Evaluating speaking skills while providing useful and easy to understand feedback is always a struggle of balancing what is doable with what is pedagogically appropriate. This presentation considers a pilot evaluation and feedback plan incorporated into a graduate-level ESP course to help students to informally and formally talk about their research projects.
While many Japanese university learners in English courses are sometimes still cycled through regimes emphasizing precision though a variety of presentation and written compositional tasks, the value of creativity as a source of learner motivation for such tasks still appears to be underappreciated.
In this talk, the presenters will give a short introduction to Iran, its language and culture. Following that, the history of foreign language education in Iran will be discussed with the focus on the English language. Finally, TEFL programs at Iranian Universities will be briefly overviewed.
This workshop presents four activities that can be used to increase student engagement. Facilitators will give a short introduction of their activities, along with any materials/handouts that participants might need. Finally, breakout sessions will be held to assist participants in adapting the activities for their needs.
[Part 1] Little research has been conducted on teacher/student interaction, in terms of feedback use, at the university level in Japan. Therefore, the presenter investigated teachers' feedback in the classroom as part of a larger, longitudinal project examining students' and teachers' attitudes towards TEE (Teaching English in English).
Whether you use an assigned textbook, a commercial text of your own choice, authentic materials, student-generated content or a combination thereof, there are many ways you can easily enrich the lesson with the addition of a component promoting awareness of gender issues.
[Please also refer to the site of East Shikoku Chapter]
Keynote speaker: John Adamson (University of Niigata Prefecture)
Details to be announced
OUP sponsored presentation: To be announced
To be announced
After the conference, a social is planned.
[Part 1] Communicating in a second language comes with the challenge of understanding the cultural values of others as it is like being another self where we face concerns of identity and cultural self. For example, when we go to study abroad, we first go through culture shock but given some time, we try to cope with it. This presentation will introduce basic concepts of intercultural communication competence and also we will look at some classroom activities.
[Part 2] Unresponsiveness and silence in the English-language classroom is something which all teachers in Japan can relate to and whole-class, teacher-led stages of the lesson seem to be particularly susceptible to lengthy pauses following teacher questions or a small number of more vocal individuals answering questions. This presentation reports on questionnaire data gathered on the views of learners on a pre-master's programme towards related issues such as nominating, dominant students as well as learner self reports on reasons for unresponsiveness. The implications of the findings will be discussed as will possible solutions.
Creative Writing can be a fun and dynamic component of language learning. Suzanne Kamata has an MFA in Creative Writing from the University of British Columbia and has published eight books. In this session, she will share activities in creative writing that she has successfully used in Japanese high school and university EFL classes. This session will be conducted as a writing workshop.
The presentation will initially focus on the mechanics and retelling process of writing a graded reader at a low level as well as look at the socio-cultural benefits of low-level graded reader versions of non-Western classic literature.