{"title":"Student Action Logging Creates Teacher Efficacy","authors":"Kae Miyake-Warkentin, Daniel Hooper, T. Murphey","doi":"10.37546/jaltpcp2019-40","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-40","url":null,"abstract":"Student action logging is a very practical way for teachers to understand what their students have actually learned, what they like and do not like, and where to go next. Action logging entails notebooks and forms used to regularly record student feedback, reflections, and evaluations related to the classroom and their learning. In this paper, three teachers who have been using action logging for different periods of time (1, 3, and 30 years) present their differing experiences of how action logs have shaped their teaching. The teacher perspectives in this paper reveal how action logs provide information that supports teaching decisions, enriches communication between teachers and students, and facilitates a habit of reflective practice. Despite some tensions that may surface from its initial implementation, it is argued that action logging can be adapted to a wide range of different contexts to the mutual benefit of teachers and learners.\u0000学生によるアクションロギング（活動記録）は教員にとって、生徒達が実際に何を学んだのか、彼らは何が好きで何が嫌いなのか、また今後の授業はどこへ向かって行ったらよいのかを知る非常に実用的な方法である。アクションログとは、生徒達が授業や各自の学習について、フィードバック、考え、また評価を定期的に記入するノート又はフォームである。筆者三名はアクションログを各自一年、三年、三十年活用しており、アクションログの活用経験を通じてどのように各自の指導法が変化していったのかを論じている。本稿では、筆者三名の異なる観点から、アクションログから引き出される情報がどのように教授法の決断を支持し、生徒教員間の意思疎通を豊かにし、さらに内省の習慣を促進するかを明らかにする。導入初期には不安事項が出現するかもしれないが、アクションロギングは生徒教員双方にとって有益で、広範囲な指導環境において活用できると言えるだろう。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127747701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Podcasting: Spaces for Connection and Development","authors":"M. Turner","doi":"10.37546/jaltpcp2019-05","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-05","url":null,"abstract":"ELT could be viewed as a community of practice, with various professionals engaging in processes of collective learning in a shared domain of interest. Yet accessible, mutual, and dialogic communication across ELT’s sub-disciplines is often curtailed. As there are things to learn from the work of others, from pedagogical activities and beliefs to empirical findings, new spaces for purposeful and actual dialogue may need to be explored. In this paper I propose podcasts as such a platform in which practitioners can cooperatively and publicly develop understandings through interaction. The paper opens with an overview of how podcasts are used as tools for education and professional development, followed by a look into the nature and importance of dialogic reflection in teacher learning. By offering transcript data from an episode of the author’s ongoing podcasting project, I provide an investigation of how podcast interviews can facilitate the participants’ collaborative co-construction of mutual understanding.\u0000\u0000ELTの様々な二次的な専門分野にアクセスしやすく、互いに共有できる対話によるコミュニケーションの場は、しばしば二の次となっているのが現状である。しかし、教授法や信念、そして実証的所見にいたるまで、他から学べることは多々ある。そのため、目的を明確にした、実際に意見交換の場を設ける必要性がある。本論文は、ELTの実践者が意見交換を通して、協力しながら、公に相互理解を築ける場としてのポッドキャストを提案するものである。本論文では、ポッドキャストがいかに教員のスキル向上のためのツールとして活用されているかを検証し、社会文化的視点から、教員の学習において、意見交換が持つ意味と、その重要性に目を向ける。また、筆者が現在行っているポッドキャストプロジェクトからの抜粋を引用することで、インタビューのやり取りがいかに新しい洞察を共同で構築することに貢献し、参加者間の相互理解を深めるかを実証する。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121145459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intercultural Impact From a Short-Term Study-Abroad Program \u0000in Thailand","authors":"B. Deacon, Kevin J. Ottoson","doi":"10.37546/jaltpcp2019-26","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-26","url":null,"abstract":"Recent government initiatives have helped increase the number of Japanese students studying abroad. However, our understanding of study abroad and intercultural development is largely informed by research in Western contexts. The purpose of this study was to uncover the key areas that students attribute to their intercultural competence growth and development during a short-term study-abroad program in Thailand. This paper offers findings from open-ended questionnaires that were given to 15 Japanese 2nd-year female university students before and after they participated in a three-week study abroad. Qualitative analysis of the pre-sojourn results primarily revealed health and safety concerns. These concerns were later shown to be mostly unrealized in post-sojourn findings analysis that instead emphasized the importance of students’ psychological and self-fulfillment needs. The implications this research has for language teachers, program coordinators, and other stakeholders who aim to support students’ intercultural development in short-term study-abroad programs are provided.\u0000昨今の政府の取り組みにより、留学へ行く日本の学生数は増加傾向にある。しかし、留学や異文化教育についての私たちの理解は、西洋の文脈における研究から主に情報を得ていると言える。本研究の目的は、タイにおける３週間の留学プログラムの間に、学生の異文化理解やその発達が主に何によってもたらされたのかを明らかにすることだった。参加した１５名の女子学生たち（大学２年生）に対して、留学の事前と事後に自由回答式の質問を与え、その調査結果をもとに明らかになったことをここでは論じていく。事前調査における質的分析では、主に健康や安全面での懸念が明らかになった。これらの懸念は事後調査での分析ではほとんど認められず、代わりに心理的な自己実現欲求が重要な側面であることがわかった。この研究における示唆は、語学教員、留学コーディネーター、そしてその他、短期留学プログラムにおける学生の異文化教育を支援する関係者に向けられる。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116171082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Post-Encounter Motivation During Study Abroad","authors":"Suzanne Bonn, Jaime Demperio, Martyna Kozłowska","doi":"10.37546/jaltpcp2019-24","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-24","url":null,"abstract":"Norton (2010) called for language teachers to recognize and consider a connection between a learner’s motivation to learn a language and their changing identity. In the present study, we examined Japanese learners during study abroad (SA) in Canada and looked at the impact of intercultural contact on their motivation (Aubrey & Nowlan, 2013; Clément, 1980). More specifically, we identify post-encounter motivation (PEM) as return on the investment that students make during SA and explore the ways it enhances their desire to become active participants in target language contexts. Using focus groups and questionnaires, we collected data from 2 groups (N = 13) over the course of 2 academic years and analyzed the data using qualitative content analysis. The results demonstrate the importance of PEM, reveal its salient and observable features, and offer grounds for educators to consider PEM when preparing students for SA. \u0000Norton（2010）は、学生たちが言語を学びたいと思う気持ちと彼らのアイデンティティーの変化とのつながりについて考え、認識するよう、言語教師たちに提案した。本研究では、カナダに留学中の日本人学生たちの異文化体験が彼らのやる気に与える影響について吟味した（Aubrey & Nowlan, 2013; Clément, 1980）。更には、留学中の学生たちの努力と熱心さに対する見返りとして post-encounter motivation（PEM）という概念を提示し、これが留学先社会の一員として活躍したいという彼らの気持ちを高める過程を明らかにした。フォーカス・グループ・インタビューとアンケート調査によって、2つの集団 (n = 13)から2年にわたってデータを集め、それを質的内容分析の手法で分析した。分析の結果、PEMの重要性と特徴が明らかにされた。また、留学に向けて学生たちを指導する際、PEMについて考えることの大切さが示された。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"414 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123389138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"EFL Reading in Context","authors":"Marcel van Amelsvoort","doi":"10.37546/jaltpcp2019-56","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-56","url":null,"abstract":"EFL reading pedagogy in Japan and elsewhere has been greatly influenced by popular approaches in English-speaking countries. Such approaches have tended to include whole language and whole word teaching, which have been shown repeatedly in recent decades to be ineffective for many students. Partly because of the influence of these approaches on L2 teaching in Japan, there continues to be an overreliance on visual memory, an underappreciation of the role of sound in reading (phonemic awareness, phonology, and memory encoding), a lack of focus on decoding and fluency development, a shortage of attention to certain features of vocabulary (morphology in particular), and insufficient teaching of comprehension strategies rather than just testing for it. This article gives a brief overview of the history of reading pedagogy, looks at some of the shortcomings of commonly used teaching approaches, and provides some suggestions for helping to compensate for these shortcomings.\u0000日本において外国語としての英語読解指導は、歴史的に英語母語の諸国、特にアメリカの指導法に大きく影響されている。このように英語母語に由来する指導法は、ホール・ランゲージ／ホール・ワード・アプローチによる言語指導、語彙指導にも至り、今でも広く使用されているが、ここ数十年では、相当な数の学生に効果がないという研究結果が証明されている。これらの潮流の中で、日本での外国語指導は、視覚的記憶に過度に依存し続け、読解時の音の役割（音素声学上の認識、音韻体系、記憶の符号化）を正当に評価せず、流暢さの発達不足や語彙の（特に形態）特徴への注意欠如を招き、単なるテストより、内容把握のための指導法に十分な手立てがなされていない。本稿では、読解指導の歴史的経緯を概観し、一般に使用されながらも効果的でない手法を指摘する。その上で、その手法を修正し、足りない面を補う方法を提案する。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126131981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reading and Writing Activities on Instagram","authors":"Kevin Thomas","doi":"10.37546/jaltpcp2019-54","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-54","url":null,"abstract":"In teaching a university course designed to improve English learners’ spoken and written communication, I noticed a gap between coursebook reading and writing activities and students’ L1 practices. This led to the conclusion that coursebook activities should be supplemented to improve learners’ motivation to read and write. An investigation into using social media in the classroom (Thomas & Park, 2020) identified Instagram as a potentially suitable platform for such activities. ELT researchers have supported classroom use of Instagram, claiming its use had benefits for language learning, grammatical and lexical accuracy, and motivation (Al-Ali, 2014; Handayani, 2016; Listiani, 2016). This paper is a report on two experiments that were carried out to investigate these claims. Results showed no improvement in vocabulary memorization or grammatical and lexical accuracy. However, students were motivated by Instagram and felt it was a useful language-learning tool. In addition, a correlation was found between using the platform and engaging in activities.\u0000大学における口頭・書面によるコミュニケーション向上のコースにて、コースブックのリーディングとライティングのアクティビティと学習者の第一言語による実生活での読み書きの活動に差異があることに着目した。これにより、コースブックのアクティビティは読み書きの学習意欲向上のために補填されるべきであるという結論に達した。このようなアクティビティのためのインスタグラム使用の有用性が示されており(Thomas & Park, 2020)、文法・語彙の正確さの習得と学習意欲の向上に有益であるとELT研究者達に支持されている(Al-Ali, 2014; Handayani, 2016; Listiani, 2016)。これらの主張を調査するため本研究では二つの実験を行った。結果は語彙の暗記と文法・語彙の正確さの習得について何ら向上を示さなかったが、学習者はインスタグラムは学習意欲を起こし、役に立つ学習ツールであると感じた。さらにインスタグラムを使用することとアクティビティに興味を惹かれるということに相関関係が見受けられた","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130800977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Error Analysis: A Methodological Exploration and Application","authors":"L. McDowell","doi":"10.37546/jaltpcp2019-53","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-53","url":null,"abstract":"Error Analysis (EA) was initially conceived in early Second Language Acquisition research in the 1960s to investigate the systems underlying learner language and has since gained wider application in English Language Teaching research. However, for many language teachers, the practical and technological barriers to employing EA in their professional practices remain restrictively high. This paper demonstrates a simple yet robust procedure for EA that can be applied by anyone with access to the commonly available tools of Microsoft Word and Excel. Additionally, by drawing on data from an EA of 18 texts written by Japanese materials scientists, the paper illustrates how this procedure can inform language teaching practices by identifying the most pressing grammatical needs within a population of L2 English users.\u0000本来、誤答分析（Error Analysis）は、語学学習者の言語の根本にあるシステムを調査する為に1960年代の初期第二言語習得（SLA）研究中に提案されていて、その後英語教授法（ELT）研究に広く使われるようになった。しかし、多くの語学教師等にとっては、仕事に誤答分析を用いるには技術的な壁が未だに高い。本論文では、一般的に使われているワードやエクセル等によって簡単で確実に誤答分析が出来る方法を紹介する。また、18名の日本人の材料科学研究者の文章の誤答分析のデータを用いて、どのようにしてこの方法を使って言語教育法を明確に出来るかを、第二言語として英語を話すグループの課題となる文法の必要性を示しながら、を説明する。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134146913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Incorporating an External Online Test Into a University Language Program","authors":"S. Pattison","doi":"10.37546/jaltpcp2019-61","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-61","url":null,"abstract":"This paper presents a discussion of the adoption of an online test at the lowest levels of an English program at an international university in Japan. We first provide some background on the project, including an explanation of the test format, before describing its implementation at the university and the subsequent materials created to support student learning. We then discuss how we evaluated the impact and efficacy of the test and related materials using four different measures. An analysis and interpretation of these results follows, where we consider aspects such as washback, agency and efficacy. We conclude by stating that while these aspects are useful as guiding thematic concepts, further systematic research is needed to continue the project beyond the summary of the implementation and evaluation stages of the test provided here.\u0000本稿では、日本の一国際大学の英語プログラム下位レベルコースへのオンライン・テストの導入について考察する。具体的には、まず本プロジェクトの背景やテスト形式を示し、学内でのテスト実施状況と学生サポートのために作成された補助教材について言及する。続いて、4つの異なる尺度から、テストと補助教材の有効性を評価した後、波及効果、学習者主体、自己効力感の観点から、評価結果の検証を行う。本稿の検証結果は、当該テストの実施案内としては有用であると言えるが、今後は、実施総括や評価という段階を超えたプロジェクトの継続のために、さらなる体系的なリサーチが必要であると結論づける。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130956170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Making a Lecture Course Student Centered: Steps and Issues","authors":"Amanda Gillis-Furutaka","doi":"10.37546/jaltpcp2019-39","DOIUrl":"https://doi.org/10.37546/jaltpcp2019-39","url":null,"abstract":"The purpose of this paper is to describe the process of changing the delivery style of a teacher-led, English-medium university lecture course (Culture and Literature of English-Speaking Areas) into a student-centered, active-learning course. This process began as a collaborative action research project (Burns, 1999, 2009a). In this paper, the original course and the reasons for making changes are discussed, and then the measures taken to make the course student-centered are presented and examined. These measures include the addition of pre-class activities, such as the viewing of video recordings of short lectures, that are subsequently used in a wide range of in-class activities. The underpinning theory supporting the changes introduced is derived from findings in the fields of educational psychology and neuroscience. Finally, student feedback regarding outcomes and ongoing issues, such as in-class and out-of-class study and the composition of groups for in-class activities, is summarized and evaluated.\u0000本稿では、教師主導の英語を媒介とする大学の講義（英語圏の文化と文学）を、コンテンツに基づき受講生中心のアクティブラーニングコースに変更した過程について説明する。このプロセスは、共同アクションリサーチプロジェクト（Burns, 1999, 2009a）の一環として始まった。最初に、元々どのような授業内容だったのかと変更が必要だった理由について述べる。次に、いかに講義を学生中心にしたかについて述べる。その方法の一つとして、学生に予習（講義前に授業内容の短い動画を視聴させるなど）をさせ、そのコンテンツを応用した様々なアクティビティーに講義中に取り組ませたことが挙げられる。これらの変更に至った理論は、教育心理学および神経科学に裏付けられている。最後に、学生によるこの授業の評価と学生の著しい成績向上など改善が見られた点、授業外で求められる講師の役割と受講生の予習など現在直面している問題について触れる。","PeriodicalId":173380,"journal":{"name":"JALT Postconference Publication","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132455684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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