群馬大学図書館 OPAC

概要: Departmental Bulletin Paper<br />This research investigates the educational challenges faced by high school students in Nepal during the COVID-19 pandemic across gender, caste/ethnicity, and rural-urban areas. Using the questionnaire … survey of 227 students in two secondary schools, one each from the rural and urban areas, this study uncovers the learning gaps through a comprehensive examination of health impacts, overall study levels, parental education, and time allocation to household chores, and unveils complex inequalities. Findings reveal rural-urban gaps, where rural students struggle with limited access to quality education, exacerbated by disparities in parental education and increased domestic responsibilities, particularly for female students. The impact of the pandemic varies across caste and ethnic groups, emphasizing the need for tailored interventions that consider diverse sociocultural contexts. Implications for policymakers include strategic investments in infrastructure, teacher training, and digitalization to bridge the rural-urban gap. It is important to implement policies that address the gender-specific challenges faced by female students, promote parental education, and enhance disaster preparedness. As Nepal deals with the changes in education after the pandemic, this study serves as one of the key references for transformative policies and interventions, fostering resilience, inclusivity, and equitable educational opportunities for all. 続きを見る

概要: Departmental Bulletin Paper<br />This paper proposes new notions of EFL and TEFL for better English education in Japan. Generally, EFL and TEFL are abbreviations of English as a Foreign Language and Teaching English as a Foreign Language, … respectively. In Japan, people living there learn English as a foreign language because the target language, English, is rarely used in daily life except for the classroom. Consequently, English teachers, both Japanesespeaking teachers of English and Assistant Language Teachers, are forced to teach English as a foreign language at school. In this paper, we explore Error-Finding Learning (EFL) as an effective method of grammar acquisition and Teaching by Error-Finding Learning (TEFL) as a new grammar instruction. It will be clear that in consideration of an EFL context in Japan, our EFL is effective to Japanese-speaking learners of English, and that as a practice of TEFL in Japan, our TEFL is consistent with the notion of active learning emphasized in the current Course of Study for English education. This paper sets the theoretical framework for proposing new notions of EFL and TEFL, and discusses its practical implications. 続きを見る

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