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Relevant bibliographies by topics / 教唆

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Academic literature on the topic '教唆'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "教唆"

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Shimada, Kazunari. "Textbooks or E-learning? Learners’ Preferences and Motivations in a Japanese EFL Classroom." Language Teacher 41, no. 2 (2017): 3. http://dx.doi.org/10.37546/jalttlt41.2-1.

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This study investigates Japanese EFL learners’ attitudes and preferences towards textbooks and web-based materials in a blended learning context. Sixty-four undergraduate students of a two-semester English course were asked to complete a questionnaire, which was designed to measure their satisfaction with each type of learning material and their motivation and autonomy in learning English, especially in grammar practice. The results revealed that a greater number of students preferred web-based materials to paper-based ones. Additionally, the results of SEM analysis indicate that learner satis

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Suemori, Saki. "Research Forum: Motivators and Demotivators to Teach English in Japanese Secondary Schools." JALT Journal 42, no. 1 (2020): 51. http://dx.doi.org/10.37546/jaltjj42.1-3.

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This paper presents an investigation of motivators and demotivators for Japanese teachers of English (JTEs) working in secondary schools. A total of 8 JTEs participated by answering a questionnaire containing 3 open-ended questions (2 were subsequently interviewed). Questionnaire results indicated that participants were influenced by 4 factors (i.e., student attitudes, teacher autonomy, self-evaluation, and relationship with colleagues). The follow-up interviews with 2 of the participants provided additional information on some of these influencing factors. Future research should explore chang

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Shiobara, Frances, and Keiko Sakui. "Teachers’ Attitudes to Team Teaching in Japanese Elementary Schools." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 109. http://dx.doi.org/10.37546/jaltpcp2018-15.

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Team teaching (TT) has been playing an important role in Japanese English education, especially at the secondary school level, since it started over 30 years ago (Reed, 2016). With the expansion of English education at the elementary school level, the impact of TT on English teaching is going to be even greater. This paper explores the current practices in TT by interviewing teachers who have been participating in it in elementary schools. The interviews offer insights from the different perspectives of homeroom teachers (HRTs), Japanese teachers of English (JTEs), and assistant language teach

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Blaker, Andrew, and Timothy Ellsworth. "Extensive Reading with Authentic Materials." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 331. http://dx.doi.org/10.37546/jaltpcp2020-41.

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This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a me

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Mikami, Akihiro. "Validation of Scores From the Self-Evaluation Checklist for EFL Teachers in Japan." JALT Journal 40, no. 2 (2018): 77. http://dx.doi.org/10.37546/jaltjj40.2-1.

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The purpose of this study was to validate scores produced by a reflection tool called the Self-Evaluation Checklist for EFL Teachers (SECEFLT) in the Japanese context. A survey was conducted with 760 EFL teachers in 984 junior high and lower secondary schools throughout Japan. The collected data were divided into 2 datasets for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results demonstrate that the original model with 32 items should be modified to a new 4-factor model with 18 items, including Content Knowledge and Skills, Pedagogical Knowledge and Skills

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Burden, Peter. "The mechanization of teaching: Teachers’ metaphors and evaluation in Japanese tertiary education." Language Teacher 35, no. 1 (2011): 3. http://dx.doi.org/10.37546/jalttlt35.1-1.

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Twelve ELT university teachers reflected, through using metaphors, in interviews about the use of Student Evaluation of Teaching surveys (SETs) in their respective universities. Studying teachers' metaphor reveals their first-hand experience of how they were affected in their teaching by SETs. Metaphors suggest that SETs do not match teachers’ conceptions of teaching as an art. Such evaluation has caused relations between teachers, administrators, and students to fracture due to competitive ranking. While participants accept formative evaluation as a necessary process to give insights to teach

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Okada, Yusuke. "Repairing "Failed" Questions in Foreign Language Classrooms." JALT Journal 32, no. 1 (2010): 55. http://dx.doi.org/10.37546/jaltjj32.1-3.

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While the pedagogical value of teachers’ questioning in classrooms has been well studied, what exactly teachers do if a question fails to obtain an adequate response has not yet been sufficiently addressed from an interactional perspective. This study examines how and why foreign language teachers deal with this problem and how they pursue a response. Conversation analysis of EFL classroom interactions demonstrated that teachers employed three strategies to repair a question: a modification of the failed question in the target language, codeswitching into L1 as a further step of the modificati

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Prichard, Caleb, and Jana Moore. "Coordination, Teacher Autonomy, and Collaboration in EFL Programs in Japanese Higher Education." JALT Journal 38, no. 2 (2016): 75. http://dx.doi.org/10.37546/jaltjj38.2-2.

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Both teacher autonomy and program coordination have potential benefits. Recent research on English for speakers of other languages (ESOL) programs in the United States has suggested that programs tend to have significant levels of coordination and collaboration while maintaining teacher autonomy. Although Japanese universities have long had a culture of teacher autonomy, EFL educators based in higher educational institutions have described efforts to coordinate their programs. However, researchers have not explicitly analyzed EFL programs in Japan to determine how widespread these coordination

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Benson, Phil. "What’s new in autonomy?" Language Teacher 35, no. 4 (2011): 15. http://dx.doi.org/10.37546/jalttlt35.4-4.

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This article describes the process Phil Benson went through when writing the second edition of his Teaching and researching autonomy, whichincludes three new areas: sociocultural implications of autonomy, teacher autonomy, and autonomy and new technologies. It will whet our appetites for his plenary at JALT2011 on Autonomy in language teaching and learning: How to do it “here”where he will present a framework that teachers can use to evaluate constraints on autonomy in their workplaces and suggest a number of techniques that they can use to work within and around these constraints. 本論では、自著Teac

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Yabukoshi, Tomoko, and Kazue Kato. "Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom." Language Teacher 41, no. 5 (2017): 3. http://dx.doi.org/10.37546/jalttlt41.5-1.

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This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English p

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Dissertations / Theses on the topic "教唆"

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小島, 陽介. "教唆行為における正犯の所為の特定性に関する考察". 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/124139.

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小野里, 聡. "香港の義務教育における科学的生涯学習者の育成と教授言語－日本の理科教育・英語教育への示唆－". 名古屋大学大学院教育発達科学研究科教育科学専攻, 2009. http://hdl.handle.net/2237/11971.

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川嶋, 太津夫, та Tatsuo KAWASHIMA. "ラーニング・アウトカムズを重視した大学教育改革の国際的動向と我が国への示唆". 名古屋大学高等教育研究センター, 2008. http://hdl.handle.net/2237/9713.

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吉良, 直., та Naoshi KIRA. "米国大学のCASTL プログラムに関する研究 : ３教授の実践の比較考察からの示唆". 名古屋大学高等研究教育センター, 2010. http://hdl.handle.net/2237/13490.

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陳文哲. "未遂教唆之研究". Thesis, 1993. http://ndltd.ncl.edu.tw/handle/bp6a58.

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陳智勇. "未遂教唆可罰性之探討". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/14199428804002228351.

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張容瑞. "虛偽教唆之可罰性探討". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/5sy943.

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HE, LAI-JIE, та 何賴傑. "間接正犯與教唆犯之區別". Thesis, 1991. http://ndltd.ncl.edu.tw/handle/79484619272925948319.

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Books on the topic "教唆"

1

Lynne, Truss, та Xie Yaoling, ред. 教唆熊貓開槍的",": 一次學會英文標點符號. Ru he chu ban, 2005.

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