In the past 5 years, many schools around the world have been rushing to introduce technological devices in the hope of developing an e-learning environment, particularly for blended learning. In some cases, this has happened at a pace greater than the desires of the staff, leading to negative attitudes and ill-prepared implementation.
The reliance teachers place on themselves as the primary source of knowledge often contradicts academic gains made possible according to Vygotsky’s Zone of Proximal Development (ZPD). Having students teach each other is an effective way to build knowledge while enabling the teacher to more easily evaluate the progress of each student on a more regular basis.
After a brief introduction to corpora (including what they are, how they are made, what types of corpora are available on-line, and why the internet is not a corpus), there will be a hands-on workshop, in which participants can practice using a few different corpora. We'll see how corpora can be used for the following:
As motivated students seek opportunities for meaningful language practice, self-access learning centers offer lots of solutions. From libraries and book clubs, to discussion groups and workshops and beyond, self-access learning centers offer flexibility, authenticity, and utility for university students.
English language education in Malaysia has gone through various changes in post-independent Malaysia due to ever-changing education policies. I will start by talking about the major policies and their impact on (i) English language education in schools and higher education, and (ii) the status of English in present-day Malaysia.
Gunma and Saitama Chapters again cohost a myshare event again in April.
Saitama JALT and Gunma JALT are excited to announce our second dual-myshare event.
Five Saitama JALT Chapter members will give 20 minute presentation based on the theme: Having a Successful Year. After each presentation there will be a question and answer session.
Part of a short action research that is being conducted at his school, Havaei-Ahary's presentation will highlight the lack of pronunciation practice done in Japanese high schools (and many other EFL classroom contexts). It will also discuss the need for alternative approaches to teaching pronunciation and explore the feasibility of using co-operative learning and task-based learning.
In my 40 years in ELT, I cannot recall a time when ‘new ideas’ was not on the agenda! (Maley 2005). I shall suggest five possible sources for such new ideas. I shall also suggest that this search, though it may ultimately lead to dead ends, has an important motivational and developmental function for teachers and trainers.
This study explores how Japanese learners of English understand such basic vocabulary in English with reference to perception verbs. It compares core schema-based instruction (SBI) and translation-based instruction (TBI) with regard to the learning of basic verbs of visual perception.