英語教育カリキュラム改革の成果に関する実証的研究 : Critical Thinking in English 科目を事例として

An Empirical Study on the Outcomes of English Curriculum Reforms : A Case of the Critical Thinking in English Course

[SUMMARY] This study examines the impact of revised syllabi and teaching materials for the Critical Thinking in English (CTE) course at Chiba University. The findings reveal that the implementation of the revised syllabus significantly influenced student satisfaction and learning outcomes. Since its introduction in 2021, the CTE course initially used a commercial textbook, but due to several emerging challenges, custom teaching materials were developed, and experimental classes were conducted starting in the second semester of 2022. The results indicated that students found the new materials more engaging than the commercial textbook, and overall satisfaction was notably higher in classes using the revised syllabus. This suggests that the revised syllabus not only met students' expectations but also enhanced their motivation to learn. Furthermore, student satisfaction and interest in the materials were consistently high, regardless of whether the class was taught by the syllabus developer or other teachers. Text mining analysis of students' openended responses revealed that many students recognized the importance of logical expression in English and the use of reliable information sources, both critical elements of the course objectives. Overall, the revised syllabus effectively contributed to improving student interest and satisfaction, although complete mastery of critical thinking skills remains a future goal.

https://opac.ll.chiba-u.jp/da/curator/900122799/

https://opac.ll.chiba-u.jp/da/curator/900122799/S2758707X-2-P047.pdf

千葉大学英語教育開発センター

Center for English Language Education, Chiba University

Departmental Bulletin Paper

2758707X

Journal of English Language Education and Research

2

47

66

2025-03-15

10.20776/S2758707X-2-P47

publisher

Journal of English Language Education and Research (ONLINE ISSN 2758-707X)