Many teaching certifications typically include various instructional approaches and methods but often exclude the students’ important cognitive processes of how actual learning takes place. Why do students have difficulty sitting and concentrating for extended periods or forget recently taught content so quickly?
Samuel Nfor will present results from a study which investigated Japanese students studying English who participated in an applied drama project emerged with improved pronunciation skills.
Whatever our teaching context, as practitioners we often consider it our own task to “motivate” students. Cookbooks of “motivational strategies” for teachers abound, propounding the idea that motivation in the classroom is, in large part, down to the teacher.
As there will be no workshop in December, this is the final JALT Gunma Chapter event for the calendar year. Let's get together and celebrate the season. Please register via email@example.com.
Gunma JALT extends it's thanks to those members who chose to represent our chapter at the JALT International Conference in Nagoya. Safe travels to all of you during this season.
Research shows that the faster we read, the better we understand. Why is that? The reading rates of 500+ first-year students majoring in engineering at a Japanese university were tested using timed readings. Streamed by a standardized placement test, students learned English in a coordinated curriculum. They read extensively toward a target of 220,000 words per annum.
On October 9th, Chris will show the participants at Kyoai Gakuen College results from his research project utilizing a “Secret” Facebook group where students upload numerous speaking videos.
Chris will show the ongoing results of his research project utilizing a “Secret” Facebook group where students upload numerous speaking videos. He will show you how to create a secret group, and suggest numerous activities for how you can use it to increase your students’ talking time, listening time, English writing and even motivation, all outside the classroom.
Have you ever wanted to explore challenges in your teaching or work to further understand learners and their engagement with activities in your classroom? JALT Gunma and Gunma University are proud to co-sponsor an action research workshop with Professor Anne Burns from the University of New South Wales (Australia).
Exploratory Practice, also known as "inclusive practitioner research" (Allwright & Hanks, 2009), is a set of principles for conducting research on learning with students. Different from "action research", EP places an emphasis on the learners' concerns or "puzzles", or on seeking a better understanding of issues that face the class as a whole.
In this presentation, I would like to engage in discussion with other educators about how we can foster critical thinking in our language learning classes. I will begin by sharing some of my own teaching puzzles that I met with in my first year as an instructor at the Center for English Discussion Class at Rikkyo University. I will also talk about my own experience of practitioner research over the past few months and would like to hear from other participants about their ideas and experiences on researching their own classrooms.