Sessions / Mind, Brain, and Education
Predictive Processing (PP) is a fundamental and exciting theory in neuroscience. This forum will focus on the critical role PP plays in foreign language processing. Following an overview of PP, participants will be able to choose two topics to hear more about and discuss in separate breakout rooms (PP in depth, multi-word utterances, grammar, intensive reading, study abroad, extensive reading). With two rounds, everyone will be able to visit two rooms.
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.
People over the age of 60 are the fastest growing age-group world-wide, with age-related declines in cognitive abilities projected to have major social and economic implications. Bilingualism has been shown to protect against cognitive decline, and it has been argued that foreign language training late in life can also be beneficial to cognitive function. This workshop reviews the current evidence, exploring opportunities, and practical implications for the teachers of older learners.
The presenter will examine the cross-linguistic influence of food and taste related language and how it influences cognition and language learning. The presentation will examine ideophones, conceptual metaphor, and a comparison of schematic mental associations within the domain of food and taste between Japanese English learners and native English speakers. The presentation will also present evidence from a study to support the claim that language influences cognition.
3D vision has huge potential for language education. The presenters will demonstrate several prototypical applications through stereoscopic devices: (1) text glossing in a 3D space behind the main text, (2) presentation of text in two languages to each of the reader’s eyes simultaneously, exploiting the phenomenon of Binocular Rivalry (BR), and (3) scrambling (words with character inversions/permutations). The audience can experience all 3 phenomena in this workshop and discuss their potential for language education.
This study explored senior high school students’ language mindsets and the factors affecting the shaping of their language mindsets. The study used a mixed-methods approach. The questionnaire findings reveal there are no significant differences between male and female students. English low-achievers tend to score toward the fixed-mindset. The interview findings show that students’ language mindsets are domain-specific and factors affecting their language mindsets include influences from their parents, peers and past learning experiences, especially failures.
This poster shares a case of reasonable accommodation for a student with dyslexia on a standardized English proficiency test to discuss some problems and solutions. The student took the test using some technologies such as a tablet PC with screen reader software and noise-canceling headphones. Although this accommodation enabled measurement of her real ability in listening and reading, there were still serious problems that other English tests can also include.
Neurodiversities. What are they and how do they affect performance in the language classroom? This poster will look at the impact of ADHD, dyslexia, dyspraxia, dysgraphia, dyscalculia, color issues and how they affect learning for nearly 12.6 million people in Japan. Come and learn the facts and how to help students who appear to be struggling in mainstream classrooms. The poster will cover what clues to look for and where to find publicly-available resources.
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.
The objective of the current pilot study is to explore Japanese EFL college students’ cognitive processes caused by written recast and prompt. While receiving either written recast or prompt on cartoon-cued written tasks, participants’ eye-movements were recorded using an eye-tracker. Also, their thoughts during the tasks were documented through stimulated recall. The analysis demonstrated that different ways of attentional distributions and processes were caused by recast and prompt in the course of written interactions.
The 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.
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.
As the population ages, and more becomes known about the benefits of late-life language study, the number of senior language learners continues to increase. However, teacher education programs generally provide very little input on the opportunities and challenges of teaching languages to people aged over 60. This workshop explores the social and cultural construction of age, the stereotypes faced by older learners, and suggests ways teachers can tailor learning activities to maximise motivation and involvement.
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.
High-stakes tests such as the TOEIC, TOEFL, and EIKEN are an important part of the foreign language learning experience, and the student outcomes on these tests can have major repercussions. The research detailed in this presentation is informed by what the cognitive psychology community has revealed promotes more effective learning; however, this research is seldom shared with the community of language teachers. This talk aims to bridge that gap.
Stereopsis, the process by which we attain 3D vision, is discussed in relation to its use in language education. The presenters will discuss their independent but closely related research into vision and language by introducing some experimental applications of their ideas. In a short final demonstration they will present a text with glosses partially visible in a virtual space behind the text (3D vision) and visible only to one eye (BR) using anaglyph glasses.
Being able to communicate in English opens up a world of opportunities to study or work abroad. Yet the English proficiency of Japanese graduates remains one of the lowest in Asia. In this presentation, I will discuss how a qualitative study of Japanese university students’ sources of self-efficacy revealed how learning experiences at JHS and SHS contributed to students’ speaking confidence and proficiency. I will conclude with some recommendations for university, JHS, and SHS teachers.
Small group discussion offers students many potential benefits. Some of these benefits include developing critical thinking, perspective sharing, and exploring issues. However, the potential of group discussion work can also be negatively impacted by the effect of cognitive biases such as confirmation bias and groupthink bias. This presentation looks at some strategies and tweaks teachers can employ to mitigate some common cognitive biases and maximize the power of small group discussion.