最適CALL教材割り当てのためのリスニング教材難易度の実証分析

Optimizing Listening Material Assignments in CALL: Evaluating Listening Material Difficulty through Empirical Data

[Abstract] This study investigates the difficulty levels of CALL（ Computer-assisted Language Learning） materials developed and used at Chiba University through learner subjective evaluations and preand post- proficiency test results. Specifically, the study evaluates material difficulty levels based on learners’ listening score ranges, seeking an assignment method that maximizes learning effectiveness. Results show that with beginner to intermediate-level materials, learning effectiveness significantly decreases when materials are not matched with learners’ English proficiency levels. In contrast, upper-intermediate to advanced materials demonstrate stable learning effectiveness, validating the current assignment method for these levels. Additionally, it was found that learners’ subjective evaluations of difficulty do not necessarily align with the proficiency gains measured by test scores. This study was unable to determine the specific difficulty level of each material. We aim to develop a more precise method for selecting materials by combining this approach with an analysis of the materials’ listenability in future research.

https://opac.ll.chiba-u.jp/da/curator/900123080/

https://opac.ll.chiba-u.jp/da/curator/900123080/S24326291-9-P255.pdf

千葉大学国際教養学部

Chiba University. College of Liberal Arts and Science

Departmental Bulletin Paper

24326291

AA12777600

千葉大学国際教養学研究 = Journal of Liberal Arts and Sciences, Chiba University

9

255

273

2025-03-31

10.20776/S24326291-9-P255

publisher

Journal of Liberal Arts and Sciences, Chiba University　(ONLINE ISSN 2432-6291)