The Effectiveness of a Student Question-Generation Strategy in Informal Adult Japanese Education

• Main Authors: AkiKawakatsu, 川勝亞紀
• Other Authors: Fu-Yun Yu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/44809103386473696217

碩士 === 國立成功大學 === 教育研究所 === 99 === The main purpose of this study is to investigate the effectiveness of a student question-generation strategy in informal adult Japanese education. The subjects of this study were six intermediate level students and six advanced level students of the researcher. In two levels of Japanese courses, the researcher implemented two different designs of student question-generation activities (referable and non-referable) with common teaching activities. Quantitative data were analyzed by chi-square test, one sample T-test and independent Z-test. The main results were as follows: 1. For the performances of student question-generation activities in different cognitive process dimensions, there were 247 student-generated questions, including 195 in application, 45 in memorization, 6 in comprehension and 1 in analysis. 2. For the correlation between students’ learning and question-generation performances, the entire test results were strongly related to the entire question-generation performances. 3. For students’ opinions toward the entire question-generation activities : (1) There were no significant differences in students’ preferences. (2) There were no significant differences in helpfulness to Japanese courses. (3) Question-generation activities were not significantly helpful to listening ability but significantly helpful to speaking, reading and writing abilities. 4. For students’ performances and opinions toward different designs of question-generation activities: (1) There were no significant differences in students’ preferences. (2) There were no significant differences in helpfulness to Japanese courses. (3) There were significant differences between referable question-generation activities and non-referable question-generation activities in the cognitive process dimensions. (4) The results of Test 2 were strongly related with the results of non-referable question-generation activities, and so were the results of Test 3 with the results of referable question-generation activities 5. For the effectiveness of a student question-generation strategy in different levels of Japanese learning: (1) For the number of questions generated by students in two levels, there were significant differences in the cognitive process dimensions. (2) The number of questions in advanced level class was not significantly different from the number of questions in memorization, comprehension, application and analysis. (3) The achievements of intermediate level class were strongly related with results of question-generation activities in intermediate level class, and so were the achievements of advanced level class with the results of question-generation activities in advanced level class. (4) For students’ opinions toward question-generation activities between two levels of students: a. There were no significant differences in students’ preferences. b. There were no significant differences in helpfulness to Japanese courses. 6. For the helpfulness to detecting mistakes, all of the students in different levels were able to generate questions with key points, but there were still lots of mistakes. Finally, suggestions for teacher instruction and future research were proposed.