田島 千裕

Mixed methods researchers need tools for planning and demonstrating integration. Mixed methods joint displays have a growing presence in the literature for representing mixed methods findings, and for use as an analytic tool as in the case of joint display analysis. However, the joint display of integrated data collection represents a lesser-known application for use by mixed methods researchers. A joint display for integrated data collection links the qualitative and the quantitative data collection questions, scales, and/or items. Here we demonstrate how joint displays of integrated data collection can be used as a planning, implementation, and presentation tool to illustrate integration of the data collection process. We examine variations in joint displays of integrated data collection based on three core mixed methods designs, a convergent design, and two sequential mixed methods designs, and provide examples of each from the literature. We recommend the joint display of integrated mixed data collection as a highly effective tool for mixed methods researchers to use for planning, implementing, and representing integrated data collection in their mixed methods projects.

Massive open online courses (MOOCs) are gaining popularity, yet they are rarely evaluated using mixed methods that consider the complexity of participants’ demographics, geographic spread, and MOOC design and curricula. In this article, we critically refl ect on evaluating the Mixed Methods International Research Association (MMIRA) MOOC. A literature review on MOOCs and how they are evaluated is presented along with a logic model. Aft er a description of the MMIRA MOOC and the multi-phase mixed methods evaluation design, the logic model is used to refl ect on conducting a mixed methods evaluation. We conclude with the challenges experienced when evaluating amidst a MOOC’s complexities.

本論文は，第二言語接触量と肯定的な情意，および言語習熟度の相関に関する調査結果を報告するものである。調査参加者は，英語学習を主目的として留学に参加した日本人の英語学習者である。研究結果は，コミュニケーションへの積極性や言語スキルの自己評価といった肯定的な情意，及び言語習熟度が，三か月間の留学後に伸長を示したこと，加えて，言語接触量を左右した変数は，言語習熟度ではなく，肯定的な情意であったことを明らかにした。This study presents findings from quantitative analysis on the association of second language contact, positive affect, and language proficiency. The research participants were Japanese learners of English in the study abroad context. Results showed that learners developed positive affects, such as willingness to communicate and self-perceived language skills and language proficiency after three months of studying abroad. Moreover, the amount of language contact was associated with positive affect, but it was not associated with language proficiency.

言語不安の例に見られるような負の態度や情意は，第二言語（L2）習得やコミュニケーションにとって問題となりうる（MacIntyre & Gardner, 1991）。これは，言語不安がL2 使用機会を避ける，および短文での回答を促すことによる（Young, 1991）。もう一つの負の情意で本論が焦点を当てるのは，海外留学におけるホームシック度である。本論では，言語不安度とホームシック度が海外での言語接触量に差をもたらす度合いを検証した。調査の回答者は，留学環境において英語を学んだ25 名の日本人学習者である。主な結果は以下である： 1 ）学習者の言語不安度は， 3 か月間の留学後には下がっていた。2 ）言語不安度，ホームシック度，留学中の言語接触には相関関係が示された。Negative attitudes and affects such as language anxiety are issues in second language (L2) learning and communication (MacIntyre & Gardner, 1991) due to various manifestations including avoidance of L2 use opportunities and using short responses (Young, 1991). Another negative affect that this study focuses on is homesickness during study abroad. Homesickness is generally understood to be the feeling of missing home. This study aims to investigate how language anxiety and homesickness are related to the amount of language contact abroad. The participants of this study were 25 Japanese learners studying English in a study abroad context. The key results are as follows: 1) Learners' language anxiety levels decreased after studying abroad for three months; 2) Learners' pre-departure language anxiety was correlated with while-abroad homesickness, and homesickness was negatively correlated with all aspects of while-abroad language contact.

Second language (L2) learners try to make language gain through authentic interactions in study abroad (SA) contexts. However, entering into the home of strangers and building a relationship in L2 is a challenging task. As a consequence, there is a possibility that language anxiety, one of the affective factors, may interfere more with the amount of interactions L2 learners have while abroad.This paper fi rst examines the experiences of 26 Japanese university students during a 15-week SA in Canada, comparing pre-departure anxiety and while-abroad anxiety to see the changes in learners' language anxiety level, and then focuses on the interview responses of learners with high anxiety. By analyzing the interview responses, some experiences related to language anxiety were highlighted. This study indicates that anxiety generally decreased after four weeks of SA in most cases. However, some exceptions were observed. First, learners who identifi ed themselves as shy with high pre-departure anxiety continued to have hgh anxiety.Second, learners with limited English profi ciency with high pre-departure anxiety continued to have high anxiety.