Sessions / Poster Session
This presentation outlines an on-going project to investigate text extracted from a 60,000-word corpus compiled from transcripts of YouTube how-to videos (e.g., how to use tools, operate machinery, navigate software applications, and other hands-on activities). Discussion includes how the study’s results will be used to compare similar texts produced by Japanese university students and the underlying goal of developing a valid pedagogical approach for teaching how to give effective procedural instructions in EFL.
The main goal of language learning is undoubtedly social. We all have a strong desire to connect with others in meaningful ways, sharing experiences, exchanging information, or collaborating. Apart from language skills, connecting with others in meaningful ways requires intrinsic motivation, self efficacy, social and emotional intelligence and other traits or states that make up interpersonal competence. This presentation discusses key issues affecting relationship building and communication through storytelling, collaborative video projects, and interactive presentations.
Editors from JALT’s The Language Teacher and Postconference Publication will give advice and answer questions about getting published, including opportunities for non-peer-reviewed articles. They will also discuss how volunteering in various roles can help you to understand the publication process and improve your writing and researching skills. Drop by and learn about the many ways JALT publications can assist you in your professional development.
Japanese university students are often required to perform free writing activities in their English language classes in an attempt to encourage confidence in writing in English. This poster will explain the free writing activities used in the authors’ courses, provide quantitative and qualitative data describing the participants’ writing activities, and discuss the students’ reflection on their free writing experiences. Attendees will receive ideas for effectively employing free writing in their English language classes.
Effective note-taking by hand plays an integral role when students must research and discuss complex topics. However, first-year university students may lack experience in preparing and using notes effectively. Also, they may not be aware of specific benefits that hand-written notes can offer. In this presentation, methodologies used to help students develop note-taking skills for communication and reflection, as well as ways that hand-written notes can be used in online classes, will be discussed.
This study examined how Japanese ESL learners use turn-taking to develop interactions in US or Canadian university settings. The results present the variation of turn transitions in conversations, which shows the diversity of turn types. The learners and their interlocutors had much in common using their resources in turn-taking. Turn-taking aimed at facilitating a conversation smoothly and correcting misunderstandings in the talk. Despite sharing these objectives, these resources had various outcomes.
This presentation looks at the strengths and weaknesses of synchronous (Zoom) and asynchronous (Video on Demand) teaching approaches in German teaching in Japan. For this purpose, a student survey was carried out in four German classes at Hiroshima University (N=78). In order to provide different types of learners with an effective online teaching method, it will be argued that a combination of both types of teaching approaches is required.
This poster session outlines the first part of a longitudinal qualitative study that investigates university students’ participation in a self-access center by focusing on their perceptions, learning experiences, and attitudes. The research is concerned with whether students will become more willing to seek out future opportunities to use English beyond the classroom in non-formal settings after having been strongly encouraged to do so as part of their English course.
In pair- and group-work, teachers often do not recognize how their students communicate or complete given tasks because the teacher cannot be present in all the groups. This conversation analysis (CA) aims to explore how high school students perform given tasks without their teacher's intervention. The results suggested that students attempt to achieve tasks if they clearly comprehended the purpose of the task, while avoiding tasks for which the purpose is unclear.
Profanity, dirty words, swear words, foul language. All describing a group of words not used lightly. Yet, many use them frequently in successful, positive interactions. So-called bad words have an image problem, but does that extend to Japanese learners? What about learners at a Christian women’s university, where youth, gender, and educational setting may each contribute to perceived image of language. Findings of a study on attitudes of profanity with such learners will be presented.
This poster session will discuss survey results showing that after taking an English as a medium of instruction (EMI) Ainu and Maori Studies course, students felt they became not only more knowledgeable about the course aims, but were more sensitive to discrimination, the importance of indigenous rights, and the need for society to learn more about indigenous cultures. Presentation participants will be invited to discuss the conclusions and the topic in general.
When writing research papers, learners of English need not only a sufficient level of English but also knowledge of writing strategies and language use in pragmatics. This presentation focuses on a textbook analysis of how hedges are taught to Japanese EFL learners, especially for academic research writing. Although textbooks generally focus on writing strategies in the English language, there were few instructions of hedging use in academic writing textbooks.
The interactional skills of Japanese university students were examined using conversation analysis (CA). Data was gathered from teacher-fronted interaction and student-student group discussion. Results showed that students used a more diverse array of interactional skills when the teacher was not involved. This poster presentation will demonstrate how an equal power speech exchange system can be an enabling environment for developing interactional competence.
Globalization in Japanese higher education scientific fields has created a need to address specialized English language learning within regular programs. This poster chronicles the principal stages of development and reflective process undertaken to construct a vertically integrated ESAP program utilizing collaboratively designed courses and materials based on authentic sources. By employing this type of program model, we aim to enhance learning outcomes and scaffold students’ comprehension and application of content in their chosen fields.
What could veteran teachers pass onto the new generation as a legacy before their knowledge and experience disappears into retirement? This poster presentation asks retiring teachers to reflect on their paths with the aim of determining what valuable insights they could offer a new generation of teachers. It also aims to determine what the new generation of teachers feel they need to know in order to fulfill their potential in their new careers.
The early stages of young learners’ education have the potential to form a solid foundation for children’s lifelong English language learning, so there is a need to research learners’ attitudes and motivation. This presentation reports on research examining the motivation among Japanese children learning English at a public elementary school. 195 3rd and 4th graders were surveyed about their learning experiences in order to better understand their preferences and attitudes towards lessons, activities and materials.
The picture books by three popular American authors have repeatedly been included in Japanese language textbooks. Due to this fact, the presenter considered the application of these titles for English education for children and developed two types of categorization charts for less experienced teachers of English. These theme-based or story-based charts can help them acquire vocabulary and expressions. The charts also enable them to design various activities related to the stories.
Textbooks play a key role for input and practice of knowledge about language use, especially in an EFL context. This study explores beginner level ELT textbooks to determine how the commonly recurring speech acts of giving advice, suggesting proposals, giving offers, and requesting in ELT textbooks are treated in the tasks. In the end, some practical suggestions are made as to how teachers can adapt these tasks for pragmatic instruction.
This presentation will introduce an approach to note taking that encourages the use of higher-order thinking skills. In this approach, students write notes about their experiences that relate to the content of lectures rather than taking verbatim notes. Examples of students’ notes will be shown and advice on how to implement this approach will be given.
This mixed-methods research undertook a comparison of students’ attitudes to various aspects of communicative language learning in both classroom and online settings. The findings show that students clearly prefer in-class language learning. They associated communicative language learning with spoken interaction, whereas the need to use ICT in online classes diminished the quality of peer-to-peer interactions and had a corresponding adverse effect on their motivation.
This presentation features student comments on surveys after one of three different types of interventions; listening to L1 speakers, shadowing L1 speakers, or shadowing L1 and L2 speakers. We compare the responses to Likert-scale and open questions regarding changes in their confidence in judging English speaking ability (in themselves and others), changes in awareness of phonological features, perceived improvements in speaking ability, and whether the interventions were enjoyable and a good use of class time.
This presentation will explore a project in which university students created presentations about how Japan and Japanese people are represented in movies around the world. The presentation will explore how the project was put together, issues dealing with racial stereotypes and genre, movies from different countries and common issues with these movies, as well as recommendations for how to run the project well in class.
A professional learning network (PLN) is a powerful catalyst that can support and enhance English as an international language (EIL) teachers’ PD. This presentation will highlight a nascent PLN research project that aims to provide meaningful pedagogical support to Japanese public school EIL educators. The researchers will report on the challenges and rewards of creating and conducting two online PLN workshops for EIL teachers (N = 25) as well as the data that emerged from these sessions.
Despite the large body of ER research, there is a paucity of qualitative research that explores the learner thoughts and actions on ER programs or how learners of differing reading proficiency approach ER. This poster presentation focuses on interview data from three first-year Japanese university learners of differing reading ability in an online compulsory ER program during the spring semester of 2020. It concludes with recommendations for implementation of ER programs.
Using conversation analysis (CA), a set of conversation data from a pair of Japanese university students was analyzed. The stages of phenomena have been discovered and investigated when students encounter a communication breakdown while discussing an issue in English. This poster presentation will be of interest to those who wish to understand the procedure of how advanced English learners cope with communicative tasks.
Teachers can help to reduce the affective filters of their students and encourage interest by introducing topical comprehensible input at the beginning of a class. The author writes a daily email magazine in simple English which serves this purpose. Using recursive exercises involving listening, reading silently, and shadowing, the teacher can ensure that students focus on meaning while promoting basic language skills.
In this poster infographic, the presenter will compare and contrast different avenues of publishing a textbook. Specifically, the content will focus on the key differences between writing a textbook for a local publishing house vs. following an independent path and publishing the textbook by yourself.
This study explores students’ attitudes, behaviour, and self-motivation towards learning online during the COVID-19 pandemic. Japanese students at a university in Hiroshima were asked to respond to a questionnaire about their opinion on different aspects of online education during the ongoing pandemic. Responses from 125 students were received. While students felt that they learn better in physical classrooms, their concerns lay in three general areas: engaged learning, agency, and assessment.