- イギリスにおける徒歩文化（１）：グランド・ツアーとピクチャレスク, 江口 誠, エグチ マコト, Eguchi Makoto, 佐賀大学全学教育機構, 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 7, 31, 46, 2019年03月
- 四技能を問う英語CBT 入試開発に向けた取組み, 早瀬 博範, 林 裕子, 江口 誠, LET Kyushu-Okinawa BULLETIN, LET Kyushu-Okinawa BULLETIN, 18, 0, 15, 29, 2018年, 査読有り
概要：Assessing the progression and outcomes of language learning, be it in the first or second (L2)/foreign language (FL), is a highly complex task, and implementing L2/FL integrated performance assessment in particular has proven to pose a considerable challenge on teachers, researchers and policy makers alike. Situated within the context of EFL (English as a Foreign Language) pedagogy in Japan, this paper provides a non-exhaustive overview of the issues and challenges surrounding English language assessment in the high school to tertiary education transition. It then reports on two studies piloting a new Computer-Based Testing (CBT) exam which involves the integrated use of four skills−listening, speaking, reading and writing. Preliminary findings obtained from two cohorts of first-year (n = 38) and second-year (n = 38) high-school students in Saga prefecture suggest that, whilst the current pilot studies warrant further work remedying some technical and practical issues, the new CBT exam could perhaps be implemented, in the not-so-distant future, as a supplement to or a substitute for the paper-based assessment format, as commonly employed in domestic university entrance examinatio
- "Immersion Program in America"の成果と課題：アメリカの大学での正規授業参加型短期研修, 早瀬 博範, 江口 誠, ハヤセ ヒロノリ, エグチ マコト, Hayase Hironori, Eguchi Makoto, 全学教育機, 全学教育機, 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 6, 85, 100, 2018年
- キーツの自然観とピクチャレスク, 江口 誠, エグチ マコト, Eguchi Makoto, 佐賀大学全学教育機構, 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 6, 17, 28, 2018年
- Web 学習システムを活用した英語教育の実践と課題（3）, 江口 誠, エグチ マコト, Eguchi Makoto, 佐賀大学全学教育機構, 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 佐賀大学全学教育機構紀要 / 佐賀大学全学教育機構 [編], 5, 39, 51, 2017年03月
- Web学習システムを活用した英語教育の実践と課題(2), 江口 誠, 佐賀大学全学教育機構紀要, 佐賀大学全学教育機構紀要, 4, 57, 70, 2016年03月
- Web学習システムを活用した英語教育の実践と課題, 江口 誠, 佐賀大学全学教育機構紀要, 佐賀大学全学教育機構紀要, 3, 69, 86, 2015年03月
- 大衆文学とジャーナリズム ―チャップブックの成り立ちとその意義―, 江口 誠, 愛知教育大学研究報告. 人文・社会科学編, 愛知教育大学研究報告. 人文・社会科学編, 63, 113, 117, 2014年03月01日
- 英語教育における文学教材の活用, 江口 誠, 愛知教育大学研究報告. 人文・社会科学編, 愛知教育大学研究報告. 人文・社会科学編, 62, 77, 84, 2013年03月01日
- サミュエル・バムフォードの詩におけるピータールー虐殺事件, 江口 誠, 愛知教育大学研究報告. 人文・社会科学編, 愛知教育大学研究報告. 人文・社会科学編, 61, 51, 56, 2012年03月01日
- ピータールー虐殺事件とWilliam Hone―The Political House that Jack Built創作の背景―, 江口 誠, 愛知教育大学外国語研究, 愛知教育大学外国語研究, 45, 85, 100, 2012年03月01日
- 基礎学力向上プロジェクト・英語寺子屋２年間の取り組み, 竹山 友子, 川尻 武信, 冨村 憲貴, 江口 誠, 佐々木 伸子, 呉工業高等専門学校研究報告, 呉工業高等専門学校研究報告, 73, 63, 68, 2011年
概要：This is a report on the first two years of "Eigo-Terakoya"?English Remedial Classes. This is a main program of the Project for the Improvement of Basic Academic Ability at Kure National College of Technology. In order to improve students' English ability, we offered extracurricular remedial classes named "Eigo-Terakoya" in the latter terms of the academic years 2009 and 2010. This program is targeted at first-year and second-year students who were thought likely to fail English classes. Based on the results of the first year implementation, we modified the program the next year. After the second year, more than 80 percent of the first-year students improved their results in General English I, while more than 70 percent of the second-year students improved in the subject of the same name. According to the questionnaire completed by the students, many respondents were satisfied with learning in Terakoya, and felt that they had progressed in English ability. Educational advisors (Terakoya teachers) also responded to the survey on teaching in Terakoya. The results show some problems, namely that Eigo-Terakoya cannot meet every demand of various students and only limited effects are to
- 呉高専生入学時の英語学習意欲の持続性の調査--1年間の経時データからの考察, 西原 貴之, 石原 知英, 江口 誠, 竹山 友子, 川尻 武信, 栗原 武士, 呉工業高等専門学校研究報告, 呉工業高等専門学校研究報告, 72, 81, 88, 2010年12月
概要：This questionnaire study was undertaken for two purposes:description of the durability and changes of college students' will to learn English,and investigation of factors hindering the durability of that will.Regarding the first point,although questionnaire results showed that most students were highly motivated in April,many students showed lessened will in June,when they took their first exams and received scores.After June,the number of students with low motivation increased at each point of measurement through December.Only 40% of students maintained levels of motivation scores throughout the year:students for whom those scores dropped,however,tended to show higher motivation scores again.Results also show that summer vacation did not adversely influence the students' will to learn English.Regarding the second point,results indicate that the students' will and exam-related factors were mutually associated,except during October,when students took end-of-summer-vacation exams and received scores.Furthermore,results of this study imply that students brought their experience of English-language-learning in junior high school days into English classes in college.Finally,correlation
- ロマン派の時代と自国意識―キーツのイギリス―, 江口 誠, 英詩評論, 英詩評論, 26, 55, 65, 2010年06月, 査読有り
- 短時間多読授業の継続実践による学生の意識変化ー1年目と2年目の比較ー, 竹山 友子, 江口 誠, 西原 貴之, 栗原 武士, 川尻 武信, 論文集「高専教育」 : kosen kyoiku, 論文集「高専教育」 : kosen kyoiku, 33, 151, 156, 2010年03月, 査読有り
概要：This is a report on the first two years of extensive reading classes at Kure National College of Technology.With the recent popularity of extensive reading practice in school, the effects on reading speed or readingcomprehension have been increasingly reported. However, there are fewer reports on the short-time practice whoselesson is less than 30 minutes a week. The same is true of research on the change in students' attitudes because oflong-term (more than a year) practice. We surveyed students' attitudes toward extensive reading twice, first after sixmonths and second after one and a half years. Comparing the results of the first survey with those of the secondsurvey, it is shown that the successive long-term practice can be more effective than short-term practice. It iseffective not only on their English reading skills but also on their motivation to read even if one lesson is only 10 to25 minutes long. The results also show that the long-term and short-time extensive reading practices can besuccessful in combination with conventional styles of class such as intensive reading and grammar.
- 英語多読授業の実践--2年目を終えて, 竹山 友子, 江口 誠, 西原 貴之, 栗原 武士, 川尻 武信, 呉工業高等専門学校研究報告, 呉工業高等専門学校研究報告, 71, 67, 75, 2009年08月
概要：This is a report on the first two years of extensive reading classes at Kure National College of Technology. We introduced extensive reading in the latter term of the 2007 academic year. In the first year, the data was gathered from 158 first-year students who did extensive reading for 10 to 25 minutes a week. The data from the study of reading speed shows that the difference in reading speed before and after the lessons is statistically significant. In the 2008 academic year, the practice has been expanded and the data was gathered from 294 first-year and second-year students in 8 classes. Comprehension as well as reading speed was checked in the beginning and at the end of the year. The data shows that the difference between before and after the lessons is statistically significant in terms of reading speed and/or comprehension in 6 classes. In addition, the result of the attitude survey shows that about 80 percent of the students have responded favorably to extensive reading and have felt a change in their ability to read English. Opinions of some second-year students show that they have enjoyed extensive reading more than the previous year and that the long-term practice is eff
- 想像力とロマン主義―シェリーの詩論に関する一考察―, 江口 誠, 英詩評論, 英詩評論, 24, 47, 54, 2008年06月, 査読有り
- CALLを活用したシャドーイングの実践, 江口 誠, 呉工業高等専門学校研究報告, 呉工業高等専門学校研究報告, 69, 25, 31, 2007年08月
概要：There is a growing awareness of the so-called "Shadowing" among English teachers in Japan. "Shadowing" is now believed to be one of the most effective and pragmatic methods to improve learners' English speaking ability. This paper reports an attempt to improve the third-year students' English proficiency by means of "Shadowing Method" using CALL system. The results shows that the method helped some of them improve their shadowing skills ; however, there still remained a question why it did not help the others. Therefore, in this paper, its possible causes are to be analyzed.
- 高専生の英語学力プロファイル―呉工業高等専門学校の場合―, 高島 弘臣, 川尻 武信, 江口 誠, 平成17年高専教育講演論文集, 平成17年高専教育講演論文集, 147, 150, 2005年08月
- Paper Money and Romanticism in Early Nineteenth Century England, 江口 誠, 英詩評論, 英詩評論, 21, 68, 79, 2005年06月, 査読有り
- Bamfordと文学, 江口 誠, 呉工業高等専門学校研究報告, 呉工業高等専門学校研究報告, 66, 25, 30, 2004年08月
概要：Samuel Bamford, though known for most of his life as a radical, left valuable materials that also describe the life of a man of letters. Working as a weaver, and occasionally as a warehouse man, he became aware of the writings, and radical views of Cobbett, which consequently led to his involvement with the Peterloo Massacre, one of his most significant moments in his life. The purpose of this article is, placing emphasis on the case, to provide a brief overview of Samuel Bamford's life from a political point of view.
- Keats's Lamia: Another Serpent Story, 江口 誠, 英語学英文学研究, 英語学英文学研究, 45, 87, 100, 2001年03月, 査読有り
- Keats as an Anti-Monarchist, 江口 誠, 英詩評論, 英詩評論, 16, 33, 48, 2000年06月, 査読有り
- From ‘old Romance’ to ‘new Romance’: Subversive Structure in Keats's Isabella, 江口 誠, PHOENIX, PHOENIX, 51, 25, 39, 1999年05月, 査読有り
- Keats, Poetry-Writing and ‘I stood tip-toe’: His Position in the Literary Scene, 江口 誠, PHOENIX, PHOENIX, 49, 36, 49, 1998年05月, 査読有り
- Keats's Wavering Position in Sleep and Poetry, 江口 誠, PHOENIX, PHOENIX, 48, 49, 61, 1997年11月, 査読有り
