中部大学教育研究20

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havingstudentswriteasmallbackgroundstoryfortheircharacterorgiveashortoralpresentationintroducingtheircharacter.Note-takingisalsoextremelyimportantforTTRPGs.PCsareunlikelytorememberalltheNPCsandplacesthattheyvisit.Moreover,smallerdetailsinthedescriptionscouldcontainhintsforsolvingaproblemoruncoveringasecret.Studentsshouldbeencouragedtonotonlytakenotes,buttosummarizeeachRPsessionintheformofareportoracharacterjournal.Inrelationtonote-taking,bothsummarizingandreportingarealsoessentialskillsrequiredforanyTTRPG.PlayersmayberequiredtoexplainactionstheyorotherstooktoeachotherortoanNPCinauthority,suchasapoliceofficerortheirboss.Theyalsomaybewitnesstoaneventthattheyneedtorelaytoanotherpersonorinstitution.Thiscantaketheformofformalreportsorcasualconversations.Instructorsshouldmakesuretheirstudentsarecapableofdoingthesethingsinthetargetlanguage.Inaddition,teacherscanhavestudentscraftamemoore-mailasanactivityrelatedtotheRPsessionasextrapracticeorforassessment.TherearemanyotherlessonplansandactivitiesthatcanbeimplementedalongsideofRPsessions,fartoomanytolistinonepaper.Someexamplesfromtheauthor'sexperiencesincludevariousgrammaticallessons,writinglettersofapology,aresearchpaperonthehistoryofcreaturesfromfolklore,formalproblem-solutionpresentationsaddressingissuessuchasagriculture,foreignrelations,andcriminaljustice,debatesonethicsandhumanrights,andmanyotherlanguagelearningactivities.Finally,whileitisimportanttoplanforcertainactivitiesthroughthedirectionoftheplotorstoryevents,therewillbemanyopportunitiesfortheinstructortodiscoverwheretheirstudentsareweakandaddressspecificneedsthroughobservingthemduringtheirrole-play.So,teachersshouldremainflexibleandbewillingtoadjusttheirplanstoaccommodatethelanguageneedsofthestudents.5StudentfeedbackandconclusionThusfarthisstudyhasfocusedontheteacher,discussingwhyandhowtoimplementRPinthelanguageclassroom.However,itisalsoimportanttoconsiderhowwellstudentsrespondtothismethodofinstruction.Datawascollectedfrom14studentsthattookcoursesthatutilizedaTTRPGatChubuUniversityandansweredaquestionnaire.Somealsorespondedtoashortanswerinterview.Table1showstheresponsesofthe14studentstoquestionsonaLikertscaleof1-5with1being“stronglydisagree”and5being“stronglyagree.”OverallstudentswereveryreceptivetotheusageofTTRPGsintheclassroom.Thefocusofthecoursewaslisteningandspeaking,inwhichstudentsoverwhelminglyreportedthattheyfelthadimproved.Furthermore,studentsfoundthewritingassignmentstobeusefulandalsoreportedthattheirnote-takingskillshadimprovedduringthecourse.ThisdataissupportedbythedifferenceinthegeneralqualityofthenotessubmittedattheUtilizingRole-playingtoPracticeEnglish―49―Table1StudentOpinionsonTTRPGUsage