Abstract
In this chapter, detailed information about the study is introduced. First, I will briefly touch on the participants of this study: 72 ELES (English learning in elementary school) Experienced junior high school students in Grades 7 and 8 in School A and 73 Non-experienced students from School B. After removing five participants for missing data, 69 ELES Experienced and 71 Non-experienced participants were retained (see Table 3.1). For School A, basic information on ELES implementation, such as the textbooks, teachers, and the curriculum, so-called International Communication, is elaborated. For School B, the contents of their curriculum, “International Understanding,” in lieu of English activities, are explained. Next, I mention the instrumentation for conducting this study, English proficiency tests, oral interview test, and the motivational-attitudinal questionnaire. Then I explicate the procedures, how I conducted the abovementioned implementation with the help of teachers and students both in School A and B. They are followed by the ways I analyzed the data and the use of statistical analysis software. There is a special focus on Rasch analysis, with an explanation of its basic concepts and benefits of using Rasch analysis for this data.
The original version of this chapter was revised. Table 3.1 was corrected. The erratum to this chapter is available at: http://dx.doi.org/10.1007/978-981-287-493-1_8
An erratum to this chapter can be found at http://dx.doi.org/10.1007/978-981-287-493-1_8
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
ALTs are required to be college graduates, but they are usually not certified teachers like their Japanese colleagues. ALTs entering on the JET program are not required to have any prior teaching experience or EFL training. Many ALTs hired privately have prior experience and/or training. The majority of ALTs were recruited through the JET Program (from 1987, 4,372 participants from 40 countries at present by Council of Local Authorities for International Relations), but now most are hired by private language teaching companies, also known as “dispatch companies”. Once hired ALTs are sent to work in junior and senior high-schools and, increasingly, in elementary schools throughout Japan. ALTs are either assigned to one main school, or can work at a number of different schools in their area. An ALT’s primary duty is to assist Japanese teachers of English to deliver lessons in the classroom, and may be involved in lesson planning and other language teaching tasks. However, the degree to which the Japanese teacher of English actually uses the ALT is usually decided at the discretion of the Japanese teacher.
References
Andrich, D., & van-Schoubroeck, L. (1989). The general health questionnaire: A psychometric analysis using latent trait theory. Psychological Medicine, 19, 469–485.
Cheong, C., Moore, P., & Kennedy, K. (2006). The development and validation of the self-directed learning scales (SLS). Journal of Applied Measurement, 7(4), 418–449.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Pearson Education.
Dörnyei, Z. (2005). The psychology of the language learner. Mahwah: Erlbaum.
Eiken. (2014). Common scale for English. http://www.eiken.or.jp/association/info/2014/pdf/0901/20140901_pressrelease_01.pdf. Accessed 29 Sept 2014.
Ichikawa, S. (2001). Manabu iyoku no shinri gaku [A psychology of the willingness to study]. PHP Shinsho.
Ito, Y., & Hasegawa, J. (2002). Minna no eigo (Book I, II, III). Tokyo: Gakken.
JASTEC Kansai Project Team. (2008). Chugakkou nyugaku izen no eigo gakushu keikensha ga daigakusei no jouimen ni oyobosu eikyo [The influence of learning English at an early stage on university students’ affective factors]. JASTEC Journal, 27, 25–52.
Linacre, J. M. (1998). Rasch first or factor first? Rasch Measurement Transactions, 11, 603.
Linacre, J. M. (2002a). Optimizing rating scale category effectiveness. Journal of Applied Measurement, 3, 85–106.
Linacre, J. M. (2002b). A user’s guide to WINSTEPS: Rasch-Model computer program. Chicago: MESA Press.
MacIntyre, P. D., Baker, S. C., Clement, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52, 537–564.
Mok, M. M. C., Chan, K. Y., & Chan, S. C. (2006). Rasch measurement for the self-confidence in using English of Inner-Mongolian English teachers. Paper presented at the Asia-Pacific Educational Research Association International Conference 2006, Hong Kong.
Neyagawa. (2007). Kokoro ga Hiraku, Kokoro ga Ugoku Kokusai Komyunikeishon Ka. Neyagawa-shi Shochu Gakko Eigo Kyoiku Tokku Kenkyu Happyokai Shiryo. [Hop, Step, English; Brochure for Neyagawa City English Education Forum 2007]. Neyagawa City Board of Education.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen: Danish Institute for Educational Research, expanded edition 1980. Chicago: The University of Chicago Press.
Ross, K. B., & Doyle, P. J. (2008, June). Measuring change using communication rating scales: The case for Rasch analysis, as illustrated with the ASHA FACS. Journal of Medical Speech – Language Pathology. Thomson Gale. http://findarticles.com/p/articles/mi_hb1397/is_2_16/ai_n29440792/?tag=content;col1. Accessed 29 Sept 2014.
Shizuka, T. (2007). Effects of learning English in elementary school days on the proficiency of, and the attitude toward, the language in high school years. JACET Journal, 45, 31–45.
Smith, E. V., Jr. (2001). Understanding Rasch measurement: Evidence for the reliability of measures and the validity of measure interpretation: A Rasch measurement perspective. Journal of Applied Measurement, 2, 281–301.
Smith, E. V., Jr., & Johnson, B. D. (2000). Scaling and standard setting using Rasch measurement. Journal of Applied Measurement, 1, 3–24.
Sparks, R., & Ganschow, L. (2001). Aptitude for learning a foreign language. Annual Review of Applied Linguistics, 21, 90–111.
Tabachnick, B., & Fidell, L. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins College Publishers.
Tono, A. (2009). The roles of Japanese assistant teachers in English activities in elementary schools–based on practical activities in Neyagawa city. An unpublished M.A. thesis submitted to the Kobe University of Foreign Studies.
Wright, B. D. (1996). Comparing Rasch measurement and factor analysis. Structural Equation Modeling, 3(1), 3–24.
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. Chicago: MESA Press.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Uematsu, S. (2015). Methods. In: Long-term effects of Learning English. Springer, Singapore. https://doi.org/10.1007/978-981-287-493-1_3
Download citation
DOI: https://doi.org/10.1007/978-981-287-493-1_3
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-492-4
Online ISBN: 978-981-287-493-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)