Sessions / Junior/Senior High School

JALT Junior My Share Special Weekday Event #280

Tue, Nov 17, 18:00-19:30 JST | Zoom 1

First-time special online-weekday addition of the JJ My Share! What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired! Please come to this special event.

A Study Tracker Developed From the Bullet Journal #500

Wed, Nov 18, 16:00-16:25 JST | Zoom 1

The Bullet Journal method (BuJo) created by Ryder Carroll is a customizable journaling system of personal organization handwritten in a single notebook. One of the ways to optimize BuJo is integrating a habit tracker into the system, which helped to develop a study tracker for monitoring study habits. By utilizing the study tracker, students gained opportunities to observe their study habits so that they might increase their beliefs about their self-efficacy.

Lessons Learned From a High School Overseas Trip #551

Thu, Nov 19, 19:30-20:30 JST | Zoom 1

What effects do overseas high school trips have on students’ interest in speaking English, confidence, and listening ability? How does a homestay play into that? This study will discuss and analyze findings that came out of quantitative and qualitative research on one school’s 2-week trip to California, involving a total of 277 students. Implications for our own classroom teaching will also be touched on, particularly with regard to reluctant EFL speakers.

Impact of Training on Teacher Corrective Feedback #644

Sat, Nov 21, 10:45-11:10 JST | Zoom 3

This presentation reports on the findings of a qualitative study of secondary EFL teachers’ oral corrective feedback (CF) before and after a professional development program. Data included interviews, reflections, and observations pre- and post-training. This study found that the participants changed their CF beliefs and practices considerably after taking part in the programme. The study suggests that teachers’ feedback beliefs and practices can be changed by workshops accompanied by appropriate follow-up teacher learning activities.

Adapting to Online Platforms for the Uninitiated #530

Sat, Nov 21, 12:50-13:15 JST | Video Playback 22

Following the Movement Control Order which was enforced in Malaysia to contain the COVID-19 outbreak in Malaysia, teachers and students found themselves engaging in a virtual world. For many English language teachers, utilizing online platforms for teaching was something they had never tried. In this presentation, I describe how English language teachers in Malaysia leveraged features of WhatsApp for teaching English remotely.

JALT Junior My Share #272

Sat, Nov 21, 12:50-14:20 JST | Zoom 18

This year we continue the JALT Junior (JJ) My Share tradition. What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired!

Perceptions of Value Among ALTs on the JET Program #601

Sat, Nov 21, 16:45-17:10 JST | Video Playback 1

This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.

An Investigation Into Language Mindsets #676

Sat, Nov 21, 16:45-17:10 JST | Zoom 7

This study explored senior high school students’ language mindsets and the factors affecting the shaping of their language mindsets. The study used a mixed-methods approach. The questionnaire findings reveal there are no significant differences between male and female students. English low-achievers tend to score toward the fixed-mindset. The interview findings show that students’ language mindsets are domain-specific and factors affecting their language mindsets include influences from their parents, peers and past learning experiences, especially failures.

The Great Myth of Effective Team Teaching #490

Sat, Nov 21, 16:45-17:10 JST | Zoom 5

Some teachers interpret effective team teaching between JTEs and ALTs as equal input. However, this ideology is different from reality and deeply flawed. Part one of this workshop explains the causes of the common input imbalance and why an equal input is impractical. Part two explores how understanding and respect for the differences are crucial to effective team teaching. Practical ideas on how the two teachers can complement each other inside and outside of class are introduced.

Pragmatic Roles of Visuals in ELT Textbooks #336

Sat, Nov 21, 16:45-18:15 JST | Zoom 29 Posters

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

Critical Corpus Analysis of ALTs’ Online Discourse #722

Sat, Nov 21, 17:20-17:45 JST | Video Q and A 12

This presentation will describe corpus assisted critical analysis of online discourse about assistant language teachers (ALTs) in Japan. This discourse can build awareness of employment issues affecting ALTs, but it may also contribute to ALTs’ perceptions of disempowerment by promoting ideas that ALTs are fundamentally unprofessional and their exploitation is unavoidable. To counter this, it is hoped users of online communities will approach them with a sense of solidarity, not only competitiveness or frustration.

Fairness Perceptions of Assessment Approaches #581

Sat, Nov 21, 17:55-18:20 JST | Zoom 12

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

Dilemmas in Second Language Speaking #591

Sat, Nov 21, 17:55-18:20 JST CANCELLED

Some educators claim that there are students who are suffering from what Earl Stevick calls “lathophobic aphasia” or the unwillingness to speak for fear of making mistakes. This happens when teachers look upon “mistakes” as a sign of failure, either on their part or on the part of the students. This study looks into dilemmas of junior high school students in second language speaking and their academic performance in English.

Implementing ER at a Secondary School #603

Sun, Nov 22, 09:30-09:55 JST | Zoom 7

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.

Promoting ALTs’ Participation in Team Teaching #569

Sun, Nov 22, 10:45-11:10 JST | Zoom 19

This study investigated an interactional practice for promoting assistant language teachers’ (ALTs)’ participation in team teaching lessons with Japanese English teachers (JETs). Using conversation analysis, the researcher conducted a comparative case study on 15 team teaching lessons of two pairs of ALTs and JETs in two public junior high schools. The analysis found that with the ALTs taking over the turns for Evaluation from “Initiation-Response-Evaluation sequences”, it made a significant impact on promoting their participation.

Multimethod Research Into Teacher Agency #625

Sun, Nov 22, 10:45-11:10 JST | Video Playback 1

In this presentation, I will briefly explain some of the initial findings from an ongoing research project into junior high school teachers’ sense of agency before describing some of the research design issues which have emerged as I attempt to understand teachers’ views and beliefs. The presentation is aimed at stimulating discussion regarding teacher agency and the value and the difficulties in using multiple methods in educational research.

Connecting Schools, Students, and Teachers Online #753

Sun, Nov 22, 10:45-11:10 JST | Video Playback 20

This study examines a task-based learning program in English conducted through video exchange between schools in Japan and Nepal. In this project, students learned about the culture and society of each other through the exchange of the videos. The results of the questionnaire survey show that the exchange program was very successful in achieving its objectives.

Interactional Competence of Japanese SHS Students #317

Sun, Nov 22, 10:45-12:15 JST | Zoom 29 Posters

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

Learning With Laughter and Humour #452

Sun, Nov 22, 13:25-13:50 JST | Zoom 19

This workshop proposes a need for more comedy in Japanese high school lessons and presents a course that tries to fulfil that. In it, students learn techniques of comedy, practice improvisation drama, and compose and perform humorous skits in English. The educational purpose is to develop creativity, critical thinking and cooperative attitudes, alongside language skills. We argue that non-traditional course types are worth the risk and will share examples of the outcomes of the course.

Oral Reading Fluency Practice for Learner Groups #455

Sun, Nov 22, 13:25-13:50 JST | Zoom 6

Reading fluency is important for developing smooth and accurate readers, and in EFL settings, oral reading fluency activities offer a good way to develop language awareness as well as reading skills. This presentation will explain the research behind reading aloud and offer some suggestions for doing it more effectively in conjunction with assigned textbooks. These include creating parallel texts and reader’s theater.

Factors Affecting L2 Learner Motivation #708

Sun, Nov 22, 14:00-14:25 JST | Video Playback 18

In this presentation the presenter will highlight teachers’ perceptions of key factors that support but also hinder L2 learner motivation of junior high school learners of English in Japan. The study involves perceptions of both current and former English teachers with junior high school teaching experience. Participants will gain insights on key attributes from teachers which affect L2 learner motivation as the presenter shares his master’s dissertation research.

Fostering JHS Teachers’ Confidence to Use English #463

Sun, Nov 22, 14:35-15:00 JST | Zoom 18

This workshop will highlight the development of in-service training for fostering JHS teachers’ confidence to teach English in English. To prepare JHS teachers for using English for instruction, hands-on two-day training was conducted to improve teachers’ English instructional skills and to develop their English proficiency. As JHS teachers learned students’ perspectives of learning English in English, they acquired a positive attitude toward using English in class. Findings and implications for training will be discussed.

Reading Communities: Lexical Dimensions #761

Sun, Nov 22, 14:35-15:00 JST | Zoom 20

This presentation explores the implications of sociocultural theory for vocabulary instruction. Rooted in the idea that learning occurs through social interaction, sociocultural theory provides a basis for vocabulary instruction that relies on interactions that are more powerful when those interactions lead to the creation of classroom communities. Within a classroom community, teachers and students can interact with each other and with texts such that effective, meaningful learning of vocabulary and comprehension of these texts occur.

Enhancing NNEST Wellbeing in the Shared Domain #656

Sun, Nov 22, 16:45-17:10 JST | Zoom 13

This talk explores the importance of non-native English-speaking teacher (NNEST) motivation, and self-efficacy. Teachers with high levels of wellbeing foster students who are likewise productive and motivated. Considering the significance of this relationship, why has NNEST work-life balance and wellbeing been overlooked? Additionally, JET Programme issues, together with practicum and in-service training considerations will be scrutinized. How can they be improved in order to enhance NNEST self-confidence and increase the efficacy of ongoing reforms?

Mining Classroom Materials #429

Sun, Nov 22, 16:45-17:10 JST | Zoom 1

Most textbooks contain more materials and activities than can be completed during the time available. Teachers therefore have to select what content to deal with and ignore. In this presentation, we will present criteria for the effective use of textbooks including to what extent the content integrates the four skills and grammar/vocabulary, and how accessible the meanings in the language are. Pages from a widely used secondary school textbook are applied throughout the presentation.

Online Interaction in New CEFR in Time of Crisis #407

Sun, Nov 22, 16:45-17:45 JST | Zoom 16

Have you considered using the New CEFR Revisions in developing and accessing your students’ listening and speaking skills especially in time of crisis? What are the new adjustments added to its descriptors? How can teachers use them through online teaching in time of crisis? Join us to learn more about this through different practical applicable activities.

Communicative Grammar Instruction Through GCR Task #445

Mon, Nov 23, 09:30-09:55 JST | Zoom 5

This workshop will highlight the effectiveness of grammar consciousness-raising (GCR) tasks in English lessons in Japanese high schools. The presenter will explain effective integration of grammar instruction and communication activities through GCR tasks. This technique enabled learners to use grammatical items in actual communication. Additionally, it helped them gain confidence in grammar knowledge and actual use in communication simultaneously. Materials and students’ feedback will be shared, and participants will explore how to teach grammar communicatively.

A Phonological Syllabus for Japanese Students #709

Mon, Nov 23, 10:05-10:30 JST | Zoom 10

This presentation outlines an action research project based on a phonological syllabus targeting Japanese first-year junior high school students. The syllabus provided explicit pronunciation instruction, phonological awareness activities, and bottom-up listening activities. Effectiveness of the syllabus was assessed quantitatively. After three months, the participants performed better in the syllable counting task, improved in pronouncing some consonants, and low achievers made more progress than high achievers.

Implementing Online Intercultural Exchange #510

Mon, Nov 23, 10:05-10:30 JST | Zoom 16

The study tour of a Japanese high school to Singapore was aborted due to the current pandemic. In place of it, both schools decided to embark on a 4-month intercultural exchange program where students in Okinawa and Singapore could engage in collaborative projects that promote intercultural understanding. The presenter will explain the implementation of the program, both the synchronous and asynchronous activities, the communication platforms used, and the characteristics of the team projects.

Writing Skills Development: Does Peer Review Help? #688

Mon, Nov 23, 10:45-11:10 JST | Video Playback 6

Despite research finding benefits to peer reviewing, few studies have examined its effect on student writing abilities. This study investigates whether/how peer reviewing would influence writing skills development in an EFL high school classroom. The results of pre-, post-, and delayed posttests, and analysis of audio-recorded peer review interactions. Students’ revisions revealed that peer reviewing contributed to the improvement of students’ writing abilities.