Sessions / Research-Oriented Short Presentation
English for Tenkin #775
How well do English conversation lessons prepare Japanese English-learners for life overseas whilst on company placement? How can teachers help students improve their English dramatically in a very short space of time, and do they need to? This presentation shares the results of research into students’ opinions and teachers’ experiences of teaching and learning English for Tenkin.
This presentation is about a mix-method study that aims to provide a better understanding of students’ perception of usefulness and ease of use of an interactive online platform, Flipgrid, in freshman English discussion classes in Tokyo, Japan and to investigate how Flipgrid can benefit students’ speaking ability and enhance their learning experience and confidence. The data collected from two questionnaires and students’ videos will be analyzed and the results will be presented.
This study examines what college students have gained through emergency remote learning utilizing ICT tools during a pedagogy course. This course adopted Slack, Zoom, Google services, and online quiz tools. A post questionnaire was conducted and the results indicate that most students believe the style of education in schools would change post COVID-19. It was also found that some of them had applied their acquired ICT skills to other situations outside of class.
In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.
This research-based presentation covers survey responses from a Spring term compulsory reading class for first-year, low proficiency, non-English majors at university. Data points capture the reading profiles in English and Japanese for two intact classes (n=52) as well as the learner attitudes and opinions toward skill development through graded reading online with er-central.com. Participant takeaways include student feedback to plan fall term reading online and other class activities necessitated by emergency remote teaching.
Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.
This session aims to present two case studies of top global Japanese universities and their efforts to foster interculturally competent (IC) domestic students through contact with international students on campus. It will compare results from a longitudinal survey of 164 Japanese students divided into two groups - one which engaged in extracurricular programmes with an intercultural focus and one which did not. Results will be discussed in light of interviews conducted with some of the participants.
Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.
The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.
The creation of a cohesive group is essential for a successful classroom. The abrupt transition to online classrooms creates barriers to that cohesion, forcing classroom teachers to adapt or risk losing the positive, encouraging atmosphere they work so hard to create. The survey-based research presented here provides Japanese university students’ perspectives on the group cohesiveness of eLearning cohorts in the COVID-19 era, along with recommendations for increasing the level of cohesiveness in online classes.
This action-research aims to describe a business oral communication course prepared for college English majors in Taiwan and report the effectiveness of the nine teaching activities. The findings indicated that industry-specialist talks, job interviews with the industry, and case studies received unanimous approval whereas elevator speeches and simulated meetings were deemed least effective. This researcher concluded that an effective course is best achieved if co-created by the classroom instructor, the industry-specialists, and the students.
Experiences of implementing early virtual practicum for online language learning are scarce. A case study with an experiential component, aimed at fostering a preservice language teacher’s pedagogical knowledge for online language learning. Information derived from a community of experts in online learning contributed to the implementation of a specific instructional design type in an in-service/preservice teacher collaboration model. Both the benefits of this practice and some aspects to be improved will be discussed.
This presentation reports on the findings of a qualitative study of secondary EFL teachers’ oral corrective feedback (CF) before and after a professional development program. Data included interviews, reflections, and observations pre- and post-training. This study found that the participants changed their CF beliefs and practices considerably after taking part in the programme. The study suggests that teachers’ feedback beliefs and practices can be changed by workshops accompanied by appropriate follow-up teacher learning activities.
A questionnaire was given to 26 Japanese working women and 25 Japanese female college seniors to investigate what speech acts they wanted to have learned in college English courses. The results showed that 84.6% of the working women wished they had learned making suggestions. Then, eight business English course books were investigated. Four of them included making suggestions but none gave instruction related to sociocultural information necessary to use this speech act appropriately.
This presentation will outline the materials, procedure, and results of research into a planning strategy for small group discussions. The effects of the strategy on critical thinking and metacognitive awareness will be described.
Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.
To illustrate what roles cultural translation can play in EFL teaching, this presentation will demonstrate a model of activity named “Translate the Untranslatable.” The grammar-translation method has been argued as defective in the current paradigm of language teaching. I argue that the cultural-translation method 1) motivates L2 learners to explore meaning-making through knowledge of target language and their own culture, and 2) enables students to develop their skills in literary interpretation, analysis, and understanding.
This presentation will report on the findings of an action research project investigating if Project-Based-Learning (PBL) activities and materials adopted from autonomous, competent and relatedness-supportive teaching strategies have positive effects on students' intrinsic motivation in General English classes in Cambodia. By employing these techniques, the presenter could design more effective PBL activities and materials integrated into English classrooms. Attendees will learn how these strategies can be adapted to their teaching to develop students' intrinsic motivation.
The presenter will report the results of a genre-based research to questions and model essays for IELTS Task 2 in order to illustrate crucial factors to compose quality essays for this task. For analysis, 56 questions and 30 essays have been extracted from Cambridge IELTS Practice Tests. The presentation will clarify major topics and question types for Task 2, followed by suggesting an ideal essay structure and linguistic features.
It has always been challenging for teachers of current topics to find materials that not only build students’ fluency, but develop their critical thinking skills and motivate them to explore a range of today’s global issues. Inspiring Voices does all three, inviting students to share the dreams of 15 creative problem-solvers from Japan and around the world. Its chapters feature background readings, NHK Direct Talk video interviews, and scaffolded activities that culminate in communicative mini-projects.
In this talk, we demonstrate how second language learners in higher education can transfer their self-directed language learning skills to an online environment over the course of a self-directed effective learning module. We provide examples of how they use these skills to interact with their peers online, and how it helps them to develop 1) awareness of approaches to learning, 2) awareness of facilities, roles, and resources, and 3) awareness of self.
This study showed that written feedback was effective for the narrowly defined subject-verb agreement errors involving copula be or lexical verbs. On the other hand, written feedback was ineffective for the broadly defined subject-verb agreement errors involving both copula be and lexical verbs. The present study suggests that written feedback should be effective when subject-verb agreement errors are narrowly defined. Implications for the present study for the written corrective feedback research community are discussed.
While a growing body of research shows that digital games may facilitate SLA in various ways, game-based language pedagogy is still generally viewed as a fringe approach. A study was carried out to gauge learners’ beliefs and attitudes towards games for language learning and also to see if first-hand experience with this approach may affect their perceptions. The results of the initial study suggest that exposure to game-based learning results in more positive learner attitudes.
This study investigates how homeroom teachers (HRTs) use English as a lingua franca (ELF) as a strategy in English lessons with assistant language teachers (ALTs) and pupils in a Japanese primary school. The use of English as a lingua franca by the HRTs has various functions such as 1) giving directions, 2) managing pupils’ behavior, 3) giving encouragement, and 4) praising, with the use of repetition (Kaur, 2012) to enhance the intelligibility.
Thinking holistically about our students’ experiences as not just language learning, this presentation will report on a survey conducted at progressive liberal university which asked students to explain their feelings about equity and accessibility on campus. With a focus on the results regarding mental health concerns, we explain potential solutions for universities broadly and English educators in particular to help meet our students’ needs and build stronger teaching and learning communities.
This presentation will describe the ways in which the author provided opportunities for students to share information about their reading in order to attempt to promote a reading community within a one-semester extensive reading course. Results of an end-of-term survey (n=28) conducted to investigate the degree to which students shared information, the kinds of information shared, and the impact it had on their book choices will be presented, and the implications will be discussed.
In an age of misinformation, “fake news,” and “alternative facts,” peer review aims to empower people to “filter the noise” and identify legitimate scholarship, but does it also inadvertently impede the publication of quality research? This presenter will describe her successes and challenges during four peer review processes in the field of ELT. Her conflicting experiences raise questions about the extent to which peer review facilitates inclusivity in the professional community of ELT scholarship.
Teachers’ unions have yet to achieve gender parity. This gap widens further in the leadership. Therefore, unions should encourage women to participate in union activities. Lave and Wenger’s (1991) community of practice (CoP) framework is one way of explaining how female foreign language teachers participate in their union. Newcomers become more experienced and become core members. In this presentation, I will share preliminary data on how women participate in their CoP in their labor union.
This study evaluates an in-house ESP coursebook, Target (2017), used to teach listening and speaking skills to economics juniors at a public university in Thailand. Both the students and teachers evaluated the coursebook through focus group interviews. Also, online open-ended questionnaires were distributed to all 123 economics juniors. The results reveal positive feedback and suggest materials developers focus on creating activities that promote the development of language skills and integrate the content of the discipline.
Online ESL teaching in the Philippines is a rising industry that requires a thorough understanding of the process in teaching and the strategies of tutors.
This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.
The purpose of this study is (1) to determine if explicit writing instruction using the genre-based approach within the systemic functional linguistic (SFL) framework could be applicable to Japanese English as Foreign Language (EFL) learners as university students with differing levels of English proficiency and (2) to explore whether and if so how explicit writing instruction using a genre-based approach improves L2 novice writers’ understanding of different text genres.
This replication study of Runnels (2016) investigated relationships between TOEIC L&R and CEFR-J can-do self-assessment scores. Participants (N = 54) completed an online-form with the CEFR-J statements. First, CEFR-J levels performed as predicted, with no mismatching but some overlapping of ability levels. Second, weak-to-moderate correlations between TOEIC reading and reading self-assessment scores were found, and none-to-weak for listening. The results and the implications of these findings, and in relationship to Runnels, are discussed.
Student evaluations of teaching (SET) have become a fundamental component of evaluating faculty effectiveness in higher education. Recent initiatives by MEXT have put pressure on universities to publicly display student evaluations of teaching. This presentation explains evaluation questions and explores the connection between SET scores and student perceptions of learning by sharing research findings on known biases like student motivation, class size, gender, and background knowledge.
College students in six reading classes participated in a study that observed how they develop the habit of thinking critically using textbooks with activities based on Bloom’s taxonomy. Students’ reflective reports and the course-end questionnaire show that over 70% experienced the usefulness of critical thinking (CT) activities, and more than half of them claimed they recognized their elevated habit of thinking critically. Students in large classes suggested individual reflective writing is more meaningful than group activities.
In this presentation, participants will gain insights into how L2 learner motivation can be fostered through the use of group work and project-based curricula. The presenters discuss project-based approaches from two contexts - young learner and university - demonstrating how project work is being used to motivate learners to develop their language skills. Participants will see examples of collaborative projects from these contexts and be better able to deliver collaborative projects in their own contexts.
One trend in EFL textbooks is to introduce learners to basic-level, research skills such as questionnaire design in order to complete small-scale, research projects. Yet little is understood about such lessons. The presenter will discuss the impact of lessons where learners jointly produce a whole-class, research project on Japanese manga. Results contain implications for project-based learning (PBL) and reveal understandings of learner autonomy and language awareness in relation to the creation of class projects.
This presentation reports on nine years of iPad use at a university in western Japan. Results from two surveys (2013 and 2020) and interviews of students regarding iPad use will be reported and compared. The uses of iPads in language education will be discussed and the changes in how iPads and other mobile devices have been used and are being used for language education will be shared.
The continued proliferation of English worldwide has seen it permeate many aspects of local media and pop culture, resulting in a vibrant global community constructed through multiple local voices. This study reports on interviews with Korean participants that highlight the need for more nuanced understanding of how English learners are enacting themselves in the contemporary cosmopolitan world, which can lead to a broader more dynamic perspective on a global community.
This presentation details a study which examined the views of Japanese EFL students (N>200) towards remote foreign language learning. The study utilized a pre-post survey design to compare Japanese university students’ initial perceptions towards remote foreign language learning and perceptions after a semester of online study. In addition to data from reflective reports, attitudes towards remote language learning and their pedagogical implications will be presented.
This study aimed to investigate the effects of collaborative dialogues and think-aloud protocols on EFL learners’ L2 writing performance. It also addressed the roles of lexical collocation in relation to L2 writing. The results showed that the effects of collaborative dialogues was significantly better than that of the think-aloud protocols on students’ L2 writing achievement This study discovered that arousing students’ use of lexical collocations could contribute to their L2 writing ability.
As German uses many long words, multiple spelling mistakes should be expected. However, in the “free writing” term final essays in the presenter’s German for beginner’s courses, learners often make one single mistake each (in various places) in words of varying length. This presentation considers seven spelling difficulty prediction features for Japanese, English, and German and analyzes the spelling mistakes in writing assignments of various lengths.
This is a study on content-based instruction (CBI) and the use of the Harvard Law School: Program on Negotiation (PON) in a business negotiation course for intermediate to advanced English learners. The students were surveyed at the end of the course about different aspects of the PON’s simulations: enjoyability, usefulness, and level of difficulty. Participants’ views yielded mainly positive results, and the details in the students’ answers and comments provide valuable insight into CBI.
This study details the student experience of livestream lessons and on-demand lessons approaches to Emergency Remote Teaching (ERT) in the English classes in one faculty of a large private Japanese university. 1212 responses to a mid-semester survey were collected from students. The survey asked students to rate the usefulness of teacher-created videos, Google forms, Flipgrid, online vocabulary programs, and live-streamed lessons. Major findings were that students tended to favour on-demand lessons over livestream lessons.
This presentation outlines the process of developing a smartphone application used as a resource for 1) the study of English pronunciation, and as 2) a data gathering tool for quantitative analysis of its users’ study habits. The presentation focuses on the rationale for the application, the factors considered in its design as well as the stages of development required for bringing the project to fruition.
This presentation will report findings from data of 473 Japanese university students regarding their knowledge of, and attitude towards, varieties of English. The current study follows precursor research which indicated that Japanese tertiary students are increasingly open towards forms of English not considered to be part of the “inner circle” (Kachru, 1985). Results indicated that students place a high value on the potential to obtain cultural knowledge and understanding as part of their English curriculum.
Conducting large-scale classroom-based research poses numerous practical challenges. The goal of this presentation is to introduce a mutually-beneficial collaborative approach to doing such studies in which a main researcher organizes and guides a group of teachers as they each “replicate” the same provided study design. The presenter will explain the goals, strategies, and issues relating to implementing this approach with supportive examples from an extensive reading project conducted in 2018.
This presentation compares the self-assessments and reflections of the students in two classes—high-intermediate and low-intermediate—in a university essay-writing course in the academic year 2019. The students’ self-rating in both classes generally improved as the term proceeded, yet it was lower in citing outside sources. The students in the low-intermediate class rated themselves lower initially in writing with coherence and effective topic sentences and in writing opinion essays. Students’ reflection writing endorsed their self-assessments.
The presentation reports on a survey and follow-up interviews investigating over 60 second-year college students’ experience of “Zoom” online classes, focusing on willingness to communicate (McIntyre et al, 1998). Students responded to questions on specific aspects hypothesized to affect willingness to communicate (WTC), such as group size, interlocutor factors, and confidence with technology. McCroskey’s (1992) WTC survey was used as a base for comparison. Strategies for mitigating reluctance to communicate will also be considered.
The presenter will examine the cross-linguistic influence of food and taste related language and how it influences cognition and language learning. The presentation will examine ideophones, conceptual metaphor, and a comparison of schematic mental associations within the domain of food and taste between Japanese English learners and native English speakers. The presentation will also present evidence from a study to support the claim that language influences cognition.
Note taking preparation in EAP courses can be crucial for students’ success on study abroad and in EMI courses. Despite positive initial findings, questions remain about whether explicit note taking instruction generates better results than uninstructed practice. This presentation reports on a quasi-experimental study of note taking instruction that involved control and intervention groups at the intermediate and advanced levels. Presentation attendees will learn about a teaching cycle and its effects on note taking ability.
While L2 reading fluency researchers have mainly focused on the linguistic effects of reading fluency treatments, very few studies have examined how gains in reading fluency impact learners’ affect, such as their self-efficacy in L2 reading. Thus, this study focuses on the effects of timed reading, repeated oral reading, and extensive reading on reading fluency while concurrently examining changes in L2 reading self-efficacy among Japanese university students over a one-year period.
The sudden shift to online instruction has caused exhaustion and stress for university teachers in Japan. Digital education technology, which has largely remained a back-up plan for many educators around the world, especially in Japan, has become an imperative reality. The author hopes to bridge the gap between urgent realities and theory.
In recent years, researchers have argued that the growth mindset, deliberate practice, and grit have more explanatory power about achievement and mastery than do innate talent and intelligence. This presentation will report on techniques the presenters employed to raise metacognitive awareness in students including feedback strategies and self-reflection activities used to foster a growth mindset and grit.
After the digital turn, sometime around the 21st century, literacy theorists argue that spatial, gestural, and materialized elements have important roles for comprehending literal meaning. Combining all these, scholars term the new literacy as multiliteracies (The New London Group, 1996, Mills, 2015). This presentation examines a classroom-oriented research project, in which students learned abstract concepts through excerpts of TED Talks. The presenter will examine possible ways to integrate multiliteracies into CLIL methodology for university students.
Medium of instruction (MOI) is a controversial topic in ELT research and practice, with instructors holding different principles concerning the use of English and students’ languages. What happens to these principles, however, when courses shift to remote learning? This study describes a survey at three Japanese universities to assess how remote learning impacted teachers’ MOI. Findings suggest that some teachers compromise their MOI principles during frustrating circumstances, leading to stress and uncertainty.
Teachers often perceive that their teaching of listening is effective (Graham, 2018). However, research shows what teachers’ perceptions differ from their practices. This presentation outlines fifteen teachers’ perceptions on teaching pre-/while-/post-listening stages at a pre-sessional university EAP course in New Zealand. Survey results show teachers are confident teaching pre-listening tasks but use only comprehension tasks in while-listening and post-listening. I will outline process-oriented teaching methods that could attend to learners’ real-time listening difficulties.
This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.
Phonics chants and activities are common features in elementary English classes, but are they effective for teaching phonemic awareness? This study explores their effectiveness in teaching phonemic awareness to 60 Japanese sixth graders at a public elementary school in Chiba Prefecture. After one school year of chanting phonics chants and doing a phonics activity for three months, the students’ pre- and post-test scores were compared. A statistical analysis of the data was done using R.
English-medium instruction (EMI) offers pedagogical efficiency by providing learners with academic content and opportunities to acquire English. However, its efficacy and effectiveness remain unproven with concerns over students’ academic readiness and language proficiency unresolved. Learners’ readiness for writing a graduation thesis in English was evaluated through triangulation of idiodynamic ratings of comprehension, note taking ability, and comprehension test scores. Learners’ readiness for EMI, strategies to increase lectures’ comprehensibility, and insights for listener training are discussed.
This study explored senior high school students’ language mindsets and the factors affecting the shaping of their language mindsets. The study used a mixed-methods approach. The questionnaire findings reveal there are no significant differences between male and female students. English low-achievers tend to score toward the fixed-mindset. The interview findings show that students’ language mindsets are domain-specific and factors affecting their language mindsets include influences from their parents, peers and past learning experiences, especially failures.
This presentation reports on a pilot study for a national needs analysis survey of nursing English. We outline the procedures followed in setting up the survey, and provide suggestions for those wishing to conduct similar enquiries. The survey covered a wide range of nurses’ professional duties, and the findings have implications for anyone involved in teaching English to nurses and in the wider field of English for specific purposes.
As universities in Japan begin to create formal Assurance of Learning (AOL) frameworks, educators need to ensure that program wide vocabulary objectives are in alignment. During this presentation, presenters will share how they developed their program wide vocabulary curriculum in line with their AOL at a mid-sized private university. The presenters will conclude with suggesting ways that program administrators can develop formal processes and mechanisms for monitoring and evaluating students’ vocabulary knowledge.
This presentation analyzes demographic data of attendees of the 2019 PanSIG conference as a case study to follow-up a 2018 survey about who attends JALT conferences and why. Analysis compares conference data with JALT membership demographics. The data provides evidence and information about ways JALT can improve access to conferences and thereby widen the demographics of attendees. Greater participation in conferences is one step to creating a more vibrant and inclusive language teaching community.
This presentation examines learners’ understanding and development of difficult prepositional usages of at, from, in, on, and to. Results indicate semantic complexity and metacognitive understanding of these prepositions are the main obstacles for learners to overcome in order to enhance their learning. This ongoing investigation illustrates that the elicitation of grammatical structures through the development and implementation of task-based learning tasks provides an effective strategy to support learners’ language development, confidence, and self-efficacy.
Taboo language, often dismissed as “bad” language, plays an important and increasingly frequent role in the English language. However, language teachers and programs tend to avoid addressing this important aspect of the language even with advanced learners. Learn why taboo language should be accommodated in language programs as well as a description of a semester-long syllabus for a lecture-based course dealing with such language.
From 2020 a new course of study will have become a national policy requiring English to be taught through “Language Activities” at the elementary school level and at the junior high school level from 2021. How will this influence teacher trainers and English teachers working throughout the school system? The speaker will offer insight into the new course of study and the materials based on it.
The present research was born on the arising need of training preservice English language teachers online subsequent to the COVID-19 outbreak. Teacher candidates at a state university took Teaching Practicum II online, and how they experience online language teaching and teacher training has been qualitatively explored through self-reflection reports, open-ended surveys, and semi-structured interviews. The results of this phenomenological study provide thought-provoking implications for and insights into the current practice of preservice language teacher training.
Teachers have the agency to control and allow freedom on the part of their students. However, in this study students were given a high degree of independence in scriptwriting and co-creating storybooks, centered on their own lived experiences. The combination of narrative activity and autonomy led to increased joy and interconnectedness both between students, with their teacher and within the class. Students’ autonomy kindled their self-determination and motivation from within as they cultivated shared goals.
Despite previous research on the topic, students’ perceptions of non-native English speakers English for Academic Purposes (NNES EAP) professionals in a Sino-British English-Medium Instruction (EMI) University, however, is under-researched. The presentation will share the results of a recent study on how NNES EAP teachers are perceived by freshmen from various disciplines regarding their strengths and challenges in a British-Sino joint venture EMI university.
The findings of a one-year study will be presented in an attempt to discover how Japanese university EFL students feel about peer assessing their classmates’ oral presentations. Data was obtained through a survey that was administered at the end of the first semester as well as at the conclusion of the one-year course to determine student perceptions of this important form of formative assessment.
The presenter will summarize shadowing research, then point out the problems, and propose what needs to be researched in the future. In the presentation, the presenter will review the brief theory and research findings of past shadowing studies. Then, the presenter will summarize the limitations, including what has not been researched and propose the directions of future research on shadowing, including how it should be done.
English phrasal verbs (PVs) are notoriously difficult for foreign language learners. This is often the result of PVs being numerous in quantity and highly polysemous. In this study, I compared the effectiveness of three different instructional approaches for the teaching of PVs; a linguistics, a cognitive, and an embodied approach. In this presentation, I describe the materials, method, and results from this study as well as possible implications for teaching PVs for language instructors.
Two trends in study abroad are changing the traditional experience. First, the length of time abroad is getting shorter. Second, more students from Japan are going to Asian countries to study English. The purpose of the study was to examine a private Japanese university study abroad program in the Philippines. In what ways can an eight-day study abroad program be successful?
We present the results from a global study (1,500+ participants, 102 countries) of teachers and learners coping with the transition to emergency remote instruction. Looking at circumstances, behaviours, attitudes and psychological traits, we identify a positive-valence giant component of beliefs, attitudes and behaviours associated with self-regulation/leadership-organisation potential, engagement/openness, positive orientation, and social skills/contacts, and a negative periphery concerning family relationships, future expectations, and remote instruction-related experiences and perspectives on students’ coping.
This survey study examined fairness perceptions of three assessment types (norm-referenced, criterion-referenced, and individual-referenced) for 281 EFL junior high school students in Macau. Results revealed that students viewed criterion-referenced assessment as the most fair, individual-referenced assessment as fair, and norm-referenced assessment as unfair. These findings reinforce the importance of using criterion-referenced assessment to measure achievement in the classroom, while the low opinions of norm-referenced assessment affirm that it should be avoided.
Some educators claim that there are students who are suffering from what Earl Stevick calls “lathophobic aphasia” or the unwillingness to speak for fear of making mistakes. This happens when teachers look upon “mistakes” as a sign of failure, either on their part or on the part of the students. This study looks into dilemmas of junior high school students in second language speaking and their academic performance in English.
This presentation reports on findings from a mixed-methods research study with a total of 45 Japanese sophomore students to explore the effect of theme-based instruction (TBI) on their lexical diversity in academic essay writing, based on data collected from students’ five-paragraph academic essays as well as drafts, and their learning log notes. Findings revealed that students developed their lexical diversity in writing while integrating four language skills and working with their classmates.
This study investigated the effects of extensive listening (EL) on vocabulary acquisition among students with different vocabulary levels. Seventy-five Japanese university students engaged in EL for one-semester. The results showed that 12 hours of EL can increase students’ aural vocabulary knowledge regardless of vocabulary level, although the improvements are small. In order to increase the effectiveness, EL homework needs to be adjusted in terms of its procedure and materials.
Much room is left to examine the effective content and assessment for L2 academic writing through content-based instruction (CBI) in diverse contexts. This study presents the results of process writing with the repetitive use of the rubrics, which enhanced university students’ writing skills as well as topic comprehension.
In this presentation, three language learning apps (Duolingo, Word Engine, and English Central) will be compared for test improvement (TOEIC and TOEFL), with three classes over 15 weeks with a daily 10-minute usage target. Cost and time invested as well as students’ engagement and impressions will be assessed to see if the apps can be beneficial and worthwhile for students with low motivation.
This study explores the effects of reading skills on speaking performances of Japanese university students in an English as a foreign language (EFL) environment. To investigate the relations between these two skills, reading and speaking tests were administered to 99 university students. After clarifying the students’ proficiency in lower- and higher-level processes from the reading test and speaking performances from the speaking test, the relationship between these two skills are discussed.
The objective of the current pilot study is to explore Japanese EFL college students’ cognitive processes caused by written recast and prompt. While receiving either written recast or prompt on cartoon-cued written tasks, participants’ eye-movements were recorded using an eye-tracker. Also, their thoughts during the tasks were documented through stimulated recall. The analysis demonstrated that different ways of attentional distributions and processes were caused by recast and prompt in the course of written interactions.
The teaching of English for Special Purposes (ESP) in non-English departments of Indonesian higher education typically involves a large number of learners, various linguistic competences of learners, heavy workload for teachers, low learning motivation among learners, and teachers’ lack of content knowledge. Thus, this study is aimed at exploring teachers’ strategies in managing ESP classes in five different departments of local universities: accounting, nursing, chemistry, geology, and informatics engineering.
Instead of studying abroad some students stay in Japan, participating in quasi-immersion programs, such as English-only camps. The students and teachers get out of their classroom and participate in various activities, experiencing life in English in various situations. Are English-only camps effective? This presentation provides findings from the questionnaire and the analysis of participants’ writings, followed by a discussion of the efficiency of this type of program.
In this presentation, a case study of how to create a community for encouraging study abroad in a private university in Japan will be examined. The presenter will explain an overview of three different approaches (teaching/non-teaching staff and student groups) of study abroad advising. How the community on campus connects each other with teachers, administrators and students as well as a link between the regular curriculum and extracurricular activities will be further reviewed.
This study examines how team teaching with a teaching assistant (TA) can construct an interactional approach where a student’s learning takes place in the English for academic purposes (EAP) classroom. Microanalysis of 294 video-recorded EAP classroom interactions in Japanese universities revealed that the “team-feedback sequence” about the students’ task performance constructs a learning-rich moment. By using a two-step guide for understanding the point within the sequence, the students became socialized into academic discourse.
This talk presents the results of a research conducted with the purpose of understanding the challenges and perspectives of moving university level language courses fully online. We analyzed the level of participation of students who studied the same course divided in two groups: group A (2019 cohort who studied the course in the classroom) and group B (2020 cohort who studied the course by distance, due to Covid-19 related restrictions).
This presentation reports the findings of a research project done for the researcher’s Ph.D. program in Leadership with English content that was completed in the spring of 2020. The research investigated the leadership style preferences for workers at self-access learning centers at universities and colleges throughout Japan. The presentation will examine the results of the data collection and subsequent testing, as well as potential implications for future research.
Teacher Corrective Feedback plays a significant role in second language writing education. This session shares the findings of a longitudinal study that explores how EFL students respond to the type of teacher corrective feedback that is informed by students’ preferences reported by Raza (2019) in a quantitative study that found that students preferred handwritten corrective feedback over oral and electronic. The findings reveal significant improvement in student writing and motivation.
Although educators provide students with a proper learning environment, including suitable materials, instruction, and advice, their goal is to help students become autonomous learners. An English teacher at a language school and a language advisor created materials together to integrate the enhancement of students’ speaking skills with advising techniques. The report showed that the crossroads of these ideas could enhance students’ language proficiency and self-study skills.
This presentation describes an exploratory study of a brief university EFL course intended to activate learners’ English-Gairaigo (foreign loan word) vocabulary, including lesson contents, pre- and post testing results, and a survey conducted to assess students’ reception of the course. A brief history of Gairaigo, techniques for promoting awareness of it in the classroom, and a discussion of final test results as well as students’ enthusiastic response to the course will also be shared.
Opinions have long been divided among language professionals as to the merits of literature as a pedagogical resource in a second language classroom. However, an agreement is found in their acknowledgement that research into this area is scarce. This presentation will report on a study that addressed this lack of data. It will summarize the results of research carried out to evaluate the use of a literary piece in a Japanese private high school.
The ultimate goal of this research aims to improve speaking ability of Thai undergraduate students by implementing task-based learning in blended learning course. Blended learning provides face-to-face and online learning environments. The students in the online course need to access Google Classroom for completing the exercises and uploading their role-play videos. They can practice speaking with their partners through video call before submiting by selecting the best video and review teacher's online feedback for revision.
Have you ever found yourself in a situation where you were a silent or non-majority participant in your school, in meetings, or other professional communities? In this presentation, we will look at approaches to leadership drawing from examples in executive presence (EP), collaborative leadership (CL), and others. Navigating our positions as women in Japanese work environments will be highlighted as we explore new leadership paths together.
This presentation will focus on a novel approach to English for Academic Purposes (EAP) in the university classroom setting by having students produce and present original research. This module details an effective approach to introducing original research to ESL students from both a qualitative and quantitative approach by utilizing questionnaires. The goal of the semester-long module is to familiarize students with the central concepts of questionnaire research, academic research papers, and academic presentation skills.
This research is classroom-based research aiming to improve students' L2 reading motivation. The actions are given to freshmen in a non-English Department at private university in Indonesia. XReading is used as the main source of extensive reading activity and reading monitoring which becomes part of the actions in improving the students' L2 reading motivation.
This presentation investigates the attitudes of students enrolled in a long-term study abroad program which was cut short due to COVID-19. The students then faced continuing their study online in an ERT format in Japan. It will explore how student needs evolved, what challenges were identified and dealt with, and how motivation to study changed. This presentation will be of interest to Fall 2020 instructors whose students' dreams of study abroad have been interrupted.
The engineering research students undertake presentations in international conferences held in and out of Japan and they have no background on idioms which is a natural part of a native speaker's' manner of communication. Hence communication mishaps and other embarrassing and frustrating situations which are inimical to success can be prevented by including the idioms topic from junior high school.The importance of idioms must not be underestimated. It must be a content in language learning.
This research explores teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes during an inquiry into student learning from an ecological perspective. The development of teacher beliefs, their subsequent actions in teaching, and their reconceptualization of their roles are examined using a multiple case study design involving narrative and thematic analyses of multiple data sources, mind map drawings, semi-structured interviews, and reflective journal entries by the researcher.
This presentation will discuss the implementation and initial outcomes of an extensive reading (ER) program at a private high school in Central Japan. Many teachers have reservations when attempting to implement systematic changes to curriculum and instructional practices at their schools, as such requests are often met with resistance. Attendees will be provided with a transparent view of potential obstacles they may encounter during the infancy of their own program.
A six-month mixed-methods pre- and posttest study was conducted with 187 elementary school-aged children in Costa Rica whose English teachers used a digital learning program to help students develop English and digital literacy skills. Assessment results indicated the program’s positive impact on children’s language skills, and qualitative data provided insights on how using the program helped students and teachers develop digital literacy skills. Strategies for effective use of digital programs in EFL settings are discussed.
This presentation discusses the creation of new English as a medium of instruction (EMI) programs in Japan’s universities. Challenges arise from different levels of student language ability. One approach is to create different levels of EMI class, set according to English language ability. Another is to introduce a student assistant (SA) scheme in which English-speaking students are assigned to help other students. Team teaching with content and language teachers is another method to be discussed.
This talk introduces a project to create a multimodal, longitudinal learner corpus to be made available to researchers both in and outside the creators’ university setting. The corpus design includes two years of longitudinal learner data from a university English language program including three modes of communication: discussion, presentation, and academic writing. This type of data can be used to conduct cross-modal studies, investigate longitudinal trends or, in combination with other corpora, contrastive interlanguage analysis.
Research suggests that pedagogical interventions are necessary to help students get the most out of participation in study abroad programs. This presentation reports on an intervention that required university students participating in an optional five-week study abroad program to Australia to attempt and report on a variety of challenge activities via Google Classroom. It will evaluate the effectiveness of the intervention through analyzing the content of student reports and responses to a post-program survey.
Student engagement in online tasks has been one of the most significant challenges during the shift to online learning. Strategizing within a socio-constructivist approach, we share experiences from a Hong Kong university English language centre. Using interview data, we will report EAP teachers' views on strategies and approaches for encouraging student engagement in the online teaching mode. Finally, we offer recommendations based on our evolving practice within this changing landscape of EAP provision.
One interesting aspect of technology in the classroom is the ability to help motivate learners. This presentation will explore current uses and future potential of technology-assisted language learning in the ELT classroom in the context of helping motivate learners. The presentation will offer personal observations of the use of technology in the classroom, and propose uses for Instagram, Google, Classroom Dojo, and other technological advancements in an elementary school and university context.
This presentation summarizes findings from a Japanese government-funded study, intended to explore the study abroad experience in ASEAN. Results reflect the opportunity to develop intercultural communicative competences and the benefits of practicing English as a lingua franca (ELF) in ASEAN. Attendees will be introduced to ideas for integrating elements of the ELF model into any L2 classroom while increasing enthusiasm in study abroad opportunities, especially to outer-circle countries.
A digital game for Chinese L1 children learning English was tested in a mixed-methods pre- and post-test study. Children used the game for 15-20 minutes a day for six months and experienced dramatic improvements in assessed language skills as well as increased motivation and interest in learning English. Lessons learned from this study have been used to adapt the game for Japanese L1 children learning English. Implications for effective digital EFL learning contexts are discussed.
This research draws on accounts from seven employees working at Japan-based companies that have adopted English as an official corporate language (EOCL), this study demonstrates the gap between the in-house language policies and the participants’ own Japanese-dominated workplace communication. The study also reports employees are nonetheless encouraged to sit for the TOEIC regularly. The study concludes by arguing that EOCL policies can operate as an ideological mechanism that drives employees to study English for self-development.
The presenters’ university’s self-access lounge offers an opportunity for intercultural community-building and English-speaking practice outside the classroom. English Chat Time (ECT) sessions are supervised by full-time teachers, but mainly conducted by international teaching assistants (TAs), who are not required to be from English-speaking countries. This presentation analyzes the ECT program from the perspectives of the teachers who are contractually required to oversee the sessions, suggesting ways to improve teacher efficacy in other self-access conversation lounges.
This presentation examines the advantages and difficulties of EFL teachers learning beginner level French as a soft approach to teacher development. The presenters are the teacher, a student, and the class administrator. Using student questionnaires and testimonials, they highlight the students’ successes (team bonding, insights into student motivation, and practical teaching ideas), and challenges (time commitment, conflicting schedules, and frustration at the class level). Lastly, they discuss how these challenges may be addressed.
This presentation describes a trial to introduce an alternative extensive reading (ER) program that utilizes authentic materials. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience.
This study investigated an interactional practice for promoting assistant language teachers’ (ALTs)’ participation in team teaching lessons with Japanese English teachers (JETs). Using conversation analysis, the researcher conducted a comparative case study on 15 team teaching lessons of two pairs of ALTs and JETs in two public junior high schools. The analysis found that with the ALTs taking over the turns for Evaluation from “Initiation-Response-Evaluation sequences”, it made a significant impact on promoting their participation.
In this presentation, I will briefly explain some of the initial findings from an ongoing research project into junior high school teachers’ sense of agency before describing some of the research design issues which have emerged as I attempt to understand teachers’ views and beliefs. The presentation is aimed at stimulating discussion regarding teacher agency and the value and the difficulties in using multiple methods in educational research.
In this session, I analyze how one immigrant student from Hong Kong studying at a Canadian university invokes her identity as a member of the local Chinese community when composing an essay. Utilizing membership categorization analysis, I present two excerpts from an essay written by the participant for an education course on the social mechanism of “resistance” in the Canadian educational context. The paper highlights the complex processes of identity construction for immigrant youth.
Phonological awareness is considered a strong predictor of early literacy in English-speaking countries. However, does it have similar effects in a Japanese EFL context? This study explores the effectiveness of teaching phonological awareness explicitly to fourth graders in a public elementary school in Japan. The study was conducted for a year in the researcher’s homeroom class. The pre- and post-tests have shown interesting implications.
Take a look into a case of how a computer-based academic writing course was set up in a second-year university class context, and lessons that were learned along the way. Ask yourself, “How should we be giving learners feedback on their writing?” and consider how modern computers and the internet age have changed the answers to this question in ways you may not have expected.
EFL learners must use their second language (L2) to learn well, but this is challenging. Research was conducted to explore unknown relationships between learner autonomy, self-efficacy, and student preferences for instructional language on their willingness to communicate (WTC). Participants (n=100) from first- and second-year EFL university classes in Western Japan completed questionnaires at the beginning, middle, and end of two 15-week terms. Presenters discuss significant correlations between all four variables.
International teaching assistants (ITAs) are unique to North American higher education and have enriched educational experiences on university campuses despite linguistic, pedagogical, and cultural challenges they may face in the target culture. This paper introduces ITA education in US universities and describes its development, common issues raised and corresponding training areas such as pragmatic competence necessary for ITAs to deliver academic content in English effectively. It discusses implications for English as a medium of instruction (EMI) in Japan and beyond.
This presentation will be useful for teachers interested in promoting student creativity in their classroom. It synthesises the latest research to understand a) why creative skills have become significant in education policy internationally and in Japan, b) how we can understand creativity as a phenomenon, and c) how to promote creativity, particularly collaborative creativity, in the language classroom. It is part of an ongoing research project into the role of creativity in Japanese education.
This study examines a task-based learning program in English conducted through video exchange between schools in Japan and Nepal. In this project, students learned about the culture and society of each other through the exchange of the videos. The results of the questionnaire survey show that the exchange program was very successful in achieving its objectives.
Classroom social dynamics are an essential part of the learning process. However, in the context of emergency remote teaching, the online classroom changes how social interactions occur, arguably removing embodied face-to-face socialisation from the learning experience. Such a situation may pose significant problems for students and learning overall. This presentation presents practical suggestions for building social richness in online ELT, which are intended to increase group interactivity and cohesiveness and support overall learning outcomes.
This action research study examines the ways in which the presenter implemented reflection and metacognitive strategies (Agarwal & Bain, 2019), fostered cooperation between students (Jacobs et al., 2002), and taught relaxation techniques to first-year students in a year-long academic writing and test preparation course. “Study Buddy” teams and “The Boot Camp” study planners used during the summer break kept the students motivated and accountable. Test scores and student feedback indicate the success of the approach.
With the ever increasing internationalisation of Japanese universities, more foreign instructors are being entrusted with teaching seminars (the “zemi”). These teachers often find themselves in social, pastoral, and mentoring roles that go beyond their usual academic duties. This paper reports the findings of a qualitative interview study of such teachers and aims to provide insights and support for those who have recently begun teaching zemi classes.
This presentation describes first-year university students’ (n = 89) experiences in a new language table community in Japan. Students were assigned to attend an English language table session for at least 30 minutes per quarter. Their 300-word post-visit reports were analyzed and coded for common themes. The results show that the assignment worked as an introduction to language tables, the community, using English in non-classroom settings, and built positive affective feelings.
What is effective English language teaching? What competencies do English teachers need to possess to become exemplary language teaching professionals in this digital age? The answers of these questions encompass aspects such as teachers’ proficiency, social and cultural contexts, teachers’ pedagogical skills, the role of content knowledge, community of practice, professionalism, etc. This presentation will explore the knowledge, beliefs, and skills English teachers need to possess to make their teaching exemplary.
The aim of this study was to explore the possibility of fostering Japanese and Taiwanese university students’ intercultural understanding through synchronous online intercultural exchange. Students’ reflection reports showed that they gained deeper knowledge about each other’s culture and their stereotypes were reduced. In this presentation, inhibiting factors such as technological and scheduling issues and suggestions for more efficient online exchange will be also discussed.
Using English in real-life situations can motivate students. Some Japanese tourism-major students conducted simple interviews with inbound visitors, and I compared their attitudes using pre- and post-questionnaires. Although many students said they were anxious about speaking English before conducting the interviews, they found the experience encouraging and motivating. In a mock-interview activity, where students played tourists and interviewers in turn, the participants showed similar increases in motivation for language learning.
Are important global issues, like climate change or health, falling on deaf ears in your university EFL classes? Language education for sustainable development (LESD) can be a valuable tool for you. The presenters will discuss the results of case study research exploring the use of LESD in EFL classes and share practical ways of how LESD principles and tools can be implemented to add meaningful value for your students.
What really goes on in MEXT’s secondary school English Communication classes? The analysis of one teacher’s choices, through systemic-functional theory (SFT) and legitimation code theory (LCT), in their use of space, gaze, and gesture, along with discursive and lexicogrammatical choices in language, can show how they foreclose and create cumulative knowledge building (Maton, 2014). Based upon this examination, the speaker will close with thoughts on possible future directions for research and teaching.
This presentation traces how students gained interpersonal skills and intercultural communicative competencies (ICC) through drama-based pedagogy and participation in the International Virtual Exchange (IVE) project. Through process drama activities that culminated with writing-in-role, non-English major computer science students were provided a foundation for participation in the IVE project, thereby building community across the world.
This pilot study looks at the extent learners’ L2 vocabulary affects lexical diversity across academic writing, academic presentation (written for speaking), and academic discussions. This was done by examining the relationship between students’ (n=46) L2 vocabulary size, as measured by Webb, Sasao, and Ballance’s (2017) updated vocabulary levels test (uVLT), and the lexical diversity of their texts over the three modes of production as measured by McCarthy’s (2005) measure of textual lexical diversity (MTLD).
In the last few decades, translation seems to have been revived and its proper place reinstated (Cook, 2010; Vermes, 2010; Carreres & Noriega-Sánchez, 2011; Colinas, 2014; Gutiérrez, 2018). In this presentation, the author proposes to examine the nature and purpose of translation in foreign and second language learning and share some examples of how it can be used in college English classes in Japan.
This paper investigates EFL college students’ perceptions and evaluations of an English for specific purposes (ESP) tourism course design based on a learner-centered approach which incorporates authentic tasks, situated learning and multiple assessments. A questionnaire was administered to a total of 110 non-English majors in a local tourism course offered from 2014-2018. Students’ positive response also indicates the need to acquire skills to achieve a two-way communication for cross-cultural understanding.
New educational conditions in a context of Covid-19 have required teacher reflection on how learning can be effectively supported. This qualitative study examined how teachers had adapted practices to support student engagement and learning. Data were collected via one-to-one semi-structured interviews with 10 teachers. Using a thematic analysis, the examination uncovered variability in teaching experiences, perceptions on learning, and professional development needs. The variability among teachers may be insightful and may resonate with other teachers.
Slash reading is a method for understanding a text by putting slashes where one thought begins and ends. It is considered a helpful method for English learners because they can read a passage in small segments. Given my students’ difficulty with this method, I will argue that the concept of “thought groups” is the key to its successful use and propose ways to enhance their understanding of this concept.
The main purpose of this study is to investigate the influences of using a digital translation game in an English to Chinese translation course. The study explores the impact of using the application on the translation learning motivation of Taiwanese undergraduate students in a foreign language major. The findings indicate that students have positive attitudes toward the integration of the application and have high intention to use the application in order to facilitate their learning process.
English education in Japan is changing quickly at the primary school level, where homeroom teachers are struggling with English as a full-status, evaluated class. With an awareness that English is not the exclusive property of those born into it, this presentation will focus on an ongoing national survey of over 260 so-called non-native English-speaking assistants, both Japanese and non-Japanese, contrasting results that differ from those in the researcher’s earlier studies with “Inner Circle” ALTs.
Reported speech is a key language skill but it is often dealt with in a superficial manner in EFL textbooks or skipped altogether. This presentation reports on a survey of 220 EFL speaking textbooks’ coverage of reported speech. The survey identifies and enumerates a number of shortcomings. Participants should come away with a better understanding of the importance of reported speech, the inadequacies of textbooks, and the necessity of going beyond the textbook content.
The presentation examines two research questions: (a) For what reasons do South Korean jobseekers study for TOEIC and develop English proficiency? and (b) How do they feel about learning English for job-related purposes? The findings indicate that the male participants tried hard to increase their TOEIC scores and interview English skills, while feeling intense pressure. In contrast, the female participants practiced English to move abroad because they felt that English could be enjoyable and liberating.
This study focuses on evaluative questions and how they can be modified to critical reading questions. It proposes that the eight elements of thought be used as the essential dimensions of questions to be explored and suggests that learners relate their answers not just to the self but to the real world as well to take more responsibility for their answers. Learners' sample answers are provided to demonstrate the validity of this approach.
In this study four modalities of vocabulary knowledge (Yes/No checklists, form recall, meaning recall, and meaning recognition) were correlated to the TOEIC Reading section using a bootstrapping approach. Meaning recall had the highest correlation; Yes/No tests the lowest. Meaning recognition tests (e.g., the VST) also fared relatively poorly. The implications will be discussed.
Japan’s Ministry of Education has identified professional development (PD) as necessary for innovating its education system (Murakami, 2019). However, effective PD must be context-specific (Guskey, 2003; Kinugawa & Tachi, 2003; Richards, 2010). This presentation shares three years of feedback on PD conducted for lecturers at a Japanese university. The perceived value of PD opportunities depended on many factors. The presenter will address the affordances and challenges in creating PD programs while demonstrating this program’s evolution.
This presentation outlines the impact of regular reading comprehension practice over 30 weeks on the high frequency word recognition development of a girl who is being raised in Japan. The results of this study showed her ability to read aloud high frequency words in the reading comprehension texts and high frequency word lists not only increased, but also her ability to read aloud increasingly complex and longer high frequency words improved over the 30 weeks.
The COVID-19 pandemic has disrupted education globally. Bangladesh too has been severely affected. Private universities have responded by starting online class from April, but public universities remain closed. Discussions/debates ensued among educators, policymakers, and students regarding the readiness and feasibility of online education at public universities. Drawing on data from a large-scale study using mixed methods design, this paper highlights the challenges to online education and draws on insights to suggest strategies for implementation.
Are you 'really' aware of your own culture? Are teachers aware that they may be the cause of cultural interference with their student's learning of English? In this presentation, results from a case study will be presented to help show awareness of cultural interference in language learning. Reducing interference in language learning is one of the steps in ensuring the success of our students!
The presenters will examine the adoption of a blended learning vocabulary program called “English Central” into a mid-sized private Japanese university with the aim to enhance students’ vocabulary knowledge and recall. Building on a body of literature that supports the use of the New General Service List (NGSL), the presenters examine how blended learning systems can be used effectively in the classroom to promote students’ vocabulary knowledge.
This study explores how linking text and image modalities in language learning may support reading comprehension and richer meanings to be generated among EFL sophomore students. The experimental group resorted more to Collocate (i.e., ideas that naturally co-occur) and Antonym (i.e., making contrast), other than Repetition, in interpreting the images and so presented richer meanings than the control group.
This presentation will report on the changes in motivational profiles of university students following curricular revision. Data collected from students at one university in Western Japan in 2011 and 2018 were compared to determine if there was any change in the students’ motivational profiles following major shifts in the curriculum. Implications for curricular development will be discussed.
This presentation reports on two key components to establish a community of practice among non-English elementary preservice teachers: practice and reflection. L2 teacher practice is achieved through complementary theory, practice and discussion sessions, which offer the preservice teachers the opportunity to establish and explore their L2 teacher identity. Reflection is encouraged through the use of the elementary Japanese Portfolio of Student Language Teachers (JPOSTL) currently being developed and trialled by the JACET English Education SIG.
This study aims to investigate university teachers’ self-efficacy toward teaching English as a foreign language online. The rapid transition from face-to-face to online teaching in 2020 has caused many teachers to start teaching online without proper training, preparation, and support. A survey was administered to 138 university English teachers in Japan to examine how they feel about teaching online. This study concludes with pedagogical implications for teachers making a more effective transition to online teaching.
The presenter will show how the EFL learners’ oral performances were affected by task repetition. Sixty college students were divided into two groups of 30. One group repeated the same task in which they were required to perform the presentations on the same topic. The other group repeated the same task but they were required to give the presentations on a different topic. The presenter will show the results and discuss the pedagogical implications.
Although learning a second language at preschool age benefits learners to achieve native-like competence and children are enrolled to English courses at a young age, learners’ cultural, social and language background should not be overlooked. The factors play a significant role in influencing L2 learners’ competency. This study examined the effect of phonological and syntactic differences of a child’s L1 (Chinese Language) towards the L2 (English Language) learning.
This study looks at factors contributing to student satisfaction with study abroad programs. We will present the results of our survey of English Communication and International Business returnee students from study abroad programs in Malaysia. Our aim is to identify common elements of a successful study abroad experience. The study’s main focus is Malaysia, but the results could prove useful to any study abroad program in both preparation and evaluation.
By adopting conversation analysis, this study examines how English as a lingua franca (ELF) speakers manage their intercultural communication through code-switching in a task-based language activity at a university. The analysis shows that ELF speakers employed code-switching as an interactional resource to enhance their communication, build social relationships, and preserve the face of the participants.
The purpose of this presentation is to explore the foreign language teachers’ perceptions and the practice of the teaching of intercultural competence in the Japanese context. A questionnaire was administered and semi-structured interviews were conducted. The results of the study suggested that the participants were generally willing to interculturalize their language education, and that their teaching practices were constrained by the preservice training, and the foreign language curricula. Implications of the study will be discussed.
In this presentation the presenter will highlight teachers’ perceptions of key factors that support but also hinder L2 learner motivation of junior high school learners of English in Japan. The study involves perceptions of both current and former English teachers with junior high school teaching experience. Participants will gain insights on key attributes from teachers which affect L2 learner motivation as the presenter shares his master’s dissertation research.
This presentation will introduce three contexts where gamified online quizzes such as Kahoot!, and games such as Spaceteam ESL and Don’t get Fired were used to scaffold English language teaching. Identity in relation to the games became evident and learner investment in learning English increased. Thus, using such activities was found to have a positive impact on the classroom. Implications and full details of the pedagogical intervention will be discussed.
This presentation explores Japanese university students’ digital spaces and identity formation in the context of the sudden move to Emergency Remote Teaching and Learning (ERTL) implemented as a result of the COVID-19 pandemic. An online questionnaire was administered to first-year students at a national university in Japan, and the results show the importance of institutional and social support in the learning ecology of students, as learning is not only about the transmission of information.
The presenter will demonstrate how Japanese self-access center assistants identified how they could be positive role models for their Japanese peers who visited the center. The assistants were asked about their lifelong English learning process, resources for learning English, and their motivation. They reported that studying English evolved from learning for pleasure, studying to pass high-stakes exams, and finally towards autonomous learning, communication with Japanese and international students, and study abroad.
This longitudinal study keeps track of five novice elementary school teachers who received a yearlong preservice EFL teacher preparation program and reveal how they try to “apply the teaching methods they were trained to use” (Farrell, 2012, p. 447) in their school contexts.
Despite the best intentions of students and staff, international exchange students often find themselves stuck in an L1 bubble with little, if any, interaction with native students. This presentation will explore the effects of a new international board game club, which was created in order to bring native and international students from varied backgrounds together and to provide them with regular opportunities to interact with, and learn from each other in a natural setting.
This presentation examines results of a study into Japanese college students’ expressions of disagreement in informal English-language contexts, and how they compare with those of native English speakers. It goes on to consider ways in which ESL teachers can help students develop their pragmatic discussion skills, and build the confidence which will allow them to share their opinions honestly, but in a manner appropriate for the situation.
Our collaborative experimental study attempts to demonstrate the relative effectiveness of two activities, role-play and a haptic technique, to improve aspects of students’ English pronunciation. The participants were 50 first-year Japanese university students in two intact classes. The students used Praat speech analysis software to produce visualizations of their recorded speech, both before and after treatment. The methods and data analysis will be explained, the haptic technique demonstrated and the surprising results presented.
Teaching SLA theory to preservice language teachers at the university level is a struggle due to a lack of appropriate materials for limited proficiency students. The speaker will share his experience crafting task-based language learning (TBLT) materials for an applied linguistics curriculum for preservice university students in Japan. Level-appropriate content and associated task-based activities that integrate pedagogical theory, classroom practice, and linguistic fluency will be introduced.
This presentation explores the implications of sociocultural theory for vocabulary instruction. Rooted in the idea that learning occurs through social interaction, sociocultural theory provides a basis for vocabulary instruction that relies on interactions that are more powerful when those interactions lead to the creation of classroom communities. Within a classroom community, teachers and students can interact with each other and with texts such that effective, meaningful learning of vocabulary and comprehension of these texts occur.
Active learning encourages students to actively participate in classes and contributes to the formation of a better learning community between teachers and students. This research focuses on student emotions for mitigating the disadvantages of active learning: a longitudinal perspective to investigate mainly the relationships between students’ English proficiency improvement and students’ foreign language enjoyment (FLE)/foreign language classroom anxiety (FLCA). In conclusion, students with low anxiety early in class can expect to improve their English proficiency.
The purpose of this presentation is to provide the attendees with a perspective on how teachers managed virtual teaching during the Covid-19 pandemic despite the emotional and technological barriers they have faced in Izmir,Turkey. The needs of this “emergency distance teaching” period and the importance of solution partners will also be included. Recommendations by the data collected from a survey will be discussed for the betterment of online delivery performances.
This session aims to share the findings of a study that investigated teacher cognition about the mission and vision of an English language program to see whether the contents of the mission statement align with the expectations of the language teachers working for that program. Propositions for aligning teacher expectations with program vision and mission statement development, revision, and enhancement will also be discussed.
This talk explores the importance of non-native English-speaking teacher (NNEST) motivation, and self-efficacy. Teachers with high levels of wellbeing foster students who are likewise productive and motivated. Considering the significance of this relationship, why has NNEST work-life balance and wellbeing been overlooked? Additionally, JET Programme issues, together with practicum and in-service training considerations will be scrutinized. How can they be improved in order to enhance NNEST self-confidence and increase the efficacy of ongoing reforms?
TESOL classrooms appear to lack instruction on how to avoid conversations the learner would rather not have. Furthermore, many learners believe that they must answer any questions asked in an English conversation classroom. This combination may inhibit learning acquisition as well as pose other problems. This presentation will share classroom techniques for ending or changing topics and techniques for politely dealing with invasions of privacy. The presentation concludes with a question and answer session.
This presentation will deal with the role of vocabulary in EFL essay writing. When assessing vocabulary in learners’ essays, raters and the instructors should take into consideration the relation between passive and active vocabulary knowledge. Based on the result of data analyses, the presentation will discuss the construct reflecting the continuum of these two types of vocabulary knowledge and the possibility to convert vocabulary use from passive to active.
Most contemporary vocabulary instruction in ESL centers around simple, shallow meanings or translations. For words with more abstract or complex meanings, these shallow representations can be insufficient. Using the internal semantic representation of words, a deeper meaning can be provided to address this. An exploratory study with 18 intermediate Japanese students showed that their usage of 20 English verbs improved with instruction using internal semantic representations. This result supports deep vocabulary study in ESL.
The present study examines how college-level Japanese students acquire suprasegmental features of English pronunciation through explicit instruction. The suprasegmental differences between English and Japanese such as syllable structures and rhythmic differences were explicitly taught to students, and then the students learned to reduce sounds and control syllable duration at the word, phrase, and sentence levels. They also learned to produce assimilated and linked sounds to further improve their intelligibility.
This presentation looks at the notion of visual literacy and its relevance to English teaching and learning. It reports on a filmmaking project carried out in a Japanese university EFL class in which learners used mobile devices to create “how to” films explaining aspects of Japanese culture. The project not only increased awareness of what it means to be visually literate, but also helped students develop linguistic, collaborative, and decision-making skills.
The presenter reports how listener’s background differences influence intelligibility and comprehensibility of Japanese learners of English. Specifically, he presents the association between the two dimensions of speech understanding (intelligibility and comprehensibility) and three listener factors (listeners’ first language, familiarity with English spoken by Japanese people, and listeners’ English level).
Speech-to-text (STT) apps can be utilized to evaluate English language learners’ (ELL) pronunciation. The presentation will report on research findings, in which five different STT apps were tested for transcription accuracy. The STT accuracy rate was compared against pronunciation rating conducted by human raters, ELL English proficiency levels, and study-abroad experience. The findings also provide examples of the most mispronounced words by Japanese ELL within the context of experiment materials.
Since pragmatic features of every language stem in the culture of that language, willingness to learn the cultural aspects of target language might have a significant effect on the development of target language pragmatic competence. To this end, the current study was conducted to investigate the effect of instructing target language cultural features as well as the effect of attitude toward target language culture on the development of comprehension and production aspects of pragmatic competence.
In this session we will describe the Contrast Culture Method (CCM) as a tool for the audience to understand and explore their cultural values. Training can be tailored towards different communities of trainees, such as students, teachers, business people. Several trainers will explain their personal narratives about what they have learned from CCM: how it can be powerful, moving, and not just insightful but deeply reflective on how we act and who we are.
Workplace interaction and social support can have a significant effect upon the cognition and development of novice teachers as they navigate the transition between training and teaching. This paper reports on findings from a qualitative longitudinal case-study of five novice EFL teachers, exploring the positive and negative influences which interaction with colleagues and wider social support had upon their cognition and development during this formative time.
High-stakes tests such as the TOEIC, TOEFL, and EIKEN are an important part of the foreign language learning experience, and the student outcomes on these tests can have major repercussions. The research detailed in this presentation is informed by what the cognitive psychology community has revealed promotes more effective learning; however, this research is seldom shared with the community of language teachers. This talk aims to bridge that gap.
Common sense would say that good teachers need to work hard to teach English to their students. But, of what use is hard work if it isn’t approached in an informed, smart manner? At an annual teachers’ meeting at a medium-sized private university, this theme was discussed. How is hard work different from working smart for teaching? Are they one and the same? Survey results and discussion outcomes will be shared.
This presentation will report on an action research project that was undertaken in university-level English teaching license courses. The research was triggered by five premises for community building by John F. Fanselow. One premise, for example, suggests that teachers and their students make small changes in their lessons in order to enrich classroom experience. Findings indicate that the preservice teacher participants experienced diversified feelings and emotions toward the collaborative approaches employed in the courses.
This mixed-method study of Asian exchange students reveals linguistic and academic needs of study abroad returnees, and the importance of forming learning communities during study abroad. 42 students from 10 different countries participated in the needs analysis survey, of which 24 were also interviewed. Results exemplify their study abroad success stories as well as difficulties they faced, which will be of interest not only to students but also to EMI and EAP educators.
This session presents a case study of an undergraduate seminar using video in an online language exchange as a kind of live and interactive theater situated in various locations. A semiotic reading of the videos, qualitative and quantitative assessments of the project, and actionable advice to assist those interested in any such similar project will be discussed.
Japanese EFL learners face challenges in speaking fluent and accurate English due to various cognitive, linguistic and affective factors. This paper reports on an investigation of how language skills could be further developed through a movie-making project in English.
Stereopsis, the process by which we attain 3D vision, is discussed in relation to its use in language education. The presenters will discuss their independent but closely related research into vision and language by introducing some experimental applications of their ideas. In a short final demonstration they will present a text with glosses partially visible in a virtual space behind the text (3D vision) and visible only to one eye (BR) using anaglyph glasses.
The presenters will describe a research project they undertook with four classes of students at a university in Japan. Although the hypothesis was not supported by the results, separate analyses for each class showed that there were opposing outcomes between classes. The presenters will discuss what they learned from the collaboration, how working together improved the quality of the research, and share advice for other teachers who wish to conduct research with their colleagues.
This study will examine the impact of study abroad experiences on Japanese university students' long-term L2 motivation. Two groups of students will participate in the study: students in three-week programs and those in six-month or longer programs. They will complete a questionnaire and have follow-up interviews five times: before their departure, upon their return, 5 months later, 10 months later, and upon graduation. Following the presentation of the results, pedagogical implications will be discussed.
This study investigated how students develop their learning community in a Japanese university EFL writing classroom. Four students among 16 students were selected based on the results of the pre-questionnaire. They had different perceptions about peer review. In the end, all of the students showed their positive perceptions toward peer review to greater or lesser degrees. The post-questionnaire and interviews revealed that their satisfaction with their community contributed to the positive perceptions.
Autoethnography is an intriguing method in qualitative research utilizing data about self to understand the connectivity between self and others. Reflecting on the presenter’s journal entries, this study explores critical factors to bridge some problematic gaps that may have hindered effective TESOL endeavors in the Japanese context. Through the connectivity in the autoethnographic approach, open dialogue with the audience can be created to collaboratively explore approaches to bridge those gaps.
Communities of Practice (CoP) has without a doubt impacted the management of the language classroom and the engagement of learners. Therefore, it is important for language teachers to facilitate a more cohesive community in the classroom to enhance students' learning experience. This presentation will provide both theoretical and practical knowledge to engage students' socio-emotional perspectives for better knowledge sharing and learning.
Empirical evidence exists showing the more exposures to an unknown word during reading, the more likely that word will be incidentally acquired. However, this line of research has overlooked how range and dispersion of these exposures could affect incidental word acquisition outcomes. This study investigates their combined effect.
The presenter has designed his own ePortfolio system using WordPress. Student-teachers update their ePortfolios over two years. The purpose is to help them link theory with practice, share their discoveries about teaching and learning with others, and set their own professional development goals. The presenter will show how WordPress was customized to create the ePortfolio system and through in vivo coding demonstrate the knowledge student-teachers themselves have generated and shared about English teaching and learning.
Due to the Covid-19 emergency, the Osaka City native English teachers (CNETs) were tasked with creating supplemental video lessons for all of Osaka’s public elementary 4th, 5th and 6th graders and all junior high school students. We made 36 videos in total. Using YouTube data metrics, we were able to assess how many students actually viewed the videos and get detailed data on their viewing habits.
This presentation explores the results of a survey of 77 university students and 21 high school teachers about their high school and university experiences. Results show that even though curriculum implementation has promoted communicative and group focused tasks, the amount of opportunities to speak in the classroom are still lacking, which has an impact on student motivation and willingness to communicate in the university classroom. Hints about improving communicative output in the classroom are provided.
This study examines the effects of gender and self-construal on motivation, as well as the mediating effects of self-construal in the relationship between gender and motivation in project-based learning (PBL) settings. Japanese university students that enrolled in PBL English classes (N = 180) responded to questionnaires on self-construal and motivation. Results of path and mediation analyses revealed that gender and self-construal have significant direct effects on motivation in PBL settings.
This research focused on examining how language was being used in a mid-sized private Japanese university’s English conversation lounge area. Through analysis of transcriptions of recordings, the researchers discovered patterns in distribution and length of turns, direct vs indirect interventions, and attention towards accuracy and fluency. The implications of the findings can help inform the development of and training for other such English conversation lounge areas at other universities.
This session discusses the changes in beliefs and attitudes toward English as an international language experienced by a group of Japanese university students in a short-term study abroad program in the Philippines. These beliefs and attitudes are framed as “language ideologies” (Surtees 2016), which are belief systems toward language shared by a community in a given circumstance. Data is drawn from interviews conducted before and after a four-week intensive English training course.
In this paper, I report on an ongoing qualitative research project of reflective practice in which I investigate dialogic teaching in my first-year content-based EFL classrooms. I carried out a qualitative analysis of student surveys by tracing shifts in identity and identification with English. I argue that these collaborative orientations delineate the theoretical core of dialogic teaching.
This study reports on the monologic and dialogic discourse from 42 students, and how student fluency and production (speaking time and the number of words spoken) differ over two groups, one with lower TOEIC scores (average 257) and the other with higher TOEIC scores (659). While speaking times were marginally significant, the number of words doubled with the advanced group. A common problem, however, is the students’ inability to elaborate more on their initial responses.
Language learning smartphone apps are in wide use around the world. With over 300 million users, Duolingo is the most popular, and past studies have claimed that the app can deliver the equivalent of a semester’s worth of learning in around 30 hours. This study investigates how well Duolingo works for Japanese university students’ scores on a popular standardized test of English, the TOEIC Bridge Test.
Classes led by international graduate student teaching assistants (TAs) impact first-year undergraduate students’ understanding of the world, their motivation to study and use English, and the expansion of their imagined L2 communities. Through analysis of qualitative data, this presentation encourages the utilization of NNS graduate student TAs from developing countries to broaden students’ knowledge about culture, customs, and issues in other countries, and to expose students to contexts and models of using English as a lingua franca.
The presentation reports an English teacher teaching metacognition survey study conducted in Taiwan. The study reveals information about the current status of teaching metacognition among Grade 1-12 English teachers, its connection to teacher preparation these teachers received in the past, and their teaching practice now. Additionally, it highlights implications and suggestions for teacher training and professional development in the future.
This presentation outlines an action research project based on a phonological syllabus targeting Japanese first-year junior high school students. The syllabus provided explicit pronunciation instruction, phonological awareness activities, and bottom-up listening activities. Effectiveness of the syllabus was assessed quantitatively. After three months, the participants performed better in the syllable counting task, improved in pronouncing some consonants, and low achievers made more progress than high achievers.
This study had learners revise transcripts of their oral production for linguistic accuracy, and compare their revisions to those made by the teacher. Investigated were the effects on learning of revised forms of (a) self-noticing and revision, and (b) extent of learner discussion of a revision. Only very modest, albeit statistically significant, effects of the above on learning outcomes were found; raising doubts whether this technique justifies the time and effort required for its use.
This presentation discusses the results of implementing a tabletop role-playing game in a university level EFL classroom. It discusses how the game can be used to help improve teamwork among the students by providing them with a common goal and helps to foster critical thinking through unscripted conversations in which students collaborate to solve a mystery. Data are derived from questionnaires, observations, recordings, and interviews.
This presentation examines the institutional issues affecting universities seeking to redesign their current English education curricula through a case study of one faculty in Tokyo. Particularly important issues the faculty dealt with included restrictions on curriculum changes for accreditation purposes and changes in the labor laws affecting staffing choices. Discussion of these issues will be followed by practical advice on how best practices in curriculum design can be implemented effectively given such institutional restrictions.
COVID-19 is shaking the foundation of education in Japan from K-12 to higher education. The crisis has shown cracks in a system known for conservatism and highlighted new innovative practices. Will CALL in Japan be affected by the systemic changes caused by the pandemic. This presentation will analyze changes in ICT policies and try to answer this simple question: will the pandemic change the way we think about educational technology use in the classroom?
The study investigated the effectiveness of an English-as-a-lingua-franca (ELF) program in Japan. A group of Taiwanese college students were enrolled in a 2-week intensive program. The students and their Japanese partners attended English-medium courses taught by native and non-native English teachers. The major findings indicated: Taiwanese students’ perceived effectiveness of the program was positive and they ranked improved communication skills, home-stay experience, and willingness to interact with Japanese students as the most valued program components.
This presentation uses principles of design-based research to explain the development of a course titled “Presentation & Debate” at a midsize university. Working with the students, the researcher answered key pedagogic decisions including the scheduling and selection of captains, teams, debate topics, and evaluation criteria. Through cycles of iteration, this led to the design of a guide for students to develop and articulate their ideas in a formal debate.
Although overseas teacher training has been a Japanese EFL teachers’ professional development opportunity for over two decades, there is little knowledge about hosts’ perspectives on these programs. This study explored one of the overseas programs and examined how the host viewed the goals and roles of the program. The findings from the interviews with two program coordinators highlight the hosts’ hope for a longer-term treatment to make the training more beneficial for teachers.
Despite research finding benefits to peer reviewing, few studies have examined its effect on student writing abilities. This study investigates whether/how peer reviewing would influence writing skills development in an EFL high school classroom. The results of pre-, post-, and delayed posttests, and analysis of audio-recorded peer review interactions. Students’ revisions revealed that peer reviewing contributed to the improvement of students’ writing abilities.
This presentation reports on a procedure of intercoder agreement I employed with two researchers in 2019. Three kinds of qualitative data were used to analyze university students’ perceptions of their school and English learning, and ten keywords were selected and coded from each qualitative data set. Several norming sessions were arranged to discuss the discrepancies between the coders. As a result, the agreement among the researchers improved to over 80%.
The presenters used the online extensive reading (ER) system Xreading to gather data on the relationship between ER words read and subsequent TOEIC reading scores across three cohorts of first-year tertiary Japanese students (N=714). Despite a clearly observable positive correlation between TOEIC performance and extensive reading, careful analysis suggests that this association may, in fact, be the result of a third, mediating variable.
In this session, the researchers will present the results of a mixed-methods study regarding university faculty satisfaction with emergency remote online teaching and its effect on motivation and lifestyle. University faculty teaching English-language courses were recruited from several universities in Japan and asked to complete a quantitative survey as well as opt-in for a qualitative interview. The results of this research will be used to inform the implementation of online learning in future semesters.
In this presentation, I discuss the importance of viewing contrastive rhetoric (CR) as an approach concerned with communication rather than affixing it to the more complex notions of culture and identity, as has been frequently done in the literature. What I do to accomplish this is conceptualize CR within the theoretical framework of common round theory, which I argue is not only the most practical approach to CR but the best way to ensure its full effectiveness.
A critical incident (CI) is based on a real-life situation and typically involves a dilemma for which there is no easy solution (Pedersen, 1995). This exploratory study compares the depth of learning achieved by two groups of short-term study abroad participants: those who receive explicit CI instruction, and those who do not receive any CI instruction. Implications include how CI instruction can add to the advantages that short-term programs offer.
This study demonstrates that young university level students are able to achieve better English academic performances when they have good rapport with the teachers, even though they are considered more independent and be aware of their learning responsibilities compared to younger learners. The aim of this study is to discover the extent of good rapport’s influence in young adult learners’ academic performances.
Being able to communicate in English opens up a world of opportunities to study or work abroad. Yet the English proficiency of Japanese graduates remains one of the lowest in Asia. In this presentation, I will discuss how a qualitative study of Japanese university students’ sources of self-efficacy revealed how learning experiences at JHS and SHS contributed to students’ speaking confidence and proficiency. I will conclude with some recommendations for university, JHS, and SHS teachers.
This paper reports the findings obtained in the first year of a long-term diary study of self-directed extensive reading conducted by the author. Various data collection methods, including diary entries and analyses of reading rate changes and unknown word frequency patterns, are employed to obtain introspective and objective results. The findings include a statistically significant reading rate increase and illustrate the intricate relationship between the author’s motivation toward L2 reading and her investment in it.
This study reports on an exploratory investigation of a faculty development (FD) program at a Japanese university. The program aims to facilitate the employment of English-medium instruction (EMI) by training the university’s faculty members and to support them to improve their English language skills. Reflecting on the presenter’s personal observations, the support needs of the faculty participants, the program’s positive aspects, and the possible recommendations for improvement are discussed.
This pilot study explores the use of a web-based text-matching tool, Grammarly (a premium version), as an instructional tool to teach and facilitate writing from sources in an L2 university classroom. Participants (N=38) at a Japanese university used this tool to learn and practice paraphrasing, summarizing, and synthesizing skills. The results show that Grammarly was not successful in detecting cases of poor citation practices, but students did make some overall improvements in writing.
Despite the increasing prevalence of English Medium Instruction (EMI) courses in universities in Japan, little is known about the competencies required to teach these courses successfully. Through semi-structured interviews with university instructors who have taught EMI courses, I examined the difficulties faced by them, competencies they need to have, and professional development and additional support they wish to receive to run EMI courses effectively.
How often do you give your learners the chance to speak in English about self-selected topics that match their interests and level? Learners are often asked to speak with a purpose in class, such as fulfilling grammatical, lexical or pragmatic goals, or discussing a set topic. The findings of a classroom-based research project are presented comparing student engagement with a free-speaking activity in two conditions; speaking with the instructor and speaking with peers.
Small group discussion offers students many potential benefits. Some of these benefits include developing critical thinking, perspective sharing, and exploring issues. However, the potential of group discussion work can also be negatively impacted by the effect of cognitive biases such as confirmation bias and groupthink bias. This presentation looks at some strategies and tweaks teachers can employ to mitigate some common cognitive biases and maximize the power of small group discussion.
Teaching culture in EFL class is essential. However, problems arise as teachers attempt to incorporate it into their classes: target-culture is indefinable and it could lead to create a stereotypical image of other countries. Therefore, cultural teaching in EFL classes should focus on raising awareness of the students rather than teaching culture explicitly. This presentation will explore the outcomes of cultural teaching done in first-year university English classes for the purpose of raising cultural awareness.
This presentation will share the results of a small-scale study designed to research the effectiveness and the experience of using the mobile-learning application ‘Duolingo’ as a learning aid in a Japanese university context. It will examine the impact of the regular use of this application on student language learning through pre- and post-tests and investigate student attitudes through survey and interview results.
Many language-program curricula are organized according to the four skills. However, Nation’s (2013) four-strands model (fluency practice, meaning-focused input, meaning-focused output, language-focused learning) offers a different, more comprehensive approach. This presentation introduces a project which applied J.D. Brown’s curriculum design process, using Nation’s four strands as the underlying principle. The presenters discuss integrating CLIL, EAP, extensive reading, and other aspects under the four-strands principle, with particular attention on a stand-alone class for fluency development.
This presentation reports on a quasi-experimental study tracing a reading fluency training program for 74 lower-proficiency (CEFR A2) EFL learners at a Japanese university. Learners engaged in extensive reading, and practiced timed reading and repeated oral reading during class time over the semester-long treatment. A comparison between the pre- and post-training reading rates and reading section scores for the TOEIC test revealed the program significantly elevated participants’ reading fluency.
The presenter will address the result of a case-study which investigates how and what kinds of assistance are provided among low-proficiency high school learners, the teacher, and other learners in an EFL classroom setting in order to make a good learning community. The presenter will share what triggers scaffolding to occur, what types of scaffolding occur, and how learners and the teacher scaffold learning during classroom activities.