@article{oai:tiu-tijc.repo.nii.ac.jp:00000201,
 author = {佐藤, 敏子 and Sato, Toshiko},
 journal = {研究紀要, Bulletin of Tsukuba International University},
 month = {Mar},
 note = {According to a 2004 study by the Ministry of Education, Culture, Sports, Science and Technology about 59% of universities and colleges in Japan offered remedial courses in 2002. An issue that leads higher remediation rates is the disjuncture between high schools towards to a flexible compulsory education system and universities or colleges. In earlier discussion I report the trends in postsecondary remedial education in the United States. Briefly the argument is as follows: (1) How do states determine which students need remediation? (2) Why are so many students not prepared for postsecondary education? (3) How do states reduce the amount of remediation that students require when entering postsecondary institutions? (4) Who pays for remediation? In the second discussion the effectiveness of portfolio-based language learning is checked. It is concluded: (1) Portfolio-based language learning with task-based activities is not enough helpful to promote learners' autonomy. (2) Students use self-monitoring technique when making their portfolios. (3) The advantage of using self-monitoring technique is that students gain their learning strategy by using the technique. (4) The writing task, or making portfolios makes learners feel fulfilled. (5) The concept of personal pronouns is crucial for mastering English structures., 6, KJ00004129542, P},
 pages = {11--23},
 title = {リメディアル教育の実践 : ポートフォリオ学習の有効性},
 volume = {11},
 year = {2005},
 yomi = {サトウ, トシコ}
}