Scholarlink

This research is focused on understanding how virtual classrooms can be used to help students develop communicative competencies in English. During the recent COVID-19 pandemic, widespread media coverage indicated that public schools across Japan suspended in-person classes indefinitely (Japan Times, 2020). In lieu of classroom instruction, students and their families were provided with textbooks and learning materials ordinarily delivered by teachers and were instructed to engage in independent study at home without supplementary guidance. In anticipation of future public health crises that necessitate prolonged school closures, it is imperative that Japanese public schools establish comprehensive contingency plans to facilitate high-quality learning in virtual environments. Technologies such as Interactive Video Conferencing (IVC), Learning Management Systems (LMS), social media platforms, and web-based services present viable means of supporting remote instruction. Although these digital tools are currently utilized for educational purposes in Japan’s private schools and higher education institutions, their integration into public school instruction remains limited (OECD, 2021; Takayama 2008). Nonetheless, with continued research and investment, broader adoption within the public education sector may be achievable. This study is a qualitative case study with elements of action research (Cohen, Manion, and Morrison 2018; Kemmis and McTaggart 2000). Data collected from asynchronous and synchronous sessions were analyzed using a content analysis approach (Krippendorff 2018; Neuendorf 2017) in which an assessment tool was used to measure linguistic competence in terms of basic grammar and punctuation. This study shows that a ‘modeled writing’ approach in a short-term virtual English camp can be used to help students develop linguistic competence in English (Cano 2012; Celce-Murcia, Dörnyei, and Thurrell 1995; Kiessling and Fabry 2021). According to the data, particular topics can be taught in order to help students develop higher degrees of linguistic competence. In addition, the study also indicates that it is important to identify the L1 of the English language learner in order to determine if a type of ‘fossilization’ is the reason for the error.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Increasing Linguistic Competence Using Modeled Writing in a Short-term Online English Club

  • 章节

  • 发表日期：

    2026年

查看全文
  • Tyler Barrett,
  • Hiroshi Miyashita

摘要

This research is focused on understanding how virtual classrooms can be used to help students develop communicative competencies in English. During the recent COVID-19 pandemic, widespread media coverage indicated that public schools across Japan suspended in-person classes indefinitely (Japan Times, 2020). In lieu of classroom instruction, students and their families were provided with textbooks and learning materials ordinarily delivered by teachers and were instructed to engage in independent study at home without supplementary guidance. In anticipation of future public health crises that necessitate prolonged school closures, it is imperative that Japanese public schools establish comprehensive contingency plans to facilitate high-quality learning in virtual environments. Technologies such as Interactive Video Conferencing (IVC), Learning Management Systems (LMS), social media platforms, and web-based services present viable means of supporting remote instruction. Although these digital tools are currently utilized for educational purposes in Japan’s private schools and higher education institutions, their integration into public school instruction remains limited (OECD, 2021; Takayama 2008). Nonetheless, with continued research and investment, broader adoption within the public education sector may be achievable. This study is a qualitative case study with elements of action research (Cohen, Manion, and Morrison 2018; Kemmis and McTaggart 2000). Data collected from asynchronous and synchronous sessions were analyzed using a content analysis approach (Krippendorff 2018; Neuendorf 2017) in which an assessment tool was used to measure linguistic competence in terms of basic grammar and punctuation. This study shows that a ‘modeled writing’ approach in a short-term virtual English camp can be used to help students develop linguistic competence in English (Cano 2012; Celce-Murcia, Dörnyei, and Thurrell 1995; Kiessling and Fabry 2021). According to the data, particular topics can be taught in order to help students develop higher degrees of linguistic competence. In addition, the study also indicates that it is important to identify the L1 of the English language learner in order to determine if a type of ‘fossilization’ is the reason for the error.