Sessions / College & University Education
In this forum, presenters will introduce ways in which literature and approaches to it can be used by students and educators to understand, contribute to, and participate in, various notions of community. Audience members will then be invited to discuss the effect and effectiveness of literature and teaching/learning methodologies in both defining, and existing in, a greater whole. Please join us in an exchange of ideas and a sharing of experiences.
Business letters and email should reflect a positive, natural-sounding, and somewhat personalized writing style regardless of the topic matter—whether good news, bad news, or just routine information. Unnecessarily formal letters, or letters overladen with passive and noun phrase expressions, are not only wordy but also slow down quick-return communication. We will discuss, through four sample letters and exercises, how original letters can evolve into direct, polite, communicative revisions.
In this presentation, the presenter will introduce how to set up an online task-based group project using free Zoom applications with iPads. She also introduces several unique teaching styles and activities in this class. For example, switching from teacher-centered lessons to the students-centered group discussions in one lesson. At the end of this presentation, the benefit of online group lessons in comparison with face to face lessons will be introduced.
Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.
Misako Tajima examines how Filipina tutors are constructed as gendered entities in Japan’s Skype English conversation industry. Sachi Komai explores the works of novelist Natsuo Kirino, who describes the influence of neoliberalism in Japan and its impact on women. Antonia Cavcic discusses Koike and Abe’s use of gairaigo during the Covid-19 pandemic in relation to gender, inclusivity, and clarity. Sara Schipper reports on discrimination, isolation, and satisfaction amongst female students attending a male-dominated, Japanese university.
This presentation is about a mix-method study that aims to provide a better understanding of students’ perception of usefulness and ease of use of an interactive online platform, Flipgrid, in freshman English discussion classes in Tokyo, Japan and to investigate how Flipgrid can benefit students’ speaking ability and enhance their learning experience and confidence. The data collected from two questionnaires and students’ videos will be analyzed and the results will be presented.
The spread of COVID-19 has made it difficult for students to study abroad and has brought major changes into universities' international exchanges. In response to these changes, presenters implemented online technologies into their international exchange activities on campus and with overseas partner institutions. In this workshop, in addition to presenters explaining their activities, participants will be invited to share their experiences/ideas and discuss further possibilities of international exchanges under the circumstances of COVID-19.
This study examines what college students have gained through emergency remote learning utilizing ICT tools during a pedagogy course. This course adopted Slack, Zoom, Google services, and online quiz tools. A post questionnaire was conducted and the results indicate that most students believe the style of education in schools would change post COVID-19. It was also found that some of them had applied their acquired ICT skills to other situations outside of class.
In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.
This research-based presentation covers survey responses from a Spring term compulsory reading class for first-year, low proficiency, non-English majors at university. Data points capture the reading profiles in English and Japanese for two intact classes (n=52) as well as the learner attitudes and opinions toward skill development through graded reading online with er-central.com. Participant takeaways include student feedback to plan fall term reading online and other class activities necessitated by emergency remote teaching.
In this forum the presenters will evaluate their experiences with the use of online learning platforms for their classes and with teaching vocabulary to beginners. Presenter 1 talks about the use of Zoom and Moodle at a technical university. Presenter 2 explains some tricks when using Zoom for German classes. Presenter 3 shares the experiences with an online practice room for Thai, and presenter 4 focuses on Vietnamese vocabulary teaching beyond the textbook.
Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.
This session aims to present two case studies of top global Japanese universities and their efforts to foster interculturally competent (IC) domestic students through contact with international students on campus. It will compare results from a longitudinal survey of 164 Japanese students divided into two groups - one which engaged in extracurricular programmes with an intercultural focus and one which did not. Results will be discussed in light of interviews conducted with some of the participants.
The world has been coming closer than ever, thereby, creating new communities based on diverse cultures. One of our roles as language teachers should be to build vibrant communities that are based on trust, and willingness to accept beliefs that are different than our own. Embracing this year’s theme of “communities of teachers and learners”, we’ll discuss some practical ways adopted to reduce or eliminate any barriers that could have hindered a great learning experience.
Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.
In this forum, the presenters will share their experience and answer questions regarding various issues that arise when negotiating overseas academic partnerships. Topics include: (a) first steps for establishing the partnership; (b) negotiating differing perspectives (including mediating between our host university and partner university); (c) maintaining the partnership (including overcoming problems); and (d) ending partnerships. Simon is the director of partner negotiations for his faculty and Peter is the international ambassador at National Taipei University.
Positive discourse analysis (PDA) is an approach where we look at successful projects and things in order to understand what makes them work. In this workshop, I will share some tools and examples of how people carry out PDA in real world settings. In doing so, we will learn how we can use PDA for both analysis of projects as well as creating our own projects with the aim of harmonising our communities and eco-systems.
In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.
While it is relatively effortless to assign online language tasks to students, the organization and evaluation of incoming assignments can quickly overwhelm teachers. A number of computer-assisted scoring tools exist to help facilitate the evaluation of student work. This practical workshop will introduce a range of language learning tasks that make use of computer-assisted scoring within a Moodle course. The presenter will first introduce computer-scored credit/no-credit tasks, as well as auto-scored reading and listening tasks. But more importantly, participants will gain a better understanding of how to administer computer-scored speaking and writing tasks. The presenter will also illustrate how peer-feedback and self-reflection tasks can be administered and shared among students.
This presentation outlines an instructional phonetics approach aimed at developing greater awareness of suprasegmentals using authentic materials. Presented as rich language resources with several varieties of both NS and NNS Englishes, authentic materials can be mined to highlight suprasegmental features through exposure to “real” spoken language. Based on a three-stage process of focused instruction, teacher conferencing and student presentation, I will demonstrate how English learners broaden their understanding of an often-neglected area of pronunciation instruction.
The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.
Research on pragmatics is generally from only one research perspective. However, this forum will bring together three researchers each with their separate research agendas: conversation analysis, discourse analysis, and sociolinguistics. These analysts will explain their overall approach and demonstrate the key steps in their analysis of the shared transcripts. This session will raise awareness of the differences and commonalities of the research perspectives, and, in addition, provide further insight into the pragmatics of real-life interaction.
This is the annual general meeting for the JALT Performance in Education (PIE) SIG. In this meeting we will report on SIG related events that took place in the past year, announce the results of our online elections, discuss future events, introduce SIG publications, and carry out other necessary business involving SIG officers and membership. All interested people are warmly invited to attend.
The CEFR & Language Portfolio (LP) SIG Forum will discuss how to align the CEFR to current practices for identifying needs of learners and teachers in the classroom by using an action research cycle. We will explain the outline of our new JSPS kaken research project which explicitly includes the SIG. We are looking for case studies in relation to the CEFR using action research. The CEFR & LP SIG AGM will be held after the Forum.
Peace is harmony attained by working productively with conflicting perspectives. In this lively plenary, Rebecca Oxford focuses on the natural harmony between teaching language and teaching peace. Both focus on helping people develop necessary communicative competence, and both promote cooperation and understanding across cultures and groups. Using her Language of Peace Approach and describing peace activities for the classroom (onsite or online), Rebecca takes us to the heart of peacebuilding in language education.
The creation of a cohesive group is essential for a successful classroom. The abrupt transition to online classrooms creates barriers to that cohesion, forcing classroom teachers to adapt or risk losing the positive, encouraging atmosphere they work so hard to create. The survey-based research presented here provides Japanese university students’ perspectives on the group cohesiveness of eLearning cohorts in the COVID-19 era, along with recommendations for increasing the level of cohesiveness in online classes.
This action-research aims to describe a business oral communication course prepared for college English majors in Taiwan and report the effectiveness of the nine teaching activities. The findings indicated that industry-specialist talks, job interviews with the industry, and case studies received unanimous approval whereas elevator speeches and simulated meetings were deemed least effective. This researcher concluded that an effective course is best achieved if co-created by the classroom instructor, the industry-specialists, and the students.
Experiences of implementing early virtual practicum for online language learning are scarce. A case study with an experiential component, aimed at fostering a preservice language teacher’s pedagogical knowledge for online language learning. Information derived from a community of experts in online learning contributed to the implementation of a specific instructional design type in an in-service/preservice teacher collaboration model. Both the benefits of this practice and some aspects to be improved will be discussed.
A questionnaire was given to 26 Japanese working women and 25 Japanese female college seniors to investigate what speech acts they wanted to have learned in college English courses. The results showed that 84.6% of the working women wished they had learned making suggestions. Then, eight business English course books were investigated. Four of them included making suggestions but none gave instruction related to sociocultural information necessary to use this speech act appropriately.
This presentation will outline the materials, procedure, and results of research into a planning strategy for small group discussions. The effects of the strategy on critical thinking and metacognitive awareness will be described.
Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.
To illustrate what roles cultural translation can play in EFL teaching, this presentation will demonstrate a model of activity named “Translate the Untranslatable.” The grammar-translation method has been argued as defective in the current paradigm of language teaching. I argue that the cultural-translation method 1) motivates L2 learners to explore meaning-making through knowledge of target language and their own culture, and 2) enables students to develop their skills in literary interpretation, analysis, and understanding.
Have you ever thought of writing your own textbook? Though you may not have a shortage of great teaching ideas, it can be very difficult to navigate your way through the maze of self-publication hurdles. Please join us and learn about using desktop publication software, finding high-quality images, obtaining ISBNs, printing, and distribution.
The presenter will report the results of a genre-based research to questions and model essays for IELTS Task 2 in order to illustrate crucial factors to compose quality essays for this task. For analysis, 56 questions and 30 essays have been extracted from Cambridge IELTS Practice Tests. The presentation will clarify major topics and question types for Task 2, followed by suggesting an ideal essay structure and linguistic features.
A thesis adviser and an undergraduate student, who is studying to become an English teacher, will present a section of a thesis on creating an engaging environment for English study. In addition to the student’s findings, the presentation will cover details about the process of writing a thesis in English from the point of view of the adviser and student. Participants will gain insights into teamwork for English engagement and the undergraduate thesis writing process.
Every student brings to class a unique set of skills, experiences, and learning preferences, which can be overlooked with a one-size-fits-all approach to teaching, planning, and assessment. Differentiated instruction is one way to address this. The purpose of this workshop is to introduce the concept of differentiation and then share ideas of how it can be utilized in a university ELT classroom with a diverse range of student abilities.
This presentation reports on the process of aligning an existing freshman English communication course with the common European framework of reference for languages (CEFR). The presenters detail their bottom-up approach, highlighting pitfalls and successes of including instructor and student voices in the alignment process. Actual examples of the new curriculum, input and feedback from instructors, and results of a needs analysis conducted among students will be shared.
From ancient times to now, stories have been a means to share our experiences and develop our communities. But, how can we bring storytelling into the language classroom? This presentation will describe how the textbook, Discover Conversation, can help learners to share and react to each other’s stories. It will demonstrate ways to scaffold the learning process so that learners can be exposed to and engage in more authentic L2 storytelling.
This practice-oriented presentation will demonstrate a five-step process in creating a growth mindset culture in an online course Purposive Communication. The first part shares the research of Carol Dweck on the impact of mindset on student achievement, wellbeing, motivation, and engagement. It will also build the case of establishing a growth mindset culture in remote learning environments. The second part will demonstrate the actual process of creating a growth mindset culture.
The Story-Listening/Guided Self-Selected Reading Program (SL/GSSR) is a complete program for EFL/ESL students; the goal being to bring beginners to high intermediate/low advanced in 3 to 4 years. SL/GSSR provides a substantial amount of optimal input, thus causing language acquisition. This workshop will introduce and promote discussion on the SL delivery method and the positive evidence of a SL/GSSR program on reading, writing, vocabulary acquisition, and TOEFL and TOEIC.
For educators, communities serve a variety of purposes, from creating and retaining the collective knowledge on fundamental tenets like best practices in teaching to collegial camaraderie, among others. Learners also belong to a variety of communities that influence everything about their academic experience, from learning motivation to groups made sanctioned by the instructor to facilitate language learning. The presenters will discuss effective creation and management of these communities is essential for a positive learning experience.
In this forum, three presenters will share their findings on current college level Japanese as a Second Language (JSL) issues. The topics include: JSL teachers’ teaching techniques of using L1, the pros and cons of evaluating JSL student-teachers, and JSL learners’ motivation and identity issues. We will have discussion sessions after each presentation. Please come and join us to share your thoughts on current JSL issues!
This presentation will introduce an approach to teaching academic writing that focuses on making connections between arguments based on observations and theories. Using this approach helps students to realize that engaging in academic writing requires them to become members of a community of practice. Examples of student work will be shown, and advice on how to apply this approach in your own courses will be provided.
Encouraging non-English majors in Vietnam to read extensively is a big challenge because that necessitates not only resources, time, teachers’ instruction, but also students’ awareness of the importance of extensive reading in learning a second language. With the emphasis on transforming students’ attitudes and motivations to do extensive reading, the paper will share an action research on how in-class extensive reading was done with a group of 30 intermediate non-English majors at Vietnam National University.
Singing popular songs as a group can increase motivation and group cooperation, lower anxiety, and improve pronunciation and intonation. Chorus English is a novel approach to singing in non-children’s EFL classes. Rather than using music as a filler or a hook, its goal is singing songs well from a linguistic perspective. It can be utilized by both new and experienced teachers who aspire to enrich their student’s communicative capacities and social skills.
This report on action research was conducted in a university setting with the aim of promoting the “right” talk – exploratory talk in small group work. Action research offers opportunities for teacher reflection on dialogic pedagogy and, in this case, helped to promote student talk that consisted of longer turns and more meaningful content.
It has always been challenging for teachers of current topics to find materials that not only build students’ fluency, but develop their critical thinking skills and motivate them to explore a range of today’s global issues. Inspiring Voices does all three, inviting students to share the dreams of 15 creative problem-solvers from Japan and around the world. Its chapters feature background readings, NHK Direct Talk video interviews, and scaffolded activities that culminate in communicative mini-projects.
In this talk, we demonstrate how second language learners in higher education can transfer their self-directed language learning skills to an online environment over the course of a self-directed effective learning module. We provide examples of how they use these skills to interact with their peers online, and how it helps them to develop 1) awareness of approaches to learning, 2) awareness of facilities, roles, and resources, and 3) awareness of self.
This study showed that written feedback was effective for the narrowly defined subject-verb agreement errors involving copula be or lexical verbs. On the other hand, written feedback was ineffective for the broadly defined subject-verb agreement errors involving both copula be and lexical verbs. The present study suggests that written feedback should be effective when subject-verb agreement errors are narrowly defined. Implications for the present study for the written corrective feedback research community are discussed.
While a growing body of research shows that digital games may facilitate SLA in various ways, game-based language pedagogy is still generally viewed as a fringe approach. A study was carried out to gauge learners’ beliefs and attitudes towards games for language learning and also to see if first-hand experience with this approach may affect their perceptions. The results of the initial study suggest that exposure to game-based learning results in more positive learner attitudes.
Thinking holistically about our students’ experiences as not just language learning, this presentation will report on a survey conducted at progressive liberal university which asked students to explain their feelings about equity and accessibility on campus. With a focus on the results regarding mental health concerns, we explain potential solutions for universities broadly and English educators in particular to help meet our students’ needs and build stronger teaching and learning communities.
This presentation will describe the ways in which the author provided opportunities for students to share information about their reading in order to attempt to promote a reading community within a one-semester extensive reading course. Results of an end-of-term survey (n=28) conducted to investigate the degree to which students shared information, the kinds of information shared, and the impact it had on their book choices will be presented, and the implications will be discussed.
This workshop presents an approach to critical thinking instruction in the context of L2 English academic courses. During this workshop we will discuss how to define and position the concept of critical thinking. We will also review an example of how activities might be structured throughout the term and what materials might be useful. In addition, we will review examples of student work to discuss how teachers can identify evidence of critical thinking.
Developing intercultural competence requires not only the right set of attitudes but also a certain set of abilities, and most agree that one component is self- and/or cultural- awareness. However, few discuss the importance of recognizing the intercultural unawareness that hinders communication in intercultural settings. The presenter will argue the importance of raising intercultural awareness, as in allowing students to realize their (un)awareness of certain aspects both in their culture and other cultures.
This study evaluates an in-house ESP coursebook, Target (2017), used to teach listening and speaking skills to economics juniors at a public university in Thailand. Both the students and teachers evaluated the coursebook through focus group interviews. Also, online open-ended questionnaires were distributed to all 123 economics juniors. The results reveal positive feedback and suggest materials developers focus on creating activities that promote the development of language skills and integrate the content of the discipline.
Students in Japan spend a lot of time and energy studying for various exams during their educational journeys. In particular, language ability tests such as the IELTS are often quite intimidating for second language learners and even native-level speakers. In this workshop, we shall analyse the IELTS band descriptors for speaking and discuss some strategies and techniques that language teachers can employ in their routine classes to help students improve their IELTS scores.
The purpose of this study is (1) to determine if explicit writing instruction using the genre-based approach within the systemic functional linguistic (SFL) framework could be applicable to Japanese English as Foreign Language (EFL) learners as university students with differing levels of English proficiency and (2) to explore whether and if so how explicit writing instruction using a genre-based approach improves L2 novice writers’ understanding of different text genres.
This replication study of Runnels (2016) investigated relationships between TOEIC L&R and CEFR-J can-do self-assessment scores. Participants (N = 54) completed an online-form with the CEFR-J statements. First, CEFR-J levels performed as predicted, with no mismatching but some overlapping of ability levels. Second, weak-to-moderate correlations between TOEIC reading and reading self-assessment scores were found, and none-to-weak for listening. The results and the implications of these findings, and in relationship to Runnels, are discussed.
Student evaluations of teaching (SET) have become a fundamental component of evaluating faculty effectiveness in higher education. Recent initiatives by MEXT have put pressure on universities to publicly display student evaluations of teaching. This presentation explains evaluation questions and explores the connection between SET scores and student perceptions of learning by sharing research findings on known biases like student motivation, class size, gender, and background knowledge.
College students in six reading classes participated in a study that observed how they develop the habit of thinking critically using textbooks with activities based on Bloom’s taxonomy. Students’ reflective reports and the course-end questionnaire show that over 70% experienced the usefulness of critical thinking (CT) activities, and more than half of them claimed they recognized their elevated habit of thinking critically. Students in large classes suggested individual reflective writing is more meaningful than group activities.
This presentation investigates learner usage of the Xreading online library in terms of completion rates, book level, reading time, reading speed, books completed, and total words read. This data was used to develop educator and learner best-practice guidelines to support classroom practice and autonomous learning. These guidelines are being used to implement, manage, and develop extensive reading programs at a Japanese university, and cultivate and sustain a community of readers.
One trend in EFL textbooks is to introduce learners to basic-level, research skills such as questionnaire design in order to complete small-scale, research projects. Yet little is understood about such lessons. The presenter will discuss the impact of lessons where learners jointly produce a whole-class, research project on Japanese manga. Results contain implications for project-based learning (PBL) and reveal understandings of learner autonomy and language awareness in relation to the creation of class projects.
This presentation reports on nine years of iPad use at a university in western Japan. Results from two surveys (2013 and 2020) and interviews of students regarding iPad use will be reported and compared. The uses of iPads in language education will be discussed and the changes in how iPads and other mobile devices have been used and are being used for language education will be shared.
This presentation reasons that collaboratively creating a classroom culture focused on personal authenticity and well-being should be the highest pedagogical priority. It then interactively introduces self-disclosure, team-building, and positive education activities that can be implemented in the classroom to foster openness, vulnerability, and curiosity, while in the pursuit of educational and personal well-being. The pedagogical efficacy of these activities is supported by students’ own accounts of their learning experiences.
Collaboration is fundamental for learners to develop their autonomy, gain confidence in their language abilities, and to actively work with their classmates to achieve a shared goal and interest. FlipGrid and Padlet are two interactive tools that offer learners creative spaces to express themselves both inside and outside of the learning environment. An exploration of these tools will equip educators with more nuanced ways of engaging with students and strengthening classroom rapport.
Instructors using textbooks, especially in large online language classes, often face several difficulties. In particular, it is sometimes difficult to ensure that each student is on the same page and focused on the same task. The presenter realized after years of futile and frustrating attempts to monitor student comprehension of verbal instructions, the obvious solution was a visual one.
This presentation details a study which examined the views of Japanese EFL students (N>200) towards remote foreign language learning. The study utilized a pre-post survey design to compare Japanese university students’ initial perceptions towards remote foreign language learning and perceptions after a semester of online study. In addition to data from reflective reports, attitudes towards remote language learning and their pedagogical implications will be presented.
This study aimed to investigate the effects of collaborative dialogues and think-aloud protocols on EFL learners’ L2 writing performance. It also addressed the roles of lexical collocation in relation to L2 writing. The results showed that the effects of collaborative dialogues was significantly better than that of the think-aloud protocols on students’ L2 writing achievement This study discovered that arousing students’ use of lexical collocations could contribute to their L2 writing ability.
As German uses many long words, multiple spelling mistakes should be expected. However, in the “free writing” term final essays in the presenter’s German for beginner’s courses, learners often make one single mistake each (in various places) in words of varying length. This presentation considers seven spelling difficulty prediction features for Japanese, English, and German and analyzes the spelling mistakes in writing assignments of various lengths.
This presentation reports findings from a case study exploring a collaborative creative writing project aimed at increasing writing motivation and task engagement. In small groups, students created gamebooks (approx. 1000-1500 words) in the Choose Your Own Adventure style using Google Slides. Results showed increased motivation and engagement with the writing task while also attaining the language learning targets of a first-year EFL writing course. Educators will learn practical steps for creating gamebooks using Google Slides.
Peer feedback is a popular method for involving students in the formative assessment process, yet students often struggle to provide adequate feedback for their partner(s). One reason for this is that generating feedback is a skill requiring training and practice to improve. This workshop will demonstrate how the web-based application Pear Deck can be used to train students to generate productive feedback for their partner(s) and improve the pedagogical benefit of the activity.
We all love Disney, but have you ever thought of using Disney to help students understand and write compare and contrast essays? When we open our students’ creative minds, they tend to be more engaged in the class. I will explain how I use Disney Movies and their original writings to get the students to understand comparing and contrasting, and to get the students to think creatively about them.
This session will introduce the successful approach towards peer mentoring that English teaching colleagues in RMIT Vietnam use to support, motivate, and encourage each other. The establishment of this program has resulted in a marked improvement in mentoring and has ensured a community of continual improvement and professional development. Attendees will gain an understanding of how to establish their own peer mentoring program to encourage reciprocal professional development.
The presenter will explain about voluntary peer observation. For this type of observation, the person being observed not only volunteers but also can be in control of the process. The presentation will include a scheme for voluntary peer observation and a description of an observation done in this format. A form will be distributed that can be used to communicate information to an observer about an observation that has been planned.
This is a study on content-based instruction (CBI) and the use of the Harvard Law School: Program on Negotiation (PON) in a business negotiation course for intermediate to advanced English learners. The students were surveyed at the end of the course about different aspects of the PON’s simulations: enjoyability, usefulness, and level of difficulty. Participants’ views yielded mainly positive results, and the details in the students’ answers and comments provide valuable insight into CBI.
In order to develop learner interest in global issues, one university English reading class syllabus was compiled based on a simplified version of a Model United Nations. Learners researched issues related to assigned countries, shared these with peers, and crafted resolutions. Techniques used, such as language input, negotiation skills, and feedback, will be demonstrated in this presentation. Such an approach allows learners to focus on the global community while working on English skills and negotiation.
It is unsurprising to find Japanese students who rarely read books in English or who have no reading experience. They often struggle with reading books in English when they are told to do so. However, if there is appropriate support, the majority of students will be able to read books in English. In this workshop, the presenter will share an Extensive Reading Map to guide students to read starting from 1000-word-token to 50,000-word-token books.
This workshop will first offer a brief rational situating CLIL as an appropriate theoretical framework for developing students’ intercultural and linguistic competencies. Next, participants will experience several practical classroom-tested activities, which can potentially benefit their own students, for developing more effective intercultural attitudes, knowledge, skills, and awareness. Participants will leave this workshop with a greater understanding of how to more effectively merge cultural content and language learning that can benefit a variety of learners.
After the explanation of the key (academic) writing concepts in context of the CEFR (Common European Framework of Reference for Languages) and the concept of (language) “Mediation” (from the 2018 CEFR Companion volume, a download from the Internet is recommended) the workshop gives participants the opportunity to mediate concepts themselves or (in another group) to evaluate texts from students in order to familiarize teachers with mediation strategies.
This workshop demonstrates important principles in “strong” task-based and project-based instruction, using content from the 2019 ELTons award-winning course, Widgets Inc. 2nd Edition (Atama-ii Books). Teachers interested in TBLT, action-oriented approach, task-based syllabus design, task-outcome assessment, the communicative approach, a task complexity syllabus, and themed instruction will benefit. Get practical and pedagogically-sound ideas on how to target creativity, critical thinking, and problem-solving through group discussions, presentations, interviews, self- and peer-evaluation. Presented by the author.
Although speaking is often regarded as the essential language skill, learners often feel frustrated that their ability to speak is still inadequate despite years of study. This talk will look at insights, old and new, about what the skill of speaking is and how to help learners improve their spoken ability. We will also look at why and how to incorporate “time to speak” in lessons and courses, whether delivered face-to-face or online.
In distance learning, it is important to consider how we foster a community in our classrooms to encourage a collaborative and productive learning space for our students. In this workshop, I aim to explore and share some practical group activities and online tools I have used to foster and maintain a strong classroom community in a fully online space and discuss how these elements have positively impacted my first-year university students in Japan.
This study details the student experience of livestream lessons and on-demand lessons approaches to Emergency Remote Teaching (ERT) in the English classes in one faculty of a large private Japanese university. 1212 responses to a mid-semester survey were collected from students. The survey asked students to rate the usefulness of teacher-created videos, Google forms, Flipgrid, online vocabulary programs, and live-streamed lessons. Major findings were that students tended to favour on-demand lessons over livestream lessons.
This presentation outlines the process of developing a smartphone application used as a resource for 1) the study of English pronunciation, and as 2) a data gathering tool for quantitative analysis of its users’ study habits. The presentation focuses on the rationale for the application, the factors considered in its design as well as the stages of development required for bringing the project to fruition.
This presentation will report findings from data of 473 Japanese university students regarding their knowledge of, and attitude towards, varieties of English. The current study follows precursor research which indicated that Japanese tertiary students are increasingly open towards forms of English not considered to be part of the “inner circle” (Kachru, 1985). Results indicated that students place a high value on the potential to obtain cultural knowledge and understanding as part of their English curriculum.
Conducting large-scale classroom-based research poses numerous practical challenges. The goal of this presentation is to introduce a mutually-beneficial collaborative approach to doing such studies in which a main researcher organizes and guides a group of teachers as they each “replicate” the same provided study design. The presenter will explain the goals, strategies, and issues relating to implementing this approach with supportive examples from an extensive reading project conducted in 2018.
This presentation will provide a literature review of multiliteracies and offer suggestions on how to utilize multiliteracies in the classroom. It will provide examples of how students can use graphic novels to hone their critical thinking skills to interpret stories without the use of traditional text. Furthermore, it will offer suggestions on how students can use blogs in presentations that use images, video, audio, and text to help them recreate their experience about another country.
This presentation compares the self-assessments and reflections of the students in two classes—high-intermediate and low-intermediate—in a university essay-writing course in the academic year 2019. The students’ self-rating in both classes generally improved as the term proceeded, yet it was lower in citing outside sources. The students in the low-intermediate class rated themselves lower initially in writing with coherence and effective topic sentences and in writing opinion essays. Students’ reflection writing endorsed their self-assessments.
If Teacher/Learner communication is to go beyond top-down instruction and evolve into an engaging, interactive exchange building language competence, a common ground of current subject matter to stimulate language use must be established. Utilising authentic video from the worlds of entertainment, news and factual programming, Lingua Attack provides this common ground, thus creating a true community of interest and relevance between teachers and learners ideal for flipped classroom teaching and similar pedagogical approaches.
Educadores de Español como Lengua Extranjera analizarán temas relativos a la enseñanza de lenguas. Budding: Producción oral en una clase invertida con actividades motivadoras y atractivas; Video presentation link: https://youtu.be/CKOBMvM7xP8 Roque: Storytelling para desarrollar la competencia cultural, la dimensión afectiva y el aprendizaje de ELE. Video Presentation link: https://youtu.be/sKozUoVcs7Q Silva: Aprendizaje activo como marco de actividades interculturales, reportan sus investigaciones sobre el aprendizaje de español desde una contextualización sociocultural y comunicativa. Educadores y estudiantes de otros idiomas son bienvenidos. Video presentation link: https://youtu.be/s3aPN2Cycqs
This is a case study of CLIL and STEM task-based learning courses for college freshmen majoring in engineering. Our students are familiar with electronics theory, but are unaware of actual circuits and components. Students build electronic circuits using breadboards and discrete components, and explain construction and operation of circuits bilingually. Although our results are not necessarily generalizable, our experience may assist practitioners seeking course designs or teaching plans for CLIL, STEM, and ESP.
Developing learning materials encourages students to shape their own learning. It requires careful consideration of language and also critical-thinking skills. It promotes learner autonomy, collaborative learning, and active engagement (Moiseenko, 2015). This presentation will primarily focus on the generation of learner-designed materials using the TED Talks platform and how the creation and use of these materials fits into a content-based undergraduate university course.
In this poster presentation I will discuss using a reflective learning environment via (a) the delivery of near-immediate teacher and peer feedback and (b) subsequently requiring students to submit reflections about their learning experiences using cloud computing. Notably, I will discuss (a) whether students were able to understand corrective feedback about several targeted grammatical forms (such as the -s morpheme), and (b) whether they subsequently demonstrated correct knowledge of the linguistic form (uptake).
In the classroom, project-based learning (PBL) can equip learners with skills such as problem solving and collaboration skills, going beyond grammar usage and lexical knowledge. This presentation examines PBL through a magazine-making project at the university level. A step-by-step outline of the method used to create the magazines is included, along with a discussion regarding the benefits and limitations of such projects.
This workshop focuses on project-based learning (PBL) in a university teaching context in Japan. With this workshop, attendees will be provided with immediate application ideas for how a PBL class can be conducted through a learning management system, without having to rely on excess face-to-face delivery. The shared information can be adapted to individual remote teaching environments, across a range of class topic areas.
The presentation reports on a survey and follow-up interviews investigating over 60 second-year college students’ experience of “Zoom” online classes, focusing on willingness to communicate (McIntyre et al, 1998). Students responded to questions on specific aspects hypothesized to affect willingness to communicate (WTC), such as group size, interlocutor factors, and confidence with technology. McCroskey’s (1992) WTC survey was used as a base for comparison. Strategies for mitigating reluctance to communicate will also be considered.
Note taking preparation in EAP courses can be crucial for students’ success on study abroad and in EMI courses. Despite positive initial findings, questions remain about whether explicit note taking instruction generates better results than uninstructed practice. This presentation reports on a quasi-experimental study of note taking instruction that involved control and intervention groups at the intermediate and advanced levels. Presentation attendees will learn about a teaching cycle and its effects on note taking ability.
While L2 reading fluency researchers have mainly focused on the linguistic effects of reading fluency treatments, very few studies have examined how gains in reading fluency impact learners’ affect, such as their self-efficacy in L2 reading. Thus, this study focuses on the effects of timed reading, repeated oral reading, and extensive reading on reading fluency while concurrently examining changes in L2 reading self-efficacy among Japanese university students over a one-year period.
It has been estimated that over three-fifths of modern English words have their roots in Greek, Latin, and the Romance languages. This workshop will introduce some practical activities for teachers to incorporate common English word roots into their discussion classes. It is hoped that these activities will help students remember more of the words they learn, see some of the patterns in the English lexicon, and give them practice speaking.
Nurturing community is critical for fully engaging students in learning. This presentation will explore how building community reduces psychological resistance and encourages student engagement. It discusses how to encourage an engaged learner community by building trust, making communicative activities more meaningful, and by focusing on learners’ personal point of view. A questionnaire to measure student resistance and engagement will be introduced. The focus will be hands-on and practical.
Textbooks allow teachers to introduce topics, activities, and practice, but they are not always perfect for your situation. This presentation will share activities related to the Cambridge University Press Unlock series to help push students further into higher order thinking and critical thinking skills. Attendees will leave with ideas and links to prints of materials to expand their textbook into a better, more complete, student experience.
Digital storytelling provides an opportunity for students to research, collaborate, and create interactive multimedia products. This practice-based presentation will discuss using the “creation tools” on Google Earth to produce a digital story which includes text, images, and video. The presenters will demonstrate the mechanics of using these tools, including how to add elements to a project, collaborate with other users, and present the resulting story. Additionally, suggestions for assignments using these features will be presented.
The sudden shift to online instruction has caused exhaustion and stress for university teachers in Japan. Digital education technology, which has largely remained a back-up plan for many educators around the world, especially in Japan, has become an imperative reality. The author hopes to bridge the gap between urgent realities and theory.
Although widely considered a receptive skill-set, teachers of both first (L1) and second language (L2) acquisition have categorized reading as an active process. Additionally, studies have shown that increased interaction in the classroom can improve motivation in L2 university learners. With some universities adopting 100-minute lecture periods, university teachers need to be equipped with a variety of tools to keep learners engaged and focused on specific reading skills, comprehension, and vocabulary development.
Extensive listening (EL) is less widely discussed than extensive reading but also offers opportunities for plenty of input. Students in a university quarter class were asked to listen to news reports for homework. In past years, they most often recommended reports that they found easiest, where they rated their own comprehension well, and where they needed to listen fewer times. This presentation attempts to confirm these findings by replicating previous research from the same class.
In recent years, researchers have argued that the growth mindset, deliberate practice, and grit have more explanatory power about achievement and mastery than do innate talent and intelligence. This presentation will report on techniques the presenters employed to raise metacognitive awareness in students including feedback strategies and self-reflection activities used to foster a growth mindset and grit.
After the digital turn, sometime around the 21st century, literacy theorists argue that spatial, gestural, and materialized elements have important roles for comprehending literal meaning. Combining all these, scholars term the new literacy as multiliteracies (The New London Group, 1996, Mills, 2015). This presentation examines a classroom-oriented research project, in which students learned abstract concepts through excerpts of TED Talks. The presenter will examine possible ways to integrate multiliteracies into CLIL methodology for university students.
Medium of instruction (MOI) is a controversial topic in ELT research and practice, with instructors holding different principles concerning the use of English and students’ languages. What happens to these principles, however, when courses shift to remote learning? This study describes a survey at three Japanese universities to assess how remote learning impacted teachers’ MOI. Findings suggest that some teachers compromise their MOI principles during frustrating circumstances, leading to stress and uncertainty.
Teachers often perceive that their teaching of listening is effective (Graham, 2018). However, research shows what teachers’ perceptions differ from their practices. This presentation outlines fifteen teachers’ perceptions on teaching pre-/while-/post-listening stages at a pre-sessional university EAP course in New Zealand. Survey results show teachers are confident teaching pre-listening tasks but use only comprehension tasks in while-listening and post-listening. I will outline process-oriented teaching methods that could attend to learners’ real-time listening difficulties.
This paper outlines findings from an ongoing mixed-methods study on rater leniency in L2 speaking tests. The research finds a small but statistically significant relationship between two rater characteristics, “Agreeableness” and “Experience”, and “Rating Leniency”. Raters higher in agreeableness and/or experience give more lenient scores. The study then thematically analyses rater commentary to triangulate these findings with qualitative evidence.
English-medium instruction (EMI) offers pedagogical efficiency by providing learners with academic content and opportunities to acquire English. However, its efficacy and effectiveness remain unproven with concerns over students’ academic readiness and language proficiency unresolved. Learners’ readiness for writing a graduation thesis in English was evaluated through triangulation of idiodynamic ratings of comprehension, note taking ability, and comprehension test scores. Learners’ readiness for EMI, strategies to increase lectures’ comprehensibility, and insights for listener training are discussed.
This presentation reports on a pilot study for a national needs analysis survey of nursing English. We outline the procedures followed in setting up the survey, and provide suggestions for those wishing to conduct similar enquiries. The survey covered a wide range of nurses’ professional duties, and the findings have implications for anyone involved in teaching English to nurses and in the wider field of English for specific purposes.
As universities in Japan begin to create formal Assurance of Learning (AOL) frameworks, educators need to ensure that program wide vocabulary objectives are in alignment. During this presentation, presenters will share how they developed their program wide vocabulary curriculum in line with their AOL at a mid-sized private university. The presenters will conclude with suggesting ways that program administrators can develop formal processes and mechanisms for monitoring and evaluating students’ vocabulary knowledge.
Though many second language teachers feel a need to inject some intercultural learning in the context of low-intermediate and intermediate level speaking classes, it is often difficult to make this a reality. In this practical workshop, the presenters will show some practical methods and materials that can foster intercultural understanding, leading to deeper insights that will aid students as they navigate an ever more globalized society.
Many Japanese universities are increasingly relying upon educational travel to expose students to various languages, environments, and perspectives as well as to foster students’ academic and intercultural communication skills. Such trips, however, often fail to address the economic, social, cultural, and environmental impacts of travel. This presentation will provide tips on how to design and implement sustainable short-term local and overseas study trips as well as how to encourage sustainable travel behavior among students.
This presentation examines learners’ understanding and development of difficult prepositional usages of at, from, in, on, and to. Results indicate semantic complexity and metacognitive understanding of these prepositions are the main obstacles for learners to overcome in order to enhance their learning. This ongoing investigation illustrates that the elicitation of grammatical structures through the development and implementation of task-based learning tasks provides an effective strategy to support learners’ language development, confidence, and self-efficacy.
Taboo language, often dismissed as “bad” language, plays an important and increasingly frequent role in the English language. However, language teachers and programs tend to avoid addressing this important aspect of the language even with advanced learners. Learn why taboo language should be accommodated in language programs as well as a description of a semester-long syllabus for a lecture-based course dealing with such language.
Following an approach informed by sociocultural theory (SCT) and conversation analysis (CA), this paper explores peer roles in analytical sharing sessions of excerpts of learners’ own L2 production, which focus on (1) vocal, (2) nonvocal, and (3) material modes, and (4) the three combined (multimodality). The longitudinal data show that the diverse roles vary greatly as does their impact on displays of learner’s analytical skills in the three modes and the development of classroom community.
Microsoft has developed its collaboration and communication platform Teams to be targeted toward education as a powerful learning management system. This workshop will begin with sharing how we use Microsoft Teams as educators to make the classroom experience richer, easier, and more efficient for students, teachers, and managers. Communication channels, collaboration spaces, shared notebooks, assignment distribution, and student progress tracking are just some of the features we will cover in this 60-minute workshop.
This workshop will show how you can transform your PowerPoint slides so they look professional, exciting, and mesh seamlessly with other digital class applications. The presenter will demonstrate a number of dynamic and highly creative ways of organizing teaching materials on screen. Whether you are a beginner or a seasoned PowerPoint expert, there will be useful tips and tricks on creating a pedagogically-engaging and interactive online educational experience for your students using PowerPoint.
The research project is a case study designed to investigate the development of Japanese ESL learners’ interactional competence (IC) by collecting and analyzing data during the students’ study abroad program. During the students’ five-month study abroad program in the US or Canada, informal conversations between Japanese ESL learners and native speakers were recorded. What NNSs can say changes according to the participation in NS-NNS interactions. Therefore, this study recognizes that interaction is jointly accomplished.
The present research was born on the arising need of training preservice English language teachers online subsequent to the COVID-19 outbreak. Teacher candidates at a state university took Teaching Practicum II online, and how they experience online language teaching and teacher training has been qualitatively explored through self-reflection reports, open-ended surveys, and semi-structured interviews. The results of this phenomenological study provide thought-provoking implications for and insights into the current practice of preservice language teacher training.
Teachers have the agency to control and allow freedom on the part of their students. However, in this study students were given a high degree of independence in scriptwriting and co-creating storybooks, centered on their own lived experiences. The combination of narrative activity and autonomy led to increased joy and interconnectedness both between students, with their teacher and within the class. Students’ autonomy kindled their self-determination and motivation from within as they cultivated shared goals.
Despite previous research on the topic, students’ perceptions of non-native English speakers English for Academic Purposes (NNES EAP) professionals in a Sino-British English-Medium Instruction (EMI) University, however, is under-researched. The presentation will share the results of a recent study on how NNES EAP teachers are perceived by freshmen from various disciplines regarding their strengths and challenges in a British-Sino joint venture EMI university.
The findings of a one-year study will be presented in an attempt to discover how Japanese university EFL students feel about peer assessing their classmates’ oral presentations. Data was obtained through a survey that was administered at the end of the first semester as well as at the conclusion of the one-year course to determine student perceptions of this important form of formative assessment.
The presenter will summarize shadowing research, then point out the problems, and propose what needs to be researched in the future. In the presentation, the presenter will review the brief theory and research findings of past shadowing studies. Then, the presenter will summarize the limitations, including what has not been researched and propose the directions of future research on shadowing, including how it should be done.
English phrasal verbs (PVs) are notoriously difficult for foreign language learners. This is often the result of PVs being numerous in quantity and highly polysemous. In this study, I compared the effectiveness of three different instructional approaches for the teaching of PVs; a linguistics, a cognitive, and an embodied approach. In this presentation, I describe the materials, method, and results from this study as well as possible implications for teaching PVs for language instructors.
Two trends in study abroad are changing the traditional experience. First, the length of time abroad is getting shorter. Second, more students from Japan are going to Asian countries to study English. The purpose of the study was to examine a private Japanese university study abroad program in the Philippines. In what ways can an eight-day study abroad program be successful?
In Japan, there are many higher education institutions with numerous language teachers working under diverse employment conditions. For effective language education, it is important that an inclusive community of motivated teachers is created. In this workshop, the presenter will explain how one university works towards this goal through such initiatives as peer mentoring, online training videos, peer workshops, and voluntary contact persons. Participants will be invited to share their own experiences of developing teaching communities.
Twelve university students made an English presentation to introduce various puppet theaters around the world at an international conference. In order to realize this English presentation, the teacher employed Task-Based Language Teaching (TBLT) and introduced four steps for the students. This presentation reviews the process of these four steps and examines the changes in the students’ attitudes, behaviors and awareness.
The university’s English language program teaches all first-year students with the goal of covering all the basic English skills needed for their own personal requirements and further academic study. In order to do this more uniformly and efficiently, it was decided that a new first-year study guide needed to be developed. This presentation will detail the reasons behind the need for such a study guide, and the planning, writing, testing and editing of the materials.
Teacher wellbeing is not an optional extra element but the foundation of good practice. In this talk, we will explore the factors that contribute to positive teacher wellbeing focusing on aspects of the contexts and communities that can hinder or inhibit professional growth and job satisfaction. The talk will include practical suggestions for individuals and institutions to reflect upon including relationships, communication, autonomy, self-efficacy, and boundaries.
This presentation reports on findings from a mixed-methods research study with a total of 45 Japanese sophomore students to explore the effect of theme-based instruction (TBI) on their lexical diversity in academic essay writing, based on data collected from students’ five-paragraph academic essays as well as drafts, and their learning log notes. Findings revealed that students developed their lexical diversity in writing while integrating four language skills and working with their classmates.
This study investigated the effects of extensive listening (EL) on vocabulary acquisition among students with different vocabulary levels. Seventy-five Japanese university students engaged in EL for one-semester. The results showed that 12 hours of EL can increase students’ aural vocabulary knowledge regardless of vocabulary level, although the improvements are small. In order to increase the effectiveness, EL homework needs to be adjusted in terms of its procedure and materials.
Much room is left to examine the effective content and assessment for L2 academic writing through content-based instruction (CBI) in diverse contexts. This study presents the results of process writing with the repetitive use of the rubrics, which enhanced university students’ writing skills as well as topic comprehension.
In this presentation, three language learning apps (Duolingo, Word Engine, and English Central) will be compared for test improvement (TOEIC and TOEFL), with three classes over 15 weeks with a daily 10-minute usage target. Cost and time invested as well as students’ engagement and impressions will be assessed to see if the apps can be beneficial and worthwhile for students with low motivation.
The comic book industry is popular worldwide. This presentation looks at the usefulness of comics as an important learning resource in the EFL classroom, as well as giving an overview of the comic book industry, and the different uses of visual culture in language learning. This presentation introduces different classroom activities involving the use of comics. Finally, these classroom activities are followed by reflection concerning the utility of comics in EFL classrooms.
This study explores the effects of reading skills on speaking performances of Japanese university students in an English as a foreign language (EFL) environment. To investigate the relations between these two skills, reading and speaking tests were administered to 99 university students. After clarifying the students’ proficiency in lower- and higher-level processes from the reading test and speaking performances from the speaking test, the relationship between these two skills are discussed.
In today's globalized world, healthcare professionals need to be culturally competent to provide safe and effective care. This presentation describes an exchange program between a Japanese and a Canadian institution that has been building cross-cultural healthcare communities for the past five years through opportunities to shed stereotypes, explore new perspectives and gain intercultural skills. The presenter shares program details and invites audience feedback on the need and the ways to build cross-cultural communities in healthcare.
The teaching of English for Special Purposes (ESP) in non-English departments of Indonesian higher education typically involves a large number of learners, various linguistic competences of learners, heavy workload for teachers, low learning motivation among learners, and teachers’ lack of content knowledge. Thus, this study is aimed at exploring teachers’ strategies in managing ESP classes in five different departments of local universities: accounting, nursing, chemistry, geology, and informatics engineering.
Instead of studying abroad some students stay in Japan, participating in quasi-immersion programs, such as English-only camps. The students and teachers get out of their classroom and participate in various activities, experiencing life in English in various situations. Are English-only camps effective? This presentation provides findings from the questionnaire and the analysis of participants’ writings, followed by a discussion of the efficiency of this type of program.
The movement of people across borders means that Japanese communities are changing. However, if attitudes towards gender and cultural diversity do not also change communities may become breeding grounds for intolerance and discrimination. This workshop will explore how teachers can help foster attitudes of openness and acceptance of cultural difference and be agents of social change through blending social activism and cultural awareness in our pedagogy. Participants will leave with practical ideas for classroom use.
In this presentation, a case study of how to create a community for encouraging study abroad in a private university in Japan will be examined. The presenter will explain an overview of three different approaches (teaching/non-teaching staff and student groups) of study abroad advising. How the community on campus connects each other with teachers, administrators and students as well as a link between the regular curriculum and extracurricular activities will be further reviewed.
One of the challenges facing teachers who have had to move their teaching online is how to ensure that learning is still taking place. Traditional ways of assessing students’ progress are no longer applicable – so how do we move assessment online too? This presentation looks at two new online tests that can be used to place students at the correct level, monitor their progress across all four skills and be administered remotely.
This study examines how team teaching with a teaching assistant (TA) can construct an interactional approach where a student’s learning takes place in the English for academic purposes (EAP) classroom. Microanalysis of 294 video-recorded EAP classroom interactions in Japanese universities revealed that the “team-feedback sequence” about the students’ task performance constructs a learning-rich moment. By using a two-step guide for understanding the point within the sequence, the students became socialized into academic discourse.
This talk presents the results of a research conducted with the purpose of understanding the challenges and perspectives of moving university level language courses fully online. We analyzed the level of participation of students who studied the same course divided in two groups: group A (2019 cohort who studied the course in the classroom) and group B (2020 cohort who studied the course by distance, due to Covid-19 related restrictions).
This short presentation will introduce original research data that investigates the use of Japanese language in the classroom by non-Japanese English teachers. Using data from classroom observations and interviews with teachers, the presentation will focus on various factors of teacher identity to explore how perceived language ability, prescribed ideologies, and emotion and anxiety combine together to influence teachers’ use (or not) of Japanese in the classroom.
This presentation reports the findings of a research project done for the researcher’s Ph.D. program in Leadership with English content that was completed in the spring of 2020. The research investigated the leadership style preferences for workers at self-access learning centers at universities and colleges throughout Japan. The presentation will examine the results of the data collection and subsequent testing, as well as potential implications for future research.
Teacher Corrective Feedback plays a significant role in second language writing education. This session shares the findings of a longitudinal study that explores how EFL students respond to the type of teacher corrective feedback that is informed by students’ preferences reported by Raza (2019) in a quantitative study that found that students preferred handwritten corrective feedback over oral and electronic. The findings reveal significant improvement in student writing and motivation.
Although educators provide students with a proper learning environment, including suitable materials, instruction, and advice, their goal is to help students become autonomous learners. An English teacher at a language school and a language advisor created materials together to integrate the enhancement of students’ speaking skills with advising techniques. The report showed that the crossroads of these ideas could enhance students’ language proficiency and self-study skills.
This presentation describes an exploratory study of a brief university EFL course intended to activate learners’ English-Gairaigo (foreign loan word) vocabulary, including lesson contents, pre- and post testing results, and a survey conducted to assess students’ reception of the course. A brief history of Gairaigo, techniques for promoting awareness of it in the classroom, and a discussion of final test results as well as students’ enthusiastic response to the course will also be shared.
The ultimate goal of this research aims to improve speaking ability of Thai undergraduate students by implementing task-based learning in blended learning course. Blended learning provides face-to-face and online learning environments. The students in the online course need to access Google Classroom for completing the exercises and uploading their role-play videos. They can practice speaking with their partners through video call before submiting by selecting the best video and review teacher's online feedback for revision.
This presentation will focus on a novel approach to English for Academic Purposes (EAP) in the university classroom setting by having students produce and present original research. This module details an effective approach to introducing original research to ESL students from both a qualitative and quantitative approach by utilizing questionnaires. The goal of the semester-long module is to familiarize students with the central concepts of questionnaire research, academic research papers, and academic presentation skills.
This research is classroom-based research aiming to improve students' L2 reading motivation. The actions are given to freshmen in a non-English Department at private university in Indonesia. XReading is used as the main source of extensive reading activity and reading monitoring which becomes part of the actions in improving the students' L2 reading motivation.
This presentation will demonstrate how to use Line with your students for more immediacy in your communication without compromising your personal Line ID. Making use of the free Line Official system, you can set up direct lines of contact with multiple courses without giving out your personal Line ID. In these times of Emergency Online Teaching, this is possibly the most effective way to push messages to students and be confident they will read them.
The CREDIBLE approach encourages students and teachers to create projects that address real needs of people and communities where they live. In this session, we will unpack the notion of CREDIBLE and then look at examples of projects that classroom practitioners have carried out in diverse contexts. We will also consider possible projects that you can develop in your own contexts.
This presentation investigates the attitudes of students enrolled in a long-term study abroad program which was cut short due to COVID-19. The students then faced continuing their study online in an ERT format in Japan. It will explore how student needs evolved, what challenges were identified and dealt with, and how motivation to study changed. This presentation will be of interest to Fall 2020 instructors whose students' dreams of study abroad have been interrupted.
The engineering research students undertake presentations in international conferences held in and out of Japan and they have no background on idioms which is a natural part of a native speaker's' manner of communication. Hence communication mishaps and other embarrassing and frustrating situations which are inimical to success can be prevented by including the idioms topic from junior high school.The importance of idioms must not be underestimated. It must be a content in language learning.
More effective methods for combating public speaking phobia must be developed, and virtual reality-based exposure to public speech acts may hold advantages over traditional instructional methods alone, allowing students to rehearse speeches in low-anxiety environments in front of simulated audiences. This presentation will explore a study conducted with university students in Japan in which presentation skills and mindfulness training, along with VR-based presentation practice, were combined to attempt a reduction in public speaking anxiety.
This presentation discusses the creation of new English as a medium of instruction (EMI) programs in Japan’s universities. Challenges arise from different levels of student language ability. One approach is to create different levels of EMI class, set according to English language ability. Another is to introduce a student assistant (SA) scheme in which English-speaking students are assigned to help other students. Team teaching with content and language teachers is another method to be discussed.
This talk introduces a project to create a multimodal, longitudinal learner corpus to be made available to researchers both in and outside the creators’ university setting. The corpus design includes two years of longitudinal learner data from a university English language program including three modes of communication: discussion, presentation, and academic writing. This type of data can be used to conduct cross-modal studies, investigate longitudinal trends or, in combination with other corpora, contrastive interlanguage analysis.
Academic writing courses are challenging to teach as well as to take. One way to support students and teachers in this process is by establishing a writing tutorial system. This presentation will share experiences of students, tutors, teachers, and coordinators as members of a community of practice that provides newcomers the support they need and experienced writers a chance to share their expertise.
This session outlines a three-year collaboration by the presenters to facilitate a broader community of practice among teachers, learners and career development professionals for the purpose of raising university students’ awareness of and participation in career development opportunities such as guidance and training seminars, corporate networking and internship opportunities, industry research seminars, OB/OG networking, job interview training, and on-campus company seminars. The workshop features class activities related to career building and includes students’ feedback.
Research suggests that pedagogical interventions are necessary to help students get the most out of participation in study abroad programs. This presentation reports on an intervention that required university students participating in an optional five-week study abroad program to Australia to attempt and report on a variety of challenge activities via Google Classroom. It will evaluate the effectiveness of the intervention through analyzing the content of student reports and responses to a post-program survey.
Annual General Meeting of the OLE-SIG. Annual report of the coordinator, elections of the officers, and discussions on the plans for the next year. Please join the AGM if you want to get more involved with the SIG.
This presentation sets out to share a practical response to the perceived crisis in critical thinking at the tertiary level in Japan. I demonstrate a possible response by the International Association of Japan Studies, which in late 2018 and 2019 held days devoted to presentations by undergraduates, academics, and activists. More than 300 people have attended the events.
Reflective practice is deemed effective in building a community of teachers. Duoethnography can be used for reflective practice as it involves two or more researchers juxtaposing their life histories to analyze a phenomenon (Norris & Sawyer, 2016). In this presentation, two university-level English language instructors will analyze the use of oral presentation in English language learning by discussing their past language learning experiences, present teaching beliefs, and how these beliefs have influenced their classroom practice.
The presenter will discuss solutions to the challenges encountered teaching English for Medical Purposes (EMP), challenges that can be grouped under five headings: needs and wants; teacher expertise; lesson content; classroom management; and assessment. For example, responding to the students’ want for content that is relevant means the EMP teacher cannot remain a layperson. How then can they become sufficiently knowledgeable to teach a lesson on, for example, opioid pharmacology?
Rebecca Oxford and Matilde Olivero invite language educators to see themselves and their students as potential peacebuilders. The workshop involves short, dynamic activities that enhance language and peace competencies simultaneously. These activities are related to the Language of Peace Approach, positive psychology, social and emotional learning (SEL), and “21st Century Skills,” such as communication, collaboration, creativity, cultural understanding, critical thinking, and commitment. Participants receive a link to abundant materials, information, and contacts for possible collaboration.
Student engagement in online tasks has been one of the most significant challenges during the shift to online learning. Strategizing within a socio-constructivist approach, we share experiences from a Hong Kong university English language centre. Using interview data, we will report EAP teachers' views on strategies and approaches for encouraging student engagement in the online teaching mode. Finally, we offer recommendations based on our evolving practice within this changing landscape of EAP provision.
This presentation summarizes findings from a Japanese government-funded study, intended to explore the study abroad experience in ASEAN. Results reflect the opportunity to develop intercultural communicative competences and the benefits of practicing English as a lingua franca (ELF) in ASEAN. Attendees will be introduced to ideas for integrating elements of the ELF model into any L2 classroom while increasing enthusiasm in study abroad opportunities, especially to outer-circle countries.
Sketch Engine for Language Learning (SkELL) is a word search tool which can be accessed for free and without registration online. Due to its simplicity compared with other corpora, it is well suited to use in the language classroom. This workshop will include explanations of how SkELL works and how it might be utilized in lessons, while there will be a chance to try the application for yourself.
The presenters’ university’s self-access lounge offers an opportunity for intercultural community-building and English-speaking practice outside the classroom. English Chat Time (ECT) sessions are supervised by full-time teachers, but mainly conducted by international teaching assistants (TAs), who are not required to be from English-speaking countries. This presentation analyzes the ECT program from the perspectives of the teachers who are contractually required to oversee the sessions, suggesting ways to improve teacher efficacy in other self-access conversation lounges.
This presentation aims to give suggestions on how language educators can use apps and online resources for enhancing their lesson preparation. Although many educators are starting to use technology to augment their teaching, there might still be an aversion to integrating mobile phones or tablets in the classroom learning environment. This presentation will give suggestions on how language educators may use apps in planning lessons that, hopefully, will benefit both learners and educators alike.
This presentation describes a trial to introduce an alternative extensive reading (ER) program that utilizes authentic materials. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience.
In this session, I analyze how one immigrant student from Hong Kong studying at a Canadian university invokes her identity as a member of the local Chinese community when composing an essay. Utilizing membership categorization analysis, I present two excerpts from an essay written by the participant for an education course on the social mechanism of “resistance” in the Canadian educational context. The paper highlights the complex processes of identity construction for immigrant youth.
Take a look into a case of how a computer-based academic writing course was set up in a second-year university class context, and lessons that were learned along the way. Ask yourself, “How should we be giving learners feedback on their writing?” and consider how modern computers and the internet age have changed the answers to this question in ways you may not have expected.
EFL learners must use their second language (L2) to learn well, but this is challenging. Research was conducted to explore unknown relationships between learner autonomy, self-efficacy, and student preferences for instructional language on their willingness to communicate (WTC). Participants (n=100) from first- and second-year EFL university classes in Western Japan completed questionnaires at the beginning, middle, and end of two 15-week terms. Presenters discuss significant correlations between all four variables.
PechaKucha presentations have exploded in popularity since their introduction in 2003. Traditionally, PechaKucha requires speakers to work with computers and software such as PowerPoint or Keynote. Rules require twenty slides timed at twenty-seconds each. This makes each presentation succinct and fast-paced. The presenters follow the same format but without the technology usually associated with this presentation style. Afterwards participants will be asked to do an abbreviated presentation following the “unplugged” format.
Due to the lack of empirical data arguing the effectiveness of information and communication technology (ICT) and media literacy education at Japanese secondary schools, there is a need to build these essential skills at university. This presentation begins by discussing the current state of ICT and media literacy education in Japan. It then outlines a media literacy course designed at a small private university in Japan based on a needs analysis survey.
International teaching assistants (ITAs) are unique to North American higher education and have enriched educational experiences on university campuses despite linguistic, pedagogical, and cultural challenges they may face in the target culture. This paper introduces ITA education in US universities and describes its development, common issues raised and corresponding training areas such as pragmatic competence necessary for ITAs to deliver academic content in English effectively. It discusses implications for English as a medium of instruction (EMI) in Japan and beyond.
A positive reading experience will encourage students to continue to read. This is one of the main objectives of extensive reading. However, knowing which books students will enjoy is challenging. In this workshop, the presenters will share findings of the “best” graded readers based on various sources, including student surveys, teacher recommendations, and the winning titles from the Extensive Reading Foundation’s Language Learner Literature awards.
This presentation summarizes the findings of a research project tracing lexical phrases (n-grams used for metadiscoursal and signposting functions) used in learner academic writing over a two-year English for academic purposes program. It focuses on how the number, range and accuracy of lexical phrase use changed. Particular aspects of the methodology and curriculum that may have influenced these changes will be discussed as well as the implications of this study for future work.
Artificial Intelligence (AR) and Virtual Reality (VR) technologies have succeeded in transforming learning methodologies. This presentation focuses on the use of AI technologies such as smart speakers and VR applications in improving the English proficiency of native Japanese undergraduates, students’ overall impressions of using AI and VR to study English, as well as the potentialities and pitfalls of these emerging technologies.
Heather McCulloch will draw on her own experience and research to examine what introversion is and what it is not. Her analyses of what goes on inside the introverted brain will help participants understand why introverts are so overwhelmed in social situations. She will discuss teacher attitudes that could help or hinder introvert performance within the classroom. She will offer participants ways to help introverts and extroverts work together to create a balanced community.
As teachers of English working in a Japanese context a fundamental challenge we face is how to jump start student’s natural intrinsic motivation and help guide them on a path to become independent, autonomous learners. This presentation will discuss motivational benefits of encouraging curiosity in the language classroom while focusing on practical strategies to encourage English learners to actively engage in seeking information and knowledge. Featuring content from Smart Choice 4th edition (Oxford University Press).
Teaching discussion online requires considerations including securing maximum student-student interaction time, teachers’ effective monitoring, and students’ self-monitoring. In this workshop, the audience will first learn how some teachers have overcome the above challenges posed by the pandemic. Then, they will experience a discussion lesson from students’ and teachers’ points of view, monitoring use of discussion skills in small-group interactions. Recommended especially for teachers with less experience teaching discussion in university and high school settings.
Adaptive learning delivers personalized content to students based on their performance in a series of tasks that are unique to them. In this presentation, we will look at LearnSmart Achieve (LSA), an adaptive learning program aligned with the New Interactions series. LSA is a skills-based program for Academic English. We will examine its practical applications by looking at how it can be used to complement ongoing English language courses in face-to-face and remote learning situations.
This research examined the use of extensive reading as a method to improve indefinite and definite article use with university students. By encouraging students to focus their awareness on the context and frequency of article use in their reading time, an increase in students’ own article use and accuracy in their written output was observed.
Research studies centered on tutorial and cooperative learning suggest that social interaction is fundamental to motivation. Working cooperatively with peers promotes students’ engagement in tasks and increases the efforts they put into the tasks. The aim of the present study is to design, implement, and evaluate the effectiveness of a paired-reading program. The results will provide a useful resource for creating paired reading situations in college English curriculum.
This poster explores the interplay of social anxiety and an interaction-focused oral curriculum. Results from pre- and post-surveys examining aspects of social anxiety, learners’ comments on the factors that helped mediate feelings of anxiousness gathered, and implications for helping anxious learners to adjust to communicative classrooms are discussed.
In this presentation, the dual influences of a positive reading attitude promoting more reading and more reading creating a more positive reading attitude will be displayed. The data was analyzed to see if there was any correlation between the students’ reading attitudes before and after the program and the amount of reading they did during the program. The data gathered for the present study provided evidence that extensive reading can change learner’s reading attitudes.
This poster will outline our efforts to start a student-led English language newsletter and the challenges and successes experienced along the way. We will suggest ways for implementing this in a Japanese university setting, with special considerations for low-level learners. We will also include how we hope to evolve the newsletter to be sustainable and meaningful activity for students.
In writing, more is not always better. Writers who want to keep the attention and confidence of their readers revise for conciseness. The following poster presentation outlines several methods and techniques for achieving concision in essay writing. Specific emphasis is given to helping language learners revise empty phrases, meaningless announcements, redundancies, and expletive constructions. The presentation highlights several methods to get learners started with concision, which includes writing haikus and halving text exercises.
In student peer review, learners exchange writing with a classmate and annotate it with comments about language use and/or content. Drawn from an ethnographic study of Japanese EAP students at a university in Tokyo, this presentation will discuss what choices during out-of-class peer review activities reveal about the place of existing social relationships, gender, and wider culture. Teaching implications for encouraging students to work together and form communities outside the classroom will be presented.
Students often have difficulties writing logical, cohesive arguments in English. This poster presentation introduces and applies the Toulmin model of argumentation to student arguments. The Toulmin system identifies three indispensable (i.e. the claim, the grounds, and the warrant) and three optional elements in every argument. The Toulmin model can help participants have a better understanding of how logical arguments achieve cohesion as well as guide students to write them.
Out of the 5,351 foreign full-time university teachers in Japan, only 967 are women (Huang, 2018). This eight-women panel addresses personal and professional issues influencing the careers of women teaching English in Japanese universities. These issues include career-building, balancing personal and professional lives, being in the minority, workplace harassment, and membership in professional communities. In addition to providing mentorship and inspiration, the panelists will invite the audience to be active participants in this innovative forum.
In the spring semester of 2020, the author planned the specific theme, “Listening to the Voices from Ryukyus” project, to promote endangered languages in a sociolinguistic course. Outside classroom learning resources on campus were fully prepared and scheduled: photo exhibition at ICU museum, music concert at the Chapel, and colloquium with specialists in time. However, the author had to transform these into webinars and Youtube videos for online classes.
Classroom social dynamics are an essential part of the learning process. However, in the context of emergency remote teaching, the online classroom changes how social interactions occur, arguably removing embodied face-to-face socialisation from the learning experience. Such a situation may pose significant problems for students and learning overall. This presentation presents practical suggestions for building social richness in online ELT, which are intended to increase group interactivity and cohesiveness and support overall learning outcomes.
This presentation describes a study of the degree of critical thinking skills exhibited in a small-scale learner spoken corpus of a university English discussion class. Analysis found a strong correlation between the type of question being asked and the use of critical thinking skills. The presenters will use examples from the corpus to discuss formulaic language and question construction that may help teachers better illicit critical thinking in L2 learning.
This action research study examines the ways in which the presenter implemented reflection and metacognitive strategies (Agarwal & Bain, 2019), fostered cooperation between students (Jacobs et al., 2002), and taught relaxation techniques to first-year students in a year-long academic writing and test preparation course. “Study Buddy” teams and “The Boot Camp” study planners used during the summer break kept the students motivated and accountable. Test scores and student feedback indicate the success of the approach.
With the ever increasing internationalisation of Japanese universities, more foreign instructors are being entrusted with teaching seminars (the “zemi”). These teachers often find themselves in social, pastoral, and mentoring roles that go beyond their usual academic duties. This paper reports the findings of a qualitative interview study of such teachers and aims to provide insights and support for those who have recently begun teaching zemi classes.
This presentation describes first-year university students’ (n = 89) experiences in a new language table community in Japan. Students were assigned to attend an English language table session for at least 30 minutes per quarter. Their 300-word post-visit reports were analyzed and coded for common themes. The results show that the assignment worked as an introduction to language tables, the community, using English in non-classroom settings, and built positive affective feelings.
This presentation offers practical advice from the fields of infographics and visual design to help teachers produce more successful academic posters. Most of the principles are equally applicable to creating effective presentation slides. Topics covered include use of language and text, colour and shape, and high-impact graphs and charts. In addition, the presentation offers suggestions on software and online design tools and resources. The presenter was a winner of a Best Poster award at JALT 2018.
A completely new version of Xreading, the digital library of graded readers, was launched this year. In this presentation, the founder of Xreading will explain the new features and functionality that has been added and what is planned for the future. Current users of the system are encouraged to provide feedback and suggestions based on their experience.
How do you teach skills like essay writing remotely? How can you provide writing guidance and assistance to students in a structured way when you’re not sitting next to them? How can you make sure they’re practicing what they learned in online classes? Learn how EssayJack smart writing templates work and how to customise them to fit your lesson plans to teach and guide students’ writing from anywhere.
This presentation describes a collaboration between two women’s universities, one in the United States and one in Japan. Students from both universities participated in an online course, a cross-cultural analysis of women’s leadership. The presentation focuses on the use of an existing learning management system to facilitate the exchange. The presenters will offer best practices that will be of interest to educators seeking to implement virtual intercultural learning experiences when travel is not feasible.
The COVID-19 pandemic has upturned our social and economic life, particularly in the education industry as it relies on close personal proximity. This Black Swan event forced educators to innovate and reevaluate. Despite the perils, we hope to focus on opportunities to adapt to the new realities through preparation, training, and professional development. We welcome a workshop approach to share strategies for professional survival under the constraints of the “new normal”.
The aim of this study was to explore the possibility of fostering Japanese and Taiwanese university students’ intercultural understanding through synchronous online intercultural exchange. Students’ reflection reports showed that they gained deeper knowledge about each other’s culture and their stereotypes were reduced. In this presentation, inhibiting factors such as technological and scheduling issues and suggestions for more efficient online exchange will be also discussed.
Using English in real-life situations can motivate students. Some Japanese tourism-major students conducted simple interviews with inbound visitors, and I compared their attitudes using pre- and post-questionnaires. Although many students said they were anxious about speaking English before conducting the interviews, they found the experience encouraging and motivating. In a mock-interview activity, where students played tourists and interviewers in turn, the participants showed similar increases in motivation for language learning.
Are important global issues, like climate change or health, falling on deaf ears in your university EFL classes? Language education for sustainable development (LESD) can be a valuable tool for you. The presenters will discuss the results of case study research exploring the use of LESD in EFL classes and share practical ways of how LESD principles and tools can be implemented to add meaningful value for your students.
This presentation traces how students gained interpersonal skills and intercultural communicative competencies (ICC) through drama-based pedagogy and participation in the International Virtual Exchange (IVE) project. Through process drama activities that culminated with writing-in-role, non-English major computer science students were provided a foundation for participation in the IVE project, thereby building community across the world.
This pilot study looks at the extent learners’ L2 vocabulary affects lexical diversity across academic writing, academic presentation (written for speaking), and academic discussions. This was done by examining the relationship between students’ (n=46) L2 vocabulary size, as measured by Webb, Sasao, and Ballance’s (2017) updated vocabulary levels test (uVLT), and the lexical diversity of their texts over the three modes of production as measured by McCarthy’s (2005) measure of textual lexical diversity (MTLD).
Free talk allows for learners to develop fluency in a more natural context while also developing a supportive community of learners. This speaking practice is based on Lev Vygotsky’s socio-cultural learning theory, which theorizes that the interaction between individuals is essential for learning. This presentation will discuss why and how to implement free talk in a university setting, as well as how these interactions help create a classroom community.
In the last few decades, translation seems to have been revived and its proper place reinstated (Cook, 2010; Vermes, 2010; Carreres & Noriega-Sánchez, 2011; Colinas, 2014; Gutiérrez, 2018). In this presentation, the author proposes to examine the nature and purpose of translation in foreign and second language learning and share some examples of how it can be used in college English classes in Japan.
The medical profession had for a long time a biological emphasis for looking at illness (for 200 years) and basically ignored people’s contributing psychologies and social behaviors. Engel’s BioPsychoSocial model (1977) argued that illness could also be caused by psycho-social reasons and that doctors needed more social “bedside manner”. Education can also benefit from understanding the biopsychosocial of students. The cognitive bias in SLA needs expanding for more ecological humanistic education.
This paper investigates EFL college students’ perceptions and evaluations of an English for specific purposes (ESP) tourism course design based on a learner-centered approach which incorporates authentic tasks, situated learning and multiple assessments. A questionnaire was administered to a total of 110 non-English majors in a local tourism course offered from 2014-2018. Students’ positive response also indicates the need to acquire skills to achieve a two-way communication for cross-cultural understanding.
Student success at National Model United Nations (NMUN) competitions over several years has led to curricular change at one private university in Japan. Over several years, students prepared to participate in NMUN conferences through seven months of student-led but teacher-supported meetings, practice, and study. However, in April 2020, the university accepted a proposal for an international relations course to be taught mainly to English language majors. This presentation looks at how it all manifested.
New educational conditions in a context of Covid-19 have required teacher reflection on how learning can be effectively supported. This qualitative study examined how teachers had adapted practices to support student engagement and learning. Data were collected via one-to-one semi-structured interviews with 10 teachers. Using a thematic analysis, the examination uncovered variability in teaching experiences, perceptions on learning, and professional development needs. The variability among teachers may be insightful and may resonate with other teachers.
This short presentation will present original research that uses a variety of narrative-focused research methods, combined with the framework of intersectionality in order to capture the voices and experiences of female, non-Japanese teachers attempting to make their way as English teachers in Japan. By focusing on personal struggles as well as structural marginalization, the presentation aims to give unique insights into the teachers’ contextual situations as well as giving a voice to teachers seldom heard.
Slash reading is a method for understanding a text by putting slashes where one thought begins and ends. It is considered a helpful method for English learners because they can read a passage in small segments. Given my students’ difficulty with this method, I will argue that the concept of “thought groups” is the key to its successful use and propose ways to enhance their understanding of this concept.
The main purpose of this study is to investigate the influences of using a digital translation game in an English to Chinese translation course. The study explores the impact of using the application on the translation learning motivation of Taiwanese undergraduate students in a foreign language major. The findings indicate that students have positive attitudes toward the integration of the application and have high intention to use the application in order to facilitate their learning process.
This presentation discusses the development of a writing style guide for an integrated academic English course at a university in Tokyo. The contents of the guide, rationale for the contents, and both teachers’ and students’ responses from piloting the guide will be discussed. Finally, this presentation offers practical suggestions to English-teaching faculty members on how to develop and/or revise an in-house writing style guide.
The presentation examines two research questions: (a) For what reasons do South Korean jobseekers study for TOEIC and develop English proficiency? and (b) How do they feel about learning English for job-related purposes? The findings indicate that the male participants tried hard to increase their TOEIC scores and interview English skills, while feeling intense pressure. In contrast, the female participants practiced English to move abroad because they felt that English could be enjoyable and liberating.
This study focuses on evaluative questions and how they can be modified to critical reading questions. It proposes that the eight elements of thought be used as the essential dimensions of questions to be explored and suggests that learners relate their answers not just to the self but to the real world as well to take more responsibility for their answers. Learners' sample answers are provided to demonstrate the validity of this approach.
In this study four modalities of vocabulary knowledge (Yes/No checklists, form recall, meaning recall, and meaning recognition) were correlated to the TOEIC Reading section using a bootstrapping approach. Meaning recall had the highest correlation; Yes/No tests the lowest. Meaning recognition tests (e.g., the VST) also fared relatively poorly. The implications will be discussed.
This paper presents insights gained through the online implementation of two task-based courses taught in spring 2020. One course was on genre reading (detective fiction) and the other on workplace communication. Both represent a “strong” approach to TBLT and assessment. The courses were delivered synchronously via Zoom and asynchronously using Moodle. In each case a high number of platform-related successes and some limitations were identified. Suggestions for developing future online TBLT courses will be provided.
This workshop will introduce a teaching method informed by skills acquisition theory designed to help students develop speaking fluency in a series of scaffolded steps that lead them from simple question/answer drills to the goal of being able to engage in an unrehearsed conversation for several minutes. The length of the conversation and level of abstraction of topics is relative to students’ initial level.
The inconsistent nature of motivation and willpower are often unreliable sources for successfully attaining goals. Learning outcomes are influenced by significant factors relating to study skills, memory processes and biological aspects of learning. This workshop aims to highlight these factors alongside current habit theories and approaches applicable for making necessary behavioral changes. It is anticipated that creatures of habit change, the participants, successfully engage and apply this knowledge to their teaching contexts and specific needs.
This practical discussion-based workshop will address trends and needs in digital teaching and learning. It will use examples of digital books and Learner Management System (LMS) platforms and newly developed Virtual Reality (VR) content, to help delegates identify and solve challenges in the digital teaching environment. The presenter will offer practical ideas to teachers involved in digital teaching, both remotely and in regular classes, and delegates can share experiences and advice with each other.
Providing interactive communication opportunities to EFL learners with a native English speaking teacher (NEST) has been difficult in many areas throughout Asia until the recent migration to online learning has presented greater opportunities for interactive communication. This presentation provides the framework and results of a course for developing intercultural communications conducted during the COVID-19 lockdown and discusses how the NEST guided students to communicate and express their thoughts and feelings on various conversational topics.
This presentation focuses on the experiences of female English language teachers (ELT) from the African continent and of the African Diaspora (Black women) who currently reside in Japan. Using the narrative inquiry methodology (Clandinin & Connelly, 2000) to explore her participants’ stories, along with auto-ethnography, the researcher will discuss how and if perceptions of gender, race and racial stereotyping impact upon their participation in professional Communities of Practice as described by Wenger (2002).
Join the roundtable about how an institution in southwestern Japan conceptualized, developed, and implemented a mobile application for the university teachers and students. Topics will include needs analysis, planning, funding, choosing developers, and rolling out the app on a schedule. The presenters will provide a live, interactive demonstration of the completed application. The roundtable will encourage participants to consider implementing a mobile application at their own institutions and offer guidance with regard to the process.
This roundtable will look at a discussion class intended for nursing students looking to participate in a study abroad program. A flipped classroom format provides weekly discussion topics, vocabulary lists, videos, and other relevant resources leaving class time available for open discussion in a supportive and encouraging environment. Topics covered include vaccinations, gender equality and equity, and cultural awareness in healthcare.
In this roundtable exchange, the presenter will share the process of reverse outlining as a form of peer feedback on a second draft. The reverse outline provides a visual diagram helping students to pinpoint needed revision in their drafts.
This roundtable discussion focuses on listening materials for nursing English. The presenter is collecting 100 patient narratives from English-speaking foreign residents about their experiences receiving medical care in Japan. The presenter will summarize common listening activities in nursing English textbooks, describe the characteristics of the current narrative collection, and introduce the free online listening materials he is developing. Participants are encouraged to talk about their current and desired approaches for teaching listening to nursing students.
The COVID-19 pandemic has disrupted education globally. Bangladesh too has been severely affected. Private universities have responded by starting online class from April, but public universities remain closed. Discussions/debates ensued among educators, policymakers, and students regarding the readiness and feasibility of online education at public universities. Drawing on data from a large-scale study using mixed methods design, this paper highlights the challenges to online education and draws on insights to suggest strategies for implementation.
This mixed-method study employed an engagement scale survey and semi-structured interviews to examine student engagement (N=212) focusing on three types of interactions, (1) student-student, (2) student-content, and (3) student-instructor in undergraduate courses. The quantitative results indicated strong engagement between students and instructors; while student-student engagement was rather limited. Given that the interviews revealed a mixed scenario and problems encountered by students, generally, these participants held a positive attitude towards this mode of learning.
Are you 'really' aware of your own culture? Are teachers aware that they may be the cause of cultural interference with their student's learning of English? In this presentation, results from a case study will be presented to help show awareness of cultural interference in language learning. Reducing interference in language learning is one of the steps in ensuring the success of our students!
The presenters will examine the adoption of a blended learning vocabulary program called “English Central” into a mid-sized private Japanese university with the aim to enhance students’ vocabulary knowledge and recall. Building on a body of literature that supports the use of the New General Service List (NGSL), the presenters examine how blended learning systems can be used effectively in the classroom to promote students’ vocabulary knowledge.
This study explores how linking text and image modalities in language learning may support reading comprehension and richer meanings to be generated among EFL sophomore students. The experimental group resorted more to Collocate (i.e., ideas that naturally co-occur) and Antonym (i.e., making contrast), other than Repetition, in interpreting the images and so presented richer meanings than the control group.
While university graduates demonstrate academic and professional knowledge and skills, they lack interpersonal, communicative, and analytical abilities. Academic intelligence has little to do with emotional life (Goleman, 2009). The presenters argue that teaching soft skills in EFL classes has the potential to increase students’ sense of community and collaboration that they will transfer to their future. The different ways and techniques to develop learners’ soft skills and emotional intelligence in the ELT classroom are presented.
This presentation will describe an elective course that has been introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their writing skills. It is the instructor`s hope that they will become more critical readers by learning to be better writers.
This presentation will report on the changes in motivational profiles of university students following curricular revision. Data collected from students at one university in Western Japan in 2011 and 2018 were compared to determine if there was any change in the students’ motivational profiles following major shifts in the curriculum. Implications for curricular development will be discussed.
This presentation reports on two key components to establish a community of practice among non-English elementary preservice teachers: practice and reflection. L2 teacher practice is achieved through complementary theory, practice and discussion sessions, which offer the preservice teachers the opportunity to establish and explore their L2 teacher identity. Reflection is encouraged through the use of the elementary Japanese Portfolio of Student Language Teachers (JPOSTL) currently being developed and trialled by the JACET English Education SIG.
This forum examines learner communities in self-access spaces, through several presentations and a follow-up discussion. Topics covered include fostering teaching assistant study groups in a self-access context, learner engagement and identity with a social learning space as examined through the lens of the community of practice framework (Wenger-Trayner & Wenger-Trayner, 2015), and the challenge of sustaining and enhancing a community of learners split across two university campuses.
The purpose of this qualitative action research study was to explore the perceptions and experiences of English as a foreign language (EFL) college teachers in Eastern Japan to overcome barriers to integrating information and communication technology (ICT) in their daily teaching practice. The major themes included: software too difficult to use for teaching purposes was a barrier to ICT integration, and faculty contemplation of learning objectives/outcomes informed decisions to integrate ICT successfully.
There seems to be no established “methodology” to teach a large class. The bigger the class size becomes; the longer things take. The physical and psychological impacts, such as visual and audio effects, and class rapport, must also be considered. The presenter will suggest some ways to reduce time lags and maximize class efficacy from her experiences. In addition, she will show a comparison of seating arrangements, test scores, and an evaluation of the class.
This study is to document Japanese undergraduate students’ self-reported impressions of using multimedia courseware for improving their English speaking skills. The results suggest that the benefits include students finding satisfaction with the opportunity to work independently and appreciating the easily accessible and well-ordered quizzes and tests. Further pedagogical implications associated with developing students’ speaking skills through blended learning are also discussed.
This presentation depicts how a service-oriented camp in a rural setting can give Japanese and international students the chance to collaborate in English, promote social responsibility, and contribute to a broader local and global community. Service-related activities are designed to fortify the value of helping others, develop cultural competency, instill an appreciation for local history, and create a heightened sense of community, which in turn translates into better classroom participation and higher academic achievement.
This presentation reports on the design and delivery of a mandatory communicative English as a medium of instruction (EMI) content and language integrated learning (CLIL) course to second year engineering and science students. Classes combine the use of authentic science-focussed material, edited for student level, with student discussions and reporting. In addition to course details, student feedback and teaching issues will also be reported on.
This poster presentation shows how a two semester course was developed to achieve two main aims. Firstly, a major change in course organization at a university meant that the needs of a new cohort of students had to be addressed. Secondly, a group of international students and teachers are at the university for one or two semesters every year and there is a need to create more opportunities for them to learn with local students.
This presentation outlines how role-play activities were used to prepare medical students for potential future encounters with non-Japanese patients. Each role-play was designed to provide a forum for students to improve their linguistic, communicative, and intercultural competencies while sharing in feedback sessions with their instructor and peers. This presentation highlights role-play activities for third-year Japanese medical students, including the rationale, the practicalities of designing and implementing the activity, and the outcomes.
This study aims to investigate university teachers’ self-efficacy toward teaching English as a foreign language online. The rapid transition from face-to-face to online teaching in 2020 has caused many teachers to start teaching online without proper training, preparation, and support. A survey was administered to 138 university English teachers in Japan to examine how they feel about teaching online. This study concludes with pedagogical implications for teachers making a more effective transition to online teaching.
The presenter will show how the EFL learners’ oral performances were affected by task repetition. Sixty college students were divided into two groups of 30. One group repeated the same task in which they were required to perform the presentations on the same topic. The other group repeated the same task but they were required to give the presentations on a different topic. The presenter will show the results and discuss the pedagogical implications.
This study looks at factors contributing to student satisfaction with study abroad programs. We will present the results of our survey of English Communication and International Business returnee students from study abroad programs in Malaysia. Our aim is to identify common elements of a successful study abroad experience. The study’s main focus is Malaysia, but the results could prove useful to any study abroad program in both preparation and evaluation.
By adopting conversation analysis, this study examines how English as a lingua franca (ELF) speakers manage their intercultural communication through code-switching in a task-based language activity at a university. The analysis shows that ELF speakers employed code-switching as an interactional resource to enhance their communication, build social relationships, and preserve the face of the participants.
The purpose of this presentation is to explore the foreign language teachers’ perceptions and the practice of the teaching of intercultural competence in the Japanese context. A questionnaire was administered and semi-structured interviews were conducted. The results of the study suggested that the participants were generally willing to interculturalize their language education, and that their teaching practices were constrained by the preservice training, and the foreign language curricula. Implications of the study will be discussed.
This pronunciation workshop is designed to let teachers retake ownership of the classroom pedagogy when it comes to pronunciation at the phonemic level. Teachers will learn haptic pronunciation techniques, and by the end of the workshop will be able to convey mastery of the North American /th/, /f/, /v/, /l/, /n/ and /r/ to students, who will gain autonomy over their own pronunciation proficiency and awareness of where their current pronunciation problems lay.
As students with special learning differences (SpLD) increase in Japanese tertiary education, the need for inclusion and accommodation becomes more crucial. When learners, with or without learning differences, become aware that their language classroom is a community and a place where diversity is celebrated, accommodation becomes shared practice. In this presentation, an empirical study and practical tools for EFL classrooms to empower students towards independence, a sense of belonging, and self-advocacy will be discussed.
This presentation will introduce three contexts where gamified online quizzes such as Kahoot!, and games such as Spaceteam ESL and Don’t get Fired were used to scaffold English language teaching. Identity in relation to the games became evident and learner investment in learning English increased. Thus, using such activities was found to have a positive impact on the classroom. Implications and full details of the pedagogical intervention will be discussed.
This presentation explains the limitations of the existing levels tests, and describes tests available at vocableveltest.org. Users select the wordlist (NGSL, SUBLEX), band size (100, 500, 1000), and the item format (meaning or form recall) of tests. Typed responses and dichotomously marked responses are downloadable. Incorrect responses are evaluated and valid answers are added to an answer bank. Classical test theory, item response theory analysis, and post-test interviews indicate the tests provide validation evidence.
Learning and using language are key processes of the brain, so every language teacher needs to know the basics of how the brain does both. Four key concepts will be explained: a) network thinking and embodied simulation; b) why that boy who “doesn’t get it” might be the smartest; c) how emotion is at the root of everything; d) and how predictive processing is giving us a completely different picture of how the brain works.
Developing assessment methods in EFL is a daunting task, but in this workshop, an explanatory and integrative set of nine principles for rubric design will be described. They are: exhaustiveness, deterrence, representativeness, customizability/adaptability, preemptive normalization, justifiability, transparency/communicability, accountability and formative feedback. Using as an example a set of rubrics that were custom-designed for speaking tests, these principles will be explained to assist language teachers in the design/customization of assessment criteria.
We all work hard to teach, but are we teaching smart? Teaching smart helps students take greater care and control of their learning, online or face-to-face. We’ll discuss some reasons how and why we should teach smart from creating intentional spaces to utilizing technology better. Using examples from National Geographic Learning’s digital support materials, we’ll look at a range of intentional spaces where learners can holistically acquire better communication skills for fluency and confidence.
The past few months challenged us all. We’ve now got firsthand experience. We’ve learned and adapted. In some ways we’re better. What will we be bringing back to face-to-face classes (other than a few extra kilos around the waist)? What did we learn? What do we want to keep? English Firsthand authors will share some of what they have been doing. We’d love for participants to share what you are doing, learning, discarding, and keeping.
As teachers move to online learning environments, we need new tools and platforms to help students communicate with peers. We will share how scaffolded Flipgrid videos can build a virtual communication space for students to share their voices. In this workshop, participants will learn how to use topic-based scaffolds to enhance the student experience of Flipgrid. As a participant, you will receive the materials we used so that you can implement Flipgrid with your classes.
This presentation explores Japanese university students’ digital spaces and identity formation in the context of the sudden move to Emergency Remote Teaching and Learning (ERTL) implemented as a result of the COVID-19 pandemic. An online questionnaire was administered to first-year students at a national university in Japan, and the results show the importance of institutional and social support in the learning ecology of students, as learning is not only about the transmission of information.
This research provides an analysis of the effects of integrating two types of gaming media, board game and smartphone application, of Klaus Teuber’s The Settlers of Catan in a business English class at a private Japanese university. Furthermore, this research also provides suggestions, as supported by qualitative data collected through post-game surveys, as to the most effective applications for both types of gaming media in EFL contexts.
The presenter will demonstrate how Japanese self-access center assistants identified how they could be positive role models for their Japanese peers who visited the center. The assistants were asked about their lifelong English learning process, resources for learning English, and their motivation. They reported that studying English evolved from learning for pleasure, studying to pass high-stakes exams, and finally towards autonomous learning, communication with Japanese and international students, and study abroad.
Despite the best intentions of students and staff, international exchange students often find themselves stuck in an L1 bubble with little, if any, interaction with native students. This presentation will explore the effects of a new international board game club, which was created in order to bring native and international students from varied backgrounds together and to provide them with regular opportunities to interact with, and learn from each other in a natural setting.
This presentation examines results of a study into Japanese college students’ expressions of disagreement in informal English-language contexts, and how they compare with those of native English speakers. It goes on to consider ways in which ESL teachers can help students develop their pragmatic discussion skills, and build the confidence which will allow them to share their opinions honestly, but in a manner appropriate for the situation.
Our collaborative experimental study attempts to demonstrate the relative effectiveness of two activities, role-play and a haptic technique, to improve aspects of students’ English pronunciation. The participants were 50 first-year Japanese university students in two intact classes. The students used Praat speech analysis software to produce visualizations of their recorded speech, both before and after treatment. The methods and data analysis will be explained, the haptic technique demonstrated and the surprising results presented.
Teaching SLA theory to preservice language teachers at the university level is a struggle due to a lack of appropriate materials for limited proficiency students. The speaker will share his experience crafting task-based language learning (TBLT) materials for an applied linguistics curriculum for preservice university students in Japan. Level-appropriate content and associated task-based activities that integrate pedagogical theory, classroom practice, and linguistic fluency will be introduced.
Boys to the left, girls to the right; How can we un-gender our classrooms? How can we change the discourse about LGBTQIA+ individuals from “they” to “possibly you or me”? How can we make sure that our classroom communities are safe, empowering and diversity-inclusive? I will try to answer these questions by sharing what I have learnt as an openly-gay teacher in dialogue with LGBTQIA+ students in the university community.
Active learning encourages students to actively participate in classes and contributes to the formation of a better learning community between teachers and students. This research focuses on student emotions for mitigating the disadvantages of active learning: a longitudinal perspective to investigate mainly the relationships between students’ English proficiency improvement and students’ foreign language enjoyment (FLE)/foreign language classroom anxiety (FLCA). In conclusion, students with low anxiety early in class can expect to improve their English proficiency.
This session aims to share the findings of a study that investigated teacher cognition about the mission and vision of an English language program to see whether the contents of the mission statement align with the expectations of the language teachers working for that program. Propositions for aligning teacher expectations with program vision and mission statement development, revision, and enhancement will also be discussed.