Sessions / Video Playback 7

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10:45 Sat

Correlations Between Reading Quantity and Writing #697

Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.

Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.

14:00 Sat

Cognitive Influence of Food and Taste Terminology #560

The presenter will examine the cross-linguistic influence of food and taste related language and how it influences cognition and language learning. The presentation will examine ideophones, conceptual metaphor, and a comparison of schematic mental associations within the domain of food and taste between Japanese English learners and native English speakers. The presentation will also present evidence from a study to support the claim that language influences cognition.

The presenter will examine the cross-linguistic influence of food and taste related language and how it influences cognition and language learning. The presentation will examine ideophones, conceptual metaphor, and a comparison of schematic mental associations within the domain of food and taste between Japanese English learners and native English speakers. The presentation will also present evidence from a study to support the claim that language influences cognition.

17:20 Sat

Narrative Book Writing Autonomy: Promotion of Joy #561

Teachers have the agency to control and allow freedom on the part of their students. However, in this study students were given a high degree of independence in scriptwriting and co-creating storybooks, centered on their own lived experiences. The combination of narrative activity and autonomy led to increased joy and interconnectedness both between students, with their teacher and within the class. Students’ autonomy kindled their self-determination and motivation from within as they cultivated shared goals.

Teachers have the agency to control and allow freedom on the part of their students. However, in this study students were given a high degree of independence in scriptwriting and co-creating storybooks, centered on their own lived experiences. The combination of narrative activity and autonomy led to increased joy and interconnectedness both between students, with their teacher and within the class. Students’ autonomy kindled their self-determination and motivation from within as they cultivated shared goals.

18:30 Sat

XReading to Motivate L2 Reading in Tertiary Level #742

This research is classroom-based research aiming to improve students' L2 reading motivation. The actions are given to freshmen in a non-English Department at private university in Indonesia. XReading is used as the main source of extensive reading activity and reading monitoring which becomes part of the actions in improving the students' L2 reading motivation.

This research is classroom-based research aiming to improve students' L2 reading motivation. The actions are given to freshmen in a non-English Department at private university in Indonesia. XReading is used as the main source of extensive reading activity and reading monitoring which becomes part of the actions in improving the students' L2 reading motivation.

09:30 Sun

Implementing ER at a Secondary School #603

This presentation will discuss the implementation and initial outcomes of an extensive reading (ER) program at a private high school in Central Japan. Many teachers have reservations when attempting to implement systematic changes to curriculum and instructional practices at their schools, as such requests are often met with resistance. Attendees will be provided with a transparent view of potential obstacles they may encounter during the infancy of their own program.

This presentation will discuss the implementation and initial outcomes of an extensive reading (ER) program at a private high school in Central Japan. Many teachers have reservations when attempting to implement systematic changes to curriculum and instructional practices at their schools, as such requests are often met with resistance. Attendees will be provided with a transparent view of potential obstacles they may encounter during the infancy of their own program.

16:45 Sun

Build Community for Better Student-Led Learning #770

Active learning encourages students to actively participate in classes and contributes to the formation of a better learning community between teachers and students. This research focuses on student emotions for mitigating the disadvantages of active learning: a longitudinal perspective to investigate mainly the relationships between students’ English proficiency improvement and students’ foreign language enjoyment (FLE)/foreign language classroom anxiety (FLCA). In conclusion, students with low anxiety early in class can expect to improve their English proficiency.

Active learning encourages students to actively participate in classes and contributes to the formation of a better learning community between teachers and students. This research focuses on student emotions for mitigating the disadvantages of active learning: a longitudinal perspective to investigate mainly the relationships between students’ English proficiency improvement and students’ foreign language enjoyment (FLE)/foreign language classroom anxiety (FLCA). In conclusion, students with low anxiety early in class can expect to improve their English proficiency.

10:45 Mon

Extensive Reading and TOEIC Reading Performance #744

The presenters used the online extensive reading (ER) system Xreading to gather data on the relationship between ER words read and subsequent TOEIC reading scores across three cohorts of first-year tertiary Japanese students (N=714). Despite a clearly observable positive correlation between TOEIC performance and extensive reading, careful analysis suggests that this association may, in fact, be the result of a third, mediating variable.

The presenters used the online extensive reading (ER) system Xreading to gather data on the relationship between ER words read and subsequent TOEIC reading scores across three cohorts of first-year tertiary Japanese students (N=714). Despite a clearly observable positive correlation between TOEIC performance and extensive reading, careful analysis suggests that this association may, in fact, be the result of a third, mediating variable.