@article{oai:uekusa.repo.nii.ac.jp:00000510,
 author = {長谷川, 修治 and HASEGAWA, Shuji},
 journal = {植草学園大学研究紀要, Bulletin of education and health sciences, Uekusa-Gakuen University},
 month = {Mar},
 note = {リスニング力は他の英語力への転移が大きいと言われる。そこで本研究の目的は,小学校教員養成課程の必修授業で,ICT教材への理解を深める一環として,5・6年生用デジタル教材の学習を経験することで,英語力に不安を抱える大学生のリスニング力が向上するかを調査することであった。そのため「初等英語教育通論」の受講生35名(1年生27名＋2年生以上8名)に,授業の冒頭15分で,独自に開発したデジタル教材による一斉学習を5回体験してもらった。英検準2級のリスニングテストで事前・事後の成績を測定した結果,受講生全体と2年生以上では有意な差はなかったが,1年生は成績が向上し5％水準で有意な差があった。事後に実施した情意面に関する5件法のアンケートでは,「この教材は楽しい」「このような教材でもっと勉強したい」という項目で,1年生の平均値が2年生以上より高く,5％水準で有意な差となった。よって5・6年生用デジタル教材は,英語力に不安を抱える大学1年生の英語力向上に活用できるのではないかと示唆された。, English listening comprehension is said to greatly transfer to the other language skills. Based on this idea, the purpose of this study was to examine whether the listening comprehension of university students with low English proficiency, enrolled in a compulsory elementary teacher training class, improved with the use of digital teaching materials for 5th and 6th graders. This examination was carried out as part of an effort to deepen the students' understanding of ICT teaching materials by actually using them for study. In order to complete the study, 35 students (27 freshmen and 8 upper year students) attending “An Introduction to Elementary English Education” participated in a group study employing originally developed teaching materials. A total of five sessions were held using the first fifteen minutes of class every week. The participants' listening comprehension was measured employing a listening section of the pre-second grade EIKEN test, which is the officially designated minimum level for students completing senior high school.
The results showed that the average score of the freshmen increased to produce a significant difference at the 5% level between the pre- and post-test, while that of the upper year students produced no difference. A questionnaire employing a five-point Likert scale, administered with the post-test, showed that the average score of the freshmen was higher than that of the upper year students, producing a significant difference at the 5% level on each reply to the questions:
“Are these teaching materials interesting?” and “Do you want to study more with these kinds of teaching materials?”
Therefore, it was suggested that these digital teaching materials for 5th and 6th graders could be utilized for improving the low English proficiency of university freshmen.},
 pages = {61--72},
 title = {小学生用デジタル教材で英語力に不安を抱える大学生のリスニング力は向上するか : 英語の教科化に対応できる小学校教員養成のために},
 volume = {12},
 year = {2020}
}