Sessions / Zoom 30 Graduate Student Showcases
Effects of the Power Gap Between Teachers and Students in the Classroom.
This research shows the power gap between the teacher and students by analyzing four aspects: topic shift, teacher’s control over time allocation, turn initiation and completion, and IRF sequence, which causes the negative influence of teacher’s dominance on students’ learning.
L2 Self and Motivation for Proficiency Development.
Successful models of non-native English users can have a positive influence on Japanese high school students’ L2 self. Such models portray attainable ideal L2 selves among students which can motivate students to advance and maintain their English learning.
Enhancing SHS Students’ Interactional Competence Through Teaching Communication Strategies.
This presentation aims to examine the effectiveness of teaching communication strategies (CS) in SHS classes. The presenter discusses how integrating CS in daily lessons, especially response for maintenance strategies and signals for negotiation, can enhance the interaction between students.
A Reflection on the Teaching Assistant Experience.
This presentation is an account of an aspiring experience as a graduate teaching assistant. The presenter shares challenges and rewards of interacting with Japanese college students and conducting a demonstration in EAP courses as a model.
Teachers front and centre: Professional development in TESOL
Despite popular interest in student autonomy in TESOL, teachers are not always treated as autonomous learners in professional development programs. This presentation explores teacher cognition and autonomy within TESOL centres by illuminating teachers’ perspectives on their own development.
Pragmatics teaching in Vietnamese and Australian English teacher training curricula
Anh Ton NU
This paper compares the pragmatics teaching for prospective English teachers in Vietnam and Australia to provide insights into the professional development journey of teachers from English as a foreign language contexts like Vietnam to the international English-speaking context of Australia.
Short-term and long-term SA students’ language learning motivation in Australia
Yeong Ju LEE
This study compared ten study abroad students’ language learning motivation. Narratives from interviews, journals, and class-observations, were analysed based on complex dynamic systems theory using NVivo. Findings revealed not only different motivational dynamics between the programs, but individual differences.
(Re)visiting English-medium instruction in Vietnamese higher education: Assumptions versus reality
This presentation reports on a mixed-methods study which focuses not only on reflecting students’ views of their current learning but also responding to the assumptions normally attached to English-medium instructed learning, especially in Vietnamese higher education contexts.
Exploring the fostering of critical thinking in English teacher education
Nu Anh VO
This presentation addresses methodological issues in a study on exploring the fostering of students’ critical thinking in English language teacher education. The study is a comparative case study of two Master’s programs in Applied Linguistics/TESOL in Australia and Vietnam.
Heritage language proficiencies of Chinese immigrant children in Australia
Adopting a sociolinguistic ethnographic approach, this study investigates heritage language proficiencies of Chinese immigrant children and contributing factors. The findings show that that their proficiency outcomes vary with age of migration, family language policy, use of print resources, and peer influence.
Using Fitbits to physiologically measure language learner speaking anxiety
The main objective of this project is to develop and test a proof of concept software measurement tool, which can be used to collect HR measures (in a classroom) using a software Application Programming Interface (API) provided by FitBit, Inc.
The pragmatics of swearing, (potentially) offensive, and taboo language in English
This presentation addresses the rationale for investigating how nonnative English speakers perceive and understand swearing and taboo language in two different contexts (Australia, South Korea). In addition, the importance of this provocative linguistic style for EFL/ESL learners is discussed.
Lesson plan for Kanda Gaigo Gakuin
This lesson plan for a vocational school includes three objectives: students will write faster and better through 10-minute fluency writing and writing blogs, expand their vocabulary using Quizlet Live, and improve their reading comprehension by using reading techniques.
An advanced learner’s acquisition of articles and tenses/aspects
This study explored the teaching of two grammatical features of English, articles and tense/aspect to an adult learner of English. The results showed that an advanced adult learner can improve grammatical accuracy through receiving explicit corrective feedback.
Effect of consciousness-raising and practice activities on two simple aspects
This research looks at how a young L2 Japanese professional improved her understanding and use of two simple aspects, simple present and simple future through consciousness-raising activities, contextualized practice, and controlled and uncontrolled practice.
How effective are vocabulary building applications?
I will discuss the process and results of a comparative case study conducted on the effectiveness of a popular vocabulary building application and traditional word list learning with first-year Japanese university students.
A Cognitive Linguistics approach to the teaching of polysemous verbs
This work investigated teaching of polysemous verbs, e.g., "break". Seven students studied four polysemous verbs the conventional way and another four following a Cognitive Linguistics method, focusing on core images of words. The latter was shown to be more successful.
Living language and life skills through drama and arts
Shannon PARKS and Alison LARKIN KOUSHKI
This presentation summarizes Shannon Parks' MA dissertation on the effects of dramatizing literature and language arts on English learners’ language and life skills. The data emerges from Alison Larkin Koushki's students' involvement in theatre productions over a seven-year period.
In my opinion: Modality in Japanese EFL learners' argumentative essays
Learners' use of modal devices (MDs) in argumentative writing is compared with that of English native speakers and with frequencies of MDs in the school curriculum. Curriculum, topic, and other potential factors are identified as influential on learners' MD use.
Technology acceptance model application for high-immersion virtual reality learning environments
Alex BARRATT, Ethan QUAID, Austin PACK, Litong ZHOU
This presentation reports the results of a covariance-based structural equation modelling analysis investigating the application of Davis' (1989) technology acceptance model to determine students' intention to use a high-immersion virtual reality system for the purpose of learning paragraph structure.
An anecdotal experience using Google Drive for remote emergency teaching
David Andrew HAMMETT
In 2020, university teachers were presented with an unprecedented situation with an outbreak of Covid-19 and were given a limited amount of time to create an online curriculum and materials. I will demonstrate how Google Drive was used as an LMS.
Expectations and realities of a short-term study abroad program
This presentation discusses the expectations and experiences of nine Japanese university students who participated in a 16-day short-term study abroad program to California. Data collected from both qualitative and quantitative sources will be discussed.
Gender representations in an English language textbook for the UAE
This study investigates gender representations in an English language textbook developed for students in the UAE. Analysis of linguistic and images indicates balance in linguistic representations only. Semi-structured interviews with authors explore the results further.
Representations of gender in the Genki Japanese language textbook series
This presentation explores representations of men and women and gender bias in Genki textbooks through discourse analysis and collocation analysis employing two specialised corpora. It also explores how Japanese language teachers confirm or challenge gender bias in their teaching.
Junior high school textbooks: What are we really dealing with?
Three Japanese junior high school textbooks are analysed using Littlejohn's (2011) textbook analysis framework. The resulting discussion suggests that although the textbooks are surprisingly homogeneous in nature, they are well suited to the current practical realities of junior high school classrooms.