Sessions / Video Playback 19

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10:45 Sat

Making Your School a Language-Rich Environment #446

Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.

Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.

11:20 Sat

English Team-Taught Lessons in a Primary School #631

This study investigates how homeroom teachers (HRTs) use English as a lingua franca (ELF) as a strategy in English lessons with assistant language teachers (ALTs) and pupils in a Japanese primary school. The use of English as a lingua franca by the HRTs has various functions such as 1) giving directions, 2) managing pupils’ behavior, 3) giving encouragement, and 4) praising, with the use of repetition (Kaur, 2012) to enhance the intelligibility.

This study investigates how homeroom teachers (HRTs) use English as a lingua franca (ELF) as a strategy in English lessons with assistant language teachers (ALTs) and pupils in a Japanese primary school. The use of English as a lingua franca by the HRTs has various functions such as 1) giving directions, 2) managing pupils’ behavior, 3) giving encouragement, and 4) praising, with the use of repetition (Kaur, 2012) to enhance the intelligibility.

11:55 Sat

Fostering L2 Motivation via Learner Collaboration #660

In this presentation, participants will gain insights into how L2 learner motivation can be fostered through the use of group work and project-based curricula. The presenters discuss project-based approaches from two contexts - young learner and university - demonstrating how project work is being used to motivate learners to develop their language skills. Participants will see examples of collaborative projects from these contexts and be better able to deliver collaborative projects in their own contexts.

In this presentation, participants will gain insights into how L2 learner motivation can be fostered through the use of group work and project-based curricula. The presenters discuss project-based approaches from two contexts - young learner and university - demonstrating how project work is being used to motivate learners to develop their language skills. Participants will see examples of collaborative projects from these contexts and be better able to deliver collaborative projects in their own contexts.

17:55 Sat

Fairness Perceptions of Assessment Approaches #581

This survey study examined fairness perceptions of three assessment types (norm-referenced, criterion-referenced, and individual-referenced) for 281 EFL junior high school students in Macau. Results revealed that students viewed criterion-referenced assessment as the most fair, individual-referenced assessment as fair, and norm-referenced assessment as unfair. These findings reinforce the importance of using criterion-referenced assessment to measure achievement in the classroom, while the low opinions of norm-referenced assessment affirm that it should be avoided.

This survey study examined fairness perceptions of three assessment types (norm-referenced, criterion-referenced, and individual-referenced) for 281 EFL junior high school students in Macau. Results revealed that students viewed criterion-referenced assessment as the most fair, individual-referenced assessment as fair, and norm-referenced assessment as unfair. These findings reinforce the importance of using criterion-referenced assessment to measure achievement in the classroom, while the low opinions of norm-referenced assessment affirm that it should be avoided.