Graduate Student Showcase

The Graduate Student Showcase is back for its 10th year at JALT2016! GSS provides an opportunity for current graduate students to present their dissertations or thesis research in front of an international audience. It is also a chance for conference participants who have not been doing active research for a while to catch up on some of the latest developments in their fields. Please come and support these scholars-in-training. See pages 111-114 for details.
All student researchers presenting in the JALT Graduate Student Showcase will be given the option to attend and present their work at a special JALT-IAFOR poster session at the Asian Conference on Language Learning in Kobe in 2017. The first 10 students to apply will be awarded a full conference waiver.
Saturday
Birmingham University: 10:55 AM – 1:35 PM
New Technology and Perceptions of Language Ownership in JapanMisuro, Christian
Japanese students taking online English lessons via Skype from native English-speaking teachers and nonnative teachers mainly from Philippines were surveyed and interviewed. Although they prefered native speakers, the cost and convenience of NNEST lessons outweighs these perceptions of language ownership.
A Guide to Teaching English With Japanese MangaGosal, Baljinder Singh
A comprehensive guide to teaching English with the graphical medium of Japanese manga. The guide addresses problems with vocabulary and presents a method of comprehension with retention. The focus is very much on teaching English through an exciting medium that learners can read.
Action Research in a Japanese Elementary School EFL Teaching ContextHougham, Daniel
The presenter will discuss an action research project which employed the self-evaluation of teacher talk (SETT) framework in his Japanese elementary school EFL teaching context. The project looked at how teacher talk and interactional strategies can better support students’ participation.
Investigating the Effects of Teacher Code-Switching on L2 Vocabulary RetentionNilsen, Jon
This study investigated the use of strategic code-switching vs. English-only instruction in explicit, form-focused vocabulary teaching and its effect on vocabulary retention for adult Japanese learners of English.
Native-Speakerism at the Japanese Eikaiwa Gakko: A Case StudyCater, Martin
This presentation explores the phenomenon of native speakerism from the Japanese eikaiwa gakko learner perspective. Results of a detailed questionnaire found strong evidence of native-speakerism regarding the teaching of both English and Japanese languages.
In vs. At: Using Corpora To Understand Preposition ChoicesLiberatori, Daniel
Using data from the BNC corpus, the presenter investigated the phrases in school and at school to help learners apply the prepositions with confidence. Two different meanings of school were identified, which may make the more natural-sounding preposition easier to identify.
Globalizing Education in JapanSmith, Michael Eric
Developing global skills is an increasingly important responsibility of education. The number of MEXT-sponsored programs intending to do this at the secondary and postsecondary levels is increasing. This presentation will review these initiatives and their possible implications for the future.
The Vicious Triangle: CLT, Native Speakers, and “English Only” ClassroomsMcGregor, Rob
Using an ethnographic approach to examine the discursive and practical associations in Japanese schools between native English speakers, communicative teaching approaches, and “English Only” lessons, this presenter will suggest they form a mutually reinforcing triad that effectively excludes local educators.
Kansai University and Keisen University: 10:55 AM – 11:55 AM
Improving Listening Comprehension and IntelligibilityYamazaki, Chieko
It has been claimed that basic knowledge of phonetics contributes to the acquisition of speaking and listening proficiency (e.g., Yuzawa, 2011). This study looks at the possibility of pronunciation practice using katakana as scaffolding in the EFL classroom with students of low English ability.
Questioning the Rules for Japanese SubtitlingSasaki, Runa
Subtitles usually contain less text than the original dialogues due to spatial and temporal constraints. In Japanese subtitling, translators can use only 4 characters per second. This presentation will examine and question the current rules for Japanese subtitling.
Paraphrasing Translation: A New Method for Developing L2 Productive CompetenceRamsden, Takako
Intralingual paraphrasing is a communication strategy offering the same functions as translation. This presentation introduces “paraphrasing translation” as a new method for developing L2 learners’ productive competence and reports the findings from an empirical study conducted to verify its effectiveness.
Change in Students’ Attitudes to Learning EnglishTada, Junko
This presentation focuses on attitude change towards learning English based on self-determination theory and the constructs of self-efficacy and the L2 self. Research results of questionnaires and interviews with high school and college students are presented.
Akita International University, Ritsumeikan University, and Niigata University: 12:35 PM – 1:35 PM
Developing Students’ Use of Communication StrategiesMiura, Chizuko
Teaching communication strategies (CS) changed lower intermediate SHS students. The use of paraphrasing compensated for their linguistic deficiencies and enhanced active communication. Ideas of how to implement CS instruction for various levels of students will be proposed.
The Task-Based Language Classroom Through the Lens of Conversation AnalysisVollmer, Carl
Tasks allow learners opportunities to actively use language rather than passively receiving language instruction. Research has often looked at tasks in terms of design or result but using conversation analysis allowed for deeper insight into the mechanisms of tasks.
What is Missing in Many Active Learning ClassesKaneko, Nobuya
Active Learning (AL) has rapidly gained popularity. While good communication and collaboration are key to successful AL, not many teachers help promote students’ relationships. This presentation looks at human-related problems in senior high AL classes and ideas for improvement.
Aston University and Temple University Japan: 4:30 PM – 7:15 PM
Teachers’ Perspectives on Teacher TrainingLee, Eugene
This study examined teachers’ perspectives on English teacher training at a large conversation school. The data led to new insights into how teachers view the training. Additionally, a number of variables were found to alter the training’s effectiveness, such as teachers’ long-term goals or view of the students.
Writing as a Means to Increasing Students’ Willingness to CommunicateOkado-Gough, Damien
Does writing as a pretask planning activity influence student motivation and willingness to communicate (WTC)? Japanese university students wrote in preparation for class conversations and were then questioned about how they felt the writing affected their motivation and WTC. Most students indicated that the writing increased their motivation to study English in general, and their WTC in particular.
The Interaction of Top-Down and Bottom-Up Processing in L2 ListeningIida, Ruth
When EFL learners listen to a spoken narrative, what do they actually hear? An unexpected side result of a research project revealed that learners’ unfamiliarity with authentic spoken discourse can significantly affect the hypotheses they form regarding content and storyline.
Emergent English: Creating Language Norms for Preschool-Aged LearnersOlexa, Robert Anthony
There are many unfounded expectations presented to young learners. This study investigated the output of Japanese preschool-aged English learners in an immersion environment. Data was collected through transcription and analyzed by counting t-units. Comparing the data with anecdotal observations reveals the need for understanding L2 norms for young learners.
Thematic Clusters in a Special Education SettingPatterson, Allie Spencer
Autism and SLA has received little attention. In this study, a group of four autistic students were taught sets of L2 vocabulary. One set was a thematic cluster. The other was nonthematic. The results of this study show there are no apparent benefits to using thematic clusters with autistic students.
Investigating Faculty Definitions of “Super Global”Sponseller, Aaron
“Global” is certainly a buzzword, but what does it actually mean? Twelve faculty members at a MEXT-designated “Super Global” institution were asked to define super global. Participant definitions were taxonomically coded for specific semantic relationships. A preliminary, faculty-derived definition of super global will be offered; audience feedback will be welcomed.
Developing an In-House Speaking Assessment: Rubrics, Ratings, and RaschVajirasarn, Andy
Scores from a pilot study of an original speaking assessment were analyzed using multifaceted Rasch analysis (MFRA) to determine how well the students, the raters, and the four-level, four-category rubric performed. After the test was officially launched, MFRA was used again to monitor performances and help determine candidates’ cutoff scores.
The Vocabulary Size Test: How Much Is Necessary?Matte, Barrie
This presentation reports the results of a study on the number of items necessary to measure students’ vocabulary size using the Vocabulary Size Test (VST; Nation & Beglar, 2007). Multiple analyses were used with a large dataset (N = 2,315), and results support changes to the existing VST instructions.
Sunday
Gakushuin University: 9:35 AM -10:15 AM
Exploring Learner Development in 1st-Year English Major StudentsGoseki, Junsei
In this study, a group of 1st-year and a group of 3rd- and 4th-year English major students were compared in terms of learner autonomy. In addition to statistical data, findings from interviews were used to assess students’ autonomous English learning.
Task-Based Language Teaching Activities in an ESP Translation ClassTokuda, Koki
SLA research has tended to dismiss translation as a means of language acquisition. In this presentation, however, the speaker will show that translation of specialized texts, together with communicative activities, can be an effective and engaging teaching method in university English classes.
Tsuda College and Kobe City University of Foreign Studies: 12:30 PM -3:15 PM
Significant Roles L1-Sharing Language Teachers PlayHayashi, Ai
Can L1-sharing language teachers contribute to primary English education in Japan? This presentation clarifies the characteristics of L1-sharing language teachers. Based on voices from in-service primary school teachers, the possibilities of L1-sharing language teachers are discussed.
Interactive Tasks to Improve Speaking SkillsOyama, Chihiro
This research explored communicative tasks for improving students’ English speaking ability in high school. It examined how focus-on-form tasks improve accuracy, fluency, and complexity in speaking.
Voices of English Teachers Supporting LD StudentsSato, Ryoko
This presentation describes teachers’ experiences supporting students with learning disabilities (LD) in English classes based on survey data collected from two public high schools. The feasibility of providing classes incorporating universal design in Japan is also discussed.
Cooperative Learning in L2 ListeningSekiguchi, Chiyomi
Although listening is a very important skill in communication, there is not yet sufficient research on how to teach listening comprehension. The purpose of this study is to investigate the effectiveness of cooperative learning in EFL classrooms using dictogloss activities.
Effects of Drama Activities on Rhythm, Stress, Intonation, and Self-ConfidenceYanagida, Toshie
This study investigated the improvement in pronunciation skills and self-confidence that Japanese adult EFL learners showed after participating in a month-and-a-half-long weekly drama class and performing scenes from an American TV show.
Effectiveness of Chants and Pictures in Children’s L2 Vocabulary AcquisitionYoshinaga, Hiroko
This study examined the effectiveness of chants and pictures in elementary school students’ L2 vocabulary acquisition. A questionnaire, pretest, posttest, and delayed test were given to the children. The results suggest that the use of chants with pictures is effective.
Creating a Self-Report Receptive Vocabulary Knowledge ProfileItoh, Hitomi
This study tested the receptive vocabulary of 800 twelve- to eighteen-year-old Japanese students who rated their knowledge of 100/2800 meaning senses on a 5-point scale. The correlation between corpus frequency and actual knowledge frequency will be presented.
World News in ClassMurakami, Naomi
This presentation is an analysis of using news articles efficiently for teaching classes. Teaching and learning English has political dimensions. For this globally expanding world, we need more understanding about different cultures to keep harmony.
Kanda University of International Studies: 12:30 PM – 2:50 PM
Beyond a Transaction: Independent Vocabulary Study for Eikaiwa StudentsHooper, Daniel
Through the utilization of both mobile-assisted language learning and extensive reading programs, this paper presents suggestions for engaging students in independent vocabulary study. Particular consideration to this approach within the specific constraints of an eikaiwa setting will be discussed.
Being a Member of a Reflective Practice GroupIijima, Azusa
This presentation is about how an English teacher tried to reflect on her own teaching and class objectively and effectively. Also, how reflective practice groups can help teachers reflect on their class will be discussed.
Motivation Among Students With Low Academic ScoresYoshino, Mizuo
This paper examines when academically low-level students in a Japanese high school are motivated to learn English, what strategies they apply to learning and whether their strategies are successful. A survey was given to 25 students regarding these questions.
Problems on Transition: Elementary School and Junior High School EnglishNojiri, Mika
How can we take advantage of elementary school English and help 1st-year junior high school students adjust to their new learning environments? This presentation identifies the problems in connecting elementary school English to junior high school English.
Developing More Effective Teacher Collaboration in High School in JapanMatsuta, Mari
This study explored how teacher collaboration can be developed and influence students’ English learning in a high school educational context.
Language Skills Students Consider as Valuable for Their LearningSugino, Chie
Students generally agree on the importance of learning English, which they find difficult mostly due to grammar. Based on a small survey, the speaker will share her students’ views on effective language learning and explore its implication for future teaching.
How to Support Children with Dyslexia in a Classroom EnvironmentInoue, Lesley
English teachers need to gain the knowledge of using effective teaching methods and materials in order to make children with dyslexia confident in a classroom as the increasing number of those children will be revealed in Japan in the future.
Macquarie University: 4:35 PM – 6:40 PM
Validating Reading and Listening Tests Aligned to CEFR Levels A2-B1Bower, Jack
This presentation will outline an interpretation and use argument (IUA) to validate institutional reading and listening tests at CEFR levels A1-B1 at a Japanese university. A summary of evidence gathered to date to support the IUA will also be presented.
Collaborative Digital Storytelling Projects in Australian Universities From Activity PerspectivesNishioka, Hiromi
Digital storytelling is to narrate stories using multimode via computers. This study examined how different factors impact on the process of learner interaction and language learning during the project by drawing on activity theory.
Error Analysis of Japanese Scientists’ English for Research Publication PurposesMcDowell, Leigh
This presentation examines the results of an error analysis of Japanese scientists’ English for research publications. Specifically, two major error patterns within the nominal group are identified and elaborated: namely, errors with articles and plural -s, and errors with the preposition of. The pedagogical implications of these results are highlighted and discussed.
Communication Strategies and Interactional Consequences in EFL ClassroomsRian, Joel
Communication breakdowns in nonnative conversation can sometimes be overcome by using communication strategies, like paraphrasing and asking for clarification. This presentation outlines a classroom design that practices communication strategies and reviews how students use those strategies in semistructured group discussions.
Teachers’ Cognition and Beliefs in Pragmatic InstructionKawashima, Chie
To explore the impact of teachers’ cognition and beliefs on their pragmatic instruction, the presenter analyzed the data collected from EFL teachers through semistructured interviews. She will discuss the findings, including their awareness of significance of pragmatic language instruction.
Identifying With the L2 Self in a Study Abroad ContextFryer, Mitchell
This study investigated the possible selves (Markus & Nurius, 1986) of eight Japanese university study abroad students. The key contextual elements that contributed to the development of the L2 ideal self (Dörnyei, 2005) in this context will be discussed.