1 | Timestamp | Did you increase your skills by taking this course? [Reading skills:] | Did you increase your skills by taking this course? [Listening skills:] | Did you increase your skills by taking this course? [Speaking skills:] | Did you increase your skills by taking this course? [Writing skills:] | Did you increase your skills by taking this course? [Academic writing skills:] | Did you increase your skills by taking this course? [Logic skills:] | Did you increase your skills by taking this course? [Communication skills:] | Did you increase your skills by taking this course? [Internet / Website skills:] | Did you take any tests (TOEIC、英検など) for English this semester? If so, what were the results? | Do you have a part-time job? | Does your part-time job involve English? | In the future, what career do you want to have (for example: teacher, public servant, company employee in Japan, work overseas, start your own business)? | What do you want to be able to do with English in the future? | Were the lecture and course content applicable (appropriate) for the topic of "アカデミック・ライティング Ⅰ"? | If "Not appropriate" or "Not very applicable": why not? | Was the flipped class videos in YouTube + in-class 個別指導 format applicable (appropriate) for this course? | If "Not appropriate" or "Not very applicable": why not? | Was the flipped class videos in YouTube + in-class 個別指導 format useful? | If "Not useful" or "Not very useful": why not? | Compared to your other courses at HUE, this course was: | Which part of this course (この授業のどの部分) did you enjoy most? | Which part of this course did you dislike the most? | Compared to your other courses at HUE, this course was: | Which part of this course was most useful? | Which part of this course was least useful? | Compared to your other courses at HUE, how much chance did you have to communicate in English in this course?: | Compared to your other courses at HUE, how much do you think you learned from this course? | What is the most important thing you learned in this class? | Compared to your other courses at HUE, this course was: | Compared to your other courses at HUE, the In-Class activities in this course were: | Which in-class parts were useful? | How should in-class activities be improved (改善すべき点) in this course? | How should in-class one-on-one 個別指導 be improved (改善すべき点) in this course? | Compared to your other courses at HUE, the homework in this course was: | Which homework was useful? | Outside of class, how many hours a week did you do homework for this course? | What percent of the flips did you watch 1 time each? | What percent of the flips did you watch more than 1 time? | How should flip video lectures be improved in this course? | How should homework be improved in this course? | Which parts of the course website were useful? | How confident do you feel about using course content? [Active listening to spoken English:] | How confident do you feel about using course content? [Asking questions:] | How confident do you feel about using course content? [Answering questions:] | How confident do you feel about using course content? [Group dicussions in English:] | How confident do you feel about using course content? [Understanding Topics vs. Themes vs. Thesis Statements:] | How confident do you feel about using course content? [Mindmapping:] | How confident do you feel about using course content? [Making a Thesis Statement:] | How confident do you feel about using course content? [Understanding the Structure (Outline) of Western Academic Writing:] | How confident do you feel about using course content? [Making an Outline:] | How confident do you feel about using course content? [Note-Taking:] | How confident do you feel about using course content? [Avoiding Direct Plagiarism:] | How confident do you feel about using course content? [Avoiding Indirect Plagiarism:] | How confident do you feel about using course content? [Reading by identifying indicator words, premises, and conclusions:] | How confident do you feel about using course content? [Understanding Logical Arguments:] | How confident do you feel about using course content? [Using Logical Arguments:] | How confident do you feel about using course content? [Using "Cheat Sheet for Common Thesis Problems" handout:] | How confident do you feel about using course content? [Teaching future students English writing using any techniques from this course:] | How confident do you feel about using course content? [Using Western academic writing style:] | How confident do you feel about using course content? [Teaching future students Western academic writing style:] | How confident do you feel about using course content? [Using an LMS (Learning Management System, such as the course website):] | How confident do you feel about using course content? [Using flipped video lectures:] | How confident do you feel about using course content? [Using a website in English:] | How confident do you feel about using course content? [Using a website in Japanese:] | How confident do you feel about using course content? [Using Grammarly:] | How confident do you feel about using course content? [Using Zotero:] | How confident do you feel about using course content? [Using ProWritingAid:] | Have you used the rules / techniques of Western academic writing for any other writing outside of this course? | If "No": why not? | If you become a teacher in the future, which activities / homework from this course would you use in your own teaching? | If you become a teacher in the future, which rules / teaching methods from this course would you use in your own teaching? | When you think about this course, how much did you feel... [Excited:] | When you think about this course, how much did you feel... [Worried:] | When you think about this course, how much did you feel... [Confident:] | When you think about this course, how much did you feel... [Skilled:] | When you think about this course, how much did you feel... [Useful:] | As a RESULT of taking THIS course, are you more likely to do any of the following in the future? | As a RESULT of taking this course, are you more likely to use English in any of the following in the future? | Compared to other teachers, Dr. K's teaching quality is: | Compared to other teachers, Dr. K seemed: [Well-prepared:] | Compared to other teachers, Dr. K seemed: [To care about students:] | Compared to other teachers, Dr. K seemed: [Available to help me during class:] | Compared to other teachers, Dr. K seemed: [Available to help me outside of class:] | What is Dr. K's best point AS A TEACHER? | What is Dr. K's weakest point AS A TEACHER? | If you have the opportunity in the future, would you take a course from Dr. K again? | What is the reason? | If your friend asked you for your advice about taking this course from Dr. K, would you recommend: | How different is Western academic writing from Japanese academic writing? | How different is Western academic writing from Japanese non-academic writing? | How different is Western academic writing from non-academic writing in English? | Compared to your expectation, "Democratic Education" was: | Compared to your expectation, identifying Indicator Words, Premises, Conclusions, and Main Points in "Democratic Education" was: | Compared to your expectation, reading comprehension for "Democratic Education" was: | Compared to your expectation, understanding the difference between Topics vs. Themes vs. Thesis Statements was: | Compared to your expectation, making a Thesis Statement that follows the rules of Thesis Statements was: | Compared to your expectation, identifying possible weaknesses of a Thesis Statement was: | Compared to your expectation, making an Outline that follows the rules of Western academic writing structure was: | Compared to your expectation, writing Claims and Sub-Claims that follow the rules of Western academic writing structure was: | Compared to your expectation, using Grammarly was: | Compared to your expectation, avoiding plagiarism was: | Compared to your expectation, making In-Text Citations + a References list was: | Compared to your expectation, using Zotero was: | Do you prefer to use citation software, or to type all in-text citations and References list citations separately by hand? | Compared to your expectation, using ProWritingAid was: | Compared to your expectation, Western academic writing style was: | Compared to your expectation, the flipped class videos in YouTube + in-class 個別指導 format was: | Is there anything else you want me to know? | 私は、私のデータが研究に使われることを拒否する権利があることを理解しています。 | 私のデータは研究に使うことを... |
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2 | 8/21/2018 9:42:50 | A little | Some | A little | Some | A lot | Some | A little | Some | N/A | Yes | No | I’m thinking about it. | Talk with people from overseas in English. | Applicable (適切) | N/A | Applicable (適切) | N/A | Useful | N/A | The most interesting | Teachers tell us useful things. | Quizes | The most useful | Small class, easier to ask questions and watch videos many times | Watching grammarly videos | More than any other course | More than I learned in any other course | Critical thinking | Hard | Hard | Active listening to spoken English, Asking questions, Participation points, Using an LMS (Learning Management System, such as the course website), Group discussions, Flip Comprehension Checks, One-on-one 個別指導, Narrowing a topic, Answering weaknesses, Revising outline, "APA Citation Practice" worksheet | We can not install APA citation’s app in university computers. | N/A | Hard | Flip 1: The Academic Writing Process, Flip 2: Differences between Topic, Theme, and Thesis, Flip 3: From Themes to Thesis (Narrow a Theme), Flip 4: Making a Strong Thesis Statement, Flip 5: From Thesis Statement to Argument (Identify Weaknesses), Flip 6: How to Outline Your Paper, Flip 7: Note-Taking and Avoiding Plagiarism, Flip 8: Indicator Words, Premises, and Conclusions, Flip 9: Making Logical Arguments, "Cheat Sheet for Common Thesis Problems" handout | 1hour | 100% | 25%〜49% | N/A | N/A | Submit assignments by smartphone / tablet / computer, Log in by QR code, Log in by username / password, Participation, attendance, Assignments section (flip comprehension checks, worksheets), Resources section (video & website links), Graded Items (view Q&A) | Some | Some | A little | Some | Some | Some | Some | Some | Some | A little | Some | Some | Some | Some | Some | Some | Some | Some | Some | A little | Some | Some | A little | Some | Some | Some | Yes, it was useful | N/A | Making Thises statements | Participation | A lot | Some | Some | A lot | A lot | Actively listen to spoken English:, Ask questions in class:, Answer questions in class:, Group discussions in English:, Mindmapping:, Write in English from a thesis statement:, Write in English by identifying possible weaknesses:, Watch any of Dr. K's "Critical Thinking" flipped class lecture videos in YouTube:, Watch any other flipped lecture videos in YouTube:, Use Grammarly:, Use Zotero to avoid plagiarism:, English Lunch:, 長期留学 Study Abroad: | Talking with international students, Research, Helping Tourists, Volunteering, Studying for English Exams (TOEIC, TOEFL, IELTS, EIKEN), Watching Movies, Listening to Music | the best teacher I ever had | A lot | A lot | A lot | Very much | Answering questions. | N/A | Absolutely yes, even if I must adapt my schedule | His classes are the most interesting in this university | The course is difficult, but good, so if you like to challenge yourself, I recommend to take a course from Dr. K. | Completely different | Very different | Very different | More Interesting | Easy | Normal | Hard | Normal | Hard | Hard | Hard | Normal | Much Harder | Much Harder | Much Harder | I prefer to use Zotero citation software to automatically generate in-text citations and References list citations | Normal | Hard | Normal | N/A | Yes, I understand （はい、了解です) | (○) 許可します。(I will participate) |
3 | 8/21/2018 17:03:39 | A little | A lot | Some | Very much | Very much | A lot | Some | Some | No | No | No | English teacher in high school | Use English well enough to be able to communicate in it and teach Japanese students how fun leaning English is. | Very applicable | N/A | Applicable (適切) | N/A | Very useful | N/A | The most interesting | Communicating with the other students and the instructor. | N/A | More useful | Learning how to write an appropriate academic paper/thesis in English. | N/A | More than any other course | More than most | The basic rules of academic writing in English. | Normal | Easy | Active listening to spoken English, Asking questions, Answering questions, Group discussions, Flip Comprehension Checks, One-on-one 個別指導, Western Academic Writing Survey results, The Paper-Writing Process group project, Mindmapping, Grammarly training, "Topic vs. Theme vs. Thesis Statement vs. Mere Fact" worksheets, "Problems with Thesis Statements" worksheet, “Identifying Weaknesses” Pairwork Handout, Narrowing a topic, Writing / revising a thesis statement, Answering weaknesses, Outlining, Revising outline, Identifying Indicator Words, Premises, Conclusions, and Main Points in "Democratic Education" + "Indicator Words and Transition Words/Phrases According to Usage" handouts, Identifying Citations in "Asia-Pacific" In-Text Citations + References sample handouts, "APA Citation Practice" worksheet | N/A | The students spoke Japanese a lot, so maybe it would be nice if an instructor asks them to speak as much English as they can. | Normal | Flip 1: The Academic Writing Process, Flip 2: Differences between Topic, Theme, and Thesis, Flip 3: From Themes to Thesis (Narrow a Theme), Flip 4: Making a Strong Thesis Statement, Flip 5: From Thesis Statement to Argument (Identify Weaknesses), Flip 6: How to Outline Your Paper, Flip 7: Note-Taking and Avoiding Plagiarism, Flip 8: Indicator Words, Premises, and Conclusions, Flip 9: Making Logical Arguments, "Cheat Sheet for Common Thesis Problems" handout, Edits and comments from Instructor | About an hour in a regular week. About 3 hours in the final week. | 100% | 75%〜99% | N/A | N/A | Submit assignments by smartphone / tablet / computer, Log in by username / password, Participation, attendance, Assignments section (flip comprehension checks, worksheets), Resources section (video & website links), Graded Items (view Q&A) | A lot | Very much | Very much | Very much | A lot | Some | Some | A lot | A lot | A lot | A lot | Some | Very much | A lot | A lot | A lot | A lot | Very much | A lot | Some | Some | A lot | Very much | A lot | A little | Some | Yes, it was useful | N/A | Fliped videos were very useful and convenient for me, so I would like to use them if I become a teacher. | One-on-one teaching and giving students feedbacks on a website. | Very much | Not at all | Very much | A lot | Very much | Actively listen to spoken English:, Ask questions in class:, Answer questions in class:, Group discussions in English:, Mindmapping:, Write in Japanese from a thesis statement:, Write in English from a thesis statement:, Write in English by identifying possible weaknesses:, Write in English from an outline:, Use note-taking methods:, Avoid direct plagiarism:, Avoid indirect plagiarism:, Read by identifying indicator words, premises, and conclusions:, Think about logical arguments:, Use logical arguments:, Use the "Cheat Sheet for Common Thesis Problems" handout:, Write in Western academic writing style:, Review any of the "Academic Writing" flipped class lecture videos in YouTube:, Watch any of Dr. K's "Critical Thinking" flipped class lecture videos in YouTube:, Watch any other flipped lecture videos in YouTube:, Teach future students English writing using any techniques from this course:, Teach future students Western academic writing style:, As a teacher, make flipped lecture videos:, Use Grammarly:, Use ProWritingAid:, Use websites in English:, English Lunch:, 短期留学 Study Abroad:, 長期留学 Study Abroad:, Study Abroad after graduation: | Talking with international students, Talking with Japanese students, Talking with a significant other or relative (恋人/親戚), Talking with host family, Reading Books, Research, Journaling (Keeping a Diary), Applications (Work / Study), Helping Tourists, Volunteering, Studying for English Exams (TOEIC, TOEFL, IELTS, EIKEN), Academic Writing (Thesis, Essay, Papers), Travel (Domestic), Travel (Abroad), Language Exchange, Japanese Social Media (SMS), International Social Media (SMS), Reading Instructions, Watching TV, Watching Movies, Listening to Music, Reading News, Surfing the Internet, Speech and Debate, Karaoke | top 10% of teachers | Very much | Very much | Very much | Very much | He is always willing to answer students’ questions and to help students with their tasks. | N/A | Absolutely yes, even if I must adapt my schedule | His lecture is very clear and I feel comfortable to ask questions during it. | The course is difficult, but good, so if you like to challenge yourself, I recommend to take a course from Dr. K. | Different | Completely different | Very different | More Interesting | Hard | Much Harder | Normal | Hard | Hard | Normal | Easy | Normal | Hard | Hard | I did not use Zotero | I prefer to use Zotero citation software to automatically generate in-text citations and References list citations | Easy | Normal | Normal | Yes, I understand （はい、了解です) | (○) 許可します。(I will participate) | |
4 | 8/22/2018 0:31:11 | A lot | A lot | A little | A lot | Very much | Very much | Some | Very much | TOIEC 650 英検2級 | Yes | No | Teacher | Teaching English to students | Very applicable | NA | Very applicable | NA | Very useful | NA | More interesting | Learning rules of Academic writing | reading some materials | More useful | Writing Academic Writing pepar | NA | More than most | More than most | Learning rules of Academic Writing | Hard | Normal | Asking questions, Participation points, Using an LMS (Learning Management System, such as the course website), One-on-one 個別指導, University Rules about Plagiarism (不正行為) explanation, Western Academic Writing Survey results, The Paper-Writing Process group project, Mindmapping, Grammarly training, "Topic vs. Theme vs. Thesis Statement vs. Mere Fact" worksheets, "Problems with Thesis Statements" worksheet, “Identifying Weaknesses” Pairwork Handout, Narrowing a topic, Writing / revising a thesis statement, Answering weaknesses, Outlining, Revising outline, Identifying Indicator Words, Premises, Conclusions, and Main Points in "Democratic Education" + "Indicator Words and Transition Words/Phrases According to Usage" handouts, Identifying Citations in "Asia-Pacific" In-Text Citations + References sample handouts, "APA Citation Practice" worksheet, nothing was useful | NA | NA | Hard | Flip 1: The Academic Writing Process, Flip 2: Differences between Topic, Theme, and Thesis, Flip 3: From Themes to Thesis (Narrow a Theme), Flip 4: Making a Strong Thesis Statement, Flip 5: From Thesis Statement to Argument (Identify Weaknesses), Flip 6: How to Outline Your Paper, Flip 7: Note-Taking and Avoiding Plagiarism, Flip 8: Indicator Words, Premises, and Conclusions, Flip 9: Making Logical Arguments, Zotero and ProWritingAid videos, "Cheat Sheet for Common Thesis Problems" handout, Edits and comments from Instructor | 45min | 75%〜99% | 75%〜99% | NA | NA | Submit assignments by smartphone / tablet / computer, Log in by QR code, Log in by username / password, Participation, attendance, Assignments section (flip comprehension checks, worksheets), Resources section (video & website links), Graded Items (view Q&A) | Some | A little | Some | A little | Some | Some | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | Yes, it was useful | NA | Presentation | Make original site | A lot | Some | A lot | A lot | A lot | Ask questions in class:, Mindmapping:, Write in English from a thesis statement:, Write in English by identifying possible weaknesses:, Use note-taking methods:, Avoid direct plagiarism:, Avoid indirect plagiarism:, Read by identifying indicator words, premises, and conclusions:, Use logical arguments:, Teach your future students logical arguments:, Use the "Cheat Sheet for Common Thesis Problems" handout:, Review any of the "Academic Writing" flipped class lecture videos in YouTube:, Watch any of Dr. K's "Critical Thinking" flipped class lecture videos in YouTube:, Watch any other flipped lecture videos in YouTube:, Teach future students English writing using any techniques from this course:, Teach future students Western academic writing style:, As a teacher, make flipped lecture videos:, Use Grammarly:, Use Zotero to avoid plagiarism:, Use websites in Japanese:, Use websites in English: | Research | bottom 10% of teachers | Very much | Very much | Very much | Very much | help students | NA | Yes, I want to take another course from Dr. K, but only if it is convenient for my schedule | I'll be busy because I'm going to go to take a lot of class. | The course is useful, so take a course from Dr. K. | Different | Completely different | Different | More Interesting | Hard | Hard | Normal | Normal | Normal | Normal | Normal | Easy | Normal | Normal | Hard | I prefer to use ZoteroBib citation software to automatically generate References list citations | Normal | Normal | Normal | NA | Yes, I understand （はい、了解です) | (○) 許可します。(I will participate) |
5 | 8/22/2018 17:38:09 | A lot | Some | Some | A lot | A lot | A lot | Some | A lot | N/A | No | No | Junior or high shooll teacher | I want to communicate with many people in the world. | Very applicable | N/A | Applicable (適切) | N/A | Useful | N/A | More interesting | Making a thises statement | Identifying weaknesses | More useful | Avoiding plagiarism | N/A | More than most | More than most | Avoiding plagiarism | Hard | Hard | Using an LMS (Learning Management System, such as the course website), Flip Comprehension Checks, One-on-one 個別指導, Grammarly training, "Topic vs. Theme vs. Thesis Statement vs. Mere Fact" worksheets, "Problems with Thesis Statements" worksheet, Identifying Citations in "Asia-Pacific" In-Text Citations + References sample handouts | N/A | I wanted the results of quizes immediately after class. | Hard | Flip 1: The Academic Writing Process, Flip 2: Differences between Topic, Theme, and Thesis, Grammarly videos, Flip 7: Note-Taking and Avoiding Plagiarism, Flip 9: Making Logical Arguments | within 1.5 hours | 100% | 75%〜99% | N/A | N/A | Submit assignments by smartphone / tablet / computer, Log in by username / password, Assignments section (flip comprehension checks, worksheets), Graded Items (view Q&A) | Some | Some | Some | Some | A lot | A lot | A lot | A lot | Some | A lot | A lot | Some | A lot | A lot | Some | Some | Some | Some | Some | Some | A lot | Some | A lot | A lot | Some | Some | Yes, it was useful | N/A | Watching videos and checking them in class | Using videos as homework | Some | A lot | Some | Some | A lot | Actively listen to spoken English:, Group discussions in English:, Mindmapping:, Write in Japanese from a thesis statement:, Write in English from a thesis statement:, Write in Japanese by identifying possible weaknesses:, Write in Japanese from an outline:, Use note-taking methods:, Avoid direct plagiarism:, Avoid indirect plagiarism:, Read by identifying indicator words, premises, and conclusions:, Think about logical arguments:, Teach your future students logical arguments:, Use the "Cheat Sheet for Common Thesis Problems" handout:, Write in Western academic writing style:, Review any of the "Academic Writing" flipped class lecture videos in YouTube:, Watch any of Dr. K's "Critical Thinking" flipped class lecture videos in YouTube:, Watch any other flipped lecture videos in YouTube:, Teach future students Western academic writing style:, Use Grammarly:, Use websites in Japanese:, Use websites in English:, English Lunch: | Talking with international students, Talking with Japanese students, Reading Books, Helping Tourists, Volunteering, Studying for English Exams (TOEIC, TOEFL, IELTS, EIKEN), Academic Writing (Thesis, Essay, Papers), Travel (Domestic), Travel (Abroad), Reading Instructions, Watching TV, Watching Movies, Listening to Music, Reading News, Karaoke | top 10% of teachers | A lot | A lot | A lot | A lot | His explanation is always clear. | N/A | Absolutely yes, even if I must adapt my schedule | I can't finish writing well in this semester, so I want to try again. | The course is difficult, but good, so if you like to challenge yourself, I recommend to take a course from Dr. K. | Very different | Very different | Different | More Interesting | Hard | Hard | Normal | Normal | Hard | Hard | Hard | Normal | Hard | Normal | Hard | I prefer to use Zotero + ZoteroBib citation software to automatically generate in-text citations and References list citations | Hard | Hard | Normal | Yes, I understand （はい、了解です) | (○) 許可します。(I will participate) | |
6 | 8/23/2018 19:37:26 | Some | Some | Some | Some | Some | Some | Some | Some | N/A | Yes | No | work overseas | to use English in my daily life | Applicable (適切) | N/A | Applicable (適切) | N/A | Useful | N/A | More interesting | learning the rule of how to write Academic Paper. | N/A | The most useful | the way of citation | N/A | About the same as most | More than I learned in any other course | the way of writing academic paper | Much Harder | Much Harder | Active listening to spoken English, Asking questions, Answering questions | extend the deadline of submitting the final paper | N/A | Hard | Flip 1: The Academic Writing Process, Flip 2: Differences between Topic, Theme, and Thesis, Flip 3: From Themes to Thesis (Narrow a Theme), Flip 4: Making a Strong Thesis Statement, Flip 5: From Thesis Statement to Argument (Identify Weaknesses), Flip 6: How to Outline Your Paper, Flip 7: Note-Taking and Avoiding Plagiarism, Flip 8: Indicator Words, Premises, and Conclusions, Flip 9: Making Logical Arguments, Zotero and ProWritingAid videos, "Cheat Sheet for Common Thesis Problems" handout, Edits and comments from Instructor | 1.5 hours | 75%〜99% | 10%〜24% | N/A | N/A | Submit assignments by smartphone / tablet / computer, Participation, attendance | Very much | Very much | A lot | Not at all | A lot | Some | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | A lot | Some | Some | A lot | A lot | Some | Yes, it was useful | N/A | to teach the rule of writing academic paper | I'm not sure. | A lot | Very much | A little | A lot | Very much | Actively listen to spoken English:, Ask questions in class:, Answer questions in class:, English Lunch:, 長期留学 Study Abroad: | Talking with international students, Talking with Japanese students, Watching Movies | the best teacher I ever had | Very much | Very much | Very much | Very much | to care about students and help us | N/A | Yes, I want to take another course from Dr. K. If I can't, I will be disappointed, but I will not adapt my schedule | I like his way of teaching students. | The course is useful, so take a course from Dr. K. | Very different | Very different | Different | Less Interesting | Normal | Normal | Normal | Normal | Normal | Hard | Hard | Normal | Hard | Normal | Normal | I prefer to use Zotero + ZoteroBib citation software to automatically generate in-text citations and References list citations | Normal | Hard | Normal | Yes, I understand （はい、了解です) | (○) 許可します。(I will participate) |