折原, 俊一

ORIHARA, Shun’ichi

[SUMMARY] In this study, the possibility of introducing Data-Driven Learning (DDL) to elementary school students’ learning of English was investigated. First of all, student-centered grammar tasks were provided with 80 sixth graders in use of a DDL worksheet. A pre-grammar test was conducted one week before the administration of the tasks, a post-grammar test was administered one week after the tasks, and then, a delayed grammar test was conducted within two weeks after them. The test results were analyzed in use of repeated-measures ANOVA, while students’ comments about their findings of a target grammar on a DDL worksheet were categorized referring to Nishigaki et al. (2017b). As a result, the participants increased their scores of the grammar test between the test administrations to a statistically significant extent. It is interesting that the participants increased their score of the grammar test between the post- and delayed tests. Regarding the participants’ comments on their findings about the target grammar, they frequently mentioned about the meaning of words, articles, English orthography, sentence type, and sentence structure. The effectiveness of the use of DDL worksheet about a grammatical item learned by elementary school students was clarified from this study.