Sessions / Practice-Oriented Short Workshop
The Corona Pandemic caused many language providers to adapt their workshops and course programmes in order to meet the clients' needs online. This paper identifies challenges and solutions to establishing 'how' to communicate remotely in an effective way and follows this up with the solutions and opportunities presented by remote working. This presentation draws on solutions identified by clients, colleagues and feedback.
In this presentation, the presenter will introduce how to set up an online task-based group project using free Zoom applications with iPads. She also introduces several unique teaching styles and activities in this class. For example, switching from teacher-centered lessons to the students-centered group discussions in one lesson. At the end of this presentation, the benefit of online group lessons in comparison with face to face lessons will be introduced.
Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.
The Bullet Journal method (BuJo) created by Ryder Carroll is a customizable journaling system of personal organization handwritten in a single notebook. One of the ways to optimize BuJo is integrating a habit tracker into the system, which helped to develop a study tracker for monitoring study habits. By utilizing the study tracker, students gained opportunities to observe their study habits so that they might increase their beliefs about their self-efficacy.
In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.
This presentation outlines an instructional phonetics approach aimed at developing greater awareness of suprasegmentals using authentic materials. Presented as rich language resources with several varieties of both NS and NNS Englishes, authentic materials can be mined to highlight suprasegmental features through exposure to “real” spoken language. Based on a three-stage process of focused instruction, teacher conferencing and student presentation, I will demonstrate how English learners broaden their understanding of an often-neglected area of pronunciation instruction.
Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.
This workshop presents an approach to critical thinking instruction in the context of L2 English academic courses. During this workshop we will discuss how to define and position the concept of critical thinking. We will also review an example of how activities might be structured throughout the term and what materials might be useful. In addition, we will review examples of student work to discuss how teachers can identify evidence of critical thinking.
Students in Japan spend a lot of time and energy studying for various exams during their educational journeys. In particular, language ability tests such as the IELTS are often quite intimidating for second language learners and even native-level speakers. In this workshop, we shall analyse the IELTS band descriptors for speaking and discuss some strategies and techniques that language teachers can employ in their routine classes to help students improve their IELTS scores.
As teaching professionals, we are all familiar with teaching materials provided by coursebooks and workbooks. However, in many cases, the best materials are the ones designed by the teacher themselves. This practical workshop encourages teachers to rethink their materials design process. Aided by a materials design framework, participants will collaborate on producing materials for specific teaching contexts. By attending, participants will gain insights into how to strategically develop materials for use within their own classrooms.
This presentation reasons that collaboratively creating a classroom culture focused on personal authenticity and well-being should be the highest pedagogical priority. It then interactively introduces self-disclosure, team-building, and positive education activities that can be implemented in the classroom to foster openness, vulnerability, and curiosity, while in the pursuit of educational and personal well-being. The pedagogical efficacy of these activities is supported by students’ own accounts of their learning experiences.
Mental models are simplified frameworks and metaphors that help us to make sense of and navigate through the world around us. In this session, the speaker will introduce a number of models that he feels have particular relevance to the field of language education. He will explain how they have affected his own thinking, and he will examine what insights each model can give us into the challenges of language teaching and learning in general.
People over the age of 60 are the fastest growing age-group world-wide, with age-related declines in cognitive abilities projected to have major social and economic implications. Bilingualism has been shown to protect against cognitive decline, and it has been argued that foreign language training late in life can also be beneficial to cognitive function. This workshop reviews the current evidence, exploring opportunities, and practical implications for the teachers of older learners.
Collaboration is fundamental for learners to develop their autonomy, gain confidence in their language abilities, and to actively work with their classmates to achieve a shared goal and interest. FlipGrid and Padlet are two interactive tools that offer learners creative spaces to express themselves both inside and outside of the learning environment. An exploration of these tools will equip educators with more nuanced ways of engaging with students and strengthening classroom rapport.
Instructors using textbooks, especially in large online language classes, often face several difficulties. In particular, it is sometimes difficult to ensure that each student is on the same page and focused on the same task. The presenter realized after years of futile and frustrating attempts to monitor student comprehension of verbal instructions, the obvious solution was a visual one.
Following the Movement Control Order which was enforced in Malaysia to contain the COVID-19 outbreak in Malaysia, teachers and students found themselves engaging in a virtual world. For many English language teachers, utilizing online platforms for teaching was something they had never tried. In this presentation, I describe how English language teachers in Malaysia leveraged features of WhatsApp for teaching English remotely.
This presentation reports findings from a case study exploring a collaborative creative writing project aimed at increasing writing motivation and task engagement. In small groups, students created gamebooks (approx. 1000-1500 words) in the Choose Your Own Adventure style using Google Slides. Results showed increased motivation and engagement with the writing task while also attaining the language learning targets of a first-year EFL writing course. Educators will learn practical steps for creating gamebooks using Google Slides.
Peer feedback is a popular method for involving students in the formative assessment process, yet students often struggle to provide adequate feedback for their partner(s). One reason for this is that generating feedback is a skill requiring training and practice to improve. This workshop will demonstrate how the web-based application Pear Deck can be used to train students to generate productive feedback for their partner(s) and improve the pedagogical benefit of the activity.
We all love Disney, but have you ever thought of using Disney to help students understand and write compare and contrast essays? When we open our students’ creative minds, they tend to be more engaged in the class. I will explain how I use Disney Movies and their original writings to get the students to understand comparing and contrasting, and to get the students to think creatively about them.
This session will introduce the successful approach towards peer mentoring that English teaching colleagues in RMIT Vietnam use to support, motivate, and encourage each other. The establishment of this program has resulted in a marked improvement in mentoring and has ensured a community of continual improvement and professional development. Attendees will gain an understanding of how to establish their own peer mentoring program to encourage reciprocal professional development.
The presenter will explain about voluntary peer observation. For this type of observation, the person being observed not only volunteers but also can be in control of the process. The presentation will include a scheme for voluntary peer observation and a description of an observation done in this format. A form will be distributed that can be used to communicate information to an observer about an observation that has been planned.
In order to develop learner interest in global issues, one university English reading class syllabus was compiled based on a simplified version of a Model United Nations. Learners researched issues related to assigned countries, shared these with peers, and crafted resolutions. Techniques used, such as language input, negotiation skills, and feedback, will be demonstrated in this presentation. Such an approach allows learners to focus on the global community while working on English skills and negotiation.
It is unsurprising to find Japanese students who rarely read books in English or who have no reading experience. They often struggle with reading books in English when they are told to do so. However, if there is appropriate support, the majority of students will be able to read books in English. In this workshop, the presenter will share an Extensive Reading Map to guide students to read starting from 1000-word-token to 50,000-word-token books.
In distance learning, it is important to consider how we foster a community in our classrooms to encourage a collaborative and productive learning space for our students. In this workshop, I aim to explore and share some practical group activities and online tools I have used to foster and maintain a strong classroom community in a fully online space and discuss how these elements have positively impacted my first-year university students in Japan.
This presentation will provide a literature review of multiliteracies and offer suggestions on how to utilize multiliteracies in the classroom. It will provide examples of how students can use graphic novels to hone their critical thinking skills to interpret stories without the use of traditional text. Furthermore, it will offer suggestions on how students can use blogs in presentations that use images, video, audio, and text to help them recreate their experience about another country.
This workshop focuses on project-based learning (PBL) in a university teaching context in Japan. With this workshop, attendees will be provided with immediate application ideas for how a PBL class can be conducted through a learning management system, without having to rely on excess face-to-face delivery. The shared information can be adapted to individual remote teaching environments, across a range of class topic areas.
This presentation aims to provide information on the speaking part of the IELTS/TEAP test, and on how you can become an examiner of these English proficiency tests. This year, Eiken Foundation of Japan is operating the TEAP test in 23 cities in Japan, and IELTS in 16 cities. As the number of test candidates/venues is rapidly growing every year, we are seeking new examiners all over Japan.
To grow, teachers and teacher educators need to engage in mentoring conversations and foster meaningful relationships. In this workshop, we will introduce a process in which, in conversation, we reached a shared and collaborative understanding of key elements in language teacher education. One suggestion born out of the conversation, for example, is that we teachers attend to minute details in changes to practice in our classrooms. We welcome other suggestions from the participants.
It has been estimated that over three-fifths of modern English words have their roots in Greek, Latin, and the Romance languages. This workshop will introduce some practical activities for teachers to incorporate common English word roots into their discussion classes. It is hoped that these activities will help students remember more of the words they learn, see some of the patterns in the English lexicon, and give them practice speaking.
Digital storytelling provides an opportunity for students to research, collaborate, and create interactive multimedia products. This practice-based presentation will discuss using the “creation tools” on Google Earth to produce a digital story which includes text, images, and video. The presenters will demonstrate the mechanics of using these tools, including how to add elements to a project, collaborate with other users, and present the resulting story. Additionally, suggestions for assignments using these features will be presented.
Although widely considered a receptive skill-set, teachers of both first (L1) and second language (L2) acquisition have categorized reading as an active process. Additionally, studies have shown that increased interaction in the classroom can improve motivation in L2 university learners. With some universities adopting 100-minute lecture periods, university teachers need to be equipped with a variety of tools to keep learners engaged and focused on specific reading skills, comprehension, and vocabulary development.
In this presentation we first consider the role of assessment in the context of an educational curriculum. We then consider principles that can guide classroom assessment, including assessing learners in ways that achieve greater fairness, using assessment results to guide future learning, involving learners in the assessment process, and relating assessment to student motivation. Finally, we provide an example of how the principles can be applied to a second language university reading course.
3D vision has huge potential for language education. The presenters will demonstrate several prototypical applications through stereoscopic devices: (1) text glossing in a 3D space behind the main text, (2) presentation of text in two languages to each of the reader’s eyes simultaneously, exploiting the phenomenon of Binocular Rivalry (BR), and (3) scrambling (words with character inversions/permutations). The audience can experience all 3 phenomena in this workshop and discuss their potential for language education.
Though many second language teachers feel a need to inject some intercultural learning in the context of low-intermediate and intermediate level speaking classes, it is often difficult to make this a reality. In this practical workshop, the presenters will show some practical methods and materials that can foster intercultural understanding, leading to deeper insights that will aid students as they navigate an ever more globalized society.
Many Japanese universities are increasingly relying upon educational travel to expose students to various languages, environments, and perspectives as well as to foster students’ academic and intercultural communication skills. Such trips, however, often fail to address the economic, social, cultural, and environmental impacts of travel. This presentation will provide tips on how to design and implement sustainable short-term local and overseas study trips as well as how to encourage sustainable travel behavior among students.
Some teachers interpret effective team teaching between JTEs and ALTs as equal input. However, this ideology is different from reality and deeply flawed. Part one of this workshop explains the causes of the common input imbalance and why an equal input is impractical. Part two explores how understanding and respect for the differences are crucial to effective team teaching. Practical ideas on how the two teachers can complement each other inside and outside of class are introduced.
In Japan, there are many higher education institutions with numerous language teachers working under diverse employment conditions. For effective language education, it is important that an inclusive community of motivated teachers is created. In this workshop, the presenter will explain how one university works towards this goal through such initiatives as peer mentoring, online training videos, peer workshops, and voluntary contact persons. Participants will be invited to share their own experiences of developing teaching communities.
Can you almost hear the crickets chirping in a supposedly lively English-speaking class? Help students boost their speaking confidence through these teaching tips! Learn how to turn a quiet speaking class into an interactive one. In this workshop, the participants will be presented effective ways to achieve a successful speaking class by using simple methods that centralize on building the learners’ self-esteem and enthusiasm.
Twelve university students made an English presentation to introduce various puppet theaters around the world at an international conference. In order to realize this English presentation, the teacher employed Task-Based Language Teaching (TBLT) and introduced four steps for the students. This presentation reviews the process of these four steps and examines the changes in the students’ attitudes, behaviors and awareness.
The university’s English language program teaches all first-year students with the goal of covering all the basic English skills needed for their own personal requirements and further academic study. In order to do this more uniformly and efficiently, it was decided that a new first-year study guide needed to be developed. This presentation will detail the reasons behind the need for such a study guide, and the planning, writing, testing and editing of the materials.
Not ready to give up on board games? Then don’t! Come to this workshop to learn how to keep using board games in your online classroom. It’s easier than you might think!
The comic book industry is popular worldwide. This presentation looks at the usefulness of comics as an important learning resource in the EFL classroom, as well as giving an overview of the comic book industry, and the different uses of visual culture in language learning. This presentation introduces different classroom activities involving the use of comics. Finally, these classroom activities are followed by reflection concerning the utility of comics in EFL classrooms.
In today's globalized world, healthcare professionals need to be culturally competent to provide safe and effective care. This presentation describes an exchange program between a Japanese and a Canadian institution that has been building cross-cultural healthcare communities for the past five years through opportunities to shed stereotypes, explore new perspectives and gain intercultural skills. The presenter shares program details and invites audience feedback on the need and the ways to build cross-cultural communities in healthcare.
The movement of people across borders means that Japanese communities are changing. However, if attitudes towards gender and cultural diversity do not also change communities may become breeding grounds for intolerance and discrimination. This workshop will explore how teachers can help foster attitudes of openness and acceptance of cultural difference and be agents of social change through blending social activism and cultural awareness in our pedagogy. Participants will leave with practical ideas for classroom use.
This presentation will demonstrate how to use Line with your students for more immediacy in your communication without compromising your personal Line ID. Making use of the free Line Official system, you can set up direct lines of contact with multiple courses without giving out your personal Line ID. In these times of Emergency Online Teaching, this is possibly the most effective way to push messages to students and be confident they will read them.
In 2015, I presented about a multicultural children’s literature parent-child class I had started in my community using a homeschooling curriculum. This was an attempt to challenge pre-literacy with my bilingual children and their non-native English-speaking friends in the neighborhood. The following year, we expanded to a school with a curriculum focus of project-based learning (PBL). This presentation will highlight several of those projects, in addition to some of the challenges we faced along the way.
Academic writing courses are challenging to teach as well as to take. One way to support students and teachers in this process is by establishing a writing tutorial system. This presentation will share experiences of students, tutors, teachers, and coordinators as members of a community of practice that provides newcomers the support they need and experienced writers a chance to share their expertise.
This session outlines a three-year collaboration by the presenters to facilitate a broader community of practice among teachers, learners and career development professionals for the purpose of raising university students’ awareness of and participation in career development opportunities such as guidance and training seminars, corporate networking and internship opportunities, industry research seminars, OB/OG networking, job interview training, and on-campus company seminars. The workshop features class activities related to career building and includes students’ feedback.
Welcome to this fun, engaging, and safe workshop on functional self-defense, covering ways to protect yourself from common assaults before or as they happen. We will explore predator tactics, conflict communication, and K.I.S.S. self-defense problem scenarios. No prior experience required. Just bring curiosity and a smile!
Sketch Engine for Language Learning (SkELL) is a word search tool which can be accessed for free and without registration online. Due to its simplicity compared with other corpora, it is well suited to use in the language classroom. This workshop will include explanations of how SkELL works and how it might be utilized in lessons, while there will be a chance to try the application for yourself.
This presentation draws on literature review findings and aims to provide guidance regarding the successful implementation of written facilitative feedback into the writing process. However, because the review also shed light on some of the inherent weaknesses of facilitative feedback, this presentation will also provide avoidance strategies for the method’s most obvious shortcomings. Hopefully, this balance will let everyone walk away with at least one new idea about their writing feedback moving forward.
This presentation aims to give suggestions on how language educators can use apps and online resources for enhancing their lesson preparation. Although many educators are starting to use technology to augment their teaching, there might still be an aversion to integrating mobile phones or tablets in the classroom learning environment. This presentation will give suggestions on how language educators may use apps in planning lessons that, hopefully, will benefit both learners and educators alike.
Three researchers, two at the university level, and one at a public high school are building a community to share Japanese archaeological artifacts and enhance their students’ learning. This workshop will go over the development of augmented reality (AR) Jomon era pottery models, where they can be accessed freely online, and the development of the classes and curriculum that were taught in English courses to help students engage not only with English, but with history.
PechaKucha presentations have exploded in popularity since their introduction in 2003. Traditionally, PechaKucha requires speakers to work with computers and software such as PowerPoint or Keynote. Rules require twenty slides timed at twenty-seconds each. This makes each presentation succinct and fast-paced. The presenters follow the same format but without the technology usually associated with this presentation style. Afterwards participants will be asked to do an abbreviated presentation following the “unplugged” format.
Due to the lack of empirical data arguing the effectiveness of information and communication technology (ICT) and media literacy education at Japanese secondary schools, there is a need to build these essential skills at university. This presentation begins by discussing the current state of ICT and media literacy education in Japan. It then outlines a media literacy course designed at a small private university in Japan based on a needs analysis survey.
A positive reading experience will encourage students to continue to read. This is one of the main objectives of extensive reading. However, knowing which books students will enjoy is challenging. In this workshop, the presenters will share findings of the “best” graded readers based on various sources, including student surveys, teacher recommendations, and the winning titles from the Extensive Reading Foundation’s Language Learner Literature awards.
In the spring semester of 2020, the author planned the specific theme, “Listening to the Voices from Ryukyus” project, to promote endangered languages in a sociolinguistic course. Outside classroom learning resources on campus were fully prepared and scheduled: photo exhibition at ICU museum, music concert at the Chapel, and colloquium with specialists in time. However, the author had to transform these into webinars and Youtube videos for online classes.
The notion that interactional competence in the L2 emerges naturally once sufficient lexical/grammatical knowledge is in place was disputed by Widdowson (1978). This presentation suggests that the ability of learners to interact in the L2 requires both explicit teaching of interactional skills and also extensive opportunities for learners to engage in non-directed, phatic interactions. The presenter will outline the theoretical underpinnings of using free conversation in class time in relation to an interactional syllabus.
This workshop will first describe Living Newspaper Readers Theatre (LNRT) -- a performance of a script stitched together by selecting topically-related news articles -- will go through the steps necessary to do the activity, then the participants will create their own LNRT, practice it, and then perform it. The workshop will end with a short discussion, Q&A, and a reflection on the activity and how it relates to critical thinking and community.
The COVID-19 pandemic has upturned our social and economic life, particularly in the education industry as it relies on close personal proximity. This Black Swan event forced educators to innovate and reevaluate. Despite the perils, we hope to focus on opportunities to adapt to the new realities through preparation, training, and professional development. We welcome a workshop approach to share strategies for professional survival under the constraints of the “new normal”.
Free talk allows for learners to develop fluency in a more natural context while also developing a supportive community of learners. This speaking practice is based on Lev Vygotsky’s socio-cultural learning theory, which theorizes that the interaction between individuals is essential for learning. This presentation will discuss why and how to implement free talk in a university setting, as well as how these interactions help create a classroom community.
The medical profession had for a long time a biological emphasis for looking at illness (for 200 years) and basically ignored people’s contributing psychologies and social behaviors. Engel’s BioPsychoSocial model (1977) argued that illness could also be caused by psycho-social reasons and that doctors needed more social “bedside manner”. Education can also benefit from understanding the biopsychosocial of students. The cognitive bias in SLA needs expanding for more ecological humanistic education.
Student success at National Model United Nations (NMUN) competitions over several years has led to curricular change at one private university in Japan. Over several years, students prepared to participate in NMUN conferences through seven months of student-led but teacher-supported meetings, practice, and study. However, in April 2020, the university accepted a proposal for an international relations course to be taught mainly to English language majors. This presentation looks at how it all manifested.
This research explores tensions arising from the internationalization of higher education through analyzing language teaching and applied linguistics job advertisements. Using discourse analysis we examine job advertisements across institutions with attention to how institutions represent themselves and the work they solicit. The current study, by examining job advertisements from Anglophone countries and Japan-based institutions in English, English and Japanese, and Japanese, clarifies similarities and differences in institutional and job position representations across national communities.
The presenter analyzes the use of brief, teacher-centered small talk over two terms to Japanese high school EFL learners. Two end of term surveys and one end of year class evaluation indicated that students appreciated these anecdotes as a tool to improve their listening skills, warm-up, learn more about their teacher, and create a comfortable classroom environment. Reflections are offered for those interested in implementing small talk in a similar style in their own classrooms.
The UN General-Assembly, in its resolution 72/130, declared May 16 the International Day of Living Together in Peace in 2018. Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century also indicated “Learning to Live Together.” This workshop focuses on how to promote such learning through foreign language classes.
While university graduates demonstrate academic and professional knowledge and skills, they lack interpersonal, communicative, and analytical abilities. Academic intelligence has little to do with emotional life (Goleman, 2009). The presenters argue that teaching soft skills in EFL classes has the potential to increase students’ sense of community and collaboration that they will transfer to their future. The different ways and techniques to develop learners’ soft skills and emotional intelligence in the ELT classroom are presented.
This presentation will describe an elective course that has been introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their writing skills. It is the instructor`s hope that they will become more critical readers by learning to be better writers.
This workshop proposes a need for more comedy in Japanese high school lessons and presents a course that tries to fulfil that. In it, students learn techniques of comedy, practice improvisation drama, and compose and perform humorous skits in English. The educational purpose is to develop creativity, critical thinking and cooperative attitudes, alongside language skills. We argue that non-traditional course types are worth the risk and will share examples of the outcomes of the course.
Reading fluency is important for developing smooth and accurate readers, and in EFL settings, oral reading fluency activities offer a good way to develop language awareness as well as reading skills. This presentation will explain the research behind reading aloud and offer some suggestions for doing it more effectively in conjunction with assigned textbooks. These include creating parallel texts and reader’s theater.
Language learning is a wonderful thing to undertake, but there is always a struggle when it comes to output. While there is a school of thought that says we should preserve the unique accents non-native speakers have, there still is a desire among some to have more of a "native" pronunciation. This presentation will look at ways in which you can help the Japanese English learner better understand why listening/speaking is a challenge for them.
“Framing“ helps us understand how people perceive experiences and develop metacognitive and metalinguistic processes. The English as a Foreign Language classroom frame involves paradoxical ambiguities which many teachers exploit productively. However, in the rush to establish blended and remote learning systems, it is easy to neglect valuable aspects of classroom practice. This session will workshop practical responses to blended and remote learning EFL scenarios in light of understandings about how framing can support learning.
This pronunciation workshop is designed to let teachers retake ownership of the classroom pedagogy when it comes to pronunciation at the phonemic level. Teachers will learn haptic pronunciation techniques, and by the end of the workshop will be able to convey mastery of the North American /th/, /f/, /v/, /l/, /n/ and /r/ to students, who will gain autonomy over their own pronunciation proficiency and awareness of where their current pronunciation problems lay.
The presenters will highlight reasons teachers tend to resist technology in teaching, explain the importance of training, and then give a workshop showing how the Niigata JALT chapter has been successful in showing teachers around Japan best practices for using technology. We will show participants how to set up a webinar step-by-step explaining needed equipment and giving practical tips. Based on feedback for our webinars, we hope to inspire others to hold online events.
This workshop builds on the presenter’s previous research into learner attitudes towards a global approach in eikaiwa. As there was a positive tendency overall, the approach was implemented in the classroom and a method was developed. This method involves using authentic listening as a way to raise awareness of global Englishes and different cultural perspectives. The presenter hopes that sharing this method in the eikaiwa teaching community can help teachers prepare learners for global communication.
This workshop will highlight the development of in-service training for fostering JHS teachers’ confidence to teach English in English. To prepare JHS teachers for using English for instruction, hands-on two-day training was conducted to improve teachers’ English instructional skills and to develop their English proficiency. As JHS teachers learned students’ perspectives of learning English in English, they acquired a positive attitude toward using English in class. Findings and implications for training will be discussed.
Most textbooks contain more materials and activities than can be completed during the time available. Teachers therefore have to select what content to deal with and ignore. In this presentation, we will present criteria for the effective use of textbooks including to what extent the content integrates the four skills and grammar/vocabulary, and how accessible the meanings in the language are. Pages from a widely used secondary school textbook are applied throughout the presentation.
Teaching intercultural communication (ICC) for English major students in Vietnam is a challenge because it demands the teachers to not only raise intercultural awareness but also reduce students’ stereotypes, most of whom have not had much intercultural exposure or gone abroad. With the emphasis on transforming students’ attitudes and motivations to develop their ICC, the paper will share some experiential strategies used in the lessons to change students’ attitudes towards a more ethnorelative perspective.
This workshop will demonstrate how to use a storytelling technique (Al Harrasi, 2012; Hirai & Koizumi, 2008; Keshta, 2013; Morrow, 1988; Wang, 2013) in an English listening and speaking class. Participants will read a short story, rewrite key parts of the story, and retell it to their partner. In addition, participants will understand how this activity was perceived by first year English junior college students via the data collection method of narrative frames (Barkhuizen 2014).
More universities and colleges are turning to the “dispatch” services of language companies to obtain instructors and run their language programs. How do these companies gain access and footholds? What does this mean for regular instructors? How can an instructor work to secure their position and prevent corporate infiltration? The presenter, a former tertiary education contract acquisition specialist now free from the life of corporate skullduggery, answers these questions and more.
In this presentation, two university educators will discuss from a practical perspective, the methodologies involved in designing, implementing, and evaluating a CEFR-aligned placement test for 1st-year and 2nd-year non-English majors students at a Japanese university. This presentation explains the challenges involved and the solutions undertaken in moving from an official third-party exam to an original CEFR-aligned exam.
Universities are presently experiencing a paradigm shift as the COVID-19 pandemic forces the closure of schools globally and the introduction of emergency remote teaching and learning. This has generated a need for uncovering new channels of communication and collaboration such as digital spaces like Facebook Groups. This presentation will outline a range of activities that can be performed inside a closed Facebook group to enhance students’ speaking skills in a first-year University speaking class.
Learning a second language is difficult enough, but when faced with the daunting task of learning to understand another culture’s humor, many learners can hit a wall. Especially when the two languages do not share similar styles of humor, for example, American sarcasm. By combining different forms of online media, this researcher was able to create a workshop that helped students begin to grasp and be able to use American Sarcasm.
Multimodal compositions can be an effective way to teach multiliteracy skills in EFL writing classes. However, designing assignments that address both academic writing and multiliteracy skills can be difficult. To address this problem, this workshop introduces “multimodal remediation-based compositions” (MRCs), in which students convert a composition from one mode to another. Using authentic student examples, the workshop discusses how to design MRCs, apply MRCs to different courses, assess MRCs, and incorporate MRCs into existing curricula.
Recent developments in corpus-informed materials (McCarthy & McCarten, 2018), have greatly improved the dialogues learners encounter in textbooks, but many can be unnatural. As a result, there is a need for more realistic and motivating models of speech. Dramatised literature offers one such model. This presentation reports on research using an example of such literature (the BBC show Sherlock) and explores how it can be used to motivate learners and develop spoken language awareness.
In this short workshop, two university English instructors will talk about their experiences teaching similar task-based curriculums online. One course was done using asynchronous instructions utilizing the university-provided learning management system (LMS), while the other course was instructed through synchronous video conferencing. During this workshop, the two presenters will compare and contrast the two instructional methods, as well as the problems and possible solutions for issues related to collaborative task-based curriculums during remote teaching.
In this practice based session, the presenter will explain the development and scaffolding of a weekly routine where students took turns acting as a discussion leader for their peers by creating discussion questions and facilitating group discussion. The presenter will describe pre-teaching activities to improve discussion skills, the framework used to guide students through discussion preparation and presentation, and materials used for grading the weekly leader.
This presentation describes some activities designed to raise awareness about the use and misuse of machine translations within a task-based learning framework. Inspired by Sharwood Smith's 2001 notion of "consciousness-raising" and Johns' 1991 notion of data-driven learning, it outlines five activities that highlight the benefits and problems of automatic computer translations. The presentation concludes by echoing Stuart's 2003 description of translation as a "fifth macroskill" and a discussion of peer translation resources.
As the number of international students in Japan increases, so does the need for students and teachers to develop intercultural communication skills. This presentation will briefly introduce key research and concepts as well as reflections from my own work in developing and conducting ICC workshops for Japanese students. The session will include ideas and suggestions for attendees to help deepen their own understanding as well as the skills of their students.
The first presenter will discuss a variety of learning theories including behavioralism, cognitivism, and constructivism, and a number of language learning strategies such as cognitive and meta-cognitive awareness-raising, that form the basis of inclusive education. The second presenter will introduce some concrete examples of how learners with different learning needs can individualize their study of English through the use of these theories and strategies as well as additional, personalized resources.
This workshop will introduce some very short stories, so-called flash fiction, that might be used in addition to or integrated with typical EFL textbooks and show how to incorporate the stories in an English Communication class. Literature is open to multiple interpretations, and these various opinions about a text promote genuine discussion. Furthermore, the use of literary texts has the potential to expose students to world Englishes and various cultures. No literary background required.
Hirosaki University subsidizes international project-based learning (PBL). Since 2017, we've accompanied four PBL groups to Hawaii Island. Providing unique, experiential, domestic and international content has proven less challenging than selecting balanced, mindful groups. Who do we choose? How do we get a generation with information at their fingertips to put their minds and bodies into live projects? We'll share our process and invite participants to brainstorm improvements to better serve future cohorts.
This workshop will highlight the effectiveness of grammar consciousness-raising (GCR) tasks in English lessons in Japanese high schools. The presenter will explain effective integration of grammar instruction and communication activities through GCR tasks. This technique enabled learners to use grammatical items in actual communication. Additionally, it helped them gain confidence in grammar knowledge and actual use in communication simultaneously. Materials and students’ feedback will be shared, and participants will explore how to teach grammar communicatively.
This workshop will go over a developed professional development (PD) course on the use of G Suite tools. I designed this PD to realize the start of a professional learning community (PLC) at my school. A PLC was the method settled on to retain tech knowledge at our school even when teachers leave. They first needed, though, to be trained on the best use, and in some cases, the basic use of the tech in their classes.
Many of us who have tried peer assessment within our classes have found that students pay little attention to how they assess others or lack the skills and tools to do it effectively. Using Moodle’s Workshop activity, teachers are able to set grading criteria, train how to peer assess, and give credit for these assessments. This workshop will introduce the activity, show how to set it up, and provide examples the presenter has used.
The study tour of a Japanese high school to Singapore was aborted due to the current pandemic. In place of it, both schools decided to embark on a 4-month intercultural exchange program where students in Okinawa and Singapore could engage in collaborative projects that promote intercultural understanding. The presenter will explain the implementation of the program, both the synchronous and asynchronous activities, the communication platforms used, and the characteristics of the team projects.
The aims of the Pronunciation Survey Project were to motivate students to take the initiative in conversation while studying abroad, and raise their awareness of World Englishes. Since most of the programs were postponed due to the influence of COVID-19, the students gathered survey participants on social media and analyzed the results at home. Through this experience, the students learned to lead communication in written language and became accustomed to different accents of English.
Social annotation allows students and instructors to turn online texts into contexts for interaction, collaboration, and community building. In this practice-oriented workshop, the presenter will introduce a social annotation tool within the context of a reading for a writing assignment used in two writing courses at the university level. Come explore social annotation and how it might benefit your teaching and learning contexts.
Is it possible to create an in-class community of learners to promote presentation skills, research methods, self-confidence, motivation, and creativity with a single project? We have spent three years doing just that with our student poster sessions. The students conduct research projects of their own design and share them in poster expos. This workshop will share the complete project design, some of the posters, and a selection of qualitative feedback from the students themselves.
Student reticence can be a significant problem, especially with first-year students in large classes. Employing interactive presentations using critical thinking can increase both student agency and classroom participation. In addition, the activity creates a situation where classroom language interactivity is predominantly student-student in a whole class environment. The presenter will outline the steps to effectively implement such a system.
A challenge in emergency online teaching is creating a classroom atmosphere that fosters student presence and involvement with peers. One way to build student-to-student interaction is through peer assessment and feedback. This presentation will leverage some functionality of Microsoft Teams to demonstrate some effective techniques for student presentations, small group cohesion, and peer feedback. Students will utilize prior knowledge from exposure to familiar Microsoft applications to share ideas and collaborate.
Students often enter the language classroom with high anxiety and low self-confidence which can impede learning. The conscientious teacher uses tools and techniques to lower this psychological barrier known as the "affective filter," but how can this be accomplished in online classes? This presentation will demonstrate effective teaching strategies for lowering the affective filter in the online language classroom with a focus on university students majoring in English.
The workshop looks at the influence of content and language integrated learning (CLIL) lessons on Japanese EFL learners’ vocabulary learning processes and explores ways to evaluate their understanding. Students write varying “incorrect” answers on tests in CLIL courses through which it can be evidenced that they are in the process of figuring out the precise L1 counterparts. The speaker aims to present possible ways to evaluate these answers and support students in their understanding.
Beyond grammar and vocabulary, a knowledge of intercultural rhetoric—how culture impacts communication—can help students create dynamic and powerful English texts. This workshop demonstrates how an awareness of cultural rhetorical models can help students produce meaningful texts in English. The workshop will draw from research in contrastive rhetoric and comparative linguistics and the presenter’s experience creating local English materials to provide a practical workshop for educators wishing to incorporate rhetorical studies in the classroom.
Despite the initial expectation for obtaining a similar vocabulary acquisition rate from Story-Listening Method with Japanese adult students, the results of this study instead suggested what should not be done with Story-Listening instruction. This study has shown what we need to be careful about when we give a Story-Listening lesson, and also suggests that when optimal input is not present, it is difficult to produce optimal results.
Teaching mixed-ability classes is a common challenge for most teachers. They face with differences among students in terms of their ability, rate of learning, language proficiency, and literacy skills. When the different learning needs aren’t met or supported, students can easily lack motivation and their learning can significantly suffer. This presentation will show how each individual student can work at the appropriate level and move ahead at his or her own pace improving reading proficiency using SRA Reading Laboratory. SRA Reading Laboratory is a research-based program that provides individualized skills instruction, permits independent work, and promotes students’ sense of responsibility. Reading Laboratory is best used as a supplemental reading practice and differentiation program.