Sessions / Video Playback 29

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10:45 Sat

Teaching Phonics Using the Jolly Phonics Approach #339

This is a report of a pilot study on teaching phonics to fifth and sixth grade students in Mie, Japan. A revised course of study will be implemented in 2020 and phonics will be a new element added to the fifth and sixth grades foreign language curriculum. Due to the time constraint, we modified the Jolly Phonics approach and taught 18 sounds in two semesters. All the students enjoyed learning phonics and acquired the sounds.

This is a report of a pilot study on teaching phonics to fifth and sixth grade students in Mie, Japan. A revised course of study will be implemented in 2020 and phonics will be a new element added to the fifth and sixth grades foreign language curriculum. Due to the time constraint, we modified the Jolly Phonics approach and taught 18 sounds in two semesters. All the students enjoyed learning phonics and acquired the sounds.

10:45 Sat

Yanny or Laurel?: Proficiency and Perception #341

A certain ambiguous audio clip is perceived as “Laurel” by some listeners and as “Yanny” by others. For Japanese learners of English, could language proficiency be a factor affecting which word they hear? This poster shows the results of a study demonstrating that higher-proficiency Japanese learners of English are more likely to hear the phonetically-challenging “Laurel” than low-proficiency learners are.

A certain ambiguous audio clip is perceived as “Laurel” by some listeners and as “Yanny” by others. For Japanese learners of English, could language proficiency be a factor affecting which word they hear? This poster shows the results of a study demonstrating that higher-proficiency Japanese learners of English are more likely to hear the phonetically-challenging “Laurel” than low-proficiency learners are.

10:45 Sat

Encouraging Exploratory Talk in the Classroom #354

This report on action research was conducted in a university setting with the aim of promoting the “right” talk – exploratory talk in small group work. Action research offers opportunities for teacher reflection on dialogic pedagogy and, in this case, helped to promote student talk that consisted of longer turns and more meaningful content.

This report on action research was conducted in a university setting with the aim of promoting the “right” talk – exploratory talk in small group work. Action research offers opportunities for teacher reflection on dialogic pedagogy and, in this case, helped to promote student talk that consisted of longer turns and more meaningful content.

13:25 Sat

Learner-Generated Materials Based on TED Talks #327

Developing learning materials encourages students to shape their own learning. It requires careful consideration of language and also critical-thinking skills. It promotes learner autonomy, collaborative learning, and active engagement (Moiseenko, 2015). This presentation will primarily focus on the generation of learner-designed materials using the TED Talks platform and how the creation and use of these materials fits into a content-based undergraduate university course.

Developing learning materials encourages students to shape their own learning. It requires careful consideration of language and also critical-thinking skills. It promotes learner autonomy, collaborative learning, and active engagement (Moiseenko, 2015). This presentation will primarily focus on the generation of learner-designed materials using the TED Talks platform and how the creation and use of these materials fits into a content-based undergraduate university course.

16:45 Sat

JFL Teacher Education Through Microteaching #333

日本語教師養成に関する大学の授業研究である。日本語教育を副専攻とする学部1年生を対象とし、日本語授業力の基礎を培うために日本語初級教科書の内容を教える模擬授業を行った。本研究では、模擬授業で学生が「学んだこと」、及び、「学べなかったこと」を考察し、高年次で行う日本語教育実習の課題等を明らかにする。

日本語教師養成に関する大学の授業研究である。日本語教育を副専攻とする学部1年生を対象とし、日本語授業力の基礎を培うために日本語初級教科書の内容を教える模擬授業を行った。本研究では、模擬授業で学生が「学んだこと」、及び、「学べなかったこと」を考察し、高年次で行う日本語教育実習の課題等を明らかにする。

10:45 Sun

Using Extensive Reading to Promote Article Use #315

This research examined the use of extensive reading as a method to improve indefinite and definite article use with university students. By encouraging students to focus their awareness on the context and frequency of article use in their reading time, an increase in students’ own article use and accuracy in their written output was observed.

This research examined the use of extensive reading as a method to improve indefinite and definite article use with university students. By encouraging students to focus their awareness on the context and frequency of article use in their reading time, an increase in students’ own article use and accuracy in their written output was observed.

10:45 Sun

Communicative Writing for Building Communities #318

Writing tasks can be isolating for students as the audience is often undefined or solely the teacher. Moreover, students can struggle in finding ideas they truly wish to communicate to a wider audience. By combining research on communicative language learning and group formation, attendees of this poster presentation will learn about activities that can be implemented in a wide range of language learning settings to increase writing skills and foster a sense of community.

Writing tasks can be isolating for students as the audience is often undefined or solely the teacher. Moreover, students can struggle in finding ideas they truly wish to communicate to a wider audience. By combining research on communicative language learning and group formation, attendees of this poster presentation will learn about activities that can be implemented in a wide range of language learning settings to increase writing skills and foster a sense of community.

10:45 Sun

The Effectiveness of a Paired-Reading Program #319

Research studies centered on tutorial and cooperative learning suggest that social interaction is fundamental to motivation. Working cooperatively with peers promotes students’ engagement in tasks and increases the efforts they put into the tasks. The aim of the present study is to design, implement, and evaluate the effectiveness of a paired-reading program. The results will provide a useful resource for creating paired reading situations in college English curriculum.

Research studies centered on tutorial and cooperative learning suggest that social interaction is fundamental to motivation. Working cooperatively with peers promotes students’ engagement in tasks and increases the efforts they put into the tasks. The aim of the present study is to design, implement, and evaluate the effectiveness of a paired-reading program. The results will provide a useful resource for creating paired reading situations in college English curriculum.

10:45 Sun

Anxiety, Interaction, and English Communication #320

This poster explores the interplay of social anxiety and an interaction-focused oral curriculum. Results from pre- and post-surveys examining aspects of social anxiety, learners’ comments on the factors that helped mediate feelings of anxiousness gathered, and implications for helping anxious learners to adjust to communicative classrooms are discussed.

This poster explores the interplay of social anxiety and an interaction-focused oral curriculum. Results from pre- and post-surveys examining aspects of social anxiety, learners’ comments on the factors that helped mediate feelings of anxiousness gathered, and implications for helping anxious learners to adjust to communicative classrooms are discussed.

10:45 Sun

L2 Reader’s Attitude and Extensive Reading #321

In this presentation, the dual influences of a positive reading attitude promoting more reading and more reading creating a more positive reading attitude will be displayed. The data was analyzed to see if there was any correlation between the students’ reading attitudes before and after the program and the amount of reading they did during the program. The data gathered for the present study provided evidence that extensive reading can change learner’s reading attitudes.

In this presentation, the dual influences of a positive reading attitude promoting more reading and more reading creating a more positive reading attitude will be displayed. The data was analyzed to see if there was any correlation between the students’ reading attitudes before and after the program and the amount of reading they did during the program. The data gathered for the present study provided evidence that extensive reading can change learner’s reading attitudes.

10:45 Sun

Peer Support Choices Outside the Writing Class #342

In student peer review, learners exchange writing with a classmate and annotate it with comments about language use and/or content. Drawn from an ethnographic study of Japanese EAP students at a university in Tokyo, this presentation will discuss what choices during out-of-class peer review activities reveal about the place of existing social relationships, gender, and wider culture. Teaching implications for encouraging students to work together and form communities outside the classroom will be presented.

In student peer review, learners exchange writing with a classmate and annotate it with comments about language use and/or content. Drawn from an ethnographic study of Japanese EAP students at a university in Tokyo, this presentation will discuss what choices during out-of-class peer review activities reveal about the place of existing social relationships, gender, and wider culture. Teaching implications for encouraging students to work together and form communities outside the classroom will be presented.

10:45 Sun

The Toulmin Model for Developing Arguments #350

Students often have difficulties writing logical, cohesive arguments in English. This poster presentation introduces and applies the Toulmin model of argumentation to student arguments. The Toulmin system identifies three indispensable (i.e. the claim, the grounds, and the warrant) and three optional elements in every argument. The Toulmin model can help participants have a better understanding of how logical arguments achieve cohesion as well as guide students to write them.

Students often have difficulties writing logical, cohesive arguments in English. This poster presentation introduces and applies the Toulmin model of argumentation to student arguments. The Toulmin system identifies three indispensable (i.e. the claim, the grounds, and the warrant) and three optional elements in every argument. The Toulmin model can help participants have a better understanding of how logical arguments achieve cohesion as well as guide students to write them.

13:25 Sun

Barriers to Teacher Use of Technology for Teaching #323

The purpose of this qualitative action research study was to explore the perceptions and experiences of English as a foreign language (EFL) college teachers in Eastern Japan to overcome barriers to integrating information and communication technology (ICT) in their daily teaching practice. The major themes included: software too difficult to use for teaching purposes was a barrier to ICT integration, and faculty contemplation of learning objectives/outcomes informed decisions to integrate ICT successfully.

The purpose of this qualitative action research study was to explore the perceptions and experiences of English as a foreign language (EFL) college teachers in Eastern Japan to overcome barriers to integrating information and communication technology (ICT) in their daily teaching practice. The major themes included: software too difficult to use for teaching purposes was a barrier to ICT integration, and faculty contemplation of learning objectives/outcomes informed decisions to integrate ICT successfully.

13:25 Sun

Teaching a Large Class: Key Issues for Success #332

There seems to be no established “methodology” to teach a large class. The bigger the class size becomes; the longer things take. The physical and psychological impacts, such as visual and audio effects, and class rapport, must also be considered. The presenter will suggest some ways to reduce time lags and maximize class efficacy from her experiences. In addition, she will show a comparison of seating arrangements, test scores, and an evaluation of the class.

There seems to be no established “methodology” to teach a large class. The bigger the class size becomes; the longer things take. The physical and psychological impacts, such as visual and audio effects, and class rapport, must also be considered. The presenter will suggest some ways to reduce time lags and maximize class efficacy from her experiences. In addition, she will show a comparison of seating arrangements, test scores, and an evaluation of the class.

13:25 Sun

World Education: Creating a Learning Community #348

This poster presentation shows how a two semester course was developed to achieve two main aims. Firstly, a major change in course organization at a university meant that the needs of a new cohort of students had to be addressed. Secondly, a group of international students and teachers are at the university for one or two semesters every year and there is a need to create more opportunities for them to learn with local students.

This poster presentation shows how a two semester course was developed to achieve two main aims. Firstly, a major change in course organization at a university meant that the needs of a new cohort of students had to be addressed. Secondly, a group of international students and teachers are at the university for one or two semesters every year and there is a need to create more opportunities for them to learn with local students.

13:25 Sun

Medical Role-Plays for Future English Encounters #352

This presentation outlines how role-play activities were used to prepare medical students for potential future encounters with non-Japanese patients. Each role-play was designed to provide a forum for students to improve their linguistic, communicative, and intercultural competencies while sharing in feedback sessions with their instructor and peers. This presentation highlights role-play activities for third-year Japanese medical students, including the rationale, the practicalities of designing and implementing the activity, and the outcomes.

This presentation outlines how role-play activities were used to prepare medical students for potential future encounters with non-Japanese patients. Each role-play was designed to provide a forum for students to improve their linguistic, communicative, and intercultural competencies while sharing in feedback sessions with their instructor and peers. This presentation highlights role-play activities for third-year Japanese medical students, including the rationale, the practicalities of designing and implementing the activity, and the outcomes.

16:45 Sun

Learning Together From Student Language Portraits #345

This presentation focuses on university students’ interpretations of their language portraits and on wider factors in society that the students saw as impacting their languaged lives. The presenter will also report on what a group of teachers learned together from such student perspectives and how they came to new ideas for developing a team-taught course on multilingual issues in society.

This presentation focuses on university students’ interpretations of their language portraits and on wider factors in society that the students saw as impacting their languaged lives. The presenter will also report on what a group of teachers learned together from such student perspectives and how they came to new ideas for developing a team-taught course on multilingual issues in society.