The first part of this presentation will focus on describing the principles and practices of Extensive Reading. The presenter will also demonstrate a resource that many learners can use independently to gain an understanding of ER. The second part of the presentation will involve practical techniques and activities for encouraging and managing ER, whether for children, adolescents, or adults.
Teachers are always held accountable for student learning and ESL students are no exception. The SIOP (Sheltered Instruction Observation Protocol) model presents eight research-based interrelated components that can increase student achievement and academic language and content skills.
Current reforms in the educational landscape are pushing toward a more student-centered approach to education. The talk is now of learning more than teaching. Cooperative Learning (CL) is a research based teaching pedagogy that provides an effective teaching approach, especially in language learning. Through interactive, task based activities, students learn to take control of their own learning.
This presentation will report action research for the purpose of motivating vocational high school learners. Frameworks of task-based language teaching (TBLT) were employed as the means by which to motivate learners. Among the variations of existing frameworks proposed by researchers of TBLT, this study applied Nunan’s (2004) and Willis’ (1996) framework.
Course designs have a great impact on students’ English learning
because the number of hours for English learning at school is limited.
In his presentation, he will discuss three topics about how courses
are designed and evaluated with an ICT platform.
First, he will explain about F-LECCS, a project started in 2008 and
supported by Japanese government. This project enabled six higher
This presentation will focus on the application and use of Dynamic Assessment (DA) in the Japanese Elementary School's Foreign Language Classrooms. DA investigates the learners' potential language development and therefore offers a more in-process view of learners' development.
Teaching and studying vocabulary are a major part of EFL learning. In EFL situations students do not have very many chances to use English outside of class. This might cause teachers to ask: Are we truly helping students to acquire a broad, deep and nuanced lexicon?
This study explores whether learners’ awareness of the role of input differs when performing retelling tasks, and to what extent their awareness of the task performance could vary through redoing the tasks.
How can educators diminish the anxiety that accompanies an oral presentation and improve the overall quality of learning in their English language classrooms? This workshop will address this challenging question by examining a practical and versatile communicative presentation model that is constructed on a task-based learning (TBL) foundation.
This presentation explores how to incorporate a reading circle into a reading lesson. The presenter will give step-by-step instructions on how to administer truly student-centered reading classes. The presenter will also show the surveys conducted to learn students’ attitudes toward the Reading Circle and student-centered learning.