Information processing systems, information processing methods, and programs

Abstract

This invention provides an information processing system that can evaluate the learning progress of learners in language education. [Solution] According to one aspect of the present invention, an information processing system is provided comprising one or more processors, wherein in the input display step, the processor causes an input field on the teacher's terminal for inputting grades for subjects taken by language education learners, and in the result display step, if the grades entered in the input field exceed a predetermined standard, the system causes a learning result indicating that the learner has acquired language activities corresponding to the subject to be displayed on the teacher's terminal used by the teacher, and language activities are activities that learners can actually perform using language.

Description

Technical Field

[0001] The present invention relates to an information processing system, an information processing method, and a program.

Background Art

[0002] Patent Document 1 discloses a technique including a display for displaying an educational video, a data storage means for storing correct answer data consisting of an action target defined on the video and its position data, and learner's answer data, a position specifying means for specifying the position of the learner on the display, and a processing means. The processing means has a function of displaying a specific educational video on the display, a function of measuring the time corresponding to the progress of the video, a function of associating the time when the position is specified with the position data input from the position specifying means and storing it as answer data in the data storage means, and a function of evaluating the learner's ability by comparing the answer data and the correct answer data.

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] If it is possible to evaluate the situation of how much a learner learning a language has learned the language, it can be utilized for various purposes such as formulating guidelines for guiding the learner.

[0005] In view of the above circumstances, the present invention aims to provide an information processing system and the like that can evaluate the learning situation of a learner in language education.

Means for Solving the Problems

[0006] According to one aspect of the present invention, an information processing system is provided comprising one or more processors, wherein in the input display step, the processor causes an input field on a teacher's terminal for inputting grades for subjects taken by language education learners, and in the result display step, if the grades entered in the input field exceed a predetermined standard, the system causes a result indicating that the learners have acquired language activities corresponding to the subject to be displayed on a teacher's terminal used by the teacher, where language activities are activities that learners can actually perform using language.

[0007] This configuration allows for the evaluation of learners' learning progress in language education. [Brief explanation of the drawing]

[0008] [Figure 1] This figure shows an example of the overall configuration of the learning management system 1. [Figure 2] This figure shows an example of the hardware configuration of the learning management server 10. [Figure 3] This figure shows an example of the hardware configuration of the teacher's terminal 20. [Figure 4] This is an activity diagram showing an example of an evaluation process. [Figure 5] This figure shows an example of a screen for entering subject grades. [Figure 6] This figure shows an example of a learning table. [Figure 7] This figure shows an example of a screen displaying the results of acquiring Can-do skills. [Figure 8] This figure shows an example of a proficiency level table. [Figure 9] This figure shows an example of a screen displaying the proficiency level of basic skills. [Figure 10] This is an activity diagram showing an example of the results display process. [Figure 11] This figure shows an example of a summary screen for evaluation results. [Figure 12] This figure shows another example of the evaluation results summary screen. [Figure 13] This is a diagram showing an example of a learning progress screen. [Figure 14] This figure shows an example of a settings screen. [Figure 15] This figure shows an example of a necessary Can-do screen. [Modes for carrying out the invention]

[0009] Embodiments of the present invention will be described below with reference to the drawings. The various features shown in the embodiments below can be combined with each other.

[0010] Incidentally, the program for implementing the software appearing in one embodiment may be provided as a non-transitory computer-readable medium, or it may be provided as a downloadable medium from an external server, or it may be provided so that the program is launched on an external computer and its functions are realized on a client terminal (so-called cloud computing).

[0011] Furthermore, in various information processing according to one embodiment, an input and an output corresponding to the input can be realized. Here, as long as an output is obtained as a result of the input, the form of the information referenced in such information processing (hereinafter referred to as "reference information") is not limited. The reference information may be, for example, rule-based information such as a database, a lookup table, or a predetermined function (including a decision formula such as a regression equation constructed by a statistical method), or a trained model that has been pre-trained to learn the correlation between input and output, or a generative AI such as a large-scale language model that can output a desired result by inputting a prompt (these models include parameters that construct the correlation relationship between input and output) or a visual language model.

[0012] Also, in one embodiment, a "unit" may include, for example, hardware resources implemented by a circuit in a broad sense and information processing of software that can be specifically realized by these hardware resources. Also, in one embodiment, although various information is handled, these information are represented, for example, by physical values of signal values representing voltage and current, the high and low of signal values as a set of binary bits composed of 0 or 1, or quantum superposition (so-called quantum bits), and communication and calculation can be executed on a circuit in a broad sense.

[0013] Furthermore, a circuit in a broad sense is a circuit realized by appropriately combining at least a circuit (Circuit), circuitry (Circuitry), a processor (Processor), a memory (Memory), etc. Also, the processor may be a general-purpose processor or a dedicated circuit. That is, it includes an application specific integrated circuit (ASIC), programmable logic devices (for example, a simple programmable logic device (SPLD), a complex programmable logic device (CPLD), and a field programmable gate array (FPGA)), etc.

[0014] <Embodiment> 1. System Configuration Hereinafter, the system configuration according to the embodiment will be described. FIG. 1 is a diagram showing an example of the overall configuration of the learning management system 1. In FIG. 1, an overview of each device included in the learning management system 1 and an overview of users who use these devices are shown. Regarding each overview, it will be described as needed while referring to other figures.

[0015] The learning management system 1 is a system that performs processing to manage the language learning progress of learners. The learning management system 1 comprises a communication line 2, a learning management server 10, a teacher terminal 20, and a learner terminal 30. The learning management server 10 includes a learning evaluation DB 3. Note that the configuration shown in Figure 1 is an example, and the learning management server 10 may be distributed across two or more devices, or it may be provided in the form of SaaS (Software as a Service) or a cloud computing system. Also, there may be two or more teacher terminals 20 and learner terminals 30.

[0016] Communication line 2 is not particularly limited, but for example, it is composed of the Internet network. Communication line 2 may also include a local area network, a mobile communication network, and a VPN (Virtual Private Network). Communication line 2 mediates the exchange of data between devices connected to its own line. In the example in Figure 1, the learning management server 10 is connected to communication line 2 by wire, and the teacher terminal 20 and the student terminal 30 are connected wirelessly. Note that the connection of each device to communication line 2 may be wired or wireless.

[0017] The teacher terminal 20 and the learner terminal 30 are terminals used by users of the learning management system 1 after they log into this system, and are, for example, smartphones, tablet devices, or laptop computers. The teacher terminal 20 is used by teachers who educate learners, and the learner terminal 30 is used by learners who are learning a language. The teacher terminal 20 and the learner terminal 30 have display means and input means and function as a UI (User Interface) for user work.

[0018] The learning management server 10 is an information processing device that plays a central role in the learning management system 1. For example, the learning management server 10 performs processing to evaluate the learning status of learners based on information entered by teachers via teacher terminals 20. The learning management server 10 stores the evaluation results for each learner in the learning evaluation DB 3 in order to save and utilize the evaluation results.

[0019] Furthermore, the learning management server 10 performs, for example, authentication processing to authenticate users and display processing to display images on client terminals such as the teacher terminal 20 and the learner terminal 30. The learning management server 10 stores authentication information (for example, user ID and password) for authenticating users and authenticates users who enter authentication information as users of the learning management system 1. By authenticating users, the learning management server 10 determines which data the user can access and adds identification information to the data entered by the user to make it identifiable.

[0020] The learning management server 10 performs display processing such as generating and sending HTML (Hyper Text Markup Language) files using a web program, generates a web page that displays the system screen, and displays the generated system screen on the client terminal using the browser's functions. Alternatively, the client terminal may install an application program (for example, a camera app) to use the learning management system 1, and the learning management server 10 may generate and display a system screen that can be displayed by that app. The learning management server 10 controls the display on the client terminal by performing these display processing operations.

[0021] 2. Hardware Configuration The hardware configuration according to this embodiment will be described below. Figure 2 shows an example of the hardware configuration of the learning management server 10. The learning management server 10 comprises a control unit 101, a storage unit 102, a communication unit 103, and a bus 104. The bus 104 electrically connects each part of the learning management server 10.

[0022] (Control Unit 101) The control unit 101 has at least one processor. The at least one processor may consist of, for example, a central processing unit (CPU), an MPU (Micro Processing Unit), a GPU (Graphics Processing Unit), one or more integrated circuits, one or more discrete circuits, or a combination thereof.

[0023] The control unit 101 is a computer that realizes various functions related to the learning management system 1 by reading a predetermined program stored in the memory unit 102. In other words, information processing by the software stored in the memory unit 102 is concretely realized by the control unit 101, which is an example of hardware, and can be executed as each functional unit included in the control unit 101. Note that the control unit 101 is not limited to being a single unit, and may be implemented with multiple control units 101 for each function, or a combination thereof.

[0024] (Storage unit 102) The memory unit 102 stores various types of information as defined above. This can be done, for example, as a storage device such as a solid-state drive (SSD) or hard disk drive (HDD) that stores various programs related to the learning management system 1 executed by the control unit 101, or as memory such as random access memory (RAM) that stores temporarily necessary information (arguments, arrays, etc.) related to program calculations. The memory unit 102 stores various programs and variables related to the learning management system 1 executed by the control unit 101.

[0025] (Communications Department 103) The communication unit 103 is composed of a communication module. The communication module may be a wireless communication module compliant with standards such as IEEE 802.11a / b / g / n / ac / ax, LTE, 5G, 6G, or a wired communication module compliant with standards such as IEEE 802.3. The communication unit 103 is configured to transmit various electrical signals from the learning management server 10 to external components. The communication unit 103 is also configured to receive various electrical signals from external components to the learning management server 10. More preferably, the communication unit 103 has a network communication function, thereby enabling the communication of various information between the learning management server 10 and external devices via the communication line 2.

[0026] Figure 3 shows an example of the hardware configuration of the teacher terminal 20. The teacher terminal 20 comprises a control unit 201, a storage unit 202, a communication unit 203, an input unit 204, an output unit 205, and a bus 206. The bus 206 electrically connects each part of the teacher terminal 20. The control unit 201, storage unit 202, and communication unit 203 are similar hardware to the control unit 101, storage unit 102, and communication unit 103 shown in Figure 2, although their specifications and models may differ.

[0027] (Input section 204) The input unit 204 has input receiving means such as keys, buttons, a touchscreen, and a mouse, and accepts input from the user. The input unit 204 also has sound collection means, such as a microphone, to collect ambient sounds, and supplies sound data representing the collected sounds to the control unit 201. The input unit 204 also has imaging means, such as a digital camera, to photograph surrounding objects, converts the image formed on the image sensor through the optical system into image data, and supplies the converted image data to the control unit 201.

[0028] (Output section 205) The output unit 205 has display means such as a display or touchscreen and sound emission means such as a speaker, and outputs visual information and auditory information. For example, the output unit 205 displays visual information generated in a manner that can be seen by the user, such as a screen, images (still images and moving images), icons, and text, on the display surface of the display or touchscreen. The output unit 205 also outputs audible sound such as speech or synthesized sound from the speaker.

[0029] The learner terminal 30 has the same hardware configuration as the teacher terminal 20. For the learner terminal 30, only the control unit 301 will be described using a different reference numeral than the control unit 201 of the teacher terminal 20.

[0030] 3. Information Processing The following describes the information processing according to the embodiment. In the following description, the learning management server 10, the teacher terminal 20, and the learner terminal 30 are described as the main entities of each information processing, but these information processing operations are performed by at least one processor provided in the learning management system 1, that is, the processors in the control units 101, 201, and 301 of each device. The following describes the evaluation process in which the teacher evaluates the learner's learning status.

[0031] Figure 4 is an activity diagram showing an example of the evaluation process. The evaluation process begins when the teacher logs in by operating the teacher terminal 20 and selects the subject grade input menu from the menu screen. Subject grades refer to the grades of the subjects taken by learners studying a language. Subjects taken by learners include basic skills subjects, applied / integrated subjects, practical / cultural subjects, and examination / evaluation-related subjects. When this menu is selected, the learning management server 10 generates a subject grade input screen (Activity A11) and displays the generated input screen on the teacher terminal 20 (Activity A12).

[0032] Figure 5 shows an example of a subject grade input screen. The subject grade input screen G1 in Figure 5 displays the text "Please enter the student's grades," a display field C11, an input field C12, and a save button B11. The display field C11 shows the name of each student. The input field C12 is where the teacher enters each student's grade for each subject.

[0033] In the example in Figure 5, the grades for each subject are entered as scores from 0 to 100. For example, for a student named "AAA", the grades entered are "85" for "Subject 1", "68" for "Subject 2", "51" for "Subject 3", "57" for "Subject 4", "90" for "Subject 5", and "45" for "Subject 6".

[0034] The save button B11 is an image used to save the entered grades. The teacher's terminal 20 accepts the input operation in the input field C12 and the operation of the save button B11 as grade input operations (Activity A13), and sends the grade data showing the entered grades to the learning management server 10. The learning management server 10 retrieves the grades of each student for each subject as indicated by the transmitted grade data (Activity A14).

[0035] Next, the learning management server 10 determines the acquisition status of each learner's Can-dos based on the acquired scores (Activity A21). Can-dos are activities that learners can actually perform using language, and are also called "language activities." Can-dos are expressed in sentences such as, "I can understand the main points of short, clear, and simple messages and announcements," "I can understand rules, such as safety rules, if they are expressed in simple words," or "I can participate in short conversations about everyday topics that interest me." The learning management server 10 uses an acquisition table that associates each Can-do with the subjects in which those Can-dos can be acquired to determine the acquisition status.

[0036] Figure 6 shows an example of a learning table. In the learning table TB1 shown in Figure 6, the subjects in which each Can-do can be acquired are indicated by a "○". For example, "Can-do 101" can be acquired through "Subject 1" and "Subject 2", etc. Also, "Can-do 102" can be acquired through "Subject 3" and "Subject 4", etc. Also, "Can-do 103" can be acquired through "Subject 3" and "Subject 5", etc. It can also be said that the learning table TB1 represents the Can-dos that can be acquired in each subject. For example, it is shown that "Can-do 101", "Can-do 104", and "Can-do 106", etc. can be acquired in "Subject 1".

[0037] The learning management server 10 determines that learners whose grades in a subject exceed a predetermined standard have acquired the Can-do assigned to that subject in the acquisition table TB1. The predetermined standard is a score that a learner who has acquired the Can-do can achieve. For example, if grades are evaluated on a score up to 100 points, 60 points can be set as the predetermined standard. Note that this standard is just an example, and depending on the difficulty level of the subject, scores such as 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90 points may be set as the predetermined standard.

[0038] The learning management server 10 determines that, assuming a predetermined standard of 60 points, learner "AAA" shown in Figure 5 has exceeded the predetermined standard in subjects 1, 2, and 5, and therefore has acquired "Can-do 101," "Can-do 103," "Can-do 104," "Can-do 105," and "Can-do 106," etc., associated with those subjects. After determining each learner's Can-do acquisition results, the learning management server 10 stores each learner's subject grade and acquisition results in the learning evaluation DB3 (Activity A22). Next, the learning management server 10 generates an acquisition results screen showing the determined acquisition results (Activity A23), and displays the generated acquisition results screen on the teacher's terminal 20 (Activity A24).

[0039] Figure 7 shows an example of a Can-do acquisition results screen. The acquisition results screen G2 in Figure 7 displays the text "Shows the learner's Can-do acquisition results," along with display fields C21 and C22, an edit button B21, and a save button B22. Display field C21 displays the name of each learner. Display field C22 displays the Can-dos that each learner has been determined to have acquired. For example, for learner "AAA," "Can-do 101," "Can-do 103," "Can-do 104," and "Can-do 105" are shown as acquisition results.

[0040] The teacher views the displayed Can-do status and determines whether it has been judged appropriately. If there are Can-dos displayed that have not been mastered, or Can-dos that have been mastered but are not displayed, the teacher operates the edit button B21. When the edit button B21 is operated, the learning management server 10 makes the Can-dos displayed in display field C22 editable. The teacher terminal 20 accepts operations such as adding, modifying, or deleting Can-dos in display field C22, and pressing the save button B22 after modification, as modification operations (activity A25), and sends the modified data indicating the modified Can-dos to the learning management server 10.

[0041] The learning management server 10 corrects the Can-do acquisition results stored in the learning evaluation DB3 based on the correction data that has been sent (Activity A26). This correction by the instructor finalizes each learner's Can-do acquisition results. Next, the learning management server 10 determines each learner's level of proficiency in basic abilities based on the finalized Can-do acquisition results (Activity A31).

[0042] Basic abilities refer to fundamental language skills, such as listening, reading, speaking (interaction), speaking (presentations, reports), and writing. Proficiency refers to the degree to which these basic abilities have been mastered, and is evaluated on a six-level scale from lowest to highest: A1, A2, B1, B2, C1, and C2. "A (A1 and A2)" represents a basic language user, "B (B1 and B2)" represents an independent language user, and "C (C1 and C2)" represents a proficient language user. The learning management server 10 determines the proficiency level using a proficiency level table that associates the Can-dos acquired by the learner with the proficiency level of the basic abilities.

[0043] Figure 8 shows an example of a proficiency level table. In the proficiency level table TB2 shown in Figure 8, basic abilities, proficiency levels, and Can-dos are correlated with each other. Can-dos include "mandatory Can-dos" and "optional Can-dos." Mandatory Can-dos are Can-dos that must be acquired in order to achieve the proficiency level. Optional Can-dos are Can-dos that are not mandatory to acquire in order to achieve the proficiency level, but a specified number of them must be acquired.

[0044] For example, in the case of a proficiency level of "A1" for the basic ability of "listening," the required Can-dos "Can-do 101, Can-do 102, ..." are associated with the optional Can-dos "Can-do 106, Can-do 107, ..." and the number of Can-dos to be acquired is "N11." This shows that in order for a learner to reach proficiency level "A1," they need to acquire all of "Can-do 101, Can-do 102, ..." and acquire N11 Can-dos from "Can-do 106, Can-do 107, ...."

[0045] Similarly, for the basic ability of "listening," the required Can-dos, optional Can-dos, and the number of items acquired are associated with each level of proficiency: "A2," "B1," "B2," "C1," and "C2." Furthermore, for the basic ability of "reading," required Can-dos, optional Can-dos, and the number of items acquired are also associated with each level of proficiency.

[0046] The learning management server 10 refers to the learning evaluation DB3 and retrieves the Can-dos that a particular learner has already acquired. Then, the learning management server 10 refers to the proficiency table TB2 and determines that the highest proficiency level among those that satisfy the acquisition conditions for the retrieved Can-dos is the learner's proficiency level. The acquisition conditions are those that are met when the retrieved Can-dos have acquired all of the required Can-dos and more than the number of selected Can-dos that have been acquired.

[0047] For example, if learner BBB's acquired Can-dos for "listening" meet the acquisition conditions for proficiency levels "A1," "A2," and "B1," but not for "B2," then "B1" is the highest proficiency level that meets the acquisition conditions, and therefore the learning management server 10 determines learner BBB's proficiency level for "listening" to be "B1." Similarly, if learner BBB's acquired Can-dos for "reading" meet the acquisition conditions for proficiency levels "A1," "A2," "B1," "B2," and "C1," but not for "C2," then "C1" is the highest proficiency level that meets the acquisition conditions, and therefore the learning management server 10 determines learner BBB's proficiency level for "reading" to be "C1."

[0048] The learning management server 10 determines the level of proficiency in each learner's basic abilities and stores the determined level of proficiency for each learner in the learning evaluation DB3 (Activity A32). Next, the learning management server 10 generates a proficiency level screen showing the determined level of proficiency (Activity A33) and displays the generated proficiency level screen on the teacher's terminal 20 (Activity A34).

[0049] Figure 9 shows an example of a screen for assessing proficiency in basic abilities. The proficiency screen G3 in Figure 9 displays the text "Shows the learner's proficiency in basic abilities," along with display fields C31 and C32, an edit button B31, and a save button B32. Display field C31 displays the name of each learner. Display field C32 displays the assessed proficiency level for each learner, broken down by basic ability (listening, reading, speaking (interaction), speaking (presentation, reporting), and writing).

[0050] For example, for learner "AAA", the proficiency levels for each basic ability are shown as "A1", "B2", "A2", "A1", and "B2". Similarly, for learner "BBB", the proficiency levels for each basic ability are shown as "B1", "C1", "A2", "B2", and "C1".

[0051] The teacher views the displayed proficiency level of each learner's basic abilities and determines whether it is appropriately assessed. If an inappropriate proficiency level is displayed, the teacher operates the correction button B31. When the correction button B31 is operated, the learning management server 10 makes the proficiency level displayed in the display field C32 editable. The teacher terminal 20 accepts the operation to correct the displayed proficiency level and the operation to press the save button B32 after the correction as a correction operation (activity A35), and sends the corrected data indicating the corrected proficiency level to the learning management server 10.

[0052] The learning management server 10 modifies the proficiency level of basic abilities stored in the learning evaluation DB3 based on the transmitted correction data (Activity A36). This correction by the instructor determines the proficiency level of each learner's basic abilities. The evaluation process is then completed.

[0053] Next, we will explain the results display process, which displays the evaluation results obtained through the evaluation process. Figure 10 is an activity diagram showing an example of the results display process. The results display process begins when the teacher logs in by operating the teacher terminal 20 and selects the display menu for the evaluation results summary screen from the menu screen. The teacher terminal 20 accepts this selection operation as an operation to display the summary screen (Activity A41) and requests the learning management server 10 to display the summary screen.

[0054] When the learning management server 10 receives this request, it generates a summary screen of the evaluation results for all learners (Activity A42) and displays the generated summary screen on the teacher's terminal 20 (Activity A43). There are two types of summary screens; the first is a screen that shows a summary of the evaluation results represented by the number of learners who have mastered the Can-do tasks.

[0055] Figure 11 shows an example of a summary screen of evaluation results. In the summary screen G4 of Figure 11, the text "Shows the number of learners who have mastered Can-dos for each subject" is displayed, along with display fields C41, C42, and C43, etc. Display fields C41, C42, and C43, etc., show the evaluation results for all learners in "Subject 1," "Subject 2," and "Subject 3," etc. Specifically, the evaluation results show the number of learners who received each grade (S, A, or B, etc.) among the learners who took each subject, a list of Can-dos mastered by those learners, and the number of learners who have mastered each Can-do (i.e., masters).

[0056] The display area C41 for "Subject 1" includes display areas C411, C412, C413, and C414. Display area C411 shows the total number of students in Subject 1 who received an "S" grade ("N100") and the total number of students who received an "A" grade ("N110"), etc. Display area C412 shows a list of Can-dos acquired by students who received each grade in Subject 1. Display area C413 shows the number of students who acquired each Can-do. For example, the list of Can-dos acquired by students who received an "S" grade includes "Can-do 101" and "Can-do 102," etc., and the number of students who acquired "N101" and "N102," etc., are associated with each. Furthermore, the list of Can-dos acquired by learners who received a grade of "A" includes "Can-do101" and "Can-do102," and the number of learners who acquired "N111" and "N112," etc., are associated with each.

[0057] The display area C42 for "Subject 2" includes display areas C421, C422, C423, and C424. Similar to Subject 1, these display areas show the total number of learners who received an "S" grade ("N200"), the total number of learners who received an "A" grade ("N210"), a list of Can-dos acquired by learners who received each grade in Subject 2, and the number of learners who acquired each Can-do. By viewing the summary screen G4, teachers can understand which Can-dos learners have acquired and to what extent for each grade in each subject.

[0058] The second summary screen displays a summary of the evaluation results, which are expressed by proficiency level. Figure 12 shows another example of the evaluation results summary screen. In the evaluation results summary screen G5 shown in Figure 12, the text "Shows the number of learners who have mastered each proficiency level" and display fields C51, C52, and C53 are displayed. Display fields C51, C52, and C53 show the evaluation results for all learners at "proficiency level A1," "proficiency level A2," and "proficiency level B1," etc., for the basic ability of "listening." Specifically, the evaluation results show the number of learners who were evaluated at each proficiency level, a list of Can-dos acquired by those learners, and the number of learners who have mastered each Can-do.

[0059] The display area C51 for "Proficiency Level A1" includes display areas C511, C512, and C513. Display area C511 shows the total number of learners "M100" who were evaluated as having Proficiency Level A1. Display area C512 shows a list of Can-dos acquired by learners evaluated as having Proficiency Level A1. Display area C513 shows the number of learners who have acquired each Can-do. For example, the list of Can-dos includes "Can-do101" and "Can-do102," and the number of learners who have acquired "M101" and "M102," etc., are associated with each.

[0060] The display area C52 for "Proficiency Level A2" includes display areas C521, C522, and C523. Similar to Proficiency Level A1, these display areas show the total number of learners evaluated as Proficiency Level A2 ("M200"), a list of Can-dos acquired by those learners, and the number of learners who have acquired each Can-do. In addition, for basic abilities other than "listening," the number of learners at each proficiency level, a list of acquired Can-dos, and the number of learners who have acquired them are also displayed. By viewing the summary screen G5, teachers can understand which Can-dos have been acquired and to what extent by each learner at each proficiency level.

[0061] Furthermore, the results display process can also be initiated when a learner logs in by operating the learner terminal 30 and selects the display menu for the learning status screen, which shows their learning progress, from the menu screen. The learner terminal 30 accepts this display menu selection operation as a display operation for the learning status screen (Activity A51) and requests the learning management server 10 to display the learning status screen for the logged-in learner. Upon receiving this request, the learning management server 10 generates the learning status screen for the corresponding learner (Activity A52) and displays the generated learning status screen on the learner terminal 30 (Activity A53).

[0062] Figure 13 shows an example of a learning progress screen. In the learning progress screen G6 shown in Figure 13, the text "This shows BBB's learning progress." and display fields C61, C62, and C63 are displayed. Display field C61 shows learner BBB's proficiency level in the basic ability of "listening" (in the example in Figure 13, it is "B1"), representative Can-dos, and acquired Can-dos.

[0063] A typical Can-do is a representative Can-do that is achievable depending on the learner's proficiency level. For example, if a learner has a listening proficiency level of B1 as shown in Figure 13, the typical Can-do is displayed as: "I can understand simple factual information about everyday and routine work topics. If it is mostly spoken with familiar pronunciation and clearly, I can understand both general messages and specific details."

[0064] Similarly, display fields C62 and C63 also show the level of proficiency in basic abilities, representative Can-dos, and acquired Can-dos, respectively. Learners can understand their learning progress by viewing the learning progress screen G6. In the example in Figure 10, the learning progress screen G6 is displayed on the learner's terminal 30, but it may also be displayed on the teacher's terminal 20. Teachers can understand the learning progress of each learner by viewing the learning progress screen G6.

[0065] 4. Summary of the structure <Assessment of Language Activity Acquisition> As described above, the learning management server 10 displays input fields on the teacher terminal 20 for language education learners to enter their grades for the subjects they have taken. In the example above, the learning management server 10 displays the subject grade input screen G1 shown in Figure 5 at A11 and A12 shown in Figure 4. A11 and A12 are examples of input and display steps executed by the learning management server 10 as an example of an input and display unit.

[0066] Then, if the grade entered in the displayed input field exceeds a predetermined standard, the learning management server 10 displays the acquisition result, indicating that the learner has acquired the language activity corresponding to the subject, on the teacher's terminal 20 used by the teacher. The language activity referred to here is an activity that the learner can actually perform using language, and is the Can-do described above. In the above example, the learning management server 10 determines the acquisition result of each learner's Can-do in A21, A23, and A24 shown in Figure 4, and displays the determination result on the teacher's terminal 20 in the acquisition result screen G2 shown in Figure 7. A21, A23, and A24 are examples of result display steps executed by the learning management server 10 as an example of a result display unit.

[0067] This configuration allows teachers to evaluate learners' progress in language education. In particular, simply by inputting grades for each subject, the system can automatically evaluate the Can-dos (language activities) acquired by learners, thus reducing the workload of teachers in evaluation. Furthermore, since the acquisition results based on grade input are displayed automatically and according to a consistent standard, it prevents discrepancies in evaluation criteria among teachers, allowing for an objective and unified evaluation of learners' progress.

[0068] <Reflecting teacher judgment> Furthermore, if the teacher terminal 20 performs an operation to correct the displayed learning results, the learning management server 10 corrects the learning results based on that operation. In the example above, the learning management server 10 corrects each learner's Can-do (language activity) in A26 shown in Figure 4 based on the teacher's correction operation. A26 is an example of the first correction step executed by the learning management server 10 as an example of the first correction unit. With this configuration, the teacher's judgment can be reflected in the evaluation of the learning results.

[0069] <Relationship between subjects and the number of students who have mastered them> Furthermore, the learning management server 10 displays the number of learners, the language activities acquired, and the number of learners who acquired those language activities on the teacher's terminal for each subject. In the example above, the learning management server 10 displays the number of learners for each subject (more specifically, for each grade), a list of acquired Can-dos, and the number of learners who acquired each Can-do on the summary screen G4 shown in Figure 11, as shown in A42 and A43 in Figure 10. A42 and A43 are examples of the first number display step executed by the learning management server 10 as an example of the first number display unit.

[0070] This approach makes it possible to visualize the subjects in which language activities can be acquired, that is, to understand which subjects students should take to acquire which language activities. In the A21 assessment of acquisition results, learners belonging to the same subject are judged to have acquired the same Can-do, but because the corrections made by the teacher in A26 are reflected, the number of students who have acquired each Can-do may differ. Therefore, by comparing the number of students who have acquired each Can-do, teachers can understand which language activities are more likely to be acquired in each subject. Furthermore, this approach can be used to improve course design throughout educational institutions and to guide students in their course selection.

[0071] <Assessment of Proficiency> Furthermore, the learning management server 10 displays on the teacher's terminal the level of proficiency in the basic abilities supporting the language activities that each learner has already acquired. In the example above, the learning management server 10 determines the level of proficiency in the basic abilities of each learner in A31, A33, and A34 shown in Figure 4, and displays the determination result on the teacher's terminal 20 in the proficiency screen G3 shown in Figure 9. A31, A33, and A34 are examples of proficiency display steps executed by the learning management server 10 as an example of a proficiency display unit. With this configuration, the level of proficiency in the basic abilities of each learner can be visualized.

[0072] <Reflecting teacher judgment> Furthermore, if an operation to correct the displayed proficiency level is performed on the teacher's terminal, the learning management server 10 corrects the proficiency level accordingly. In the example above, the learning management server 10 corrects each learner's proficiency level based on the teacher's correction operation at A36 shown in Figure 4. A36 is an example of a second correction step executed by the learning management server 10 as an example of the second correction unit. This configuration allows the teacher's judgment to be reflected in the evaluation of proficiency levels.

[0073] <Relationship between proficiency level and the number of people who have mastered the skill> Furthermore, the learning management server 10 displays the number of learners, the language activities acquired, and the number of learners who have acquired each language activity on the teacher's terminal, according to the level of proficiency in basic skills. In the example above, the learning management server 10 displays the number of learners for each level of proficiency in basic skills, the acquired Can-dos, and the number of learners who have acquired each Can-do on the summary screen G5 shown in Figure 12, as shown in A42 and A43 in Figure 10. A42 and A43 are examples of the second number display step executed by the learning management server 10 as an example of the second number display unit.

[0074] This configuration allows for the visualization of the level of mastery of basic abilities within a group of learners. Furthermore, teachers can understand the extent to which learners at each level of mastery have acquired the necessary "Can-do" skills, and can also determine the number of learners who have acquired those skills. Moreover, this configuration allows educational institutions and teachers to analyze biases in learning outcomes across different levels of mastery and utilize this information to improve lesson content and material distribution.

[0075] <Representative language activities> Furthermore, the learning management server 10 displays the learner's proficiency level and representative language activities achievable at that proficiency level on the learner terminal 30 used by the learner. In the above example, the learning management server 10 displays the learner's proficiency level and representative Can-dos on the learning status screen G6 shown in Figure 13, in A52 and A53 shown in Figure 10. A52 and A53 are examples of representative display steps executed by the learning management server 10 as an example of a representative display unit.

[0076] In this configuration, learners can roughly grasp the language activities (Can-dos) they have acquired by viewing the displayed proficiency level and representative language activities. Furthermore, in this configuration, learners can clarify the language activities they should acquire next according to their proficiency level and set learning goals. As a result, learners can autonomously create learning plans and self-evaluate their learning progress, which also contributes to improving their motivation to learn.

[0077] The learning management server 10 may also display the learners' proficiency levels and representative language activities on the teacher's terminal 20. In this case, teachers can get a general idea of ​​the language activities that learners should acquire and use this as an indicator during instruction. Furthermore, by comparing the proficiency levels and representative language activities of multiple learners, teachers can grasp the trends in the overall achievement levels of the class or grade, and use this information to improve educational plans and optimize teaching materials.

[0078] <Modified example: Hierarchy of language activities> Language activities (Can-dos) may be hierarchical. For example, language activities may consist of higher-level language activities and lower-level language activities that correspond to those higher-level activities. Specifically, for example, the mandatory Can-dos and optional Can-dos shown in Figure 8 may be lower-level Can-dos that correspond to higher levels of proficiency.

[0079] In that case, the learning management server 10 (an example of a results display unit) displays on the teacher terminal 20 the acquisition result indicating that if a learner has acquired a higher level of language activity, they have also acquired a lower level of language activity. For example, if a learner acquires "Can-do 401" which is associated with proficiency level "B2" of "listening", the learning management server 10 determines that the learner has acquired all Can-dos associated with proficiency levels "A1", "A2", and "A3", and displays all of those Can-dos as acquisition results on the teacher terminal 20.

[0080] This configuration allows for more efficient assessment of language activity acquisition compared to a system that does not stratify language activities. Furthermore, it reduces the burden of evaluation work, as teachers no longer need to individually evaluate every sub-language activity (sub-Can-do). Additionally, because acquisition status can be evaluated using consistent criteria based on a hierarchical structure of higher and lower levels, it reduces variability in evaluation criteria among teachers compared to a system that does not stratify language activities.

[0081] <Example: Setting the correspondence between proficiency level and language activities> In the example above, the relationship between proficiency level and Can-do was defined as shown in Figure 8, but these relationships may be configurable. In that case, the learning management server 10 first displays a settings screen on the teacher terminal 20 for setting the language activities required to reach each level of proficiency in basic abilities. This display process is an example of a settings screen display step executed by the learning management server 10 as an example of a settings screen display unit.

[0082] Figure 14 shows an example of a settings screen. The settings screen G7 in Figure 14 displays the text "Please set Can-dos for each proficiency level," along with input fields C71, C72, and C73, and a save button B71. Input field C71 is for entering the required Can-dos for each proficiency level of each basic ability. Input field C72 is for entering the selected Can-dos for each proficiency level of each basic ability. Input field C73 is for entering the number of times each selected Can-do has been acquired.

[0083] Thus, the settings screen allows you to configure the essential activities (essential Can-dos) that are necessary to reach a certain level of proficiency among the basic abilities, the optional activities (optional Can-dos) that can be selected, and the required number of each optional activity (number of items to be mastered).

[0084] This configuration allows for the establishment of language activity acquisition conditions necessary to reach each level of proficiency in basic abilities. Furthermore, by making the correspondence between proficiency levels and language activities adjustable rather than fixed, proficiency standards can be flexibly designed to match the educational policies of each school or educational institution. In addition, language activities corresponding to proficiency levels can be freely set according to the characteristics of each language, such as English, Japanese, and Chinese. Moreover, proficiency standards and language activity acquisition conditions can be changed later in response to social demands or educational guidelines (e.g., revisions to the CEFR).

[0085] <Variation example: Required ability display> Can-dos that learners should acquire may be displayed. In that case, the learning management server 10 displays the language activities required to reach each level of proficiency in basic skills on the learner terminal 30 used by the learner. This display process is an example of an activity display step executed by the learning management server 10 as an example of an activity display unit. The screen displayed by the learning management server 10 will be explained with reference to Figure 15.

[0086] Figure 15 shows an example of a required Can-do screen. The required Can-do screen G8 in Figure 15 displays the text "BBB's Japanese Can-do status is here," along with display fields C81, C82, C83, C84, and C85. Display field C81 shows the current proficiency level of each basic ability of learner BBB. Display field C82 shows the next proficiency level of each basic ability of learner BBB (for example, if the current level is "B1," it will show "B2," and if the current level is "B2," it will show "C1").

[0087] Display area C83 shows the essential Can-dos that must be acquired to reach the next level of proficiency. Display area C84 shows the optional Can-dos that should be acquired to reach the next level of proficiency. Display area C85 shows the number of optional Can-dos that must be acquired to reach the next level of proficiency. In this configuration, learners can set the next Can-dos (language activities) to be acquired as learning objectives based on their target level of proficiency.

[0088] Furthermore, the learning management server 10 may choose not to display Can-dos that the learner has already mastered in display fields C83 and C84. In this way, the learner can identify only the Can-dos that they have not yet mastered and use this information to plan their learning and self-assess their progress. Moreover, this configuration allows the learner to specifically identify the tasks necessary to improve their proficiency, enabling them to efficiently prioritize their learning and manage their progress.

[0089] Furthermore, the learning management server 10 may display on the teacher terminal 20 used by the learner the language activities required to reach each level of proficiency in basic skills. In this case, the teacher can formulate a teaching plan that corresponds to the next Can-do that each learner should acquire. In addition, by comparing the unacquired Can-dos of multiple learners, the teacher can identify weak areas for the entire class and reflect this in lesson design and the creation of supplementary materials.

[0090] <Example of change: Method for evaluating language activity acquisition> In the example above, the learning management server 10 determined that a student had acquired the corresponding language activity (Can-do) if their grade in a subject exceeded a predetermined standard. However, the method for evaluating the acquisition of language activities is not limited to this.

[0091] The learning management server 10 can, for example, define a first criterion and a second criterion that is more difficult than the first criterion. If a learner's grade in a subject exceeds the first criterion, the server determines that they have mastered some of the Can-dos corresponding to that subject. If a learner's grade in a subject exceeds the second criterion, the server determines that they have mastered all of the Can-dos corresponding to that subject. In this way, the learning management server 10 can evaluate a learner's abilities in more detail by varying the number of Can-dos that it determines to be mastered according to the student's grade in a subject.

[0092] Furthermore, the learning management server 10 may determine, for example, that a student has acquired the Can-dos corresponding to two or more subjects if the grades of those subjects exceed a predetermined standard. This configuration allows for a more accurate determination of whether or not a student has acquired a Can-do, especially for more difficult subjects, compared to determining acquisition based on the grades of a single subject.

[0093] Furthermore, while the learning management server 10 determined whether a Can-do was acquired or not in the example above, it is not limited to this; for example, it may also determine the level of acquisition of the Can-do. The level of acquisition can be represented by words or symbols that indicate the degree of acquisition, such as "Excellent," "Good," and "Average." With this configuration, teachers or learners can grasp the learner's learning status in more detail. On the other hand, since there are a considerable number of Can-dos corresponding to each basic ability, if all of them were represented by an acquisition level, the amount of information would be enormous and it may be difficult to grasp. Therefore, by representing Can-dos only as acquired or not acquired, as in the example above, it becomes easier to set learning objectives or formulate teaching policies. Moreover, with this configuration, educational institutions and teachers can aggregate learners' achievement status by level and use this information for trend analysis by level of proficiency and verification of educational effectiveness.

[0094] <Example of change: Turning automatic detection on / off> In the example above, the learning management server 10 automatically determined acquired Can-dos from subject grades, but this automatic determination function may be turned off for all or some subjects. In such a configuration, when grades alone cannot accurately evaluate a learner's abilities, or when it is necessary to determine whether Can-dos have been acquired before assigning subject grades, the teacher can determine whether the learner has acquired the Can-dos based on their own judgment.

[0095] <Example of change: Issuance of certificates> The learning management server 10 may issue Can-do certification certificates and proficiency certificates for each learner. A Can-do certification certificate is, for example, a document that shows the content of the Can-dos acquired by the learner, the time of acquisition, and the source of the Can-dos, if any. A proficiency certificate is, for example, a document that shows the progress of the learner's proficiency. By issuing such certificates, learners can objectively record and store their learning achievements. In addition, learners can prove their level of language proficiency by presenting the issued certificates to third parties such as educational institutions or employers. Furthermore, teachers can refer to the contents of the certificates to grasp the progress of learning across other subjects and years, and use this information for long-term learning support.

[0096] <Example of variation: Variations in configuration> The configuration shown in Figure 1, etc. (overall configuration, hardware configuration, and functional configuration, etc.) is just an example, and other configurations can be used as long as they do not cause inconvenience in implementation. For example, some of the processing performed by the learning management server 10 may be performed by the teacher terminal 20 or the student terminal 30, or some of the processing performed by the teacher terminal 20 or the student terminal 30 may be performed by the learning management server 10. In short, as long as the necessary information processing is performed by the learning management system 1 as a whole, the devices that perform that information processing are not limited.

[0097] The output destination for information or data (hereinafter referred to as "information, etc.") may be other devices, displays, storage units (including built-in and external storage units), email addresses, or accounts on other systems (SNS: Social Networking Service, etc.). Acquisition of information, etc. includes not only acquiring information, etc. transmitted from other devices, but also acquiring information, etc. generated by the device itself or information, etc. stored by the device itself. The database may be stored by an information processing device such as the learning management server 10, or it may be stored on an external device. Furthermore, the information stored in the database may be used in a manner that temporarily stores it in memory.

[0098] The embodiments described above included an information processing system (learning management system 1) comprising a server device (learning management server 10) equipped with a processor and terminals (teacher terminal 20 and learner terminal 30) that can access the server device, but are not limited to this. The embodiments described above may also be, for example, an information processing method. The information processing method comprises steps executed by one or more processors in the information processing system. Furthermore, the embodiments described above may also be a program. The program causes a computer to execute the same steps as those executed by the information processing system.

[0099] <Note> Furthermore, they may be provided in the following embodiments.

[0100] (1) An information processing system comprising one or more processors, wherein in the input display step, the processor causes an input field on a teacher's terminal for inputting grades for subjects taken by language education learners, and in the result display step, if the grades entered in the input field exceed a predetermined standard, it causes a result indicating that the learners have acquired language activities corresponding to the subject to be displayed on the teacher's terminal used by the teacher, wherein the language activities are activities that learners can actually perform using language.

[0101] This configuration allows for the evaluation of learners' learning progress in language education.

[0102] (2) An information processing system as described in (1) above, wherein the language activity includes a higher-level language activity and a lower-level language activity corresponding to the higher-level language activity, and in the result display step, the processor causes the teacher's terminal to display the acquisition result indicating that the learner has acquired the lower-level language activity when the learner has acquired the higher-level language activity.

[0103] This configuration allows for efficient assessment of language acquisition.

[0104] (3) An information processing system as described in (1) or (2) above, wherein the processor, in the first correction step, corrects the learned result based on the operation performed on the teacher's terminal when an operation to correct the displayed learned result is performed.

[0105] This configuration allows for the teacher's judgment to be reflected in the evaluation of learning outcomes.

[0106] (4) An information processing system described in any one of (1) to (3) above, wherein the processor, in the first number display step, displays the number of learners, the language activities acquired, and the number of learners who have acquired the language activities for each subject on the teacher's terminal.

[0107] According to this configuration, it is possible to visualize the subjects in which language activities can be acquired.

[0108] (5) An information processing system according to any one of (1) to (4) above, wherein the processor, in the proficiency display step, displays on the teacher's terminal for each learner the degree of proficiency of the basic abilities supporting the language activities based on the language activities that the learner has already acquired.

[0109] This configuration makes it possible to visualize the level of proficiency in basic abilities.

[0110] (6) An information processing system as described in (5) above, wherein the processor, in the setting screen display step, displays a setting screen on the teacher's terminal for setting the language activities required to reach each level of proficiency in the basic abilities, and the setting screen allows setting of essential activities that are necessary to reach the level of proficiency in the basic abilities, selectable optional activities, and the required number of the optional activities.

[0111] In this manner, it is possible to set the conditions for acquiring the language activities necessary to reach each level of proficiency in basic abilities.

[0112] (7) An information processing system according to either (5) or (6) above, wherein the processor, in the activity display step, displays the language activities required to reach each level of proficiency in the basic ability on the learner terminal or the teacher terminal used by the learner.

[0113] In this configuration, the next language activity to be acquired can be set as the learning objective.

[0114] (8) An information processing system according to any one of (5) to (7) above, wherein in the second modification step, the processor modifies the displayed proficiency level in accordance with the operation performed on the teacher's terminal.

[0115] This approach allows for the teacher's judgment to be reflected in the evaluation of proficiency.

[0116] (9) An information processing system according to any one of (5) to (8) above, wherein the processor, in the second number display step, causes the number of learners, the language activities acquired, and the number of learners who have acquired the language activities to be displayed on the teacher's terminal for each level of proficiency in the basic abilities.

[0117] This configuration makes it possible to visualize the level of mastery of basic abilities within a group of learners.

[0118] (10) An information processing system according to any one of (5) to (8) above, wherein the processor, in the representative display step, causes the teacher's proficiency level and representative language activities that can be achieved by that proficiency level to be displayed on the teacher's terminal or the learner's terminal used by the learner.

[0119] This approach allows for a general understanding of the language activities acquired by learners.

[0120] (11) An information processing system according to any one of (1) to (10) above, comprising a server device equipped with the processor and a terminal that can access the server device.

[0121] According to this configuration, the information processing system can be implemented in various ways.

[0122] (12) An information processing method comprising each of the steps described in any one of (1) to (10) above, which is performed by a processor.

[0123] According to this embodiment, one embodiment of the information processing method can be provided.

[0124] (13) A program that causes a computer to perform any one of the steps described in (1) to (10) above.

[0125] According to this embodiment, one embodiment can be provided in the form of a program. Of course, this is not always the case. Furthermore, the embodiments and modifications described above may be implemented in any combination.

[0126] Finally, various embodiments of the present invention have been described, but these are presented as examples only and are not intended to limit the scope of the invention. Novel embodiments can be implemented in a variety of other forms, and various omissions, substitutions, and modifications can be made without departing from the spirit of the invention. Embodiments and their variations are included in the scope and spirit of the invention, as well as in the claims and their equivalents. [Explanation of Symbols]

[0127] 1: Learning Management System 2: Communication lines 10: Learning Management Server 20: Teacher's terminal 30: Learner terminal 101: Control Unit 201: Control Unit 301: Control Unit

Claims

1. An information processing system comprising one or more processors, wherein the processors In the input display step, an input field for language education learners to enter their grades for the courses they have taken is displayed on the teacher's terminal. In the determination step, if the score entered in the input field exceeds a predetermined standard, the system will refer to the reference information and determine that the learner has acquired the language activity corresponding to the subject. In the results display step, the acquired results that have been determined to have been acquired are displayed on the teacher's terminal used by the teacher. The aforementioned language activities are activities that learners can actually perform using language. The aforementioned reference information is information that represents the correspondence between the acquisition result and the subject in which the acquisition result can be acquired, and is information that corresponds to the language activity that is determined to have been acquired when the grade in the subject exceeds the predetermined standard. Information processing system.

2. An information processing system comprising one or more processors, wherein the processors In the input display step, an input field for language education learners to enter their grades for the courses they have taken is displayed on the teacher's terminal. In the results display step, if the grade entered in the input field exceeds a predetermined standard, the teacher's terminal will display the learning result, indicating that the learner has acquired the language activity corresponding to the subject, The aforementioned language activities are activities that learners can actually perform using language. In the first correction step, if an operation to correct the displayed learning result is performed on the teacher's terminal, the learning result is corrected based on that operation. Information processing system.

3. An information processing system comprising one or more processors, wherein the processors In the input display step, an input field for language education learners to enter their grades for the courses they have taken is displayed on the teacher's terminal. In the results display step, if the grade entered in the input field exceeds a predetermined standard, the teacher's terminal will display the learning result, indicating that the learner has acquired the language activity corresponding to the subject, The aforementioned language activities are activities that learners can actually perform using language. In the first step of displaying the number of people, the number of learners, the language activities acquired, and the number of learners who acquired those language activities are displayed on the teacher's terminal for each subject. Information processing system.

4. An information processing system comprising one or more processors, wherein the processors In the input display step, an input field for language education learners to enter their grades for the courses they have taken is displayed on the teacher's terminal. In the results display step, if the grade entered in the input field exceeds a predetermined standard, the teacher's terminal will display the learning result, indicating that the learner has acquired the language activity corresponding to the subject, The aforementioned language activities are activities that learners can actually perform using language. In the proficiency display step, for each learner, the teacher's terminal displays the level of proficiency in the basic abilities supporting the language activities, based on the language activities the learner has already mastered. In the second correction step, if an operation to correct the displayed proficiency level is performed on the teacher's terminal, the proficiency level is corrected according to that operation. Information processing system.

5. An information processing system comprising one or more processors, wherein the processors In the input display step, an input field for language education learners to enter their grades for the courses they have taken is displayed on the teacher's terminal. In the results display step, if the grade entered in the input field exceeds a predetermined standard, the teacher's terminal will display the learning result, indicating that the learner has acquired the language activity corresponding to the subject, The aforementioned language activities are activities that learners can actually perform using language. In the proficiency display step, for each learner, the teacher's terminal displays the level of proficiency in the basic abilities supporting the language activities, based on the language activities the learner has already mastered. In the second step of displaying the number of people, the number of learners, the language activities acquired, and the number of learners who acquired those language activities are displayed on the teacher's terminal for each level of proficiency in the basic abilities. Information processing system.

6. In the information processing system described in claim 1, In the determination step, if the grades of multiple subjects meet predetermined conditions, it is determined whether or not the multiple language activities corresponding to those subjects have been acquired. Information processing system.

7. In the information processing system according to claim 1, the processor is In the proficiency display step, the teacher's terminal displays the proficiency level of the basic abilities supporting the language activities, based on the language activities that the learner has already mastered. Information processing system.

8. In the information processing system according to claim 7, the processor is In the settings screen display step, a settings screen is displayed on the teacher's terminal for setting the language activities required to reach each level of proficiency in the basic abilities. On the aforementioned settings screen, it is possible to set the essential activities that are necessary to reach the aforementioned level of proficiency among the basic abilities, the optional activities that can be selected, and the required number of the optional activities. Information processing system.

9. In the information processing system according to claim 7, the processor is In the activity display step, for each level of proficiency in the basic abilities, the language activities required to reach that level of proficiency are displayed on the learner's terminal or the teacher's terminal used by the learner. Information processing system.

10. In the information processing system according to claim 7, the processor is In the representative display step, the learner's proficiency level and representative language activities that can be achieved at that proficiency level are displayed on the teacher's terminal or the learner's terminal used by the learner. Information processing system.

11. In the information processing system according to any one of claims 1 to 10, A server device equipped with the aforementioned processor, A terminal capable of accessing the server device, The aforementioned terminals include at least the teacher's terminal and / or the learner's terminal. Information processing system.

12. Information processing method, The processor comprises each step according to any one of claims 1 to 10, Information processing methods.

13. It is a program, Cause the computer to perform each of the steps described in any one of claims 1 to 10. program.

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