Sessions / Materials Writing and Design (MW)
Coursebooks consist of lifeless words and illustrations. Some are visually appealing, some are interesting but all of them need bringing to life. For coursebooks to facilitate language acquisition they need to interact with the minds of their learners and help their learners interact with others. I’m going to discuss and exemplify how teachers and learners can bring their coursebooks to life in ways which are principled and have the potential to facilitate eventual acquisition.
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.
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.
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.
As teaching professionals, we are all familiar with teaching materials provided by coursebooks and workbooks. However, in many cases, the best materials are the ones designed by the teacher themselves. This practical workshop encourages teachers to rethink their materials design process. Aided by a materials design framework, participants will collaborate on producing materials for specific teaching contexts. By attending, participants will gain insights into how to strategically develop materials for use within their own classrooms.
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.
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.
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.
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.
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 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.