About this paper

Appears in:
Pages: 7521-7528
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.1742

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

INSTRUCTIONAL SCAFFOLDING IN A UNIVERSITY EFL COURSE IN JAPAN: TOWARD THE INVESTIGATION OF STUDENTS’ FLOW IN A CLASSROOM

M. Kondo1, T. Nozawa2, H. Jeong2, S. Ikeda2, K. Sakaki2, R. Kawashima2, R. Yamamoto1, Y. Ishikawa1

1Kyoto University of Foreign Studies (JAPAN)
2Institute of Development, Aging and Cancer, Tohoku University (JAPAN)
This paper reports an ongoing joint research project in which researchers in Applied Linguistics and in Neuroscience at universities in Japan explore new ways to investigate instructional scaffolding, which is often said to facilitate students’ flow in an EFL (English as a foreign language) classroom. The primary purpose of this project is to see whether or not instructional scaffolding enhances students’ flow during group work, which requires higher-order skill (Anderson & Krathwohl, 2001) in a classroom. Instructional scaffolding, in this study, is defined as contingent scaffolding, that is, the support given during the learning process, which is tailored to the needs of the student with the intention of helping the student achieve his/her leaning goals (Sawyer, 2006). Flow is defined as “the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it” (Csikszentmihalyi, 1990, p.4). Students’ temporally changing flow states are subjectively reported and associated with the synchronization of brain activities, which are measured using ultra-small NIRS (near-infrared spectroscopy) devices. The NIRS device is a brain imaging instrument designed and developed to measure simultaneously the brain response of multiple participants at the same time while taking part in a particular activity. Pre- and post-questionnaires on students’ flow state based on the Dispositional Flow Scale-2 and the Flow State Scale-2 (Jackson & Eklund, 2002) are conducted. Watching video clips of their own group work, the students retrospectively self-evaluate their subjective flow state and conceived challenge level of the work as additional covariate at each moment on a 7-point Likert scale (1: extremely low to 7: extremely high). Background, research questions, and an experiment design of this study will be described in the paper.
@InProceedings{KONDO2017INS,
author = {Kondo, M. and Nozawa, T. and Jeong, H. and Ikeda, S. and Sakaki, K. and Kawashima, R. and Yamamoto, R. and Ishikawa, Y.},
title = {INSTRUCTIONAL SCAFFOLDING IN A UNIVERSITY EFL COURSE IN JAPAN: TOWARD THE INVESTIGATION OF STUDENTS’ FLOW IN A CLASSROOM},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.1742},
url = {http://dx.doi.org/10.21125/inted.2017.1742},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {7521-7528}}
TY - CONF
AU - M. Kondo AU - T. Nozawa AU - H. Jeong AU - S. Ikeda AU - K. Sakaki AU - R. Kawashima AU - R. Yamamoto AU - Y. Ishikawa
TI - INSTRUCTIONAL SCAFFOLDING IN A UNIVERSITY EFL COURSE IN JAPAN: TOWARD THE INVESTIGATION OF STUDENTS’ FLOW IN A CLASSROOM
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.1742
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 7521
EP - 7528
ER -
M. Kondo, T. Nozawa, H. Jeong, S. Ikeda, K. Sakaki, R. Kawashima, R. Yamamoto, Y. Ishikawa (2017) INSTRUCTIONAL SCAFFOLDING IN A UNIVERSITY EFL COURSE IN JAPAN: TOWARD THE INVESTIGATION OF STUDENTS’ FLOW IN A CLASSROOM, INTED2017 Proceedings, pp. 7521-7528.
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