Robert d STROUD
バーミンガム、イギリスの大学 応用言語学 (博士号) 博士 2018/09/01 卒業 イギリス
ノッティンガム、イギリスの大学 応用言語学 修士 2013/06/01 卒業 イギリス
シェフィールド・ハラム大学、英国 機械工学（工学士号） その他 2001/07/01 卒業 イギリス
応用言語学(修士号) ノッティンガム、イギリスの大学 2013/09/01
研究論文（国際会議プロシーディングス） 単著 Technology for Engaging Learners in Online Intercultural Exchange. Robert Stroud Proceedings of the International Conference on Education and E-Learning (ICEEL), London, United Kingdom ISERD 1-7 2020/06/01 The medium and mode of communication used for Online Intercultural Exchange (OIE) can play an important role in engaging partners with each other across time. 23 Japanese university learners were given guidance on and a free choice of technology to use for the iron line interaction with American partners during a four-week exchange program. Survey findings showed that the most engaging technology used was a messaging application called 'Whatsapp'. Reasons reported for this preference included familiarity and ease of use, lower stress levels with a written mode of communication, and ease of setting up online groups. Implications for these findings, as well as recommendations for improving learner engagement in OIE are summarized.
研究論文（学術雑誌） 単著 The effects of strategic planning and rehearsal on second language group discussion task performance. ロバート ストラウド The Language Learning Journal 2-14 2019
This article expands upon research into task planning effects by looking at how the addition of planning prior to group discussions may positively and negatively influence performance. 24 Japanese university students performed three weekly discussions in groups of four. Prior to each discussion, they undertook either no planning, strategic planning or an oral rehearsal with a partner outside of their group. Discussion were recorded and transcribed, and performance assessed using 14 measures related to participation, complexity, accuracy, fluency and discourse complexity.
研究論文（国際会議プロシーディングス） The Use of Technology to Support Theories of Learner Engagement. ロバート ストラウド In Proceedings of the 2019 8th International Conference on Educational and Information Technology ACM 1/ 1, 137-140 2019
This paper focuses on summarizing such theories and how the use of readily-available technology can support them in a learning environment. The consensus in the literature is that learners will become most engaged when expected performance is well clarified, goals are set within the learning, immediate and clear feedback is provided on performance, work is appropriately rewarded, and performance is tracked over time. An overview of technology-based research which can support the learning in theses ways is given. Recommendations for instructors to create more engaged classes by implementing and evaluating such technology are then provided.
研究論文（大学，研究機関紀要） 単著 An Analysis of Goals Driving the Development of English Conversation Skills among Japanese University Students. ロバート ストラウド The Hosei University Economics Review 2, 67-85 2018/10 This paper takes a first step to develop this communication by undertaking open-ended surveys and peer-interviews with 150 first-year Japanese university students about their perceptions of the usefulness of English conversation skills for their future. Findings revealed six main categories and 24 sub-categories of responses within both surveys and peer-interviews, mainly related to the abilities to speak with foreigners, travel, succeed in study, succeed in business, and for entertainment purposes. This data can be used by MEXT, schools, universities and teachers in Japan to adapt education at the governmental, institutional and classroom-level to better match course content to student goals and improve resultant motivation and learning.
研究論文（学術雑誌） The impact of task performance scoring and tracking on second language engagement ロバート ストラウド System 69, 121-132 2017
An eight-week study involving 88 low-level Japanese university learners examined the effects of PST on engagement in L2 use across discussion tasks. A card scoring system and electronic diary were used for learners to identify and track their own improvements in task performance. Learners were encouraged to engage more in discussions by tracking individual improvements in performance scores across time. Interestingly, the PST did not significantly affect aspects of learner self-reported disposition towards L2 discussions, but did significantly increase and maintain several aspects of engagement in L2 use across task-time and from task-to-task. The potential implications for classroom L2 task implementation are discussed.
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