Sessions / Location Name: Room 14
Virtual: You cannot enter virtually via this page. Click on the titles of individual presentations or go to the Live Page
Do people hear the same voice differently, depending on the face they see? Will they report hearing a foreign accent when presented with a photograph of a foreigner (when the speaker is actually a native speaker)? This study investigated how perceived race affected 223 listeners’ ratings of intelligibility, comprehensibility, and accentedness. Findings indicate a strong effect of racial bias regarding accentedness, and disparate attributions of listening difficulty depending on the perceived race of the speaker.
This research explores Japanese EFL learners’ repeated pragmalinguistic errors in using modal verbs for social functions. They may lead to stabilization (a temporal stop of learners’ development) and fossilization (a permanent loss of learners’ progress). Data from online forum discussions show that participants utilized limited English modal functions, while some seemed to have acquired certain pragmalinguistic norms adequately without continuous intervention. Findings are discussed based on Han’s (2009, 2013) selective fossilization hypothesis.
A study was conducted to examine the ability of Japanese learners to decode English-based loanwords and English non-loanwords. Target items were presented aurally in English and participants were asked to transcribe the word in English and also write a Japanese translation. The results were then analysed for word frequency, accuracy of spelling and translation, and the effect of being a cognate or non-cognate. Important findings will be presented and their implications discussed.
The present study compares CLIL course vocabulary test performances of Japanese EFL university students with a higher initial level of vocabulary to those with a lower one. The findings showed that students who knew the most frequent 4,000 word families of English scored high on all the tests; however, those with less vocabulary knowledge did not reveal straightforward tendencies. The presenter will explain possible factors which led to these results.
Translanguaging reconceptualises language and speakers in Japan and how “the” foreign language, English, is taught in Japanese high schools.
Translation is not just a mechanical transference of meaning from one language into another; rather, the pragmatic features of both languages need to be considered when decoding the meaning embedded in the source language and encoding it into the target language. To this end, this experimental study was conducted to investigate the effect of developing pragmatic knowledge on the quality of translation of culture-bound texts as well as the best method of developing pragmatic knowledge.
This study reports on the presenter’s own reflective practice in autoethnography, which is a qualitative method utilizing data about self to deepen understanding of sociocultural complexity. By establishing connectivity with others in an autoethnographic orientation, the presenter explores the integration of pragmatics and grammar pedagogy. The findings stress the significance of connecting the notion of language teaching to lived experiences, suggesting a new direction of promoting L2 pragmatic pedagogy in an interdisciplinary approach.
This study presents research on the role of feedback types in a computer simulation of an academic advising session that was designed for instruction of refusals and requests. Feedback was operationalized along the dimensions of sociopragmatics (feedback on the overall politeness of a selection in the simulation) and pragmalinguistics (feedback on the forms that contributed to impoliteness). This talk highlights issues with designing computer simulations and presents data on learning outcomes.
In this presentation, the researcher discusses an exploratory study that investigates how “human-like” DeepL translations are and what ramifications neural machine translations (NMT) will have on English writing courses. The researcher provides some background on NMT, presents results from a study that examined teachers’ evaluations of student essays (some written in English and others in Japanese and subsequently translated into English), and finally considers the dilemma of DeepL for English writing courses and pathways forward.
The presenter will demonstrate how Japanese university students were able to face the challenges of Emergency Remote Learning (ERL) when working on group projects. Most students rated themselves as adaptable to remote learning because they completed tasks on time and participated actively in Zoom sessions. However, at times, they felt unmotivated. Their reflections illustrate that ERL was difficult but rewarding as they had acquired technological skills that they could use after the end of COVID-19.
An area of ESL pedagogy that often frustrates both teachers and students is written corrective feedback. Recently, an alternative form of multimodal feedback, video screen capture feedback (VSC), that can tackle criticisms of written corrective feedback has been gaining attention. In this session, the presenters will discuss the results of a study conducted at a private university that trialed VSC. They will also expand on students’ opinions and comment on their experiences using the technology.
This presentation will first provide an overview of the Spring 2020 ERTL transformation of a traditional paper notebook weekly journal assignment into an inter-classroom e-publication: The University Freshmen Flash Fiction Series. Then, the results of learner self-reflection (N=35) regarding their creative writing assignment experiences in a dedicated Academic Evidence-Based Essay Course will be shared. Finally, a rationale for including creative writing as a part of a university freshmen learners’ writing portfolio will be discussed.
What happens to a makerspace class when the space is taken away? This workshop will share how a makerspace class used a blended learning model (Kitchen, 2021), online makerspace tools (e.g., Microbit and Tinkercad), and communication activities for online instruction. It will also show initial research findings from an exploratory study investigating five university students’ written journals for language development through descriptive statistics, and makerspace learning benefits using initial and thematic coding.
A case study exploring Japanese university students’ reluctance to adopt technology for learning was conducted integrating technology into an academic English course. Qualitative data explored student experiences and changes in perceptions about using technology using factors from the technology acceptance model (TAM). Two major factors influenced perception with a uniquely Japanese socio-cultural factor emerging as a possible barrier to technology interaction. A model for integrating technology to increase academic engagement will be presented.
This presentation is an exploration of the process of designing and running an online study tour program between a Japanese University and an Australian University in Vietnam. It starts from initial fears and panic over pivoting from a planned face-to-face program, and moves on to the conceptualisation and implementation of a 2 week online study tour.
As we transition back into the classroom, digital tools have taken center stage to aid and assist in our teaching. One of the more effective methods is building an effective LMS system. This presentation will focus on one of the more popular systems, Moodle, and how it can augment any classroom to deliver quality digital resources to all students.
In this presentation, a university EFL teacher will detail their implementation of the English Central e-learning platform in a blended learning environment. Considering student’s reported perspectives and experiences, as well as current correlative research, the presenter contends that the success of the endeavor is owed to this specific platform’s strengths coupled with a balance of face-to-face and self-study e-learning components.