LEEMING Paul （リーミング　ポール）

コミュニケーション情報 byコメンテータガイド

• コメント

  英語教育におけるグループダイナミクスの研究をしています。具体的には、英語の授業での小グループ内のリーダーが、そのグループに与える影響と効果についての研究です。

研究者情報

学位

• 博士 (英語教授法）

ホームページURL

https://jglobal.jst.go.jp/detail?JGLOBAL_ID=201401097399879940

J-Global ID

• 201401097399879940

現在の研究分野（キーワード）

英語教育におけるグループダイナミクスの研究をしています。具体的には、英語の授業での小グループ内のリーダーが、そのグループに与える影響と効果についての研究です。

研究分野

• その他 / その他

研究活動情報

論文

• Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production

  Paul Leeming; Joseph P. Vitta; Phil Hiver; Dillon Hicks; Stuart McLean; Christopher Nicklin

  Language Learning 2024年03月 

  Abstract This study investigated how students’ self‐reported individual differences predicted second language (L2) spoken discussion task output, an objective behavioral outcome, in the Japanese university English as a Foreign Language (EFL) context. Although numerous psychological theories are used as a rationale for task‐based language teaching (TBLT), few studies have investigated the impact of individual differences variables on task performance. To address this gap, a cross‐validation procedure was used with students (N = 439) from two different universities. They completed questionnaires to measure willingness to communicate (WTC), speaking self‐efficacy (SSE), and perceived communicative competence (PCC). They also engaged in a quasiacademic eight‐minute group discussion task (TBLT design). This discussion was recorded and transcribed, with the number of words produced used as an objective measure of L2 task production. In the better fitting mediation structural equation model, the influences of SSE and PCC on spoken L2 task production were fully mediated by WTC (R² = .21).
• Initial Development of a Second Language Discussion Task-Specific Self-Efficacy Instrument: An Illustration for Frontline Researchers

  Joseph P Vitta; Paul Leeming; Stuart McLean; Christopher Nicklin

  RELC Journal 2023年09月 [査読有り]
   

  Self-efficacy has emerged as a popular construct in second language research, especially in the frontline and practitioner-researcher spaces. A troubling trend in the relevant literature is that self-efficacy is often measured in a general or global manner. Such research ignores the fact that self-efficacy is a smaller context-driven construct that should be measured within a specific task or activity where time, place, and purpose domains are considered in the creation of the measurement. Task-based language teaching researchers have also largely neglected the affective factors that may influence task participation, including self-efficacy, despite its potential application to understanding task performance. In this report, we present an instrument specifically developed to measure English as a foreign language students’ self-efficacy beliefs when performing a dialogic, synchronous, quasi-formal group discussion task. The instrument's underlying psychometric properties were assessed ( N = 130; multisite sample from Japanese universities) and evidence suggested that it could measure a unidimensional construct with high reliability. The aggregate scale constructed from the instrument's items also displayed a central tendency and normal unimodal distribution. This was a positive finding and suggested that the instrument could be useful in producing a self-efficacy measurement for use in the testing designs preferred by second language researchers. The potential applications of this instrument are discussed while highlighting how this report acts as an illustration for investigators to use when researching self-efficacy.
• Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning?

  Brian Strong; Paul Leeming

  TESOL Quarterly 2023年07月 [査読有り]
   

  Abstract In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap‐fill exercise impacts the learning of phrasal verbs with 118 learners studying English as a foreign language. Participants completed a gap‐fill exercise by referring to the answer key, or they received the answer key only after completing the exercise. The effects of the learning conditions were assessed with tests for measuring productive and receptive knowledge at two retention intervals. The results from mixed‐effects logistic regression modeling showed that both executions of the gap‐fill exercise led to similar rates of retention. The findings largely challenge previous research. We also explored how to minimize proactive interference when participants make errors in gap‐fill exercises by asking them to recollect their initial guesses during the posttests. The results showed that when the initial guess was produced, correct recall of the target phrasal verbs was much greater than when the guess was not recollected. The finding indicates that memory for the initial guess may play a vital role in how participants learn from their errors. The pedagogical implications of the findings are discussed, and future areas of research are proposed.
• Self-Determination theory and tasks

  Paul Leeming; Justin Harris

  TASK / Journal on Task-Based Language Teaching and Learning 2 2 164 - 183 2022年12月 

  Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.
• Measuring speaking proficiency growth in the language classroom: An investigation of practical approaches for teachers

  Paul Leeming; Justin Harris

  Language Teaching Research 136216882211308 - 136216882211308 2022年11月 [査読有り]
   

  Measurement of language learners’ development in speaking proficiency is important for practicing language teachers, not only for assessment purposes, but also for evaluating the effectiveness of materials and approaches used. However, doing so effectively and efficiently presents challenges. Commercial speaking tests are often costly, and beyond the budget of many schools, and the use of frameworks such as Complexity, Accuracy, Lexis, and Fluency place great demand on teachers’ limited time. This article reports on two tests that potentially offer a practical solution to these problems. The speaking proficiency of 75 students in an oral English course at a university in Japan was measured three times over the course of an academic year using short, spoken narratives assessed by human raters with a specially-designed rubric, and a completely automated computer-based test. The many-facet Rasch measurement model was used to analyse the human raters and the rubric, and to provide scores for the subsequent analyses. Mixed-level modeling was used to model growth in speaking proficiency over the academic year, and correlation was used to assess the relationship between the two test types. The results show that both tests were able to measure growth in speaking proficiency, but only in the first half of the year. There was moderate correlation between concurrent administrations of the two tests, suggesting they are measuring the same construct. Results of the narrative test suggest that the rubric was reliable and effective in measuring speaking proficiency in this context, and also provide strong evidence supporting the use of FACETS when human raters are used to evaluate speaking.
• Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches

  Justin Harris; Paul Leeming

  International Review of Applied Linguistics in Language Teaching 2022年10月 [査読有り]
   

  Abstract This paper outlines a classroom-based study on the timing of explicit language instruction. It also provides an alternative to the CALF (Complexity Accuracy Lexis Fluency) framework for analyzing learner language, which may not always be appropriate for EFL contexts. Two groups of learners, assigned to either a TBLT or a PPP condition, completed a speaking task. A follow-up task was given three months later, but with no explicit language focus for either group. Data from these interactions were analyzed for use of target grammar structures and overall speaking proficiency. Results suggest that explicit introduction of language through PPP benefits immediate task performance, but that ultimately post-task focus on language through TBLT leads to greater language development. The framework for analysis was effective in showing differences in performance between the groups in this context.
• Measuring Foreign Language Students’ Self‐Determination: A Rasch Validation Study

  Paul Leeming; Justin Harris

  Language Learning 2022年03月 [査読有り]
  
• Identifying Emergent Leaders in Small Groups in the Language Learning Classroom: An Exploratory Study

  Paul Leeming

  JALT Journal 43 2 215 - 239 2021年11月 [査読有り]
  
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• Impact of exercise format and repetition on learning verb–noun collocations

  Peter Ferguson; Anna Siyanova-Chanturia; Paul Leeming

  Language Teaching Research 1 - 27 2021年07月 [査読有り]
  
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• The impact of teaching approach on growth in L2 proficiency and self-efficacy: A longitudunal classroom-based study of TBLT and PPP

  Justin Harris; Paul Leeming

  Journal of Second Language Studies 2021年04月 [査読有り]
  
• The influence of small groups on leader stability and task engagement in the language classroom

  Paul Leeming

  Language Teaching Research 136216882198986 - 136216882198986 2021年02月 [査読有り]
   

  Groupwork has become ubiquitous in language education, with the clear benefits of interaction and output on language acquisition. A body of research has investigated this interaction in pairs and small groups, and there is an increased understanding that individual group context is a key factor in determining the behavior of students. This article reports on a study that first investigated emergent leadership within groups, and the influence of the group on leader stability. The study then examined how leadership is represented in student task engagement. Students were placed into fixed small groups for the first semester, and then allowed to self-select into groups for the second semester. Perceptions of leadership were measured three times in each semester, and leaders were identified in each group. Results showed that changing group membership had a considerable impact on leadership stability, and student interaction was then analysed to determine how leadership influenced engagement with tasks. Students with high leadership displayed high engagement with tasks, and took a central role in driving the conversation. When a student chose to reject the role of leader there was a dramatic impact on their engagement in conversation. The stability of leadership and its impact on performance has practical implications both for researchers and teachers.
• Collaborative Pre-Task Planning Processes and Second-Language Task Performance

  Leeming, P; Aubrey, S; Lambert, C

  RELC Journal 2020年10月 [査読有り]
  
• The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University

  Harris, J; Leeming, P

  2020年06月 [招待有り]
  
• The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance

  S. Aubrey; C. Lambert; P. Leeming

  Language Teaching Research 2020年06月 [査読有り]
  
• Task Preparation and Second Language Speech Production

  C. Lambert; S. Aubrey; P. Leeming

  TESOL Quarterly 2020年06月 [査読有り]
  
• Expanding on Willis’ TBL Framework: The Integrated Input Output Framework

  Leeming, P; Harris, J

  Journal of Asia TEFL 17 1 215 - 224 2020年03月 [査読有り]
  
• Emergent leadership and group interaction in the Task-based language classroom

  リーミング イアン ポール

  TESOL Quarterly 2019年04月 [査読有り]
  
• Investigating collective-efficacy in the foreign language classroom

  リーミング イアン ポール

  The Language Learning Journal 2017年12月 [査読有り]
  
• A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom

  リーミング イアン ポール

  Asian-Pacific Journal of Second and Foreign Language Education 2 12 2017年12月 [査読有り]
  
• Using dictation to measure language proficiency: A Rasch analysis

  リーミング イアン ポール

  Papers in Language Testing and Assessment 5 2 1 - 25 2016年10月 [査読有り]
  
• Retrospective data collection: Can students remember?

  リーミング イアン ポール

  Indonesian Journal of Applied Linguistics 4 1 147 - 163 2015年01月 [査読有り]
  
• Group Formation and Longevity in the Foreign Language Classroom: Student' Views

  リーミング イアン ポール

  The Journal of Asia TEFL 11 3 105 - 132 2014年10月 [査読有り]
  
• Using dictation to measure language proficiency

  リーミング イアン ポール

  Language education in Asia 5 1 160 - 169 2014年10月 [査読有り]
  
• Academic Science Texts and Popular Science Texts: Differences and Similarities

  リーミング イアン ポール

  The 2012 Pan-Sig Conference Proceedings 2013年02月 [査読有り]
  
• Group dynamics, leadership, and influence

  リーミング イアン ポール

  JALT2011 Conference Proceedings. 2012年08月 [査読有り]
  
• Japanese high school students' use of L1 during pair-work

  Paul Leeming

  International Journal of Applied Linguistics 21 3 360 - 382 2011年11月 [査読有り]
   

  A considerable proportion of English language education throughout the world occurs in monolingual compulsory settings. It is therefore not surprising that both teacher and students' use of the L1 is a common feature of these classrooms. This study, conducted in a language classroom, used a sociocultural framework to discover how Japanese high school students use their first language while engaging in oral communicative tasks. Observations were followed by student interviews in order to ascertain students' attitudes toward the use of Japanese in English classes. Students' use of Japanese was generally found to be positively related to learning, and it emerged that there were specific contextual factors which influenced students' use of their first language, and the implications of this are discussed. © 2011 Blackwell Publishing Ltd.

書籍

• Talking Point 2

  Harris, J; Leeming, P ABAX 2021年03月
• Talking Point 1

  Harris, J; Leeming, P ABAX 2021年03月
• On Task 3

  リーミング イアン ポール (担当:共著範囲:)ABAX 2018年04月
• On Task 1

  リーミング イアン ポール (担当:共著範囲:)ABAX 2018年04月
• On Task 2

  リーミング イアン ポール (担当:共著範囲:)ABAX 2017年04月

MISC

• 〈Articles〉Student Views on Leadership within Small Groups in the Task-Based Language Classroom

  Paul Leeming 生駒経済論叢 = Ikoma Journal of Economics 14 (2) 41 -59 2016年11月
• Student Views on Leadership within Small Groups in the Task-Based Language Classroom

  Leeming Paul 生駒経済論叢 14 (2) 147 -165 2016年11月
• <論文>A Rasch Analysis of the Extraversion/Introversion Dimension of Personality

  Leeming Paul 生駒経済論叢 12 (2) 143 -158 2014年11月
• 語彙サイズテストの分析

  Leeming Paul 近畿大学教養・外国語教育センター紀要. 外国語編 5 (2) 73 -87 2014年
• Reflecting on data collection in the L2 Classroom

  Leeming Paul; Paul Leeming Kwansei Gakuin University humanities review (17) 205 -212 2013年02月
• Group Dynamics and SLA : A Review of the Literature

  Leeming Paul; Paul Leeming Kwansei Gakuin University humanities review (16) 147 -154 2012年02月

共同研究・競争的資金等の研究課題

• Researching elementary school English teacher efficacy

  日本学術振興会：科学研究費助成事業 基盤研究(C)

  研究期間 : 2022年04月 -2025年03月 

  代表者 : FERGUSON Peter; デラ リチャード; Leeming IanPaul
• TBLT and PPP approaches to reading in a foreign language: An eye tracking study.

  日本学術振興会（科研費）：
• Motivational change during university and its impact on growth in English proficiency

  日本学術振興会（科研費）：
• The comparative effectiveness of TBLT and PPP approaches to language teaching

  日本学術振興会（科研費）：

その他のリンク

researchmap

https://researchmap.jp/ipl