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.

Teachers of young learners are often focused on getting through their daily lesson plan, but how often do they think about how their students see the lesson? If teachers scaffold the lesson to pique students’ natural curiosity, personalize the content to aid understanding, and not only model what to do, but also show the students that they can accomplish language tasks, the classes will go more smoothly, leaving the teacher and students feeling more satisfied.

This year we continue the JALT Junior (JJ) My Share tradition. What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired!

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.

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.

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.

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 will be the annual general meeting for Teaching Younger Learners (TYL) SIG.

This workshop first demonstrates how to set up and manage an online intercultural exchange (OIE) project for young learners. It also reports on a case study that examines how an OIE project creates a space for children to develop learner agency. In the Q&A session, the participants will have an opportunity to explore the practicality and transferability of such projects in their own contexts.

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.