Sessions / Pre-recorded video session
Your recording should be within 40 minutes, There will be a Q and A session during the conference.
This follow-up study, using data from 529 student questionnaire responses as well as student interviews, seeks to determine if changes to the method of teaching based on student feedback from the previous semester (Raichura et al., 2020) resulted in better student experiences of Emergency Remote Teaching (ERT) at a large private Japanese university. Students evaluated modes of teaching (on-demand, live-streamed, and mixed), various online tools (learning management system [LMS], teacher-created videos, Google Forms, Flipgrid, vocabulary software, Edmodo, and Zoom) and overall satisfaction. This study begins with an explanation of why ERT lessons were continued in the fall semester of AY2020, and the insights gained from the spring semester. Results of the questionnaire showed that students overwhelmingly approved of a mixed style of lessons (both on demand and livestream), favoured the use of the university LMS, and enjoyed the social aspects of livestream lessons. However, despite increased efforts by teachers to instruct students on the various platforms used, students still found the plethora of tools to be a major disadvantage. This presentation would be useful for teachers who aim to incorporate online tools into their lessons either via remote teaching, face-to-face or a hybrid format.
Humor can break down cultural barriers, but there are also vast differences regarding how humor is used in different cultures. These differences often complicate intercultural communication and can lead to embarrassment or isolation for language learners (Bell, 2011; Lems, 2013). A growing number of researchers thus advocate the inclusion of humor competency training in foreign language education (Hodson, 2014; Kim & Lantolf, 2016; Wulf, 2010). Humor competency training refers to training learners to better recognize, comprehend, and respond to humor in the context of intercultural communication (Bell & Pomerantz, 2016).
How can we include humor competency training as a part of English language classes? Humor competency training does not involve giving dry lectures on the humor norms of different cultures, but rather designing engaging and interactive communicative activities. The presenters will provide an overview of humor competency training units they have implemented in their university English language courses. These units include a focus on two modes of humor that are ubiquitous in many English-speaking cultures, verbal irony and satirical news. The humor training covers both interpersonal and online intercultural communication. A summary of class activities, recommended resources, and student reactions will be shared.
The purpose of this presentation is to show the effect of ER on English proficiency in remote classes. First, the presenter will show how English proficiency influenced the result of ER. Then the effect of ER on English proficiency will be discussed. The participants in the study were 57 Japanese university-level engineering students who studied remotely in one semester and face-to-face in another semester. The study employed a method of dividing samples into three groups: low (less than 60,000words/yr), middle (60,000-150,000), and high (more than 150,000) amount of reading. The presenter examined the relationships and interactions of the two variables (ER and proficiency test scores) over a one-year treatment, using ANOVA. The number of words students read was counted with MReader, and TOEIC Bridge tests as pre-test/post-test were administered. The results of a one-way ANOVA revealed significant differences. In the result of the pretest, the low group and the middle group were significantly different. This result suggests that initial English proficiency was the cause of the difference in the amount of reading. On the other hand, ANOVA revealed no differences in the result of the posttest. It is suggested that the gap between the middle group and the low group disappeared and that ER was effective for the improvement of English proficiency.
“In the modern world, monolingualism is not a strength but a handicap” (Crystal, 2006). While foreign language education may be able to encourage and support the development of sequential multilingualism in the still mainly monolingual Japanese society (Harding-Esch & Riley, 2003; Wang, 2018), implementation of linguistic competence without intercultural competence (IC) is not enough to guarantee effective use of the new language/s. IC is the ability to communicate effectively and appropriately in intercultural situations through the application of one’s intercultural skills, attitudes, and knowledge (Deardorff, 2006). This lecture-style presentation will first briefly explain multilingualism and IC respectively, and how the two are connected. Finally, it will focus on how IC can be practically integrated and assessed in EFL classrooms. Participants will hopefully be able to understand the importance of IC and gain ideas on how to practically incorporate it in their language classrooms.
Despite recent works that have expanded the notion of emergent bilingualism to include FL learners in their own right (e.g., Turnbull, 2018), and calls for plurilingualism and multilingualism to be accepted as a goal in FL education, the concept has yet to be widely acknowledged, particularly by the very learners who fall within this category. Through use of a questionnaire, this presentation examines the personal opinions of 223 university-level Japanese intermediate EFL students regarding the definition and process of becoming bilingual. Quantitative and qualitative analysis of emerging themes in the data show that most of these emergent bilinguals do not view themselves in such light, and consider the notion of bilingualism to be an out-of-reach goal at their current level. The presenter suggests the need to educate FL learners of their bilingual status so they may dismiss the idea of attaining native-like competence and instead embrace their unique set of bilingual languaging strategies to make meaning, to express themselves, and to learn.
Language teachers often struggle to inspire student interest. To solve this problem, we present a “story frame” for engaging learners. More than just using stories, the story frame helps us plan lessons and guide learning. For instance, we can use the story frame “character + conflict + attempted extrication” (Gottschall, 2012) to guide discussion. Students read about a man (character) who gets sick (conflict) from eating fast food daily. Students suggest five things he can do to live a healthier life (attempted extrication). Even with grammar lessons, we can add story spice. Often, students do dull dialogs. But with a story frame, teachers can give students example sentences and images in a story nutshell. For the present continuous, students see a surfer (character). He is surfing a dangerous wave (conflict). The teacher asks, “What’s he doing?” Answer: “He’s surfing.” In the next picture, the surfer is about to fall. The teacher asks, “What’s he doing?” Answer: “He’s falling.” While these ideas are not new, we provide a story frame for teachers to use in every aspect of teaching because story works as the most powerful form of communication, and enhances every form of linguistic interaction.
Thanks to globalization, many university students living in regional areas in Japan as well as in the Tokyo metropolitan area have opportunities to communicate with people from other countries using English as a Lingua Franca (ELF). However, international tourist guidebooks usually do not cover such regional areas in detail, so students do not know how to describe local landmarks and cultures in English. This research focused on cooperative learning among around 50 students from three universities in Hyogo, Fukuoka, and Okinawa in an intercollege email exchange in English. The topics ranged from self-introduction to local landmarks, cuisines, and festivals in their hometowns. This cooperative learning project was designed to maximize students' independent learning while teachers monitored their activities. Throughout the interactive lessons, they learned about regional cultures of their own and others in Japan, exchanging opinions with students from other universities, before and after which they completed a questionnaire. The results reveal how cooperative learning influenced their attitude toward language learning and motivated students to express themselves through writing and speaking using ELF. This presentation will show how teachers facilitated the activities and their future plans.
Academic Vocabulary Acquisition (AVA) represents a major concern in ESL and EFL contexts (Cox, 2013; Nation, 2012). However, a gap in AVA research between and within English as Second Language (ESL) and English as Foreign Language (EFL) university cohorts still exists. Thus, this pilot study examines variances in academic vocabulary acquisition utilizing Stoeckel and Bennett’s (2015) New Academic Word List (NAWL). During the Spring 2019 semester, the researchers administered Stoeckel and Bennett’s (2015) New Academic Word List Test (NAWLT) as pre and posttest to evaluate AVA variations amongst ELLs at a national university in Hyogo Prefecture, Japan (n= 261) and an intensive English language program at a state university in Nevada, USA (n= 53). Results highlighted statistically significant differences (p < .05) from pre to posttest between and within ESL and EFL cohorts in motivation, length of self-study, between different modality (e.g. reading versus speaking/listening), English usage outside of the classroom, and future career goals. This study suggests concrete pedagogical implications for EFL/ESL practitioners and researchers focusing on academic vocabulary acquisition.
Recommending that students watch TV shows and films in their second language has long been common practice among educators. While all L2 exposure is to be encouraged, not all content is created equal. We may suggest that students watch a particular show or movie for a variety of readily apparent reasons such as general suitability, subject matter, and entertainment value while perhaps the most important factor that should be considered, the true level of language input, often remains oblique. This presentation will examine the results of a text analysis of a variety of television shows and films that are typically available to students in order to determine which content contains the most comprehensible input for learners across each level. Moreover, an explanation of the methodology behind the analysis will be presented, giving educators the tools to conduct similar analyses and to provide better-informed future recommendations.