しいグローバル・トレンドが生まれました。リンガスキルには，専用のオンライン学習コース（L&R：20 時間，S：10 時間，W：10 時間）もあり，個別最適の学びをサポートする一案をご紹介させていただきます。

Keywords
ケンブリッジ英語検定, Linguaskill リンガスキル, Integrated Learning ＆ Assessment（ILA）, 個別
最適の学び

15

Room 2 Part II (11:40－12:10)
英語４技能プレイスメントテスト E-Vision 開発の経緯と考察
白戸 治久 (英語運用能力評価協会)
北澤 尚子 (英語運用能力評価協会)
藤田 元 (東京経済大学)
特定非営利活動法人英語運用能力評価協会（以下 ELPA）では 2003 年より中学・高校・大学向けに習熟度を図る目的とした英語運用能力テストを運用してきました。2019 年度末までに累計150 万人を超える受験者に利用されてきましたが，新型コロナウイルス感染症拡大の影響で，ペーパー（マークシート）で行われるテストは 2020 年 3 月から大半が延期・中止となりました。
一方で，感染症拡大下においても，大学等でのプレイスメントテスト実施のご要望は大変多く，コンピュータ等利用し自宅での受験が可能なオンラインテストシステム ELCA (English
Language Computer-Based Assessment) の需要が急速に高まりました。新型コロナウイルス感染症拡
大の中，感染リスクを抑え自宅などで受検することができる ELCA は，2020 年には 5 万人，2021
年 7 月には実施人数が 10 万人を越え，現在も引き続き多くの教育機関で活用されています。
上述の社会情勢とは独立に，ELPA では 2020 年からの新学習指導要領外国語活動における「外国語によるコミュニケーションにおける見方・考え方」を働かせ，外国語による「聞くこと」
，
「読
むこと」
，
「話すこと」及び「書くこと」の言語活動を通して情報や考えなどを的確に理解したり適切に表現したり伝え合ったりするコミュニケーションを図る」という趣旨から，4 技能の有機的な評価・測定は不可欠であり，外国語(英語)教育の目標達成，高大接続の理念，大学のアドミッ
ションポリシーの観点からも，大学入学時における英語 4 技能プレイスメントテストは必要と考え，協会アドバイザーの協力のもと，2018 年より英語４技能を測定出来るプレイスメントテスト（E-Vision）の開発に着手してまいりました
日本言語テスト学会（JLTA）第 24 回全国研究大会では，「英語４技能プレイスメントテスト
開発の経緯とその考察」と題し，英語４技能テスト E-Vision の開発に至るまでの経緯とパイロッ
トテストの結果とその考察をご紹介します。

16

一般発表 (Paper Session)

Room 1 Part III (13:10－13:40)
英文要約における分析的評価の検討 ― 初中級レベルの英語学習者を対象に ―加藤 万紀子 (千葉大学)
本研究の目的は, 初中級レベルの英語学習者が作成する英語要約文の特徴を明らかにし, 分析的評価として設定した指標の関係性を明らかにすることである. これまでに, 英文要約における分析ルーブリックはいくつか検討されてきた. しかし, その多くは, 英語力が中上級の学習者を対象としたものであった. 近年, 中等教育, 高等教育における, 要約指導の必要性がますます高まる
中, 英語力が初中級レベルの学習者の書いた要約評価は, 要約指導同様に慎重に検討する必要がある. 本研究では, 要約作成が未経験であり英語力が初中級レベルの大学生 160 名に参加してもらった. 全ての英文要約は, Kroll (1977) のアイディア・ユニットの定義に倣いアイディア・ユニッ
トに分解し, 命題の正確性(propositional accuracy: PA), 論理的正確性(Logical accuracy: LA), 言語の正確性 (Language accuracy: LGA), 語彙レベル (JACET 8000 level: JCT), 内容的正確性 (Content
accuracy: CA), 複写率 (Copying rate; CR) の６つの指標を設け分析を行なった. 相関分析の結果,
JCT と CR 以外の４つの指標は, 互いに関係性があることが分かった (e.g., PA-LA: r = .66; PA-LGA:r =.67; PA-CA: r = .65; LA-LGA: r = .66; LA-CA: r = .57; LGA-CA: r = .87 ). 一方で, CR は CA と負の関係性(r = -.37) があることも明らかとなった. 特に, 初中級レベルの英語学習者が書く英文要約
は, 言語の正確性が全ての指標と大きく関係しており, 複写率と要約の内容にも関係性があることが分かった.

Keywords
英文要約，分析的評価，初中級レベル英語学習者

17

Room 1 Part IV (13:45－14:15)
Designing an Integrated Reading-Writing Test
Aynur Ismayilli KARAKOC (Victoria University of Wellington)
Integrated writing (IW) tests or reading-writing tests are gaining popularity because they are claimed to beauthentic and valid (Weigle, 2004). However, although IW tests aim to demarcate students’ generalacademic preparedness levels for university, the majority of these tests are not strong enough for such
purposes to meet the requirements of university courses.
To understand the target language use (TLU) domain requirements, reading and writing requirements infirst-year humanities and social science courses at Victoria University of Wellington (VUW) in New
Zealand were analyzed. Based on these requirements, an IW test was developed. The purpose of the test
was to make claims about the academic readiness of EAP students for related first-year courses at VUW.
The test asked readers to read an extract from a book chapter and a journal article and write an essay on a
climate change topic. Test-takers also answered the reading questions after they finished the test. Later,
they were interviewed about their test experience. It was understood that the participants were heavily
affected by their previous writing experience in IELTS.
The stages of test development and related challenges will be presented. Recommendations will be madefor EAP teaching and IW testing.

Keywords
Integrated writing, Writing test, Reading-writing skills, Developing a writing test18

Room 1 Part V (14:20－14:50)
Stakeholders’ Perceptions of IELTS Speaking and Writing Tests and Their Impact on
Communication and Achievement
Noriko IWASHITA (The University of Queensland, Australia)

Along with the rapid movement to globalisation around the world, a good command of English has become
essential as the international language of the world,. In response to this trend, the current English language
curriculum in Japan has been revised to focus on enhancing the four skills. In 2013, the Japanese Ministry of
Education proposed all universities to accept the results of public standardised proficiency tests, such as Eiken,
IELTS, TOEFL. Although the number is increasing, compared to TOEIC and Eiken, the number of IELTS
test-takers is still relatively small.
There has been a growing emphasis on the importance of considering the views of stakeholders, such as
students, teachers and administrators to understand the social impact, current market focus and ethicalimplications of the test (e.g., Coleman et al., 2003; Hyatt, 2013). Most studies, however, focused on IELTS
Writing Tests or IELTS Test performance in general, but few studies have examined IELTS Speaking Tests.
Students are required to possess good writing and speaking skills to succeed in their academic study andbeyond, and also different skills, knowledge and strategies for successful communication in writing andspeaking.
For that reason, the current study investigated stakeholder perceptions of IELTS Writing and Speaking tests,
and their impact on communication and achievement in a given context. In particular, this study explored thelevel of familiarity with IELTS among high school teachers, university lecturers and first year university
students, and how IELTS is perceived among Japanese stakeholders with a special attention to its impact of
its inclusion of university entrance exams in near future, and to gain further insight to their perceptions on theusefulness of IELTS in terms of students’ readiness for L2 communication in an academic setting.
In the study stakeholder perceptions of IELTS were investigated via questionnaire survey (N = 96) and semistructured interviews (N = 21). The findings show that while most teachers are familiar with IELTS, few
student participants had never heard of IELTS till they participated in the survey. Further, the majority of theparticipants found both Speaking and Writing Tasks are challenging and beyond what current high school
students are required to do in the English curriculum. Nevertheless, they consider IELTS test tasks to asses
written and oral communication skills adequately, but their view on its inclusion of IELTS in university
entrance exam is mixed. The paper will discuss stakeholders’ insights into possible washback of inclusion of
four-skill-tests such as IELTS in high-stake nation-wide exams (e.g., Sasaki, 2018) and for the preparation of
students for IELTS examinations and beyond.

Keywords
Stakeholders’ perception; IELTS Writing and Speaking; Communicative language ability; Test impact

19

Room 1 Part VI (14:55－15:25)
A Taxonomy for Terms Related to Human and Machine Scoring Systems (Practice)
Barry O’SULLIVAN (British Council)
The trend towards the introduction of artificial intelligence-driven auto-scoring systems in language tests
continues to grow. In the years since the introduction of the first operational system in a commercial test,
the systems have become more and more sophisticated in terms of how they are built, trained and delivered.
It is quite reasonable to expect that in the very near future, such systems will become available to testdevelopers at all levels to apply in their test systems. While this will have a radical impact on the
proliferation of auto-scoring systems, there remain questions around these system that have yet to beaddressed in a systematic way. These questions relate to how the systems are built (for example their ‘blackbox’ nature, and the lack of transparency involved, as well as the potential for inbuilt bias) and how they
are operationalised.
In this presentation, I will reflect on the issues involved in the building of auto-scoring systems, presenting
the solution to the transparency and bias issues proposed by one major test developer. However, the main
focus of the presentation will be the proposal of a matrix describing how auto-scoring systems can be
integrated into an operational test. The matrix presents a series of possibilities ranging from human only
scoring to machine only scoring, with a series of hybrid options. The presentation reflects on the practicaland ethical issues that underpin the various options.

Keywords
Auto-Scoring; Human versus Machine; Scoring Validity

20

Room 2 Part III (13:10－13:40)
A Formative English Assessment System for Young Children (Practice)
Xiaoming XI (VIPKID International)

Well-known global assessments for young learners serve summative purposes for certifying learners’ English
proficiency. Thus, they cannot be embedded in a learning environment to fulfill formative assessment needs.
In this presentation, I will report on the development and validation of a formative English assessment system
for students ages 6-15 used for placement, progress monitoring and diagnostics. I will focus on the following
design characteristics of the system: assessment and task design, measurement model, and score report designfor different audiences.
Regarding assessment design, I will discuss how task design of the assessment system is guided by a finergrained knowledge and skill graph while drawing on major language standards. Major language standards
provide guidance as to what assessment items and tasks are relevant whereas the knowledge and skill graphinforms the development of items and tasks that measure periodic progression in students’ language skills. To
support placement use, we have used a variety of efficient assessment items to increase testing efficiency andcontent coverage. To monitor students’ short-term progress and diagnose their strengths and weaknesses, wehave selected items and tasks that support fine differentiation in difficulty levels and are amenable todiagnostics.
Given variations in children’s age and cognitive development, it is particularly important to provide anadaptive test experience to increase testing efficiency, reduce measurement error and ensure a positive testtaking experience where they do not feel bored or frustrated. I will talk about how we use adaptive and multistage testing models for receptive and productive skills respectively to enable an optimal experience forchildren, and balance content and skill coverage and difficulty in developing the adaptive testing algorithms.
In a formative context, in addition to students, parents, teachers and school administrators are key stakeholders,
who have different needs for score reports. Global English assessments for young children, however, rarely
take the diverse audiences of score reports into consideration. I will discuss the design features of our score
reports for different types of users and the research we have conducted to determine the features. Throughout
the presentation, I will compare our formative assessment system to established young learners’ assessments
for summative uses and highlight design features that are unique to assessment intended for different uses.

Keywords
Formative assessment, Young children, Design feature, Measurement model, Score report21Room 2 Part IV (13:45－14:15)
日本語のスピーキングテストにおける音読およびシャドーイングタスクの開発と妥当性検証―「論証に基づく妥当性検証の枠組み」を用いて―ボイクマン 総子 (東京大学)
根本 愛子 (東京大学)
松下 達彦 (東京大学)

本研究は，日本語のプレースメントのためのスピーキングテストの一部として，音読タス
クとシャドーイングタスクの開発を行い，「論証に基づく妥当性検証の枠組み」（Chapelle et al.
2008, Knoch and Chapelle 2018）を用いて，スピーキングテストとしての妥当性を検証することを目的としている。
テストと判定については，日本語の音読とシャドーイング，各３タスクを，前者は 25 名，
後者は 23 名の日本語を第二言語とする，レベルの全く異なる成人学習者に受験してもらい，開発したルーブリックを用いて，判定者２名が初級から上級の６レベルの判定を行った。尚，テ
ストはオンラインで実施した。
Facets を用いてスコアを検証した結果，音読とシャドーイング共に，概ねモデルに適合していること，受験者分別信頼性も高く，評価者間の一致度も期待される一致度より高いことがわかった。しかし，音読の受験者の不適合の割合がやや多いことと，音読とシャドーイングともにレベル２と３（初級後半と中級前半）の区別が不十分であることがわかった。
妥当性検証については，得点化推論から一般化推論，説明推論，外挿推論，決定推論，そして波及効果推論に至るまで，それぞれの論拠を証明するために考えられている前提を確認した
ところ，前提を裏付けるための証拠として，半数程度のプラスの証拠を提示できたが，外挿推論については「目標言語使用領域における代表性が担保できない」というマイナスの証拠が提示された。
妥当性検証としては，抜けやマイナスの証拠も一部にあるものの，プラスの証拠が集まっていることから，今回開発した音読とシャドーイングテストは，「スピーキング能力の構成概念を反映し，テストの使用目的と日本語の指導や学習に有用である」という論証をある程度主張できる段階に至っていると言えるだろう。

Keywords
音読，シャドーイング，プレースメントテスト，Facets，妥当性

22

Room 2 Part V (14:20－14:50)
Working Memory in Foreign Language as a Mediator Between Working Memory in Maternal
Language and Achievements
Mojca POREDOŠ (University of Ljubljana)
Karmen PIŽON (University of Ljubljana)
Jan GAČNIK (University of Ljubljana)
Milena KOŠAK BABUDER (University of Ljubljana)
Listening comprehension is an active process influenced by several factors, which need to be consideredwhen we evaluate this process. In this research, we focused on working memory as one of the factors
effecting students’ achievements in listening comprehension tasks. Using the tests of working memory
and tests of listening comprehension, we examined the influence of working memory in mother and foreign
tongue on students’ achievements at different task types of listening comprehension in a foreign language.
Our sample included 100 6th grade students enrolled in ordinary primary school; 56 % of participants werefemales. Their first foreign language was English. They responded to demographic questions related totheir exposure to the English language, and their inclination towards the language. Further, we assessed
their listening comprehension using two types of tasks (listening tasks of multiple-choice and banked-gapfill) and individually assessed their level of working memory in their maternal and first foreign language.
We calculated descriptive statistics and examined a path model, where we presented working memory inforeign language as mediator between working memory in maternal language, exposure to foreign
language, and two types of listening comprehension tasks. Our results show 6th-graders were exposed toEnglish language by listening to music in English, watching series, movies of video clips, and/or playing
videogames for approximately 3.18 hours per day. The effect of exposure and effect of working memory
in maternal language on listening comprehension was largely indirect, and was mostly mediated throughthe working memory in the foreign language. Students can more easily memorize words if they have amore developed working memory in their mother tongue. In addition, students with better working
memory in English have higher achievements in the listening comprehension tests of English as a foreign
language. Based on these findings, it would be wise to consider how to overcome the differences inlistening comprehension tasks between students with different capacity of working memory and ensure
greater equality in knowledge testing.

Keywords
Working memory, Task type, Assessment

23

Room 2 Part VI (14:55－15:25)
Exploring the Effectiveness of Planning Time in a Computer-Delivered Speaking Test
Yujia ZHOU (Tokyo University of Foreign Studies)
Barry O’SULLIVAN (British Council)
Masashi NEGISHI (Tokyo University of Foreign Studies)
Asako YOSHITOMI (Tokyo University of Foreign Studies)
Providing planning time in a speaking test has been a common practice, with an aim to help test takers
improve their test performance and enhance test validity. While research to date has mainly focused on
how planning time affects test performance, few studies have investigated how test takers actually use
planning time. As the effect of planning time largely depends on how test takers plan their speech, it isurgent to gain a better understanding of the issue (Ellis, 2018). Moreover, little is known about how theuse of planning strategies may differ among test takers of different proficiency levels; this line of researchwould provide baseline information about the role of strategy training in boosting performance(Wigglesworth & Elder, 2010).
To fill these research gaps, this study attempted to explore (1) how test takers perceive the usefulness ofplanning time, (2) how they use the planning time, and (3) how the use of planning strategies is related to
proficiency level. The study was conducted in the context of British Council TUFS-Speaking Test forJapanese Universities (BCT-S), a computer-delivered speaking test jointly developed by Tokyo Universityof Foreign Studies and the British Council for university admission purposes in Japan. We focused on Part4, in which test takers have one minute to prepare and two minutes to integrate their responses on threequestions into a long run. Note-taking is allowed during preparation time.
A total of 32 Japanese students (10 high school students and 22 university students) participated in the
study. They took BCT-S and completed a questionnaire that elicited their perceptions of usefulness ofplanning time and responses on their use of various planning strategies. The questionnaire items wereselected based on the literature (e.g., Weir, O’Sullivan & Horai, 2006; Wiggleworth & Elder, 2010).
Twelve university students responded to a follow-up interview and elaborated on their responses to thequestionnaire items. Participants were divided into two proficiency groups based on their test results of
BCT-S (Upper: 20 students at B2; lower: 12 students at B1).
Results based on questionnaire data showed that a majority of participants had favorable attitudes toward
planning time. Specifically, they considered being able to plan their speech and take notes helpful toperform the test task, and the length of planning time was appropriate. Strategies that most participants
reported using during planning were mainly macro strategies focusing on content and outline of the speech.
Additionally, more participants reported planning in mind rather than taking notes, and fewer participantsrehearsed and took notes on grammatical structures. Finally, the Chi-square test results did not reveal any
significant differences in the use of planning strategies between upper and lower groups, suggesting thattest takers at B1 and B2 levels have a similar tendency in their use of planning strategies. The implicationsof the findings for test development and directions for further studies were suggested.

Keywords
Speaking test, Planning time, Strategy use, Note-taking, BCT-S
24

Symposium
Room 1 15:30－17:00
Symposium
Approaches to Data Analysis in Language Education in a World with the Novel Coronavirus

シンポジウムウィズコロナ時代の言語教育におけるデータ解析のアプローチ

コーディネーター

渡部 倫子 (広島大学)

パネリスト1李 在鎬 （早稲田大学）

パネリスト2

石井 雄隆（千葉大学）

パネリスト3

本間 宏利（釧路工業高等専門学校）

Symposium Paper 1: Automated Writing Evaluation in Japanese Language Education
日本語教育における作文の自動評価
Jaeho LEE（Waseda University）
李 在鎬 （早稲田大学）
In this presentation, I will talk about a text analysis system based on computational models developed by myresearch group. This system was developed to support the autonomous learning of Japanese language learners.
In development, we first analyzed a large corpus using text mining methods to create a regression equation todetermine readability and proficiency. Next, we created a web application that can determine the readability
and proficiency of a new text based on the regression equation. In particular, I will focus on "jWriter"（https://jreadability.net/jwriter/）and describe the concept of proficiency and its significance in this system.
Through this presentation, I would like to explore the direction of coexistence between evaluation by machines
and evaluation by humans.

25Symposium Paper 2: Learning Analytics and Educational Assessment
ラーニング・アナリティクスと教育評価
Yutaka ISHII (Chiba University)
石井 雄隆（千葉大学）
During the COVID-19 pandemic, online teaching and learning has been conducted around the world. Online
teaching can lead to the accumulation of a learning log. Utilization of such learning logs for teaching, learning,
and assessment will become increasingly important. Learning analytics is an emerging research area ineducation that is defined as “the measurement, collection, analysis and reporting of data about learners andtheir contexts, for purposes of understanding and optimising learning and the environments in which it occurs”(Ferguson, 2012). In the area of learning analytics, analyzing second and foreign language writing has beentermed writing analytics, and it forms a sub area of learning analytics. This presentation focuses on therelationship between learning analytics and educational assessment with a particular focus on second andforeign language writing. Automated Writing Evaluation in Japanese Language Education.

Symposium Paper 3: Automatic Generation of Japanese Exercises
Using a Science and Engineering Approach
理工学的アプローチによる日本語試験問題の自動生成
Hirotoshi HONMA (National Institute of Technology, Kushiro College)
本間 宏利（釧路工業高等専門学校）
Here, we explain the automatic generation of Japanese exercises for Japanese learners. Due to space limitations,
we will only describe a generation support system for kanji reading, writing and conjunction allocation
exercises. Kanji reading exercises are performed by choosing the correct reading of a kanji in a specified partof a sentence. Kanji writing exercises are performed by choosing the correct kanji that corresponds to the
hiragana in a specified part of a sentence. In conjunction allocation exercises, learners select the appropriate
conjunction from the answer options to fill in the blank in a given Japanese sentence. For each exercise, thelearner chooses from various answer options. Each answer option includes four choices: one correct answer
and three wrong answers called “misleading answers” or “distractors”.
Learners can specify the difficulty level of the question. This system automatically generates exercises withdiffering levels of difficulty that align with the Japanese language ability levels of classes N1 to N4 in theJapanese language proficiency test. The system specifications for the kanji reading and writing exercises are:・Sentences containing the kanji that are to be the subject of the exercise will automatically be extracted fromeach corpus (newspaper, novel, children’s story, children’s song).
・The corpus that is the subject of extraction will vary according to the skill level of the language learner.
・Longer sentences will automatically be abridged so that they are below 20 characters.
・Only nouns, adjectives, and verbs are treated as parts of speech in kanji.
・The difficulty level of the exercise conforms to the age at which Japanese people learn kanji and to thatkanji’s rate of occurrence in general sentences.
26

・Kanji that is read in ways unique to the Japanese language will be set for advanced learners.
・The distractors of the reading exercises will have the onyomi (Chinese reading) and kunyomi (Japanesereading) of the correct answer partially switched around; it will also include the readings of associated words
suggested by the correct answer.
・The distractors of the writing exercises include homophones and kanji, which are similar in shape to thecorrect one.
The system specifications for the conjunction allocation exercises are:We derived frequently occurring conjunctions from various corpora and classified them into eight categories,
such as conjunctive, adversative, and parallel, according to their usage patterns.
The questions themselves were extracted from the corpus, specifically from sentences of appropriate lengththat included certain conjunctions. If a sentence contained a conjunction at its beginning, we extracted a certain
part of the previous sentence and combined it with the sentence containing the conjunction into a single
sentence. We also set a size limit for the sentences used in these cases.
Regarding how the answer options were created, for each exercise, we extracted the three misleading answers
from each of the three categories to which the correct answer did not belong. It was important to use thesyntactic information of the questions themselves to select appropriate misleading answers to avoid generating
questions for which multiple answers might seem correct. However, this is not currently supported by thesystem.

27

4. Workshop Information（ワークショップ情報）
題目：「自律的学習者を育成する中学校外国語科授業の実際」（日本語で実施）
講師 胡子 美由紀（広島市立古田中学校）
司会 大木 俊英（白鴎大学）
日
時： 2021 年 9 月 4 日（土）13 時 00 分—16 時 30 分（2 度の休憩をはさむ）
場
所： オンライン（Zoom）
参 加 費： 無料
定
員： 100 名
申込期間： 7 月 1 日（月）— 8 月 29 日（日） ［定員になり次第締め切り］
参加条件： 特になし目的：
1. 中学校現場での実践を踏まえて，特に生徒たちが主体的にどう学びを深めていくかをフロアのみ
なさまと共有したい。
2. 課題発見・解決に向け主体的・能動的に学び合う「主体的・対話的で深い学び」の観点から，授業
デザイン，活用型言語活動の具体例や生徒が本気になって自分の思いや考えを語り，真剣に取り組むことのできる課題について考えたい。
手順：
1. 自律的学習者の育成のために必要なこと
2. 授業の実際
3. これからの中学校英語授業に求められるもの

申込方法：
1. 下記 URL または QR コードより申し込みフォームにアクセスし，必要な情報をご登録ください。締め切り後，参加者にのみ Zoom 情報をお知らせいたします。
https://forms.gle/y2oQEgwHTPKP5ZfR8

2. 上記の申込方法で不具合がある場合はメールでの受け付けも致します。下記の情報を岡秀亮（筑波大学大学院）hideakioka35155@gmail.com まで e-mail でご連絡ください。
(1) 氏名・所属・メールアドレス(2) 講師へのご質問（希望者のみ）(3) その他，ワークショップまたは JLTA ワークショップ全体に対して何かご要望がありましたらお書きください。
（希望者のみ）28

Workshop Information
Title: Practice of English Classes in Middle School to Foster Autonomous
Learners (Conducted in Japanese)
Lecturer: Miyuki EBISU (Furuta Middle School; Hiroshima City)
Chair: Toshihide O’KI (Hakuoh University)
Date: September 4, 2021 (Saturday), 13:00－16:30 (with two 15-minute breaks)
Venue: Online (Zoom)
Attendance Fee: Free
Maximum Number of Participants: 100
Registration Period: July 1st (Mon.) – August 29th (Sun.)(The registration will be closed after the number of participants reaches the limit.)
Prerequisite: None
Objectives
1. To share with participants some practical ideas about how to facilitate students’ independent learning.
2. To share methods and ideas of improving class design and associated language activities that enable students
to express their feelings and opinions.
Procedure
1. What is needed to foster autonomous learners
2. Practice in the classroom
3. Tips for the better English classes in the future
How to Register
1. Please click on the following link (or read the QR code) and fill in your name, affiliation, e-mail address,and questions for the instructor (if any). After the registration deadline, a Zoom link will be sent to theparticipants.
https://forms.gle/y2oQEgwHTPKP5ZfR8

2. In case you cannot register using the above website, please email the following information to Hideaki
Oka (Graduate School, University of Tsukuba) at hideakioka35155@gmail.com(1) Your name, affiliation, and email address(2) Questions for the instructors (Optional)(3) Requests for this workshop, or JLTA workshops in general (Optional)

29

30

31

＜協賛企業・法人・団体の一覧（学会 HP 掲載順）＞
British Council
ケンブリッジ大学英語検定機構
英語能力測定・評価研究会（VELC 研究会）事務局
特定非営利活動法人 英語運用能力評価協会
ETS Japan 合同会社
G-TELP 日本事務局
IELTS (British Council, IDP: IELTS Australia, Cambridge Assessment
English)
一般財団法人 国際ビジネスコミュニケーション協会
国際交流基金・日本語試験センター
株式会社 教育測定研究所
株式会社 エル・インターフェース
財団法人 日本英語検定協会
ピアソン・ジャパン株式会社
株式会社 桐原書店
We would like to greatly acknowledge all institutional members (companies,
organizations, and groups) for their support.
This year's conference will be held online; therefore, all instututional members are listed in this page.

本大会の開催にあたり、賛助会員の企業・法人・団体様からのご支援を頂いております。ここに厚く御礼申し上げます。
※今年度はオンライン開催につき広告展示ができないため全賛助会員を本項に記載しております。

32

The conference information of JLTA2022 will be announced via the JLTA website
as soon as the details become available. We look forward to seeing you there.
2022 年度の日本言語テスト学会全国研究大会は，詳細が決まり次第，
JLTA のホームページでお知らせいたします。ご参加のほどよろしくお願
いいたします。

日本言語テスト学会 (JLTA) (2021 年度) 全国研究大会発表要綱
Handbook of the 24th Conference of the Japan Language Testing Association
発行日：2021 年 8 月 24 日
発行：日本言語テスト学会 (JLTA)
会長：渡部良典 (上智大学)
事務局：〒036-8560 青森県弘前市文京町1
弘前大学教育推進機構 教養教育開発実践センター
横内裕一郎研究室 TEL: 0172-36-2111（代表）E-mail: y.yokouchi@hirosaki-u.ac.jp
編集：全国研究大会実行委員会
印刷：株式会社国際文献社〒162-0801 東京都新宿区山吹町358-5
TEL: 03-5937-0249
FAX: 03-3368-2822
33