@article{oai:uekusa.repo.nii.ac.jp:00000382,
 author = {長谷川, 修治 and HASEGAWA, Shuji and 安藤, 則夫 and ANDO, Norio},
 journal = {植草学園大学研究紀要, Bulletin of Education and Health Sciences, Uekusa-Gakuen University},
 month = {Mar},
 note = {本研究の目的は，小学５・６年生向けに開発したデジタル英語教材が，パソコンによる個別学習により，英語初学者である５年生のリスニング力と情意面に及ぼす効果を検証することであった。リスニング力については，ALT注１単独による委託指導と組み合わせた場合の効果も検証した。リスニング力の検証は，個別学習の前後に事前・事後テスト，および委託指導の後に遅延テストを実施した。情意面の検証は，個別学習の前後に事前・事後アンケートを実施した。その結果，この個別学習がリスニング力に及ぼす効果は，少なからずあった。また，この個別学習に上記委託指導を組み合わせると，事前テストの時点から見て効果が高まり，リスニング力の向上が期待できると推測された。情意面では，勉強になるという反応が顕著であり，英語を覚えられると回答する参加者が過半数を占めた。そのため，子どもの発達段階を考慮して知的好奇心を喚起し，学習事項が記憶に残るという本教材の特徴が実現されていると示唆された。, The purpose of this study was to verify the effects of individual learning with computer-based English teaching materials developed specifically for elementary school fifth and sixth graders. The verification was carried out by examining the fifth graders’ listening comprehension proficiency in English and their affective reaction to English learning. For the listening comprehension, further examination was practiced by combining the individual learning with standard classroom instruction by an assistant language teacher （ALT） hired by the local government. In order to evaluate the listening comprehension proficiency in English, a pre-test was conducted before, and a post-test conducted after the individual learning. Furthermore, a delayed test was performed after the subsequent standard ALT-led class. To assess the affective reaction, a pre-questionnaire was administered before, and a post-questionnaire administered after the individual instruction. The results revealed that this individual learning produces a fairly significant improvement in listening comprehension proficiency in English. When combined with the subsequent standard ALT-led instruction, this individual learning was thought to contribute to the increase of listening comprehension proficiency with a significant effect at the end of the subsequent class. As for the affective reaction, it was proved that the individual learning is not only more educational for the learners but also more effective for remembering English than the ordinary instruction. 
Hence, it was suggested that the computer-based teaching materials have realized the goal of retaining learning matters in memory as well as stimulating the intellectual curiosity in children, while also taking into account their developmental stages., 7, KJ00010185899},
 pages = {63--72},
 title = {デジタル英語教材を使用した個別学習の効果 : 小学5年生のリスニング力と情意面に焦点を当てて},
 volume = {8},
 year = {2016}
}