Sessions / General
Technology will not make you a better teacher, but it can help you to teach better online. In this workshop, I will demonstrate how to easily transfer activities such as gap fill or matching practice to an online classroom and how to swiftly prepare writing and speaking activities. Teachers can quickly learn and apply these tools online, and they will help them to integrate their students and make their online classroom more interactive.
The presenters will detail the training and services currently available to JALT members through the Writers’ Peer Support Group (PSG), which pairs writers aiming for publication with volunteer peer readers. Current PSG members, those interested in becoming PSG members or more effective peer readers/reviewers, novices writing for publication, and researchers interested in peer-to-peer models would benefit from this session. Our annual general meeting follows immediately, and is open to anyone who is interested.
In this forum the presenters will cover several important examples of out-of-class technology usage and its effect on the language learning classroom. The topics of discussion will include informal digital device usage among Japanese high school and university students as well as the utilization of social networking sites and digital games. An overview of each topic will be presented as well as implications for practice.
In this annual general meeting, members of the Teacher Development (TD) SIG will report on the recent activities of the group. Officers will share information and news about the SIG’s events, membership, publications, and other related matters. As well as discussing previous work, ideas about the SIG’s future will be shared, and the results of this year’s officer elections will be announced. Current and potential SIG members are encouraged to come along to this session.
Predictive Processing (PP) is a fundamental and exciting theory in neuroscience. This forum will focus on the critical role PP plays in foreign language processing. Following an overview of PP, participants will be able to choose two topics to hear more about and discuss in separate breakout rooms (PP in depth, multi-word utterances, grammar, intensive reading, study abroad, extensive reading). With two rounds, everyone will be able to visit two rooms.
Can do descriptors are an important tool to make learning outcome transparent to learners and stakeholders. The extended version of the CEFR, the CEFR Companion Volume (Council of Europe 2018), offers Can do descriptors for telecommunication. This workshop will examine a range of related descriptors, discuss their applicability, including an online oral assessment using CEFR as a rubric base, and give hints to adapt the descriptors to various contexts of emergency remote teaching and learning.
This is the annual general meeting for the Global Issues in Language Education SIG. We will give an update of what has happened over the last year and hold elections to fill officer positions. Come join us if you are already a member or thinking of joining. New ideas and perspectives are always welcome!
This year’s Critical Thinking SIG Forum will focus on adapting critical thinking pedagogy to online and distance learning focused classrooms. Our situation with the COVID-19 pandemic has made everyone rethink their approach to teaching. This forum will share three strategies to help you introduce critical thinking in your classes whether they are in person or online.
The DAC Forum will introduce and update attendees about JALT’s Domestic Partners. The roundtable discussion will focus on challenges, and solutions, regarding classroom instruction, management, and activities throughout Japan at all education levels as part of the ongoing COVID-19 pandemic. Anyone interested in discussing the ongoing domestic issues regarding these topics is encouraged to attend.
The Code of Conduct (CoC) and Diversity and Equity Practices (DEP) Committees aim to broaden JALT’s appeal to a wider community of participants. They will host a roundtable where participants are invited to share experiences in topics including native-speakerism in Japanese ELT; professional development assistance for working mothers and single parents; enhancing solidarity among teachers across employment, gender, and ethnicity; and developing effective classroom activities to teach issues within the contexts of diversity and conduct.
The ER SIG is just going to run through a few things for our forum, which will be held on Sunday, 16:45 https://jalt2020.eventzil.la/session/282
Coursebooks consist of lifeless words and illustrations. Some are visually appealing, some are interesting but all of them need bringing to life. For coursebooks to facilitate language acquisition they need to interact with the minds of their learners and help their learners interact with others. I’m going to discuss and exemplify how teachers and learners can bring their coursebooks to life in ways which are principled and have the potential to facilitate eventual acquisition.
A room for the following SIGs and Discussion Topics. When you join this session, there will be a breakout room for each topic, including: Bilingualism (BIL); Business Communication (BIZCOM); CEFR and Language Portfolio (CEFR & LP); College and University (CUE); Computer Assisted Language Learning (CALL); Critical Thinking (CT); Extensive Reading (ER); Gender Awareness (GALE); Global Issues (GILE); Intercultural Communication(ICLE); Japanese as a Second Language (JSL); Learner Development (LD); Lifelong Language Learning (LLL); Listening; Literature (LILT); Materials Writers (MW); Mind, Brain, and Education (BRAIN); Mixed, Augmented, and Virtual Realities (MAVR); Performance in Education (PIE); Other Language Education (OLE); School Owners (SO); Study Abroad (SA); Task-Based Learning (TBL); Teacher Development (TD);Teachers Helping Teachers (THT); Testing and Evaluation (TEVAL); Teaching Younger Learners (TYL); Vocabulary (VOCAB).
The Business Communication SIG will provide membership, treasury, program and publication reports and hold an election for officer roles. This is a period of transition for the SIG, but we have built a stable platform and legacy from which to take the SIG forward, so please come along to listen, offer your opinions and help to create a new vision for the future!
The J'Expat Network provides personal coaching and guidance counselling specifically for English speaking women in Japan. Coach/Guidance Counsellor Sarah Mulvey of the J'Expat Network will provide an introduction to goal setting as well as introduce relaxation techniques for when teachers may feel burnout setting in. Sarah will offer some tools that teachers can use at home to help them create personal and work goals in the semester ahead. For long-term teachers and newcomers as well, this session can be one step towards a more fulfilling teaching life here in Japan. URL: https://sites.google.com/view/jexpat/home
Best practices in online teaching should include the eight steps of the Synchronous Online Flipped Learning Approach (SOFLA), a distance learning model which most closely replicates actual classroom teaching. SOFLA includes structured, interactive, multimodal activities, both asynchronous and synchronous, that create fertile spaces for teaching and learning online. Participants will learn how to implement each step, and will receive digital resources to guide them in using SOFLA. In the spirit of flipped learning, there is pre-work for this session – brief, engaging and fun! Link: https://forms.gle/siKR1A6fs8J56oU87
Graphical visualisation of data can play a key part in research. Following the data collection stage, one of the first steps in a research project should be an exploration of the data to check assumptions, and identify possible patterns or trends. Here, alongside the appropriate descriptive statistics, plotting data in different ways can be very informative. In this workshop we will focus mainly on the initial exploratory stage of a research project. We will look at how to generate and interpret a number of different plots and diagrams using the R statistical package, with an emphasis on the ggplot2 package. The techniques covered can also be applied in the later stages of research when preparing print-ready materials or presentation slides. We will look at graphing and plotting solutions for both numerical data and text corpora to demonstrate techniques applicable to a variety of research situations. No experience with R necessary.
In online and regular teaching, there is often a need for authentic listening homework that is tailored to the students, teacher, and textbook. However, the logistics required to create, administer, and evaluate such activities can be overwhelming. This workshop will focus on the use of teacher-created audio and video with Google Forms and Microsoft Forms to easily and quickly meet the above need. The pros and cons of different methods of assessing will also be discussed. Participants will leave with an understanding of the different systems and which would be the most appropriate for their teaching situation.
Present Like a Pro #847
No matter where people work, there is a good chance they will be asked to give a presentation at some point. For academics/teachers, they are expected to present their research at conferences and while most are very knowledgeable in their subject areas, many have had little formal training in modern presentations. Therefore, many academics present in a way that is counterproductive to the aim of presentations, i.e. the accurate and efficient transmission of concepts, ideas, and information in a way that enables the audience to retain the content of the presentation afterwards. This session aims to address this issue by looking at the five pillars of presentations-Advance Planning, Appropriate Content, Advantageous Structure, Amazing Design, and then finish with Awesome Delivery - these are what I call the 5A's of professional presenting. After this session, attendees should see a major difference in how audiences react to their presentations.
This presentation will briefly introduce four open-source, corpus-derived high frequency vocabulary word lists that the presenter helped to create (the NGSL for core general vocabulary, the NAWL for important academic vocabulary, the BSL for general business English, the TSL for TOEIC test preparation and the NDL for children's English), as well as demonstrate a large and growing number of free online tools and resources for helping to utilize these lists for teaching, learning, materials creation as well as research and analysis. The tools include interactive flashcards, diagnostic tests, games, vocabulary profiling apps, text creation tools, and more.
The main takeaway from this workshop will be the know-how of making and scoring exercises which utilize the short answer type of question on Google Forms. Unlike simple multiple-choice questions which are straightforward, scoring short answer questions can be highly problematic. The presenters will demonstrate a technique for approaching this issue in a systematic way which saves time and results in a more objective assessment. This method works for classes of any size and with any content, but as a case study, we will look at how it can be implemented in a test preparation class with over 40 students.
This is our annual business meeting for our SIG, the Mixed, Augmented, and Virtual Realities in Learning research group. We will hear our annual reports from our officers, summaries research and events for 2020, and preview upcoming MAVR presentations. Ongoing conversations are welcome with #MAVR throughout the conference. Visit http://mavr.site for more information.
Reflective practice (RP) is one of the most effective forms of teacher development as it helps educators understand both what they are doing and why they are doing it. However, for it to be useful, RP must be systematic (Farrell, 2019). The presenters, who are experienced reflective practitioners, will briefly introduce the principles of RP before leading participants through a guided RP session. The workshop will conclude with the presenters sharing other ways to engage in RP so that participants leave with ideas for how to implement it for their professional development. Our hope is that the experience of having reflected on their own teaching with others will motivate them to continue engaging in such practices in their own contexts. The presentation will be in English, but participants are welcome to engage in RP in any language during the guided session.
TBLT (Long, 2015) proposes the learning of tasks as learner-centeredness. The focus is on mental grammar as acquired language. This method would advance the ability of language production in speaking and writing (e.g. Byrnes and Manchon, 2014), however TBLT literature also indicates that learners can have difficulty in interpreting and completing tasks due to individual differences in character or personality. This workshop introduces the idea that the methodology of a task requires task repetition, testing, and instruction as post-tasks for acquiring form and meaning. If language production is reliant on a learner’s long-term memory, then, for the automatization of the target language, it may be effective to focus on form when completing a task. This research is not focused on output feedback although it may be referred to at times during the session.
This workshop requires no previous experience and will demonstrate how cloud-computing can help augment and improve teaching and classroom administration, notably in the areas of communication with students, collection of assignments, dissemination of feedback, and grading. Google applications for education, will be discussed and used to show how to develop a more learner-centered, interactive classroom environment where students are encouraged to play more dynamic roles. Outcomes should include (a) awareness of learner-centered pedagogical practices and their implementation via cloud computing, (b) how to better communicate with students, and (c) setting up cloud computing in varied educational contexts.
H5P is a plugin for Moodle and other websites that enables teachers to create interactive content including slideshows, interactive videos, games, branching scenarios, quizzes, and much more. In this workshop attendees will first be introduced to a range of H5P content as they were designed to facilitate a communicative English course. Applications and limitations of H5P to enhance existing classroom activities such as information-gaps and dictations will be demonstrated, as will a handful of entirely new language learning tasks made possible through H5P. Attendees will have the chance to build content in a dedicated Moodle course.
Do you spend a lot of time assigning, grading, and distributing homework in paper copies? Do you want to improve your workflow so you can focus more on teaching and planning your lessons? In this workshop, participants will be guided through the basics such as setting up classes, creating assignments, adding and sharing materials, and providing feedback using the built-in features of the app. This workshop will be useful for novice educators who would like to explore new ways to incorporate digital workflow in their classes. Attendees are encouraged to bring internet-connected devices to participate in this hands-on workshop.
Most teachers and students have some form of smartphone, yet these are an underutilized resource in many classrooms. This session will look at using iPhones in the classroom, with a special focus on photography and videography. So we will of course look at the plus points and also the limitations of the device, and how to overcome these with a few key items. I will bring a range of these items for attendees to try out with a select list of iPhone apps I recommend.
Many teachers may feel they lack the technical skills or resources required to design a high-quality online course. This workshop will show participants how to create a simple, free, and effective asynchronous course using the website and app "Edmodo". It will first demonstrate how to set up a course, register students, and share course materials. It will then explain how to create, share, receive, grade, and provide feedback on student assignments and quizzes. Finally, methods to encourage both teacher-to-student and student-to-student interaction in an asynchronous course using Edmodo will also be shared.
This forum will bring together Teaching Helping Teachers (THT) THT members, country coordinators and interested parties. Invited speakers from some of the THT programs, such as Bangladesh and Kyrgyzstan, will talk about their experiences with THT and teaching during the pandemic. Due to COVID-19 most of the THT 2020 programs have been unable to go ahead. Participants will also discuss the role of THT in a COVID world. Presentations and discussion will be followed by the Annual General Meeting.
Visual Storytelling is becoming more prominent in business and educational circles. With a little knowledge of what Keynote has to offer, you can inspire students to tell their stories in a visual way. Participants of this workshop will learn some Keynote tips and tricks to create and export a Visual Narrative of their own. The session will also show some sample works and there will be some discussions on how this approach can help language learners of all ages from young learners to university students to foster their creativity.
The 2020 Tokyo Summer Olympics & Paralympics have led to efforts on the part of national and local governments to prepare citizens for hosting international visitors. While the 'hard side' of these efforts includes the construction of stadiums etc., a key part of the 'soft side' have been events and courses to help the Japanese nationals acquire basic language and intercultural communicative skills. The presentation starts by setting the scene on how drama-based pedagogy can meet the needs of the hospitality sector in Japan, thereby setting the context for the workshop. The process drama workshop addresses the need for inclusion and celebration of diversity through a letter of complaint that was sent to the headquarters of Japan Rail (JR) by a non-Japanese resident. Through strategies such as overheard conversation, hot-seating, and writing-in-role, participants will build community and learn how proactive and inclusive JR was in its response to the complaint.
Due largely to the fact that they do not live in an English-dominant environment, it is critical that EFL students practice language production in their classrooms. The EFL classroom may be the only context in which they produce the language, and production is necessary for individual success in a second language. At the same time, EFL students may be uncomfortable speaking for a variety of reasons. This workshop will discuss how to teach speaking in an EFL classroom. Teachers will practice tasks aimed at teaching individual speaking skills for presentations and interactive assignments. Teachers will have the time to create lessons based on these strategies that they can use in their individual classrooms. Assessment of speaking tasks will also be discussed.
iPhotography 2.0 #862
There are many great ways to use photography in the classroom, especially with iPads. Images, photographs and videos help to illustrate and make words and ideas more complete. This workshop will provide you with photography tips and apps, as well as ideas for activities that you can use in your classroom.
Pronunciation practice, listening to different speakers, answering questions... All things you would love for your students to be able do in the language lab. But, do you have the time, the budget, and can you find the right software? What if you could do it all for free, with equipment that you already have lying around, and, after the initial set up time, the class took care of itself? Over the past years I've created my own curriculum out of spare parts, using G Suite tools for voice recognition, Forms-based grading and more. I'll teach you how to do it.
This year has seen a complete change in the way we teach languages. This workshop will look at methodologies suitable for these times. First, the presenter will explain ways to successfully recreate familiar classroom activities, such as pairwork, mingling, group discussions, PowerPoint presentations, etc, in video applications like Zoom. Second, the presenter will explain how to create materials suitable for remote teaching, using familiar Microsoft applications, such as Word and PowerPoint. Third, various tech tips, including lesser known Microsoft tricks, will be shared. It is hoped that participants will leave the workshop with many new tech and teaching skills.
In this forum, a range of interactive presentations will critically explore the theme of transformative learning communities (TLCs), based on theories of transformative learning where learners reach fundamental shifts in their worldviews and actions through reflection. Presenters will focus on distinct groups of learners (high school students, university students, teachers, teacher trainees, and practitioner-researchers), with forum participants invited to discuss and later share their reflections about TLCs in Learning Learning, the Learner Development SIG's newsletter.
This meeting is for representatives of the Pan-Asian Consortium (PAC) organizations: English Teachers’ Association of the Republic of China (ETA-ROC), Far Eastern English Language Teachers’ Association (FEELTA), Korea TESOL (KOTESOL), Philippine Association for Language Teaching (PALT), Thailand TESOL, and Japan Association for Language Teaching (JALT). PAC members will share ideas and seek ways to collaborate in order to improve language education in Asia.
Virtual field trips allow students to explore essential questions, discover answers, and deliver unique projects through PBL netquests. Savvy teachers like you create virtual field trips to shift online, with models I show to create yours so your students develop skills in accessing information from the virtual world and hone collaboration skills with other students on projects. By the end of the workshop, you will know how to create virtual field trips for your students.
This is going to be the AGM of Learner Development SIG in 2020. At the AGM, we will look through the 2020 Learner Development SIG Committee Review, and treasurer’s report for 2019-2020 and draft budget for 2021. Also, we will discuss and plan our SIG activities for 2021.
After a short introduction of meridian points (acupuncture points) and the system, I will introduce how to find your acupressure points and how to press them to promote relaxation and wellness, and eventually to help restore balance.
The number of students with special educational needs (SEN) in Japan is rising in both primary and secondary contexts (Isogai, 2017), and in institutes of higher education (JASSO, 2019). In recent years, different special education policies have been aimed at these different levels of education. To improve English language teacher efficacy with respect to students with SEN, this presentation will examine various special education policies as they intersect with English language education policy across contexts.
Content-based instruction has gained popularity in the last few decades as a way to prepare students for English academic environments while building their communication skills. A paired-skill approach to this type of material builds both input and output skills, ensuring that students’ language development is well balanced. In this session, we’ll explore the benefits and challenges of content-based instruction and how to help students build up their language skills step-by-step.
With the sudden rush to move classes online, many teachers have to adapt to presenting content in new ways. This presentation will look at some freemium tools, such as Nearpod and Peardeck, that help teachers create interactive slide presentations that enhance learning and students engagement. Teachers will learn how to create, design and deploy interactive slide presentations both synchronously and asynchronously.
Thirdagers savouring foreign language learning
I investigate thirdage learners’ experiences of learning foreign languages through the lens of positive psychology. Drawing on interview data I explore connections between the savouring of language learning, overall wellbeing, and how these contribute to so-called successful ageing.
Perspective shifts through a high-school social issues research project
This study explores how participation in an English-medium social issues project changes the values and career choices high-school students in a rural region of Japan, and what socio-cultural factors and emotions are involved in the process.
The resilience process of Japanese university students over EMI
This study explores resilience and emotions emerging during an EMI course. Tracking university students taking EMI courses, using participants’ weekly reflective journals, interview data, and class observation field notes, the presenter will discuss preliminary results from her pilot study.
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.
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.
In an age of misinformation, “fake news,” and “alternative facts,” peer review aims to empower people to “filter the noise” and identify legitimate scholarship, but does it also inadvertently impede the publication of quality research? This presenter will describe her successes and challenges during four peer review processes in the field of ELT. Her conflicting experiences raise questions about the extent to which peer review facilitates inclusivity in the professional community of ELT scholarship.
Teachers’ unions have yet to achieve gender parity. This gap widens further in the leadership. Therefore, unions should encourage women to participate in union activities. Lave and Wenger’s (1991) community of practice (CoP) framework is one way of explaining how female foreign language teachers participate in their union. Newcomers become more experienced and become core members. In this presentation, I will share preliminary data on how women participate in their CoP in their labor union.
This session will present the core theories behind Easy & Kind Communication (or Yasashii Communication) and how it can bridge the divide between language learners. Native speakers - whether they lead a classroom or work in an office - have an important role to play in making communication successful. Learn how communicating in an easy & kind way can benefit you and everyone in your organization.
This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.
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.
As teaching professionals, we are all familiar with teaching materials provided by coursebooks and workbooks. However, in many cases, the best materials are the ones designed by the teacher themselves. This practical workshop encourages teachers to rethink their materials design process. Aided by a materials design framework, participants will collaborate on producing materials for specific teaching contexts. By attending, participants will gain insights into how to strategically develop materials for use within their own classrooms.
The continued proliferation of English worldwide has seen it permeate many aspects of local media and pop culture, resulting in a vibrant global community constructed through multiple local voices. This study reports on interviews with Korean participants that highlight the need for more nuanced understanding of how English learners are enacting themselves in the contemporary cosmopolitan world, which can lead to a broader more dynamic perspective on a global community.
Mental models are simplified frameworks and metaphors that help us to make sense of and navigate through the world around us. In this session, the speaker will introduce a number of models that he feels have particular relevance to the field of language education. He will explain how they have affected his own thinking, and he will examine what insights each model can give us into the challenges of language teaching and learning in general.
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.
Demotivation and affective states in online and face-to-face English classes
This presentation reports on a study of factors that contribute to demotivation of students in online and face-to-face classes. A survey of English major students will be analysed to examine past and present demotivating experiences and present affective states.
Washback effects of the new university entrance exam in Japan
This presentation examines the possible washback effects of the new Common test to be implemented in 2021 on teaching and learning English. Based on previous literature, I hypothesise that the exam reform may cause negative or unintended washback effects.
Effects of extensive reading on attitudes towards autonomous learning
The purpose of this study is to investigate whether and how extensive reading enhances university students’ positive attitudes towards autonomous learning. I will present quantitative and qualitative data obtained from three online questionnaires.
A study of foreign language anxiety in Japanese English learners
This research aims to investigate the causes of foreign language anxiety. Questionnaires and interviews are conducted to reveal the background of foreign language anxieties of Japanese EFL students with a special focus on WTC, coping strategies and communication strategies.
The effect of retelling on vocabulary acquisition and speaking fluency
The purpose of this study is to investigate the effect of retelling on vocabulary acquisition and oral fluency. Following a review of the literature, I propose a research method and suggest classroom activities involving different types of retelling.
Learning communities are becoming important as learner needs become more diverse. Learners with disabilities are one example where learning communities are underrepresented. The 2016 Act for Eliminating Discrimination against Persons with Disabilities reemphasizes learning capacity for those with special needs. This change raises the question: how can learning communities be formed to expand accessibility to language learning? This session will engage in discussions regarding learning and professional communities, diversity and accessibility in language learning.
International Forum #281
The International Forum offers an excellent opportunity to learn from panelists who represent JALT’s international partner organizations. The panelists will share their educational experiences and diverse perspectives in relation to one or both of this year’s conference themes: “Communities of Teachers and Learners” and “Emergency Remote Teaching and Learning.” This forum provides participants with the chance to interact and exchange ideas with experts from a wide range of educational contexts from different countries.
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.
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.
Duoethnography is a qualitative research method in which two researchers use their life histories as a lens through which to study a given topic. In this forum, the presenters will first introduce the research method, and then provide examples of projects carried out using duoethnography based on chapters from a recently published book. The presentations will explore duoethnography as a research method, a vehicle for reflection, and as a form of project-based learning.
This study explores the pragmatics of aviation english (AE) used between pilots and air traffic controllers in radiotelephony communications. AE is composed of a combination of highly prescribed aviation phraseology and plain English for non-routine situations. Although politeness is often considered superfluous in AE, negotiation of face and (im)politeness emerges especially when using plain English. Based on the findings, we offer suggestions for interactional training and testing for native and nonnative English-speaking aviators.
To grow, teachers and teacher educators need to engage in mentoring conversations and foster meaningful relationships. In this workshop, we will introduce a process in which, in conversation, we reached a shared and collaborative understanding of key elements in language teacher education. One suggestion born out of the conversation, for example, is that we teachers attend to minute details in changes to practice in our classrooms. We welcome other suggestions from the participants.
This practical session will consider the remote and virtual teaching that has been imposed on us this year from the point of view of teaching tools and materials. The functionality of and access to, content needs to be in place for a successful class and this workshop-style consultative session, will practically share valuable feedback from the delegates and presenters, so everyone leaves with actual practical ideas to implement immediately.
Q-methodology is an underused research method to identify subjective views within a community about a particular topic. It includes both elements of quantitative and qualitative techniques to investigate people’s opinions without breaking them into a limited number of variables. In this workshop, I will give an overview of the method, take the audience through the basic steps, and consider its application. The workshop will include hands-on experiences and information on various software applications.
In this presentation we first consider the role of assessment in the context of an educational curriculum. We then consider principles that can guide classroom assessment, including assessing learners in ways that achieve greater fairness, using assessment results to guide future learning, involving learners in the assessment process, and relating assessment to student motivation. Finally, we provide an example of how the principles can be applied to a second language university reading course.
3D vision has huge potential for language education. The presenters will demonstrate several prototypical applications through stereoscopic devices: (1) text glossing in a 3D space behind the main text, (2) presentation of text in two languages to each of the reader’s eyes simultaneously, exploiting the phenomenon of Binocular Rivalry (BR), and (3) scrambling (words with character inversions/permutations). The audience can experience all 3 phenomena in this workshop and discuss their potential for language education.
Looking back at a quarter of a century as a teacher, author, publisher, and study abroad coordinator, the presenter will consider what he learned about teaching and learning along the way. He will look at certain significant events and incidents that suggest ways in which Japanese students and teachers in Japan might be served better.
This presentation analyzes demographic data of attendees of the 2019 PanSIG conference as a case study to follow-up a 2018 survey about who attends JALT conferences and why. Analysis compares conference data with JALT membership demographics. The data provides evidence and information about ways JALT can improve access to conferences and thereby widen the demographics of attendees. Greater participation in conferences is one step to creating a more vibrant and inclusive language teaching community.
For some test takers IELTS Academic Writing Task 1, describing data, is an unfamiliar exercise. Some of us are slightly uncomfortable with graphs and charts, so tasks that have 2 diagrams can be challenging. In this workshop we will work through some activities designed to help test takers develop techniques to deal with this task type.
This workshop will illustrate an Access, Activity, and Awareness methodology (Jones & Carter, 2012) and show how we can apply this method to any piece of literature. This interactive workshop will demonstrate that literary texts are rich in both spoken and written language by asking participants to work directly with a range of sample texts. It will also show that such texts can develop student engagement and language awareness at different levels and age groups.
A phenomenological study: Nepalese EFL teachers’ perceptions of differentiated instruction
This study explores EFL teachers’ perceptions of Differentiated Instruction (DI) in Katmandu, Nepal. Data were collected from 15 secondary level EFL teachers via questionnaires, semi-structured interviews, and classroom observations. Strategies to support students with differences in learning abilities are investigated.
Arts Integrated Learning: Self-expression and safe spaces in Indian classrooms
This study investigates Arts Integrated Learning (AIL) in two Indian Central Board of Secondary Education (CBSE) schools. The study focuses on AIL in English language instruction, the effectiveness of implementation, and self-expression and safe space in the AIL classroom.
Stage performance materials development for Chinese L2 learners
This curriculum development project included a needs analysis with 150 Chinese high school EFL learners. A student survey and teacher interviews were used to develop materials for stage performance as a strategy to help improve learners’ language skills.
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.
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.
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.
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.
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.
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.
Can you almost hear the crickets chirping in a supposedly lively English-speaking class? Help students boost their speaking confidence through these teaching tips! Learn how to turn a quiet speaking class into an interactive one. In this workshop, the participants will be presented effective ways to achieve a successful speaking class by using simple methods that centralize on building the learners’ self-esteem and enthusiasm.
The Cuisenaire rods are colored rods between one and ten cm long. They are excellent tools for classroom use. Rods can represent people, buildings, streets, cars, etc., as well as grammar structures like clauses in a sentence. Standing a blue rod beside a green one, for example, we can elicit, “Mr. Blue is taller than Mr. Green.” I’ll share several different ways to use the rods and explain why they are effective for language learning.
We present the results from a global study (1,500+ participants, 102 countries) of teachers and learners coping with the transition to emergency remote instruction. Looking at circumstances, behaviours, attitudes and psychological traits, we identify a positive-valence giant component of beliefs, attitudes and behaviours associated with self-regulation/leadership-organisation potential, engagement/openness, positive orientation, and social skills/contacts, and a negative periphery concerning family relationships, future expectations, and remote instruction-related experiences and perspectives on students’ coping.
The objective of the current pilot study is to explore Japanese EFL college students’ cognitive processes caused by written recast and prompt. While receiving either written recast or prompt on cartoon-cued written tasks, participants’ eye-movements were recorded using an eye-tracker. Also, their thoughts during the tasks were documented through stimulated recall. The analysis demonstrated that different ways of attentional distributions and processes were caused by recast and prompt in the course of written interactions.
The presentation highlights innovative graduate research on learner corpora. The topics include: studying complexity through word class frequency; a perspective on language development as both loss and growth; considerations of what learners do not say; using a Pattern Dictionary to assess learner writing; and an influential approach to assessing correctness in learner writing. The presentation concludes with a discussion of what the learner corpus studies can contribute to the broader field of Corpus Linguistics.
Opinions have long been divided among language professionals as to the merits of literature as a pedagogical resource in a second language classroom. However, an agreement is found in their acknowledgement that research into this area is scarce. This presentation will report on a study that addressed this lack of data. It will summarize the results of research carried out to evaluate the use of a literary piece in a Japanese private high school.
Have you ever found yourself in a situation where you were a silent or non-majority participant in your school, in meetings, or other professional communities? In this presentation, we will look at approaches to leadership drawing from examples in executive presence (EP), collaborative leadership (CL), and others. Navigating our positions as women in Japanese work environments will be highlighted as we explore new leadership paths together.
This research explores teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes during an inquiry into student learning from an ecological perspective. The development of teacher beliefs, their subsequent actions in teaching, and their reconceptualization of their roles are examined using a multiple case study design involving narrative and thematic analyses of multiple data sources, mind map drawings, semi-structured interviews, and reflective journal entries by the researcher.
This presentation introduces a new approach to understanding negative attitudes towards language learning. It introduces the Linguaculture Learning Profiler (LMP), which measures learner motivation on a dual axis of engagement and resistance. It is argued that psychological resistance is a normal (though not desirable) part of foreign language learning. The theoretical approach, research aims, and methodology is introduced. The instrument will be shared with participants, and pedagogical implications will be discussed.
Would your students be interested in meeting and exchanging work with another class? In this session see how small groups of students from classes in Oregon and California used Google Slides to exchange weekly writing assignments. This project is easy to plan and maintain. The students were highly motivated and improved both their writing and computer skills. This project is student led and adaptable for students of all ages, elementary school through adults.
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.
Facilitating reading with listening activities
This study explored the effectiveness of listening activities to support reading for low-intermediate high school students. By introducing listening exercises and oral reading practice before reading to facilitate it, this study examines the role of sounds in reading.
Reading comprehension and motivation in Japanese high school classrooms
The relationship between reading comprehension and motivation in Japanese EFL junior high school classrooms was gauged through questionnaires and extended reading activity which consisted of reading worksheet-style activity developed by the researcher.
Building automatization and improving reading fluency through repeated reading
This study investigates whether repeated reading, a process of reading the same materials repeatedly with various methods such as reading with an auditory model, improves reading fluency, reading comprehension, and EFL learners’ attitudes toward reading.
Improving writing skills of Japanese junior high school EFL students
This research examines the effectiveness of function-based writing, which is a three-sentence writing activity, in classes. It discusses how function-based writing changed the writing skills and attitudes toward learning English of first-year Japanese junior school students.
Improving communicative competence through task-based language teaching
A variety of tasks including role-playing, opinion exchange, and group presentations were adopted in high school English Communication classes. The improvement of students’ communicative abilities and their motivation toward communication in English are discussed.
One interesting aspect of technology in the classroom is the ability to help motivate learners. This presentation will explore current uses and future potential of technology-assisted language learning in the ELT classroom in the context of helping motivate learners. The presentation will offer personal observations of the use of technology in the classroom, and propose uses for Instagram, Google, Classroom Dojo, and other technological advancements in an elementary school and university context.
This research draws on accounts from seven employees working at Japan-based companies that have adopted English as an official corporate language (EOCL), this study demonstrates the gap between the in-house language policies and the participants’ own Japanese-dominated workplace communication. The study also reports employees are nonetheless encouraged to sit for the TOEIC regularly. The study concludes by arguing that EOCL policies can operate as an ideological mechanism that drives employees to study English for self-development.
This presentation draws on literature review findings and aims to provide guidance regarding the successful implementation of written facilitative feedback into the writing process. However, because the review also shed light on some of the inherent weaknesses of facilitative feedback, this presentation will also provide avoidance strategies for the method’s most obvious shortcomings. Hopefully, this balance will let everyone walk away with at least one new idea about their writing feedback moving forward.
This presentation examines the advantages and difficulties of EFL teachers learning beginner level French as a soft approach to teacher development. The presenters are the teacher, a student, and the class administrator. Using student questionnaires and testimonials, they highlight the students’ successes (team bonding, insights into student motivation, and practical teaching ideas), and challenges (time commitment, conflicting schedules, and frustration at the class level). Lastly, they discuss how these challenges may be addressed.
Three researchers, two at the university level, and one at a public high school are building a community to share Japanese archaeological artifacts and enhance their students’ learning. This workshop will go over the development of augmented reality (AR) Jomon era pottery models, where they can be accessed freely online, and the development of the classes and curriculum that were taught in English courses to help students engage not only with English, but with history.
This special networking session is being hosted by the conference team to bring together people who are interested in forging new links with other educators and researchers. We would like to help our Japan-based and internationally-based attendees have an opportunity to connect and also want to provide opportunities for JALT2020 attendees to discuss future research projects. Why not start thinking about your proposal for JALT2021 here? Please join us!
This presentation will be useful for teachers interested in promoting student creativity in their classroom. It synthesises the latest research to understand a) why creative skills have become significant in education policy internationally and in Japan, b) how we can understand creativity as a phenomenon, and c) how to promote creativity, particularly collaborative creativity, in the language classroom. It is part of an ongoing research project into the role of creativity in Japanese education.
Non-native speaker teachers need to be able market themselves better. Marcel Proust, a French novelist said, “When you work to please others you can’t succeed, but the things you do to satisfy yourself stand a chance of catching someone’s interest.” Working hard is important but simultaneously, non-native teachers need to know how to effectively invest their time. In this presentation, the presenters will explore practical ideas to help non-native teachers compete in the TESOL market.
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.
The notion that interactional competence in the L2 emerges naturally once sufficient lexical/grammatical knowledge is in place was disputed by Widdowson (1978). This presentation suggests that the ability of learners to interact in the L2 requires both explicit teaching of interactional skills and also extensive opportunities for learners to engage in non-directed, phatic interactions. The presenter will outline the theoretical underpinnings of using free conversation in class time in relation to an interactional syllabus.
Podcasting is a tool for continuing professional development in the ELT community, with participation seen as a sustainable “teacher network” option. Drawing upon the presenters’ experiences of podcast production, as well as surveying other projects in the field, this practical session will introduce attendees to ways of engaging in podcasts for professional development purposes. The audience will have the chance to reflect on a variety of formats and discuss wider applications for podcasting in ELT.
This workshop will first describe Living Newspaper Readers Theatre (LNRT) -- a performance of a script stitched together by selecting topically-related news articles -- will go through the steps necessary to do the activity, then the participants will create their own LNRT, practice it, and then perform it. The workshop will end with a short discussion, Q&A, and a reflection on the activity and how it relates to critical thinking and community.
What is effective English language teaching? What competencies do English teachers need to possess to become exemplary language teaching professionals in this digital age? The answers of these questions encompass aspects such as teachers’ proficiency, social and cultural contexts, teachers’ pedagogical skills, the role of content knowledge, community of practice, professionalism, etc. This presentation will explore the knowledge, beliefs, and skills English teachers need to possess to make their teaching exemplary.
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.
Analysis of university students' TED talks simulation activity
This research presents a 16-week student autonomous classroom activity of TED talks simulation. I describe students’ peer assessment of each other’s presentations and analyse their videos to report on what they achieved and what they need to improve further.
What really goes on in MEXT’s secondary school English Communication classes? The analysis of one teacher’s choices, through systemic-functional theory (SFT) and legitimation code theory (LCT), in their use of space, gaze, and gesture, along with discursive and lexicogrammatical choices in language, can show how they foreclose and create cumulative knowledge building (Maton, 2014). Based upon this examination, the speaker will close with thoughts on possible future directions for research and teaching.
This research explores tensions arising from the internationalization of higher education through analyzing language teaching and applied linguistics job advertisements. Using discourse analysis we examine job advertisements across institutions with attention to how institutions represent themselves and the work they solicit. The current study, by examining job advertisements from Anglophone countries and Japan-based institutions in English, English and Japanese, and Japanese, clarifies similarities and differences in institutional and job position representations across national communities.
Reported speech is a key language skill but it is often dealt with in a superficial manner in EFL textbooks or skipped altogether. This presentation reports on a survey of 220 EFL speaking textbooks’ coverage of reported speech. The survey identifies and enumerates a number of shortcomings. Participants should come away with a better understanding of the importance of reported speech, the inadequacies of textbooks, and the necessity of going beyond the textbook content.
The presenter analyzes the use of brief, teacher-centered small talk over two terms to Japanese high school EFL learners. Two end of term surveys and one end of year class evaluation indicated that students appreciated these anecdotes as a tool to improve their listening skills, warm-up, learn more about their teacher, and create a comfortable classroom environment. Reflections are offered for those interested in implementing small talk in a similar style in their own classrooms.
The UN General-Assembly, in its resolution 72/130, declared May 16 the International Day of Living Together in Peace in 2018. Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century also indicated “Learning to Live Together.” This workshop focuses on how to promote such learning through foreign language classes.
Japan’s Ministry of Education has identified professional development (PD) as necessary for innovating its education system (Murakami, 2019). However, effective PD must be context-specific (Guskey, 2003; Kinugawa & Tachi, 2003; Richards, 2010). This presentation shares three years of feedback on PD conducted for lecturers at a Japanese university. The perceived value of PD opportunities depended on many factors. The presenter will address the affordances and challenges in creating PD programs while demonstrating this program’s evolution.
This workshop explores the features and benefits of WordEngine, an application that teaches high-frequency vocabulary for general English and special-purpose domains such as TOEFL, TOEIC, CEFR, and IELTS. Students study with smartphones, tablets, and computers, and it costs ¥215 per month. Progress reports for teachers are free, as are the exciting cooperative learning tournaments designed to motivate entire classrooms. Find out how WordEngine makes learning vocabulary simple, effective, and yes, even fun.
This roundtable exchange will provide an overview of and an opportunity to discuss some of the most common perceptions held by teachers about developing and sharing resources, examine some of the ways to overcome commonly-faced obstacles, and consider how sharing materials can help foster a sense of community among teachers.
Communities are built on empathy, flexibility, and the ability to make meaningful connections that bridge individual as well as cultural differences. This roundtable will engage in discussions on raising awareness of relationship building as an important communication tool. A key focus will be discussions on problems of identity, cultural obstacles, and biased expectations involved with intercultural relationships. How can we apply our skills and experiences to help learners use relationship building to become better communicators?
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.
Enhancing junior high school students’ speaking fluency
This study aims to enhance Japanese junior high school students’ speaking fluency through a story retelling program. Forty-second extemporaneous speech tests were conducted before and after the three-month program and fluency was measured by word-time, token, and pause length.
The effectiveness of vocabulary output activities
Vocabulary teaching in Japanese high schools has not been sufficiently studied. This research explored whether vocabulary output activities in class were effective for L2 vocabulary acquisition and reading comprehension.
Process writing to raise metacognitive awareness in high school classrooms
This action research implemented process writing, aiming to raise students’ metacognitive awareness. After a brief introduction of the writing procedure, peer discussion and feedback were practiced and repeated, after which the results were examined.
Graphic organizers and reading comprehension
Skilled readers can identify main ideas, recognize organizational patterns, and use reading strategies. Graphic organizers are known as a strategy-based instructional tool in improving reading comprehension. This action research investigated the effects on retelling activities of using graphic organizers.
Vocabulary learning strategy instruction in English for Specific Purposes
This presentation reports the effect of vocabulary learning strategy instruction on medical engineering majors. The instruction encouraged them to build vocabulary and to become independent vocabulary learners after leaving school. Strategies were taught explicitly in regular language classrooms.
Language learning is a wonderful thing to undertake, but there is always a struggle when it comes to output. While there is a school of thought that says we should preserve the unique accents non-native speakers have, there still is a desire among some to have more of a "native" pronunciation. This presentation will look at ways in which you can help the Japanese English learner better understand why listening/speaking is a challenge for them.
A panel of teacher-researchers will discuss their experiences designing and implementing action research in the Japanese EFL university context. Topics include exploratory practice in a reading and writing class, learner reflections on leadership skills in group work, providing optimum scaffolding for reading circles, and addressing learner reticence to speak English in the classroom. Discussants will share reflections on receiving guidance from an expert researcher, group meetings, project design, ethical practices, and classroom experiences.
“Framing“ helps us understand how people perceive experiences and develop metacognitive and metalinguistic processes. The English as a Foreign Language classroom frame involves paradoxical ambiguities which many teachers exploit productively. However, in the rush to establish blended and remote learning systems, it is easy to neglect valuable aspects of classroom practice. This session will workshop practical responses to blended and remote learning EFL scenarios in light of understandings about how framing can support learning.
The presenters will highlight reasons teachers tend to resist technology in teaching, explain the importance of training, and then give a workshop showing how the Niigata JALT chapter has been successful in showing teachers around Japan best practices for using technology. We will show participants how to set up a webinar step-by-step explaining needed equipment and giving practical tips. Based on feedback for our webinars, we hope to inspire others to hold online events.
Speaking skills are becoming critical for students’ success in many academic environments and workplaces, and yet they rarely get the attention they deserve in the classroom. In this session, I’ll be exploring strategies for helping students get the most out of speaking-focused communicative activities and building students confidence and fluency. We’ll talk about practical ways of solving common problems to get students speaking more.
How do students actually experience your classes? Your hard-to-reach students may be among the over 10.8 million Japanese people with hidden neurodiverse learning differences that they, their teachers, and family may not even be aware of. In this workshop, you’ll get to experience these barriers first hand. What experiences have you had with these kinds of students? Come and share your ideas, and learn some best practice techniques to help these students achieve.
The purpose of this presentation is to provide the attendees with a perspective on how teachers managed virtual teaching during the Covid-19 pandemic despite the emotional and technological barriers they have faced in Izmir,Turkey. The needs of this “emergency distance teaching” period and the importance of solution partners will also be included. Recommendations by the data collected from a survey will be discussed for the betterment of online delivery performances.
Most contemporary vocabulary instruction in ESL centers around simple, shallow meanings or translations. For words with more abstract or complex meanings, these shallow representations can be insufficient. Using the internal semantic representation of words, a deeper meaning can be provided to address this. An exploratory study with 18 intermediate Japanese students showed that their usage of 20 English verbs improved with instruction using internal semantic representations. This result supports deep vocabulary study in ESL.
This workshop introduces a universal assessment rubric for teachers to easily grade speaking, writing, or mixed-skills task performance in the classroom. The tool conforms to TBLT assessment principles, has high validity and inter-rater reliability, and allows for instructional feedback. It is compatible with all language descriptor systems, and can be applied to a wide range of communicative tasks at any level. Participants will receive a copy of the tool and practical training in its use.
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.
The presenter reports how listener’s background differences influence intelligibility and comprehensibility of Japanese learners of English. Specifically, he presents the association between the two dimensions of speech understanding (intelligibility and comprehensibility) and three listener factors (listeners’ first language, familiarity with English spoken by Japanese people, and listeners’ English level).
Workplace interaction and social support can have a significant effect upon the cognition and development of novice teachers as they navigate the transition between training and teaching. This paper reports on findings from a qualitative longitudinal case-study of five novice EFL teachers, exploring the positive and negative influences which interaction with colleagues and wider social support had upon their cognition and development during this formative time.
Teachers should understand the different aspects of word learning and what that entails at the form-meaning level and for the more complex deeper aspects of vocabulary knowledge such as collocation and colligational knowledge, register, politeness, lexical domain, polysemy and so on which cannot be directly taught or learnt. Rather they need to be “felt” or “sensed”. The presentation will put forward a roadmap for teachers and students to follow.
GILE SIG Forum #268
For the 14th successive year, the Global Issues SIG forum is an idea-sharing session open to all interested people. This well-received session linked to global issues and international understanding will feature classroom teachers’ mini-reports, and innovative ideas on teaching activities, materials writing, and curriculum design. Handouts, lesson plans, and teaching resources will be available to peruse or take. Come join our unique session, learn new teaching approaches, and share your ideas. Open to all!
This session presents a case study of an undergraduate seminar using video in an online language exchange as a kind of live and interactive theater situated in various locations. A semiotic reading of the videos, qualitative and quantitative assessments of the project, and actionable advice to assist those interested in any such similar project will be discussed.
Stereopsis, the process by which we attain 3D vision, is discussed in relation to its use in language education. The presenters will discuss their independent but closely related research into vision and language by introducing some experimental applications of their ideas. In a short final demonstration they will present a text with glosses partially visible in a virtual space behind the text (3D vision) and visible only to one eye (BR) using anaglyph glasses.
Recent developments in corpus-informed materials (McCarthy & McCarten, 2018), have greatly improved the dialogues learners encounter in textbooks, but many can be unnatural. As a result, there is a need for more realistic and motivating models of speech. Dramatised literature offers one such model. This presentation reports on research using an example of such literature (the BBC show Sherlock) and explores how it can be used to motivate learners and develop spoken language awareness.
During the pandemic a lot of changes have happened in the professional development of teaching professionals in tertiary education. All around the world, teaching professionals were asked to upskill or reskill in certain skills, that they did not necessarily need prior to the pandemic. This research will address which were the most essential skills that teaching professionals had to upskill or reskill in the Gulf region (KSA, UAE, Oman, Bahrain, and Kuwait).
Join us for the Annual General Meeting of the Extensive Reading SIG. All SIG members and conference attendees interested in extensive reading are invited to attend. We will elect SIG officers for the coming year and discuss ideas for activities and direction of the SIG.
This workshop will examine the challenges faced in measuring spoken production and look at how these challenges were overcome at a Japanese tech company by creating an internal speaking test used for both English and Japanese . By using systematic approach to evaluate spoken production we are able give accurate and actionable feedback to learners enrolled in language programs as well as track the progress over short and long term timespans.
Autoethnography is an intriguing method in qualitative research utilizing data about self to understand the connectivity between self and others. Reflecting on the presenter’s journal entries, this study explores critical factors to bridge some problematic gaps that may have hindered effective TESOL endeavors in the Japanese context. Through the connectivity in the autoethnographic approach, open dialogue with the audience can be created to collaboratively explore approaches to bridge those gaps.
At JALT Executive Board Meetings (EBMs), Chapter, SIG, and National JALT officers present reports, discuss JALT business, and vote on motions that are brought before the assembly. During the year, these JALT officers attend two weekend EBMs. Although this EBM is scheduled to last for only one hour, important business will be discussed and conducted. All JALT members are warmly invited to attend the EBM and observe the management of JALT business in person.
This workshop will go over a developed professional development (PD) course on the use of G Suite tools. I designed this PD to realize the start of a professional learning community (PLC) at my school. A PLC was the method settled on to retain tech knowledge at our school even when teachers leave. They first needed, though, to be trained on the best use, and in some cases, the basic use of the tech in their classes.
Japanese learners’ anxieties regarding the enforced study of English is related to their cultural upbringing as well as the manner in which U.S. hegemony was established as a result of World War II. The U.S. has greatly influenced the type of educational system which has been installed via their significant influence on Japanese politics. A prominent example of this is the influence of standardized testing in the form of the TOEIC exam.
This is the planning meeting of the PanSIG 2021 committee and all interested in participating in PanSIG 2021, planned for May 2021 being held in Mishima (Shizuoka) at Nihon University. All SIGs should have several representatives engaging in PanSIG taking part in reviewing submissions, conducting the conference and editing the conference proceedings. Please take part in this meeting to make PanSIG 2021 happen.
The presentation reports an English teacher teaching metacognition survey study conducted in Taiwan. The study reveals information about the current status of teaching metacognition among Grade 1-12 English teachers, its connection to teacher preparation these teachers received in the past, and their teaching practice now. Additionally, it highlights implications and suggestions for teacher training and professional development in the future.
COVID-19 is shaking the foundation of education in Japan from K-12 to higher education. The crisis has shown cracks in a system known for conservatism and highlighted new innovative practices. Will CALL in Japan be affected by the systemic changes caused by the pandemic. This presentation will analyze changes in ICT policies and try to answer this simple question: will the pandemic change the way we think about educational technology use in the classroom?
This workshop focuses on five pedagogical responsibilities of all pronunciation teachers: (1) selecting the pronunciation features to be taught; (2) implementing a pronunciation diagnostic; (3) teaching age-appropriate knowledge about phonetics, including phonetic symbols; (4) using pronunciation activities throughout all language classes; and (5) supporting learners’ pronunciation strategies and skills outside of class. The presenter will summarize current research and suggest ways to fulfill each responsibility efficiently and confidently. Participants will share challenges in pronunciation teaching.
Are you ready to be a teacher trainer? Is teacher training simply just teaching others how to teach, sharing your knowledge and experience? Have you been asked to train other teachers simply because you have been teaching longer than others? Good trainers are good teachers in the classroom, but not all good teachers can be good trainers. This is an interactive workshop focusing on andragogy for current and future English teacher trainers.
Cultivating communicative English skills has become a priority at all levels of English education. However, teachers often have difficulty finding ways to successfully facilitate communication among groups of students. Conversation cards offer a solution. Cards serve as a tactile reminder to participate in group conversations and provide a useful framework in which to participate. This workshop introduces practical ways to use conversation cards as well as sample conversations, evaluation methods, and card templates.
Foreign language teachers have a unique role to play in reducing hate, bias, and stereotypes. Ideas from the field of human rights education can help us to achieve this important goal. Join this hands-on workshop to learn creative ways to include human rights in content-based language lessons and to experience classroom activities that raise awareness of prejudice, empower students to stand up against discrimination, and promote the tolerance so badly needed in our multicultural world.
In this presentation, I discuss the importance of viewing contrastive rhetoric (CR) as an approach concerned with communication rather than affixing it to the more complex notions of culture and identity, as has been frequently done in the literature. What I do to accomplish this is conceptualize CR within the theoretical framework of common round theory, which I argue is not only the most practical approach to CR but the best way to ensure its full effectiveness.
Small group discussion offers students many potential benefits. Some of these benefits include developing critical thinking, perspective sharing, and exploring issues. However, the potential of group discussion work can also be negatively impacted by the effect of cognitive biases such as confirmation bias and groupthink bias. This presentation looks at some strategies and tweaks teachers can employ to mitigate some common cognitive biases and maximize the power of small group discussion.
Language classes are often intended to prepare learners to engage in successful communication. Communication is regarded as the means and ends of language learning. Yet, there has been very little discussion of what else communication can bring to learners. In this talk, I will explore some practical ideas from communication studies, using a model of positive communication, and consider how these might facilitate the development of healthy communities of language learners and teachers.