| dc.contributor | 教育與心理研究 | |
| dc.creator (作者) | Uesaka, Yuri;Juan, Michelle;Nakaya, Kae;Li, Kate;Anguri, Tatsuya;Tsujikawa, Kyouya | |
| dc.date (日期) | 2025-06 | |
| dc.date.accessioned | 9-Sep-2025 13:17:33 (UTC+8) | - |
| dc.date.available | 9-Sep-2025 13:17:33 (UTC+8) | - |
| dc.date.issued (上傳時間) | 9-Sep-2025 13:17:33 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/159525 | - |
| dc.description.abstract (摘要) | Background of this Studye: The importance of English in a globalized society is undeniable. In this context, Japan’s low level of English proficiency has been a persistent concern. However, the need to improve speaking skills is not unique to Japan. In Taiwan, for example, transitioning to a bilingual environment in English is a national policy goal, and enhancing English-speaking ability is a pressing issue (National Development Council, Ministry of Education, Directorate-General of Personnel Administration, Ministry of Examination, Civil Service Protection and Training Commission, 2021). Among the practices aimed at improving English-speaking skills, some involve connecting learners with peers abroad for interactive exchanges. However, the benefits of such international exchanges likely extend beyond language acquisition alone. Emotional aspects also play a critical role, particularly for beginner learners. When considering English exchanges for beginners— especially those at the elementary school level—their limited English proficiency often leads to arguments against direct interaction. Nonetheless, the value of connecting children of the same age group should not be underestimated. To overcome these challenges, careful strategies are essential. One approach is to let learners speak about topics they genuinely enjoy or wish to express. It is also important that their exchange partners are non-native English speakers, which can help reduce anxiety and increase engagement. Furthermore, to fully leverage the potential of ICT in international exchanges, it is vital to move beyond conventional methods and adopt practices tailored to one-to-one device environments. In such settings, support from adults proficient in English, as previously mentioned, can also be highly effective. | |
| dc.format.extent | 2137063 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 教育與心理研究, 48(2), 39-71 | |
| dc.subject (關鍵詞) | English speaking ability; English exchange; emotional and motivational aspects; one-to-one PC settings | |
| dc.title (題名) | Fostering Emotion and Motivation Through English Exchange: A Study of One-to-One Computer-Based Settings in Japanese and Taiwanese Classrooms | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.53106/102498852025064802002 | |
| dc.doi.uri (DOI) | https://doi.org/10.53106/102498852025064802002 | |
