留学しなくても「海外の同世代」とオンラインで話すと英語は伸びる？ 日本の高校生の研究と、研究の弱点

Q1. What is the passage mainly about?

1. AHow to travel to Taiwan cheaply
2. BWhy studying abroad is a bad idea
3. COnline exchanges with students in other countries
4. DHow to buy a video camera

海外の生徒とのオンライン交流（バーチャル・エクスチェンジ）がテーマなので C。

Q2. How many times did the students talk by video?

1. AOnce
2. BTwice
3. CThirty-six times
4. DThree times

talked with students in Taiwan by video three times とあるので D。36 は日本の生徒の人数。

Q3. In this passage, "improved" means ...

1. Astayed the same
2. Bbecame better
3. Cbecame worse
4. Dstopped

their speaking improved は「話す力がよくなった」なので B。

Q1. Who were the Japanese students' partners in the 2026 study?

1. ANative English-speaking teachers
2. BTaiwanese high school students learning English
3. CUniversity students in the US
4. DOnline English tutors

28 Taiwanese high school students とあり、Their partners were not native speakers. They were other learners. とあるので B。

Q2. What did the 2015 analysis find?

1. AOnline interaction helped about as much as face-to-face interaction.
2. BOnline interaction did not help at all.
3. CFace-to-face interaction was much better.
4. DVideo calls were worse than text chat.

online interaction helped language development about as much as talking face to face とあるので A。

Q3. Why are the results of some virtual exchange studies hard to judge?

1. ABecause students did not enjoy the exchanges
2. BBecause the exchanges were too long
3. CBecause they have no comparison group
4. DBecause the tests were given in Chinese

Some other studies have no comparison group, so their results are hard to judge とあるので C。

Q1. Which statement best describes the author's overall view?

1. AVirtual exchange is useless for language learning.
2. BVirtual exchange has been proven to be better than studying abroad.
3. CVirtual exchange is promising, but its effects need more rigorous research.
4. DOnly native speakers should take part in virtual exchanges.

最終文 Virtual exchange is promising, but more rigorous studies will have to confirm its effects とあるので C。

Q2. What did O'Dowd's analysis show?

1. AStudents reported overcoming stereotypes, and outcomes depended on task design.
2. BStudents preferred face-to-face classes.
3. COnly 13 students took part.
4. DPortfolios were not useful for research.

students reported overcoming stereotypes and gaining confidence, and that outcomes depended on task design とあるので A。

Q3. Why is a control group important, according to the passage?

1. AIt makes the exchange more enjoyable.
2. BIt allows students to meet native speakers.
3. CIt reduces the cost of the exchange.
4. DIt helps separate the effect of the exchange from ordinary classes or maturation.

比較群がないと That design makes it impossible to separate the effect of the exchange from ordinary classes or maturation とあるので D。