{"created":"2023-05-15T09:34:24.367365+00:00","id":50,"links":{},"metadata":{"_buckets":{"deposit":"9a9bafa8-2a33-416e-b1ef-ba4686adde39"},"_deposit":{"created_by":16,"id":"50","owners":[16],"pid":{"revision_id":0,"type":"depid","value":"50"},"status":"published"},"_oai":{"id":"oai:tcu.repo.nii.ac.jp:00000050","sets":["3:4:15"]},"author_link":["34","33"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2015-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"234","bibliographicPageStart":"216","bibliographicVolumeNumber":"25","bibliographic_titles":[{"bibliographic_title":"キリストと世界：東京基督教大学紀要 "},{"bibliographic_title":"Christ and the World ","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"この研究の背景にあるのは、大学生の一部に見られる学習動機づけの問題である。筆者は担当する英語クラスにおいて、学生が自律的に学ぶことを学び、学習に動機づけられることを目指して、学習ポートフォリオ（LPF）を実施してきた。ゴールに向け何をどう学び、どんな結果を得たかのモニタリング・振り返り、自己評価・査定をし、それに基づく今後の学習計画を立て実施する、という一連のサイクルを、学習者が自ら行うのが、一般的なLPF のシステムである。しかしLPF に馴染みがない日本では、各プロセスに準備段階が必要である。「足場かけ」または支援は、学生によって必要が異なることもあり、筆者が用いたLPF は全員に効果をもたらしたわけではなかった。そのため、動機づけの課題を持つ学生を含む様々なタイプの学生に有用な、足場かけ機能を持つLPF システムの構築が必要となった。\n　本研究では初めに、ポートフォリオの一般的な定義、機能、種類を述べ、関連する研究の信頼性と妥当性の問題についても、これまでの研究の知見を基にまとめている。次に、学習に困難を感じ、動機づけに欠ける英語学習者に資するLPF 構築に向けた、アクションリサーチの結果と所見を述べ、なお「足場かけ」の不足と学習者の動機づけの問題が残ることを概説している。最後に、ポートフォリオ研究と実践の今後の方向性として、振り返りと共同学習の仕組みを機能させること、メタ認知と自己調整の知識・方略をポートフォリオ活動の中に構造化し指導すること、さらに信頼性と妥当性を持つポートフォリオ研究結果を得ることで、システム構築を進める計画を述べている 。","subitem_description_type":"Abstract"},{"subitem_description":"This article first introduces how the researcher began to implement a language learning portfolio (LPF) in her classroom and struggled to modify the LPF system for English language courses. There were issues of demotivation among her students, and using standard LPF did not help all the students to learn better; less–motivated, lower-proficiency students without any LPF knowledge needed more scaffolding to do tasks with understanding and to see what they could learn from the LPF process.\nNext, the researcher summarizes central ideas and components of LPF referring to definitions, values and procedures, then also explains the importance of reflection, appropriate assessment and theoretical basis for effective LPF design. Finally, through her action research results and literature reviews, the researcher emphasizes that students should acquire knowledge and skills of metacognition while they develop language skills through LPF activities designed to meet their specific needs. ","subitem_description_type":"Abstract"}]},"item_10002_description_6":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"研究ノート ","subitem_description_type":"Other"}]},"item_10002_full_name_3":{"attribute_name":"著者別名","attribute_value_mlt":[{"nameIdentifiers":[{"nameIdentifier":"34","nameIdentifierScheme":"WEKO"}],"names":[{"name":"Mori, Keiko"}]}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"東京基督教大学 "}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"06199881 ","subitem_source_identifier_type":"ISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"森, 恵子"}],"nameIdentifiers":[{"nameIdentifier":"33","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2015-04-13"}],"displaytype":"detail","filename":"cw20152510.pdf","filesize":[{"value":"591.2 kB"}],"format":"application/pdf","licensetype":"license_6","mimetype":"application/pdf","url":{"label":"cw20152510","url":"https://tcu.repo.nii.ac.jp/record/50/files/cw20152510.pdf"},"version_id":"0c12481f-35da-4b86-851b-577137b50a2b"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"学習プロセス","subitem_subject_scheme":"Other"},{"subitem_subject":"学習動機づけ","subitem_subject_scheme":"Other"},{"subitem_subject":"メタ認知スキル","subitem_subject_scheme":"Other"},{"subitem_subject":"省察","subitem_subject_scheme":"Other"},{"subitem_subject":"自己調整","subitem_subject_scheme":"Other"},{"subitem_subject":"Learning Process","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Learner Motivation","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Metacognitive Skills","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Reflective Learning","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Self-Regulation","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"eng"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"Survey of Learning Portfolios: Toward a Portfolio Design for EFL Learners 　","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"Survey of Learning Portfolios: Toward a Portfolio Design for EFL Learners 　"},{"subitem_title":"Survey of Learning Portfolios: Toward a Portfolio Design for EFL Learners 　","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"16","path":["15"],"pubdate":{"attribute_name":"公開日","attribute_value":"2015-04-13"},"publish_date":"2015-04-13","publish_status":"0","recid":"50","relation_version_is_last":true,"title":["Survey of Learning Portfolios: Toward a Portfolio Design for EFL Learners 　"],"weko_creator_id":"16","weko_shared_id":-1},"updated":"2023-05-15T09:55:07.748372+00:00"}