[Part 1] “Types of teacher feedback in university English classrooms” [Part 2] “Teaching English in English: What teachers think, and what they actually do”
[Part 1] Little research has been conducted on teacher/student interaction, in terms of feedback use, at the university level in Japan. Therefore, the presenter investigated teachers' feedback in the classroom as part of a larger, longitudinal project examining students' and teachers' attitudes towards TEE (Teaching English in English). Focus of the presenter's study fell on the type of form-feedback (grammar) and meaningful-based feedback (motivational strategies) that teachers used in their classrooms.
Julia Kawamoto (PhD, Hiroshima City University) is working as an associate professor at Ehime University. Her research interests are teacher feedback, error correction, the use of L1 in the classroom, and teacher development.
[Part 2] Teaching English in English (TEE) has become a hot topic in Japan recently due to MEXT's recent call for TEE's implementation in high schools. The presenter will describe his part in a research project (also involving Professor Kawamoto) that used interviews and class observations to explore university English teachers' attitudes towards TEE, as well as their actual classroom language use. Findings indicate that both Japanese and non-Japanese teachers make use of Japanese in a variety of ways in order to assist and engage students.
Ian Willey (PhD, Hiroshima City University) is an associate professor at Kagawa University. He is involved in two government-funded research projects, examining 1) the English needs of medical professionals in rural Japan, and 2) English teachers' attitudes towards Teaching English in English (TEE).