JALT2021 Graduate Student Showcase
Scroll down for detailed description of each GSS talk. Very informative. But for a quick glance, click to see the Showcase Schedule.
November 13, 2021
Temple University Japan
10:45 AM - 12:25 PM
https://jalt2021.edzil.la/session/2362
Teacher or Foreigner talk? How Teaching Experience Effects Speech Modification
Steven Lim
This study examined how English teachers alter their speech to communicate with L2 learners in controlled and spontaneous scenarios. Results were compared to native speakers who were not English teachers to determine the effect of teaching experience on teacher talk.
Learning Chinese Characters As an L2 in Japanese Calligraphy
Romy Hatomoto
This mixed-method study involved analyses of video-recorded lessons with three participants who were studying at a private calligraphy school. Interviews were conducted and a questionnaire was administered regarding motivation and the participants’ sense of progress and difficulties acquiring Chinese characters.
Creativity and Fluency’s Effect on ESL Students’ Willingness to Communicate
Eric Firestone
This presentation will discuss the current status of a research project examining the willingness of ESL Bridge students’ willingness to communicate in classes with L1 English speakers. Self-perceived fluency differences as well as task and class differences are also presented.
A Novice Teacher’s Transition Through Collaborative Action Research
Yuki Matsuo
This qualitative case study focuses on how a novice Japanese English teacher changes through collaborative action research. The novice teacher’s professional growth through interactive reflection sessions, particularly in task design and goal setting, was observed.
Phoneme Strategies for Adult EFL Learners Through an IPA App
Bertram Mullin
There is a need for more research on phonemes and their applications in teaching strategies for adults using English as a Developmental Language and second language. This six-week listening study used impactful strategies, focusing on adult participants who use English.
https://jalt2021.edzil.la/session/2362
Teacher or Foreigner talk? How Teaching Experience Effects Speech Modification
Steven Lim
This study examined how English teachers alter their speech to communicate with L2 learners in controlled and spontaneous scenarios. Results were compared to native speakers who were not English teachers to determine the effect of teaching experience on teacher talk.
Learning Chinese Characters As an L2 in Japanese Calligraphy
Romy Hatomoto
This mixed-method study involved analyses of video-recorded lessons with three participants who were studying at a private calligraphy school. Interviews were conducted and a questionnaire was administered regarding motivation and the participants’ sense of progress and difficulties acquiring Chinese characters.
Creativity and Fluency’s Effect on ESL Students’ Willingness to Communicate
Eric Firestone
This presentation will discuss the current status of a research project examining the willingness of ESL Bridge students’ willingness to communicate in classes with L1 English speakers. Self-perceived fluency differences as well as task and class differences are also presented.
A Novice Teacher’s Transition Through Collaborative Action Research
Yuki Matsuo
This qualitative case study focuses on how a novice Japanese English teacher changes through collaborative action research. The novice teacher’s professional growth through interactive reflection sessions, particularly in task design and goal setting, was observed.
Phoneme Strategies for Adult EFL Learners Through an IPA App
Bertram Mullin
There is a need for more research on phonemes and their applications in teaching strategies for adults using English as a Developmental Language and second language. This six-week listening study used impactful strategies, focusing on adult participants who use English.
Kanda University of International Studies
10:45 AM – 12:05 PM
https://jalt2021.edzil.la/session/2371
Integrating Extensive Reading in Mongolian University English Courses
Sumiya
Mongolian university students face numerous challenges learning English, including difficult textbooks designed for learners in other contexts. Extensive Reading (ER) is one option for addressing such issues. This presentation proposes a plan for implementing ER in a Mongolian university.
The Process-Writing Approach to Developing Students’ Argumentative Essays
Naomi Sugahara
The Logic and Expression course in MEXT’s new Course of Study will require teachers to place more emphasis on writing. The presenter will share suggestions for teaching, using a step-by-step approach and giving effective feedback to students.
21st-Century Training to Make ALTs More Than Tape Recorders
Cole Rieger
While ALTs often have little-to-no training upon coming to Japan, and receive little later, they have potential to become invaluable resources in English education. The presenter aims to help them achieve that potential via a freely available, modern platform: YouTube.
Practical Use of L1 and L2 in the Team-Teaching Classroom
Brandon Lodenquai
In order to avoid reductive and compartmentalized roles for ALT and JTE in team-teaching, practical L1 and L2 use is crucial for promoting effective learning strategies. The presenter will examine approaches that subvert divisive teacher roles through strategic language usage.
https://jalt2021.edzil.la/session/2371
Integrating Extensive Reading in Mongolian University English Courses
Sumiya
Mongolian university students face numerous challenges learning English, including difficult textbooks designed for learners in other contexts. Extensive Reading (ER) is one option for addressing such issues. This presentation proposes a plan for implementing ER in a Mongolian university.
The Process-Writing Approach to Developing Students’ Argumentative Essays
Naomi Sugahara
The Logic and Expression course in MEXT’s new Course of Study will require teachers to place more emphasis on writing. The presenter will share suggestions for teaching, using a step-by-step approach and giving effective feedback to students.
21st-Century Training to Make ALTs More Than Tape Recorders
Cole Rieger
While ALTs often have little-to-no training upon coming to Japan, and receive little later, they have potential to become invaluable resources in English education. The presenter aims to help them achieve that potential via a freely available, modern platform: YouTube.
Practical Use of L1 and L2 in the Team-Teaching Classroom
Brandon Lodenquai
In order to avoid reductive and compartmentalized roles for ALT and JTE in team-teaching, practical L1 and L2 use is crucial for promoting effective learning strategies. The presenter will examine approaches that subvert divisive teacher roles through strategic language usage.
Macquarie University #1
12:45 PM - 1:45 PM
https://jalt2021.edzil.la/session/2365
How English Language Students Negotiate Language Identities in Interaction
Yulia Kharchenko
An individual’s language identity is multi-faceted and dynamic, constantly (re)created in interaction. This presentation shows how English language students in Australia perform “identity work” in research interviews while drawing on their knowledge of both English and other languages.
A Teacher Cognition Study of Islamic Integration in ELT
Lyla Kusuma
This qualitative study explores the Indonesian English teachers’ beliefs and understanding about the Islamic integration concept and its relation to their English Language Teaching practice within a teacher cognition framework. The data were collected from teachers’ interviews and classroom observation.
The Lexicon and Pragmatics of Taboo: Findings From Korean English-Speakers
Joshua Wedlock
Exploring to what extent Korean English-speakers understand taboo language in English, this presentation will provide an overview of the linguistic and pragmatic knowledge maintained by Korean English-speakers from two different learning contexts (i.e., Koreans within Korea and Koreans abroad).
https://jalt2021.edzil.la/session/2365
How English Language Students Negotiate Language Identities in Interaction
Yulia Kharchenko
An individual’s language identity is multi-faceted and dynamic, constantly (re)created in interaction. This presentation shows how English language students in Australia perform “identity work” in research interviews while drawing on their knowledge of both English and other languages.
A Teacher Cognition Study of Islamic Integration in ELT
Lyla Kusuma
This qualitative study explores the Indonesian English teachers’ beliefs and understanding about the Islamic integration concept and its relation to their English Language Teaching practice within a teacher cognition framework. The data were collected from teachers’ interviews and classroom observation.
The Lexicon and Pragmatics of Taboo: Findings From Korean English-Speakers
Joshua Wedlock
Exploring to what extent Korean English-speakers understand taboo language in English, this presentation will provide an overview of the linguistic and pragmatic knowledge maintained by Korean English-speakers from two different learning contexts (i.e., Koreans within Korea and Koreans abroad).
Keisen University
12:45 PM – 1:25 PM
https://jalt2021.edzil.la/session/2370
Teaching English as an International Language at High School
Makoto Namiki
In this presentation, I will focus on how English education at Japanese schools should be reformed, especially on the teaching of English as an international language for future Japanese society which supports diversity and multiculturalism.
Japanese Language Education and Peace Studies
Machiko Uehara
これから、いろいろな背景をもった学習者が増える。それで、日本語教師には、彼らを理解しようとする視点が必要だ。恵泉大学では、日本語教育主専攻の学生も平和学を学ぶ。そのことにより学生は、いろいろな視点を持つことができると考える。
https://jalt2021.edzil.la/session/2370
Teaching English as an International Language at High School
Makoto Namiki
In this presentation, I will focus on how English education at Japanese schools should be reformed, especially on the teaching of English as an international language for future Japanese society which supports diversity and multiculturalism.
Japanese Language Education and Peace Studies
Machiko Uehara
これから、いろいろな背景をもった学習者が増える。それで、日本語教師には、彼らを理解しようとする視点が必要だ。恵泉大学では、日本語教育主専攻の学生も平和学を学ぶ。そのことにより学生は、いろいろな視点を持つことができると考える。
Akita International University
2:05 PM – 3:45 PM
https://jalt2021.edzil.la/session/2366
Disagreement During Group Discussions in an EFL University
David Ryo Shimamoto
This presentation will introduce findings from ongoing research on disagreement strategies employed by advanced-level university students during group discussions. Conversation analysis will be used to demonstrate how students attempt to avoid disagreement and manage disagreement when it does arise.
Fostering Critical Thinking Among SHS Students Using Debate-Based Activities
Tomohiro Asano
The presenter discusses how teachers can help SHS students develop their critical thinking in lessons. He used opinion-sharing activities to help them reflect their opinions. The routine daily activities prepared them for having confidence to improve their performance.
Effective Use of Questions and Scaffolding in Active Classroom Interaction
Kosuke Hagihara
The presenter will highlight the effective use of display and referential questions and scaffolding techniques to construct active classroom interaction in Japanese junior high schools. These techniques made the interaction more dialogic and encouraged the students’ contribution.
Conversation Strategies Used Among Teacher and Students in an EFL Classroom
Tsai I-Ting
This presentation aims to examine how teachers and students use conversation strategies (CS) differently mainly in repair during a conversation. A conversation analysis conducted by the presenter revealed fundamental differences in CS usage depending on the status in the interaction.
Interactional Competence of Active EFL Learners
Naoko Ishimaru
Using conversation analysis (CA), this research examines strategy use among active learners in discussion tasks. It illuminates how students cope with communicative tasks such as repairing and turn taking.
https://jalt2021.edzil.la/session/2366
Disagreement During Group Discussions in an EFL University
David Ryo Shimamoto
This presentation will introduce findings from ongoing research on disagreement strategies employed by advanced-level university students during group discussions. Conversation analysis will be used to demonstrate how students attempt to avoid disagreement and manage disagreement when it does arise.
Fostering Critical Thinking Among SHS Students Using Debate-Based Activities
Tomohiro Asano
The presenter discusses how teachers can help SHS students develop their critical thinking in lessons. He used opinion-sharing activities to help them reflect their opinions. The routine daily activities prepared them for having confidence to improve their performance.
Effective Use of Questions and Scaffolding in Active Classroom Interaction
Kosuke Hagihara
The presenter will highlight the effective use of display and referential questions and scaffolding techniques to construct active classroom interaction in Japanese junior high schools. These techniques made the interaction more dialogic and encouraged the students’ contribution.
Conversation Strategies Used Among Teacher and Students in an EFL Classroom
Tsai I-Ting
This presentation aims to examine how teachers and students use conversation strategies (CS) differently mainly in repair during a conversation. A conversation analysis conducted by the presenter revealed fundamental differences in CS usage depending on the status in the interaction.
Interactional Competence of Active EFL Learners
Naoko Ishimaru
Using conversation analysis (CA), this research examines strategy use among active learners in discussion tasks. It illuminates how students cope with communicative tasks such as repairing and turn taking.
Gakushuin University
2:05 PM – 3:25 PM
https://jalt2021.edzil.la/session/2372
Washback Effects of University Entrance Exam Reform in Japan
So Sudo
This research examines the washback effects on high school English teachers in Japan after university entrance exams were reformed in 2021. Data obtained from more than 40 high school English teachers in Tokyo through questionnaires will be presented and discussed.
Effects of Goal-Setting on Two Motivational Factors in Extensive Reading
Yushi Kashimura
This study investigates whether and how goal setting in reading extensively outside the classroom affects intrinsic motivation and self-efficacy. Quantitative data obtained from a questionnaire with 49 participants and qualitative data from interviews with 6 participants will be presented.
Examining English Teachers’ Attitudes Toward Retelling Activities
Naomichi Tsutano
This study investigates English teachers’ attitudes toward retelling activities through questionnaire data collected from 8 teachers and interview data from 6 teachers. It analyzes the procedure and improvement of instruction. Results show retelling techniques were dependent upon learners’ level.
Comparing Demotivation in Face-To-Face and Online English Classes
Miyu Noto
To investigate demotivation factors in face-to-face and online English classes during the COVID-19 pandemic, I conducted a questionnaire with 28 university students and interviewed three. Five categories of demotivation were analysed, with a significant difference found for “learning environment”.
https://jalt2021.edzil.la/session/2372
Washback Effects of University Entrance Exam Reform in Japan
So Sudo
This research examines the washback effects on high school English teachers in Japan after university entrance exams were reformed in 2021. Data obtained from more than 40 high school English teachers in Tokyo through questionnaires will be presented and discussed.
Effects of Goal-Setting on Two Motivational Factors in Extensive Reading
Yushi Kashimura
This study investigates whether and how goal setting in reading extensively outside the classroom affects intrinsic motivation and self-efficacy. Quantitative data obtained from a questionnaire with 49 participants and qualitative data from interviews with 6 participants will be presented.
Examining English Teachers’ Attitudes Toward Retelling Activities
Naomichi Tsutano
This study investigates English teachers’ attitudes toward retelling activities through questionnaire data collected from 8 teachers and interview data from 6 teachers. It analyzes the procedure and improvement of instruction. Results show retelling techniques were dependent upon learners’ level.
Comparing Demotivation in Face-To-Face and Online English Classes
Miyu Noto
To investigate demotivation factors in face-to-face and online English classes during the COVID-19 pandemic, I conducted a questionnaire with 28 university students and interviewed three. Five categories of demotivation were analysed, with a significant difference found for “learning environment”.
Soka University #1
2:05 PM – 3:05 PM
https://jalt2021.edzil.la/session/2409
Students’ Perception of Student-Centered English Learning in Sri Lanka
Kajini Kuruppuarachchi
This research investigates perceptions towards English language learning of different participants who learn and use English in various contexts in Sri Lanka. The study investigates the possible disconnection between the Sri Lankan English curriculum, the examination system and participants’ perceptions.
Mindset and Capacity to Speak at a Japanese University
Lin Yi
This research investigates the relationship between students’ perceptions of Capacity to Speak (CTS) and L2 mindset at a Japanese university. Results will indicate whether scaffolding and learners’ successful learning experiences can affect students’ CTS and mindset.
Ideal L2 Self, Demotivation and Remotivation of Japanese Engineering Students
Luyuan Zhang
This research examines the differences in the perception of the Ideal L2 Self of science and engineering students studying English at a Japanese university. Results will also focus on demotivating factors, and possible remotivating effects through a mixed methods approach.
https://jalt2021.edzil.la/session/2409
Students’ Perception of Student-Centered English Learning in Sri Lanka
Kajini Kuruppuarachchi
This research investigates perceptions towards English language learning of different participants who learn and use English in various contexts in Sri Lanka. The study investigates the possible disconnection between the Sri Lankan English curriculum, the examination system and participants’ perceptions.
Mindset and Capacity to Speak at a Japanese University
Lin Yi
This research investigates the relationship between students’ perceptions of Capacity to Speak (CTS) and L2 mindset at a Japanese university. Results will indicate whether scaffolding and learners’ successful learning experiences can affect students’ CTS and mindset.
Ideal L2 Self, Demotivation and Remotivation of Japanese Engineering Students
Luyuan Zhang
This research examines the differences in the perception of the Ideal L2 Self of science and engineering students studying English at a Japanese university. Results will also focus on demotivating factors, and possible remotivating effects through a mixed methods approach.
Soka University #2
3:25 PM – 4:25 PM
https://jalt2021.edzil.la/session/2410
Advice Negotiation in a Japanese Writing Center’s Intercultural Peer Tutorial
Nikki Marzoña
A decade since the first writing centers were established in Japan, research on writing center interactions remains limited. This study investigates how tutors and tutees of different cultural backgrounds manage advice negotiation in writing center peer tutorials.
An Analysis of Willingness to Communicate Using Virtual Reality-Based Activities
Kyle Nelson
This research explores how virtual reality (VR) devices affect learners’ overall willingness to communicate, by examining student and teacher perceptions and attitudes regarding the usage of such devices in the field of EFL across a comparison of three VR-based applications.
Investigating Questioning and Interruption Strategies
Richard Koji Gaines
Research results are presented from Japanese university ESL pre-study abroad learner experiences with interruption and asking question strategies analyzed through Willingness to Communicate, International Posture, and L2 anxiety. Data was collected through university learner questionnaires and interviews and instructor interviews.
https://jalt2021.edzil.la/session/2410
Advice Negotiation in a Japanese Writing Center’s Intercultural Peer Tutorial
Nikki Marzoña
A decade since the first writing centers were established in Japan, research on writing center interactions remains limited. This study investigates how tutors and tutees of different cultural backgrounds manage advice negotiation in writing center peer tutorials.
An Analysis of Willingness to Communicate Using Virtual Reality-Based Activities
Kyle Nelson
This research explores how virtual reality (VR) devices affect learners’ overall willingness to communicate, by examining student and teacher perceptions and attitudes regarding the usage of such devices in the field of EFL across a comparison of three VR-based applications.
Investigating Questioning and Interruption Strategies
Richard Koji Gaines
Research results are presented from Japanese university ESL pre-study abroad learner experiences with interruption and asking question strategies analyzed through Willingness to Communicate, International Posture, and L2 anxiety. Data was collected through university learner questionnaires and interviews and instructor interviews.
Sunday, November 14
Tsuda University #1
10:45 AM – 12:05 PM
https://jalt2021.edzil.la/session/2367
Developing Pragmatic Ability Through Tasks
Keiko Abe
In Japan there have been few studies on the effectiveness of teaching pragmatics to low-proficiency students. This study explores the development of pragmatic ability in university ESP classes through repeated tasks, including role-play and rewriting activities involving hotel conversations.
The Role of L1 in L2 Vocabulary Learning
Yuiko Chirifu
Building vocabulary is essential for the development of English skills. The purpose of this study is to investigate how the use of L1 (Japanese) influences L2 (English) vocabulary learning in elementary school students.
Improving Japanese High School Students’ Writing Through Issue Logs
Yoko Fujita
This study engages Japanese intermediate high school students in writing activity called “issue logs,” followed by peer and teacher feedback. It aims to improve their writing fluency, attitude toward writing, and sense of audience.
Reading Aloud to Enhance Grammatical Competence
Emi Fukizawa
This study aims to improve Japanese junior high school students’ grammatical competence through daily reading aloud practice. It examines how students acquire grammatical rules interactively by using various oral reading patterns with peers.
https://jalt2021.edzil.la/session/2367
Developing Pragmatic Ability Through Tasks
Keiko Abe
In Japan there have been few studies on the effectiveness of teaching pragmatics to low-proficiency students. This study explores the development of pragmatic ability in university ESP classes through repeated tasks, including role-play and rewriting activities involving hotel conversations.
The Role of L1 in L2 Vocabulary Learning
Yuiko Chirifu
Building vocabulary is essential for the development of English skills. The purpose of this study is to investigate how the use of L1 (Japanese) influences L2 (English) vocabulary learning in elementary school students.
Improving Japanese High School Students’ Writing Through Issue Logs
Yoko Fujita
This study engages Japanese intermediate high school students in writing activity called “issue logs,” followed by peer and teacher feedback. It aims to improve their writing fluency, attitude toward writing, and sense of audience.
Reading Aloud to Enhance Grammatical Competence
Emi Fukizawa
This study aims to improve Japanese junior high school students’ grammatical competence through daily reading aloud practice. It examines how students acquire grammatical rules interactively by using various oral reading patterns with peers.
Macquarie University #2
10:45 AM – 12:05 PM
https://jalt2021.edzil.la/session/2364
What Can We Still Learn From Errors?
Leigh McDowell
Early SLA researchers developed Error Analysis as a way to investigate interlanguage. This study applies an empirical Error Analysis framework to quantify sentence-level grammar errors and identify the most frequent error patterns in the research article manuscripts of Japanese materials scientists.
Research Participation: Driving Motivation in a Study Abroad Context
Mitchell Fryer
Why would L2 students agree to participate in research? What benefits might flow to participants who engage with research activities exploring L2 motivation as part of a longitudinal study? How can data-collection be improved? These questions are addressed in this presentation.
Global Jinzai and FL Education
Fern Sakamoto
“Global jinzai” continues to be a buzzword in Japan, but the precise goals of global competence-oriented FL education remain nebulous. This session presents results of a Delphi study investigating what FL students in Japan really need to be globally competent.
Professional Development in L2 Pragmatics: A Pilot Study in Vietnam
Anh Ton Nu
My pilot study into the effects of a training workshop designed with features of effective PD in L2 pragmatics teaching to Vietnamese EFL high school teachers revealed important outcomes regarding how teachers’ pragmatic awareness and knowledge was enhanced.
https://jalt2021.edzil.la/session/2364
What Can We Still Learn From Errors?
Leigh McDowell
Early SLA researchers developed Error Analysis as a way to investigate interlanguage. This study applies an empirical Error Analysis framework to quantify sentence-level grammar errors and identify the most frequent error patterns in the research article manuscripts of Japanese materials scientists.
Research Participation: Driving Motivation in a Study Abroad Context
Mitchell Fryer
Why would L2 students agree to participate in research? What benefits might flow to participants who engage with research activities exploring L2 motivation as part of a longitudinal study? How can data-collection be improved? These questions are addressed in this presentation.
Global Jinzai and FL Education
Fern Sakamoto
“Global jinzai” continues to be a buzzword in Japan, but the precise goals of global competence-oriented FL education remain nebulous. This session presents results of a Delphi study investigating what FL students in Japan really need to be globally competent.
Professional Development in L2 Pragmatics: A Pilot Study in Vietnam
Anh Ton Nu
My pilot study into the effects of a training workshop designed with features of effective PD in L2 pragmatics teaching to Vietnamese EFL high school teachers revealed important outcomes regarding how teachers’ pragmatic awareness and knowledge was enhanced.
Tsuda University #2
12:45 PM – 2:05 PM
https://jalt2021.edzil.la/session/2368
Building Vocabulary Skills in High School EFL Classes
Makiko Endo
This study focuses on building vocabulary skills in a public high school. It examines the use of reading materials on specific topics and making concept maps of vocabulary to help students to increase vocabulary in meaningful contexts.
Scaffolding for Junior High School Writing Classes
Yuki Nakazato
This study investigates the effectiveness of peer review sessions in Japanese junior high school writing classes. It discusses how instruction in peer review can become scaffolding to enhance students’ attention to their writing and make them more independent writers.
Authentic Materials to Encourage Motivation for Listening in High School
Airi Otomo
This study investigates the relationship between motivation for listening and authentic audiovisual materials such as YouTube videos in Japanese EFL high school students. The presenter will discuss how the students’ motivation changes through exposure to such materials.
https://jalt2021.edzil.la/session/2368
Building Vocabulary Skills in High School EFL Classes
Makiko Endo
This study focuses on building vocabulary skills in a public high school. It examines the use of reading materials on specific topics and making concept maps of vocabulary to help students to increase vocabulary in meaningful contexts.
Scaffolding for Junior High School Writing Classes
Yuki Nakazato
This study investigates the effectiveness of peer review sessions in Japanese junior high school writing classes. It discusses how instruction in peer review can become scaffolding to enhance students’ attention to their writing and make them more independent writers.
Authentic Materials to Encourage Motivation for Listening in High School
Airi Otomo
This study investigates the relationship between motivation for listening and authentic audiovisual materials such as YouTube videos in Japanese EFL high school students. The presenter will discuss how the students’ motivation changes through exposure to such materials.
Waseda University
12:45 PM – 2:05 PM
https://jalt2021.edzil.la/session/2363
The Roles of English in Learners’ Lives Beyond the Classroom in Rural Japan
Aya Hayasaki
This study critically examines the roles, or lack thereof, of learning English as a foreign language in enriching the lives of learners in rural Japan by examining learners’ narratives about their language learning and overall life trajectories.
Third Age Language Learners: Different Stories, Shared Values
Dorota Zaborska
Employing a positive psychology lens, I share key findings from my exploration into third age foreign language learners’ experiences. A set of learners’ vignettes and abridged stories will elucidate savoring capacities, as well as perceptions of language learning routines and experiences.
https://jalt2021.edzil.la/session/2363
The Roles of English in Learners’ Lives Beyond the Classroom in Rural Japan
Aya Hayasaki
This study critically examines the roles, or lack thereof, of learning English as a foreign language in enriching the lives of learners in rural Japan by examining learners’ narratives about their language learning and overall life trajectories.
Third Age Language Learners: Different Stories, Shared Values
Dorota Zaborska
Employing a positive psychology lens, I share key findings from my exploration into third age foreign language learners’ experiences. A set of learners’ vignettes and abridged stories will elucidate savoring capacities, as well as perceptions of language learning routines and experiences.
Tsuda University #3
2:45 PM – 4:25 PM
https://jalt2021.edzil.la/session/2369
Improving Reading Comprehension Through Strategy Instruction
Kanako Shimizu
Skilled readers can read texts actively and interactively using various strategies. This research investigates the effectiveness of reading strategy instruction for high school students. It explores whether reading strategy instruction enhances students’ comprehension skills and changes their attitude toward reading.
Fostering Students’ Motivation to Write
Mikiko Shitasho
This study investigates how peer review affects students’ motivation to write. Through peer review workshops and peer review, the students’ writing is expected to improve in quantity and quality and their motivation to increase.
Improving Reading Skills by Teaching Strategies
Sakie Tochi
This research aims to improve through teaching strategies the reading skills of Japanese learners planning to attend medical universities. It discusses useful strategies to read with fluent speed and accuracy and how strategy-focused reading changes attitudes.
Raising Awareness of English as a Lingua Franca (ELF) in Japan
Shizuko Tomioka
This research examines how ELF-informed teaching can change the awareness of Japanese university students and adult learners. Materials covering a variety of Englishes and the nature of ELF communication are used in the instruction.
Improving Opinion Exchanging in Junior High English Classes
Rika Yoshizaki
This study aims to improve opinion exchanging: students giving opinions, understanding partners’ opinions, and reconstructing their own opinions. It consists of five months of practice based on worksheets and explicit instruction and attempts to evaluate qualitative change in discourse.
https://jalt2021.edzil.la/session/2369
Improving Reading Comprehension Through Strategy Instruction
Kanako Shimizu
Skilled readers can read texts actively and interactively using various strategies. This research investigates the effectiveness of reading strategy instruction for high school students. It explores whether reading strategy instruction enhances students’ comprehension skills and changes their attitude toward reading.
Fostering Students’ Motivation to Write
Mikiko Shitasho
This study investigates how peer review affects students’ motivation to write. Through peer review workshops and peer review, the students’ writing is expected to improve in quantity and quality and their motivation to increase.
Improving Reading Skills by Teaching Strategies
Sakie Tochi
This research aims to improve through teaching strategies the reading skills of Japanese learners planning to attend medical universities. It discusses useful strategies to read with fluent speed and accuracy and how strategy-focused reading changes attitudes.
Raising Awareness of English as a Lingua Franca (ELF) in Japan
Shizuko Tomioka
This research examines how ELF-informed teaching can change the awareness of Japanese university students and adult learners. Materials covering a variety of Englishes and the nature of ELF communication are used in the instruction.
Improving Opinion Exchanging in Junior High English Classes
Rika Yoshizaki
This study aims to improve opinion exchanging: students giving opinions, understanding partners’ opinions, and reconstructing their own opinions. It consists of five months of practice based on worksheets and explicit instruction and attempts to evaluate qualitative change in discourse.