Sessions / Location Name: Room 17
Virtual: You cannot enter virtually via this page. Click on the titles of individual presentations or go to the Live Page
This workshop is for teachers who are interested in helping students explore the global academic community and collaborate with students in other countries. The workshop gives examples from a 2020 project on global student citizenship and discusses implications for intercultural communication skills, language awareness, and linguistic proficiency. Participants will receive practical advice on how similar projects can be designed and implemented in their own courses.
How well do we know our EAP textbooks? Influential elements of academic arguments are often unstated. The focus of this presentation is a framework for generating an answer to that question and the findings of its application to the 12 academic lectures in the popular EAP course book Contemporary Topics I. Being able to draw out and organize key elements of academic texts is a useful tool for finding previously unrecognized connections among academic content.
This presentation looks at the role of a film project and its role in student attitudes and motivation. In this project, two separate student groups worked collaboratively to create either a voice-over or dialogue recording from a choice of two different film clips in a university non-credit course. In this presentation, I will report on the results of a survey given to the students and comment on the role of films in English learning.
In this presentation, the researcher will explore how researchers could act as an intermediary between primary and junior high school teachers, co-construct the local English language education curriculum, and help build a local professional teaching community towards a smooth transition from primary to junior high school. She will tell a story of how an emerging professional teaching community has been unfolding in the local context and those involved have been influencing each other.
Research investigating listening lessons has shown how teachers prioritise vocabulary-based and problem-solving opportunities but give grammar and background knowledge a lower priority. This presentation outlines three teachers’ current listening practices in a pre-sessional EAP course at a New Zealand university. Three classroom observation lessons and interviews outline the teachers’ use of the textbook, supplementary materials, and feedback. The presentation also provides listening-based suggestions for educators to use in their own tertiary-level listening classrooms.
In this study, students in an online IELTS reading course were expected to read English texts of their choice independently every day and record their efforts in a journal. Analysis of journal and interview data showed that students were good at maintaining a daily reading habit but chose short and non-academic texts often. The researcher will reflect on the tricky balance between authenticity in extensive reading and targeting specific text types.
Although strategies to improve communicative competence are increasing, there are students whose self-perception towards language learning results in language anxiety due to the inability to present ideas purely in L2. This research explores how university students and teachers perceive the presence of L1 in the classroom and how its presence correlates with student anxiety and motivation. Moreover, this study centers on translanguaging as a possible approach in a monolingual country like Japan.
Textbooks offer teachers guidance and support in their teaching and provide learners with a familiar lesson framework in learning. However, textbooks present many lexical, syntactic, and grammatical challenges for learners. This study investigates the lexical profile and vocabulary load of two popular university-assigned ELT textbooks. Upon the vocabulary analysis of each textbook and their subsequent units, the results show the lexical demands required for second language learners in ELT and Japanese tertiary-level programmes.
This study investigated the kind of problems Japanese EFL learners encounter when listening to English. The presenters collected data from 94 Japanese university students. In the listening test, the participants listened to and transcribed three different but easy passages. The participants were found to recognize approximately 75% of what they listened to. The mistakes were separated into five categories, and the presenters will discuss them showing sample mistakes.
An online international exchange program was implemented to enhance students’ willingness to communicate (WTC) as an extracurricular activity in a public junior high school. Discussion and reflection after each one of three sessions revealed how the nine students viewed academic English and what they want to learn in school. In order to support the qualitative data, the WTC questionnaire was distributed and analyzed to capture the changes in three sessions.
This workshop aims to provide ideas for addressing social issues and culture in the ELT classroom via critical pedagogy (Freire, 1970; Giroux, 2005). Initially, attendee approaches toward tackling social issues and culture will be explored. Thereafter, audience understandings of critical pedagogy will be examined before it and its relevance are defined. Subsequently, attendees will experience addressing example social issues and culture via critical pedagogy before concluding with the advantages and risks of using this approach.
In this workshop, participants will complete a questionnaire about their beliefs concerning teaching a research paper and discuss these beliefs. Next, participants will brainstorm problems students have with research papers, and what decisions instructors must make when organizing a research project. The presenter will guide a discussion and share some recent scholarship. Participants will be provided with a handout of activities to help students develop their skills at writing from research.
Roleplaying activities are commonly used to teach social studies in the United States and other countries, and they can offer new perspectives for transforming content-based EFL courses (CLIL) in Japan to make them more accessible and fun. This presentation will introduce two roleplaying activities which were used in a university-level American Studies course. Attendees will participate in these adventurous activities and learn a roleplaying template they can use to enhance their own content-based classes.
This presentation will offer insight into what students feel is useful for feedback on written work in English. A variety of methods for providing feedback to students will be explained, indicating which methods are preferred and most referred to during subsequent revisions of work. Understanding how students engage with feedback can help instructors prioritize methods of dissemination and improve efficiency, while keeping students focused and motivated.
It has become increasingly evident that to achieve the key goal of critical thinking instruction and facilitate clear, rational, and open-minded student thinking, teachers need to address the potentially negative effects of cognitive bias on their critical thinking tasks by implementing debiasing frameworks and strategies. Based on the body of research regarding debiasing, this workshop explains easy-to-implement ideas and frameworks for teachers of all levels to debias their critical thinking tasks.
Speaking fluency is a common language learning goal, and fluency has been linked with the use of multi-word expressions. The effectiveness of a fluency workshop to increase learner knowledge, spoken use and fluency with multi-word expressions (for example: “I think I will” and “would you like to”) will be reported. Teachers can expect practical ideas for building learner knowledge and use of multi-word expressions using the interactive workshop activities in both face-to-face and online classrooms.
Storytelling is often utilized within the classroom as it has the ability to combine numerous skills in an engaging manner. This presentation examines the rationale for developing a university course based on storytelling and students’ perspectives on its contents, framing both topics in the context of the CEFR CV. This analysis utilizes concepts from selected descriptive scales to illustrate challenges and opportunities using this medium to help students improve their creative and communicative skills.
Is teaching via zoom here to stay? The presenter will share quantitative and qualitative research of student attitudes of online learning after 2020. Participants were all university students in the same course. While some students found online learning ineffective, there were a number of compelling positive points. This presentation will share what learning online was like from a student’s perspective, useful tips to minimize cheating, and effective strategies to deal with students suspected of cheating.