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Revisiting EFL Writing Instruction: An Analysis of Japanese University Syllabi

Ryuichi Sato|Yutaka Fujieda
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2024.12|Journal of Asia TEFL|제21권 제4호|pp. 780-796

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참고문헌

키워드

L2 writingJapanese EFLinstructional approachessyllabus analysisevidence-based program management

초록

本研究は、日本の大学における英語ライティング授業で採用される指導アプローチを調査し た。具体的には、無作為に抽出された74大学が公開する英語ライティング授業のシラバス計 1,408件を内容分析し、授業計画に採用される主要な指導アプローチ、それらの統合状況、 およびプロダクト・アプローチの採用に影響を及ぼす制度的要因を分析した。影響要因の分 析には、ロジスティック回帰分析を用いた。調査の結果、現行の日本の大学の英語ライティ ング授業では、パラグラフ・アプローチ (73%) 、センテンス・アプローチ(48.1%) およびプ ロセス・アプローチ (44.7%) が主として採用されているが、総合的なリテラシーの育成を目 指すジャンル・アプローチの導入は極めて限定的 (1.5%) であることがわかった。また、単 一アプローチよりも複数のアプローチを組み合わせた統合的指導が頻繁に採用されており、 英語ライティング指導の複雑性に対する認識が向上している可能性を示唆している。さらに 、形式や構造を重視するプロダクト・アプローチが依然として過半数 (54.8%) を占めており 、教科書の使用がプロダクト・アプローチの採用に統計的有意な正の影響を及ぼしているこ とが確認された(OR = 2.28, p < .001)。これらの調査結果は、日本の英語ライティング教育に おいてプロダクト・アプローチが優勢である現状を示すとともに、グローバル社会における 多様なコミュニケーション需要に応えるため、プロダクト、プロセス、およびジャンル・ア プローチを効果的に統合した指導方略の確立が急務であることを示唆している。本研究は、 EFL学習者のコミュニケーション能力向上を目指したカリキュラム改善の基礎的資料として 活用できるだろう。

Abstract

This study analyzes the syllabi of English writing courses at Japanese universities to investigate instructional approaches at the institutional level. By conducting a content analysis of 1,408 syllabi from 74 randomly sampled universities, the research examines predominant instructional approaches, their integration, and the institutional factors influencing product-oriented approaches. Logistic regression analysis was used to explore these influences. The findings reveal that Japanese universities’ English writing classes predominantly use paragraph-based (73%) and sentence-based approaches (48.1%). There has been an increase in process-based approaches (44.7%), but genre-based approaches, particularly those fostering comprehensive literacy skills, remain rare (1.5%). Additionally, integrated instructional approaches were more frequently used than single approaches, suggesting an awareness of the complex nature of English writing instruction. The findings also indicate that product-oriented approaches remain prevalent (54.8%), emphasizing formality and structure. The use of textbooks is a significant institutional factor influencing the adoption of product-oriented approaches (OR = 2.28, p < .001). This study underscores the ongoing emphasis on product-oriented approaches in Japanese English writing education, highlighting the need for balanced instructional strategies that integrate product-oriented, process-oriented, and genre-specific approaches. It offers a foundation for refining curricula to better prepare EFL students for diverse communicative demands in a global context.

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