日本の高等学校の教室環境におけるノート・テーキング方略と言語学習の達成 : 構造方程式モデリングによる分析

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This piece of Teacher Research investigates Note-Taking strategies, focusing on 1) what kinds of and to what extent Note-Taking strategies are used by high school EFL learners in Japanese classroom settings, 2) what are the latent factors underlying their use, and 3) what effects such factors have on the achievement of learning English in classrooms, with special reference to a group of learners at one high school where the author teaches. Based on entries in learners' notebooks, 22 question items were arrived at and a questionnaire survey was conducted. Wilcoxon's Rank Sum Tests were then conducted to reveal the differences of strategy use between good language learners and poor language learners. Next, an Exploratory Factor Analysis found three latent factors, which were supported by a Confirmatory Factor Analysis. A Structural Equation Model was constructed to explain the effects each factor has on the achievement of learning. Based on this, pedagogical proposals are made which emphasise the importance of facilitation of free and autonomous strategy use, because instructions such as checking learners' notebooks or giving them formats of notebooks do not have so favourable an effect on language learning in classroom settings as expected.