WordEngine e-learning system provides students with a personalized vocabulary supplement, and the V-Admin LMS provides teachers a way to assign, track, and grade their students’ self-directed study.
We can motivate students to stay focused in the classroom through student response systems (SRS) that require all students to respond simultaneously. Low-tech SRS include giving students batsu-maru paddles to show the teacher. In more complex SRS, students use remote clickers to send in answers. Regardless of the level of technology, SRS improve student concentration, and encourage an active engagement with the material.
We learn because the brain is plastic. It is not hard-wired as was long believed, and we are now learning how the reward system affects plasticity and learning, including the super-learning we call addiction.
This talk will first present an overall view of the vocabulary needs of learners - receptive and productive as well as language focused and fluency focused activities.
1) Guiding student discussion of graded readers by Jason Cox.
Student discussion of graded readers within an ER course can be enhanced with guidance from the teacher. The presenter will introduce a framework for analysis
and discussion of texts.
2) Demotivation, amotivation or overmotivation? An action research project by Peter Burden.
The university context is viewed through the lens of Lave and Wenger’s (1991) situated learning theory. Nagao shows how a Japanese student in Australia attempted to learn the social practices of the classroom community. Willey describes how situated learning theory relates to English teachers at Japanese universities who learn the ropes of scientific editing.
This hands-on workshop will guide teachers through several applications for online corpus analysis tools. It will include three types of activities useful in teaching practice and in research such as: diagnostic exercises, using Range to investigate materials for teaching and to help with curriculum development choices and tools for comparing texts and a simulation of a short research project.
Project-Based Language Learning is gaining popularity in post-high school Japanese EFL classes but what exactly is it and why are increasing numbers of teachers trying it? When is it (in) appropriate to use it, what are its limitations and what do you need to know to make it work for you? These questions and more will be answered, some through experiential learning.
Four recent graduates of the Okayama University Graduate School of Education will discuss their research on how to improve English language education in Japan. Sachiko Iwamoto will talk about difficulties Japanese English learners have in acquiring certain
The speaker will talk about why he chose to use film to teach global issues in English, and how he went about creating activities and teaching the topics portrayed in the selected films. He will also discuss his experience as an American instructor teaching Japanese high school students about WWII using film.