遠隔協働作文授業における聞き手の明確化が学習者に与える影響

초록

This study examines whether specifying an explicit audience enhances learning outcomes in a Japanese composition course that incorporates peer learning and remote collaboration. Two cohorts at a Korean university—2024 (n = 22) and 2025 (n = 20)—participated in weekly online collaborative sessions with a Japanese partner university. In 2025, the audience was clearly defined as Japanese high school students, who briefly joined online and provided information to guide topic selection and revision. Writing proficiency at midterm and final assessments was measured using jWriter, and end-of-term questionnaires were administered to both cohorts. Although the 2025 cohort showed slightly higher midterm proficiency, Fisher’s exact tests revealed no significant changes within either cohort from midterm to final, indicating that audience specification did not produce measurable short-term gains in writing proficiency. However, qualitative data suggested notable benefits. Students demonstrated greater awareness of how to express ideas for a real audience, engaged in deeper collaboration, and reported increased motivation and intercultural interest. Partner university students also expressed heightened understanding and willingness to communicate. Overall, while defining an audience did not immediately raise quantified writing performance, it strengthened collaborative engagement and learning motivation, suggesting potential long-term benefits.

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