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Fostering Engagement with Team-Based Learning in Larger Japanese University Classrooms #1248

Sun, May 16, 14:30-15:15 JST | Zoom 2
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This presentation introduces an action research project conducted during the 2020 Fall semester that was aimed at exploring the benefits and challenges to implementing a team-based learning (the other TBL) approach in larger online and face-to-face English classes at university in Japan. The participants in this study were a group of fifty-six students enrolled in an elective culture-focused Content and Language Integrated Learning (CLIL) course taught by the presenter. This interactive talk starts with some contextual background, and goes on to outline the mixed-methods research design before offering an overview of how the semester unfolded. Findings and discussion are then provided to highlight key issues related to using TBL in this context. Due to COVID-19, four out of the fifteen class meetings were conducted synchronously on Zoom, and those adjustments and lessons learned are also presented. It is hoped that this research might further inspire language teachers in a range of contexts to experiment with team-based learning and other active learning approaches in their language classes.

Brent Jones

Brent Jones

Konan University, Hirao School of Management
Biographical Statement: Brent A. Jones has taught English for Specific Purposes in Hawaii, Japan and other parts of Asia since 1987. He was the coordinator of the Business English program in the Economics Department at Kobe Gakuin University from 2005 - 2009. He is currently the Director of Language Programs at Konan University, Hirao School of Management, where since 2009 he has helped develop a content and language integrated (CLIL) program. From April 1, 2018 to March 31, 2019 he was a Visiting Professor at the Peter Gustavson School of Business at the University of Victoria. His major research interests are L2 learning motivation and engagement, instructional technology, instructional design, CLIL, curriculum and materials development, genre approaches to second language reading and writing, and extensive reading.