Sessions / Research-Oriented Long Presentation
In this forum, participants will learn about the JALT Research Grants and other grant opportunities available through JALT. Presenters will describe the goals, requirements, and schedules of the JALT Research Grants, which are limited to JALT members who have no other outside research funding. Information will be provided about other grants from JALT SIGs and chapters. Participants will be able to ask questions, discuss requirements, share individual research ideas, and receive guidance about application procedures.
What effects do overseas high school trips have on students’ interest in speaking English, confidence, and listening ability? How does a homestay play into that? This study will discuss and analyze findings that came out of quantitative and qualitative research on one school’s 2-week trip to California, involving a total of 277 students. Implications for our own classroom teaching will also be touched on, particularly with regard to reluctant EFL speakers.
The number of students with special educational needs (SEN) in Japan is rising in both primary and secondary contexts (Isogai, 2017), and in institutes of higher education (JASSO, 2019). In recent years, different special education policies have been aimed at these different levels of education. To improve English language teacher efficacy with respect to students with SEN, this presentation will examine various special education policies as they intersect with English language education policy across contexts.
A thesis adviser and an undergraduate student, who is studying to become an English teacher, will present a section of a thesis on creating an engaging environment for English study. In addition to the student’s findings, the presentation will cover details about the process of writing a thesis in English from the point of view of the adviser and student. Participants will gain insights into teamwork for English engagement and the undergraduate thesis writing process.
Content-based instruction has gained popularity in the last few decades as a way to prepare students for English academic environments while building their communication skills. A paired-skill approach to this type of material builds both input and output skills, ensuring that students’ language development is well balanced. In this session, we’ll explore the benefits and challenges of content-based instruction and how to help students build up their language skills step-by-step.
This talk will share the findings of a study on EFL teacher associations in terms of their teacher development strategies for their members. How the associations and the members operate as a community of practice in a reciprocal relationship, how the growth of one side impacts that of the other will be highlighted. How the social capital builds through the reciprocity in the community will also be discussed.
Following an approach informed by sociocultural theory (SCT) and conversation analysis (CA), this paper explores peer roles in analytical sharing sessions of excerpts of learners’ own L2 production, which focus on (1) vocal, (2) nonvocal, and (3) material modes, and (4) the three combined (multimodality). The longitudinal data show that the diverse roles vary greatly as does their impact on displays of learner’s analytical skills in the three modes and the development of classroom community.
The presentation highlights innovative graduate research on learner corpora. The topics include: studying complexity through word class frequency; a perspective on language development as both loss and growth; considerations of what learners do not say; using a Pattern Dictionary to assess learner writing; and an influential approach to assessing correctness in learner writing. The presentation concludes with a discussion of what the learner corpus studies can contribute to the broader field of Corpus Linguistics.
This presentation sets out to share a practical response to the perceived crisis in critical thinking at the tertiary level in Japan. I demonstrate a possible response by the International Association of Japan Studies, which in late 2018 and 2019 held days devoted to presentations by undergraduates, academics, and activists. More than 300 people have attended the events.
This presentation introduces a new approach to understanding negative attitudes towards language learning. It introduces the Linguaculture Learning Profiler (LMP), which measures learner motivation on a dual axis of engagement and resistance. It is argued that psychological resistance is a normal (though not desirable) part of foreign language learning. The theoretical approach, research aims, and methodology is introduced. The instrument will be shared with participants, and pedagogical implications will be discussed.
Reflective practice is deemed effective in building a community of teachers. Duoethnography can be used for reflective practice as it involves two or more researchers juxtaposing their life histories to analyze a phenomenon (Norris & Sawyer, 2016). In this presentation, two university-level English language instructors will analyze the use of oral presentation in English language learning by discussing their past language learning experiences, present teaching beliefs, and how these beliefs have influenced their classroom practice.
This presentation summarizes the findings of a research project tracing lexical phrases (n-grams used for metadiscoursal and signposting functions) used in learner academic writing over a two-year English for academic purposes program. It focuses on how the number, range and accuracy of lexical phrase use changed. Particular aspects of the methodology and curriculum that may have influenced these changes will be discussed as well as the implications of this study for future work.
Artificial Intelligence (AR) and Virtual Reality (VR) technologies have succeeded in transforming learning methodologies. This presentation focuses on the use of AI technologies such as smart speakers and VR applications in improving the English proficiency of native Japanese undergraduates, students’ overall impressions of using AI and VR to study English, as well as the potentialities and pitfalls of these emerging technologies.
Heather McCulloch will draw on her own experience and research to examine what introversion is and what it is not. Her analyses of what goes on inside the introverted brain will help participants understand why introverts are so overwhelmed in social situations. She will discuss teacher attitudes that could help or hinder introvert performance within the classroom. She will offer participants ways to help introverts and extroverts work together to create a balanced community.
This paper presents insights gained through the online implementation of two task-based courses taught in spring 2020. One course was on genre reading (detective fiction) and the other on workplace communication. Both represent a “strong” approach to TBLT and assessment. The courses were delivered synchronously via Zoom and asynchronously using Moodle. In each case a high number of platform-related successes and some limitations were identified. Suggestions for developing future online TBLT courses will be provided.
This presentation explains the limitations of the existing levels tests, and describes tests available at vocableveltest.org. Users select the wordlist (NGSL, SUBLEX), band size (100, 500, 1000), and the item format (meaning or form recall) of tests. Typed responses and dichotomously marked responses are downloadable. Incorrect responses are evaluated and valid answers are added to an answer bank. Classical test theory, item response theory analysis, and post-test interviews indicate the tests provide validation evidence.
Speaking skills are becoming critical for students’ success in many academic environments and workplaces, and yet they rarely get the attention they deserve in the classroom. In this session, I’ll be exploring strategies for helping students get the most out of speaking-focused communicative activities and building students confidence and fluency. We’ll talk about practical ways of solving common problems to get students speaking more.
Focusing on IELTS Academic Writing research, this talk will consider the challenges students face both as they prepare for IELTS in their own country, and as they take part in UK postgraduate courses. By exploring two case studies (Japan/China) we will look at ways teachers can adapt their lessons to help students in the longer term, beyond the test.
During the pandemic a lot of changes have happened in the professional development of teaching professionals in tertiary education. All around the world, teaching professionals were asked to upskill or reskill in certain skills, that they did not necessarily need prior to the pandemic. This research will address which were the most essential skills that teaching professionals had to upskill or reskill in the Gulf region (KSA, UAE, Oman, Bahrain, and Kuwait).
Japanese learners’ anxieties regarding the enforced study of English is related to their cultural upbringing as well as the manner in which U.S. hegemony was established as a result of World War II. The U.S. has greatly influenced the type of educational system which has been installed via their significant influence on Japanese politics. A prominent example of this is the influence of standardized testing in the form of the TOEIC exam.
A classroom pilot study with university students in Japan was conducted using “choose your own adventure” style graded readers that allow for some repeated and new reading content in each session. Quantitative data on reading speed and vocabulary; and qualitative data on reading motivation was collected. Reading speeds increased and unknown vocabulary decreased with each session; however, recognition was not entirely retained on post-tests. Reading anxiety decreased while desire to read more increased.
We will highlight challenges encountered in extensive reading (ER) and offer efficient means of remediation using Moodle and more. Specifically, how and why cohorts of beginning to low-intermediate readers engaging in ER for credit are not all reading when using Mreader; how teaching word prominence better addresses the literacy needs of weak readers; and how Moodle modules enable reading remediation to be automated into an efficient, scalable, consistently replicable experience designed to promote reading remediation.
This paper presents an overview of data collected as part of a long-term study of 1000 Japanese university ESL students’ engagement with the language community and how this relates to student interests. The results indicate that students most often engage in aspects of L2 culture that are less demanding, and that engagement with the broader language community is significantly mediated by variables such as language proficiency, time spent abroad, and cram-school study.