Sessions / Zoom 29

Click "Session Info" to enter

10:45 Sat

Connecting Arguments to Theory in Academic Writing #324

This presentation will introduce an approach to teaching academic writing that focuses on making connections between arguments based on observations and theories. Using this approach helps students to realize that engaging in academic writing requires them to become members of a community of practice. Examples of student work will be shown, and advice on how to apply this approach in your own courses will be provided.

This presentation will introduce an approach to teaching academic writing that focuses on making connections between arguments based on observations and theories. Using this approach helps students to realize that engaging in academic writing requires them to become members of a community of practice. Examples of student work will be shown, and advice on how to apply this approach in your own courses will be provided.

10:45 Sat

In-Class Extensive Reading for Non-English Majors #335

Encouraging non-English majors in Vietnam to read extensively is a big challenge because that necessitates not only resources, time, teachers’ instruction, but also students’ awareness of the importance of extensive reading in learning a second language. With the emphasis on transforming students’ attitudes and motivations to do extensive reading, the paper will share an action research on how in-class extensive reading was done with a group of 30 intermediate non-English majors at Vietnam National University.

Encouraging non-English majors in Vietnam to read extensively is a big challenge because that necessitates not only resources, time, teachers’ instruction, but also students’ awareness of the importance of extensive reading in learning a second language. With the emphasis on transforming students’ attitudes and motivations to do extensive reading, the paper will share an action research on how in-class extensive reading was done with a group of 30 intermediate non-English majors at Vietnam National University.

10:45 Sat

The Chorus English Approach in Non-children’s EFL #347

Singing popular songs as a group can increase motivation and group cooperation, lower anxiety, and improve pronunciation and intonation. Chorus English is a novel approach to singing in non-children’s EFL classes. Rather than using music as a filler or a hook, its goal is singing songs well from a linguistic perspective. It can be utilized by both new and experienced teachers who aspire to enrich their student’s communicative capacities and social skills.

Singing popular songs as a group can increase motivation and group cooperation, lower anxiety, and improve pronunciation and intonation. Chorus English is a novel approach to singing in non-children’s EFL classes. Rather than using music as a filler or a hook, its goal is singing songs well from a linguistic perspective. It can be utilized by both new and experienced teachers who aspire to enrich their student’s communicative capacities and social skills.

13:25 Sat

CLIL and STEM Through Building Electronic Circuits #313

This is a case study of CLIL and STEM task-based learning courses for college freshmen majoring in engineering. Our students are familiar with electronics theory, but are unaware of actual circuits and components. Students build electronic circuits using breadboards and discrete components, and explain construction and operation of circuits bilingually. Although our results are not necessarily generalizable, our experience may assist practitioners seeking course designs or teaching plans for CLIL, STEM, and ESP.

This is a case study of CLIL and STEM task-based learning courses for college freshmen majoring in engineering. Our students are familiar with electronics theory, but are unaware of actual circuits and components. Students build electronic circuits using breadboards and discrete components, and explain construction and operation of circuits bilingually. Although our results are not necessarily generalizable, our experience may assist practitioners seeking course designs or teaching plans for CLIL, STEM, and ESP.

13:25 Sat

How Can Teachers Escape Their “Egg Cartons”? #329

EFL teachers require sustained collegial learning that is relevant to what goes on inside their classrooms. This presentation will highlight 10 21st century professional development (PD) strategies. The researchers will discuss the data that emerged from an intensive three-day PD workshop for in-service English teachers (n=17) and a follow-up online questionnaire. This data helped the research team establish a professional learning network (PLN) for Japanese secondary school EFL educators that supports organic and collegial learning.

EFL teachers require sustained collegial learning that is relevant to what goes on inside their classrooms. This presentation will highlight 10 21st century professional development (PD) strategies. The researchers will discuss the data that emerged from an intensive three-day PD workshop for in-service English teachers (n=17) and a follow-up online questionnaire. This data helped the research team establish a professional learning network (PLN) for Japanese secondary school EFL educators that supports organic and collegial learning.

13:25 Sat

Evaluating Online Vocabulary Tools #331

This paper reports on a blended learning evaluation of English vocabulary systems (Gruba et al., 2016) at a midsize Japanese university as part of an Assurance of Learning (AOL) initiative. Methods include meso-level evidence gathering and micro-level comparison between two English classes—one using English Central and one Word Engine. The results include emerging categories for comparison and how some of these programs compare side-by-side.

This paper reports on a blended learning evaluation of English vocabulary systems (Gruba et al., 2016) at a midsize Japanese university as part of an Assurance of Learning (AOL) initiative. Methods include meso-level evidence gathering and micro-level comparison between two English classes—one using English Central and one Word Engine. The results include emerging categories for comparison and how some of these programs compare side-by-side.

13:25 Sat

Feedback Procedures to Promote Reflective Learning #344

In this poster presentation I will discuss using a reflective learning environment via (a) the delivery of near-immediate teacher and peer feedback and (b) subsequently requiring students to submit reflections about their learning experiences using cloud computing. Notably, I will discuss (a) whether students were able to understand corrective feedback about several targeted grammatical forms (such as the -s morpheme), and (b) whether they subsequently demonstrated correct knowledge of the linguistic form (uptake).

In this poster presentation I will discuss using a reflective learning environment via (a) the delivery of near-immediate teacher and peer feedback and (b) subsequently requiring students to submit reflections about their learning experiences using cloud computing. Notably, I will discuss (a) whether students were able to understand corrective feedback about several targeted grammatical forms (such as the -s morpheme), and (b) whether they subsequently demonstrated correct knowledge of the linguistic form (uptake).

13:25 Sat

Project-Based Learning Through Magazine Making #349

In the classroom, project-based learning (PBL) can equip learners with skills such as problem solving and collaboration skills, going beyond grammar usage and lexical knowledge. This presentation examines PBL through a magazine-making project at the university level. A step-by-step outline of the method used to create the magazines is included, along with a discussion regarding the benefits and limitations of such projects.

In the classroom, project-based learning (PBL) can equip learners with skills such as problem solving and collaboration skills, going beyond grammar usage and lexical knowledge. This presentation examines PBL through a magazine-making project at the university level. A step-by-step outline of the method used to create the magazines is included, along with a discussion regarding the benefits and limitations of such projects.

16:45 Sat

A Conversation Analysis of Courtroom Interaction #314

This conversation analysis study aims to explore the politeness and impoliteness strategies applied by participants in a reality TV courtroom. The results show that positive impoliteness and positive politeness strategies are used more frequently than other strategies, indicating that the participants are likely to attack or save another’s positive face. Findings indicate that power dynamics among participants influences how and when they apply impoliteness strategies.

This conversation analysis study aims to explore the politeness and impoliteness strategies applied by participants in a reality TV courtroom. The results show that positive impoliteness and positive politeness strategies are used more frequently than other strategies, indicating that the participants are likely to attack or save another’s positive face. Findings indicate that power dynamics among participants influences how and when they apply impoliteness strategies.

16:45 Sat

Telling Stories That Bind and Inspire #326

The ability to create compelling narratives that inspire and promote cooperation is the most powerful tool humans possess. How can we apply a narrative structure effectively to language learning? Everyone has a story to tell. Presenters will demonstrate how simple, concrete, original, relatable and comprehensible narratives, critical incidents, or experiences can be easily constructed and shared to help learners develop a deeper understanding of the more abstract and ambiguous aspects of language, culture, and communication.

The ability to create compelling narratives that inspire and promote cooperation is the most powerful tool humans possess. How can we apply a narrative structure effectively to language learning? Everyone has a story to tell. Presenters will demonstrate how simple, concrete, original, relatable and comprehensible narratives, critical incidents, or experiences can be easily constructed and shared to help learners develop a deeper understanding of the more abstract and ambiguous aspects of language, culture, and communication.

16:45 Sat

Pragmatic Roles of Visuals in ELT Textbooks #336

Many of the speech acts in pedagogical materials are introduced out of context. Beginner-level ELT textbooks are full of visuals which may facilitate learners to comprehend the texts. This study explores the role of these visuals associated with speech acts and how they can provide learners with contextual information to choose appropriate language use. In the end, some practical suggestions are made as to how teachers might compensate for the insufficiencies of these materials.

Many of the speech acts in pedagogical materials are introduced out of context. Beginner-level ELT textbooks are full of visuals which may facilitate learners to comprehend the texts. This study explores the role of these visuals associated with speech acts and how they can provide learners with contextual information to choose appropriate language use. In the end, some practical suggestions are made as to how teachers might compensate for the insufficiencies of these materials.

16:45 Sat

NS-NNS Interactions Jointly Accomplished Abroad #337

The research project is a case study designed to investigate the development of Japanese ESL learners’ interactional competence (IC) by collecting and analyzing data during the students’ study abroad program. During the students’ five-month study abroad program in the US or Canada, informal conversations between Japanese ESL learners and native speakers were recorded. What NNSs can say changes according to the participation in NS-NNS interactions. Therefore, this study recognizes that interaction is jointly accomplished.

The research project is a case study designed to investigate the development of Japanese ESL learners’ interactional competence (IC) by collecting and analyzing data during the students’ study abroad program. During the students’ five-month study abroad program in the US or Canada, informal conversations between Japanese ESL learners and native speakers were recorded. What NNSs can say changes according to the participation in NS-NNS interactions. Therefore, this study recognizes that interaction is jointly accomplished.

16:45 Sat

Learnability of Japanese Case Particle ‘Wo’ #340

Is inter-language shaped by universal properties of language? If so, what is the role of the L1 or of input? This study explores these questions by looking at how learners of Japanese use case particle ‘wo’, which marks the patient of transitive verbs, through two surveys - one targeting Hindi speakers and a second targeting Persian speakers of beginner to upper intermediate levels.

Is inter-language shaped by universal properties of language? If so, what is the role of the L1 or of input? This study explores these questions by looking at how learners of Japanese use case particle ‘wo’, which marks the patient of transitive verbs, through two surveys - one targeting Hindi speakers and a second targeting Persian speakers of beginner to upper intermediate levels.

16:45 Sat

Supporting Students With Dyslexia on English Tests #351

This poster shares a case of reasonable accommodation for a student with dyslexia on a standardized English proficiency test to discuss some problems and solutions. The student took the test using some technologies such as a tablet PC with screen reader software and noise-canceling headphones. Although this accommodation enabled measurement of her real ability in listening and reading, there were still serious problems that other English tests can also include.

This poster shares a case of reasonable accommodation for a student with dyslexia on a standardized English proficiency test to discuss some problems and solutions. The student took the test using some technologies such as a tablet PC with screen reader software and noise-canceling headphones. Although this accommodation enabled measurement of her real ability in listening and reading, there were still serious problems that other English tests can also include.

16:45 Sat

Neurodiversity, Studying, and Teaching Language #355

Neurodiversities. What are they and how do they affect performance in the language classroom? This poster will look at the impact of ADHD, dyslexia, dyspraxia, dysgraphia, dyscalculia, color issues and how they affect learning for nearly 12.6 million people in Japan. Come and learn the facts and how to help students who appear to be struggling in mainstream classrooms. The poster will cover what clues to look for and where to find publicly-available resources.

Neurodiversities. What are they and how do they affect performance in the language classroom? This poster will look at the impact of ADHD, dyslexia, dyspraxia, dysgraphia, dyscalculia, color issues and how they affect learning for nearly 12.6 million people in Japan. Come and learn the facts and how to help students who appear to be struggling in mainstream classrooms. The poster will cover what clues to look for and where to find publicly-available resources.

10:45 Sun

Interactional Competence of Japanese SHS Students #317

Using conversation analysis (CA), two sets of conversation data from two pairs of Japanese high school students with different proficiency levels in English were analyzed. Key differences emerged in how they interacted in English in relation to their communication strategy use and turn-taking practices. This poster presentation will be of interest to those who wish to understand how students of different proficiencies navigate communicative tasks.

Using conversation analysis (CA), two sets of conversation data from two pairs of Japanese high school students with different proficiency levels in English were analyzed. Key differences emerged in how they interacted in English in relation to their communication strategy use and turn-taking practices. This poster presentation will be of interest to those who wish to understand how students of different proficiencies navigate communicative tasks.

10:45 Sun

Revising for Conciseness #330

In writing, more is not always better. Writers who want to keep the attention and confidence of their readers revise for conciseness. The following poster presentation outlines several methods and techniques for achieving concision in essay writing. Specific emphasis is given to helping language learners revise empty phrases, meaningless announcements, redundancies, and expletive constructions. The presentation highlights several methods to get learners started with concision, which includes writing haikus and halving text exercises.

In writing, more is not always better. Writers who want to keep the attention and confidence of their readers revise for conciseness. The following poster presentation outlines several methods and techniques for achieving concision in essay writing. Specific emphasis is given to helping language learners revise empty phrases, meaningless announcements, redundancies, and expletive constructions. The presentation highlights several methods to get learners started with concision, which includes writing haikus and halving text exercises.

13:25 Sun

Courseware in Blended Learning Classrooms #334

This study is to document Japanese undergraduate students’ self-reported impressions of using multimedia courseware for improving their English speaking skills. The results suggest that the benefits include students finding satisfaction with the opportunity to work independently and appreciating the easily accessible and well-ordered quizzes and tests. Further pedagogical implications associated with developing students’ speaking skills through blended learning are also discussed.

This study is to document Japanese undergraduate students’ self-reported impressions of using multimedia courseware for improving their English speaking skills. The results suggest that the benefits include students finding satisfaction with the opportunity to work independently and appreciating the easily accessible and well-ordered quizzes and tests. Further pedagogical implications associated with developing students’ speaking skills through blended learning are also discussed.

13:25 Sun

Community Service in an Outdoor Classroom #338

This presentation depicts how a service-oriented camp in a rural setting can give Japanese and international students the chance to collaborate in English, promote social responsibility, and contribute to a broader local and global community. Service-related activities are designed to fortify the value of helping others, develop cultural competency, instill an appreciation for local history, and create a heightened sense of community, which in turn translates into better classroom participation and higher academic achievement.

This presentation depicts how a service-oriented camp in a rural setting can give Japanese and international students the chance to collaborate in English, promote social responsibility, and contribute to a broader local and global community. Service-related activities are designed to fortify the value of helping others, develop cultural competency, instill an appreciation for local history, and create a heightened sense of community, which in turn translates into better classroom participation and higher academic achievement.

13:25 Sun

A Communicative CLIL Science Course for Engineers #343

This presentation reports on the design and delivery of a mandatory communicative English as a medium of instruction (EMI) content and language integrated learning (CLIL) course to second year engineering and science students. Classes combine the use of authentic science-focussed material, edited for student level, with student discussions and reporting. In addition to course details, student feedback and teaching issues will also be reported on.

This presentation reports on the design and delivery of a mandatory communicative English as a medium of instruction (EMI) content and language integrated learning (CLIL) course to second year engineering and science students. Classes combine the use of authentic science-focussed material, edited for student level, with student discussions and reporting. In addition to course details, student feedback and teaching issues will also be reported on.

16:45 Sun

Widening Participation in a SciTech Community #316

This collaborative research was undertaken to facilitate greater self-directed learning initiatives. Four iLearn services were offered to encourage wider participation in the SciTech community outside of student labs. Data analysis of audio recordings indicated students’ capacity to give and receive critical feedback on various aspects of their learning, particularly on choice of research methodology, data analysis approach, specialized lexis, poster design, non-verbal language, and to a lesser extent, syntax.

This collaborative research was undertaken to facilitate greater self-directed learning initiatives. Four iLearn services were offered to encourage wider participation in the SciTech community outside of student labs. Data analysis of audio recordings indicated students’ capacity to give and receive critical feedback on various aspects of their learning, particularly on choice of research methodology, data analysis approach, specialized lexis, poster design, non-verbal language, and to a lesser extent, syntax.

16:45 Sun

Improving EL engagement through podcast production #322

For extensive listening assignments, how do teacher created podcasts compare to other media in terms of student engagement? This presentation will share my experience creating podcasts specifically for students and how students engaged with said podcasts. How often do those choose my podcasts and how often do they choose to listen to other podcasts or videos? I will share my findings of what topics students engage with most and discuss ways to improve that engagement.

For extensive listening assignments, how do teacher created podcasts compare to other media in terms of student engagement? This presentation will share my experience creating podcasts specifically for students and how students engaged with said podcasts. How often do those choose my podcasts and how often do they choose to listen to other podcasts or videos? I will share my findings of what topics students engage with most and discuss ways to improve that engagement.

16:45 Sun

Peer Support for Incoming Students #325

A Peer Support Team was set up to have second-year students assist the incoming students in their transition from high school to university. This presentation aims to explain the evolution of this program, including the selection of peer supporters and the activities involved. It will also look at the effect the program had on both student cohorts and options for further development in integrating incoming students into the university community.

A Peer Support Team was set up to have second-year students assist the incoming students in their transition from high school to university. This presentation aims to explain the evolution of this program, including the selection of peer supporters and the activities involved. It will also look at the effect the program had on both student cohorts and options for further development in integrating incoming students into the university community.

16:45 Sun

Forming Student Peer Support Communities on Campus #346

In this presentation, a case study of international student peer support communities in a private university in Japan will be reviewed. In particular, two pilot studies of training international student peer supporters will be explained. Also, the presenters will explore how to build an interactive and reciprocal community of teaching/non-teaching staff and students for intercultural understanding on campus in Japan. Possibilities of encouraging autonomous learning in language education in Japanese universities will be discussed.

In this presentation, a case study of international student peer support communities in a private university in Japan will be reviewed. In particular, two pilot studies of training international student peer supporters will be explained. Also, the presenters will explore how to build an interactive and reciprocal community of teaching/non-teaching staff and students for intercultural understanding on campus in Japan. Possibilities of encouraging autonomous learning in language education in Japanese universities will be discussed.

16:45 Sun

Classroom-Based Assessment Without Tears: Flipgrid #353

Recording dialogues can help provide a base for doing classroom assessment which is transparent and engaging for students. This poster describes an action research project comparing can-do lists and descriptive rubrics used in conjunction with Flipgrid, a recording app, as a tool for raising students’ awareness of conversation strategies and target language and functions. The presenter draws on Dornyei’s models of motivation by analyzing how repeated use of this framework helped students develop their abilities.

Recording dialogues can help provide a base for doing classroom assessment which is transparent and engaging for students. This poster describes an action research project comparing can-do lists and descriptive rubrics used in conjunction with Flipgrid, a recording app, as a tool for raising students’ awareness of conversation strategies and target language and functions. The presenter draws on Dornyei’s models of motivation by analyzing how repeated use of this framework helped students develop their abilities.