Mehrasa Alizadeh
Osaka University, Cybermedia Center, Faculty Member
- Mehrasa Alizadeh is a specially appointed assistant professor at the Language Education Support Research Division, Cy... moreMehrasa Alizadeh is a specially appointed assistant professor at the Language Education Support Research Division, Cybermedia Center, Osaka University. She holds a BA in English Language and Literature and an MA in Teaching English as a Foreign Language (TEFL) from Allameh Tabatabai University, Tehran. In 2013, she was offered the Japanese Government (Monbukagakusho) Scholarship and moved to Osaka University the following year, where she completed her PhD. Her main research interests include computer assisted language learning (CALL), online course development/quality assessment, and AR/VR applications in language teaching.edit
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Virtual reality (VR) has turned into a buzzword among educators over the past few years as tools and devices continuously get cheaper and better. Google Expeditions, for instance, is a VR educational tool that allows teachers to take... more
Virtual reality (VR) has turned into a buzzword among educators over the past few years as tools and devices continuously get cheaper and better. Google Expeditions, for instance, is a VR educational tool that allows teachers to take students on virtual field trips without leaving the classroom. The teacher can lead a tour guiding students in the VR environment and monitoring their actions while calling their attention to specific points of interest in a virtual space. There are numerous ways VR apps such as Expeditions could be integrated into EFL/ESL lessons. This write-up begins with a brief introduction to virtual reality, in comparison with augmented reality, and VR devices available in the market. This theoretical section will be followed by instructions on setting up an Expeditions kit and ways to take students on virtual tours built around lessons designed to develop language skills. For those interested in creating their own customized VR tours, Tour Creator, another VR platform also developed by Google, will be introduced. This practice-oriented paper could be useful to teachers interested in energizing their teaching and engaging their students in ways they have never ventured before.
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This paper accompanies an explorative and interactive forum that featured interviews with invited conference speakers Mehrasa Alizadeh, Dat Bao, and Judith B. O’Loughlin, in the presence of a live audience. Each interviewee was selected... more
This paper accompanies an explorative and interactive forum that featured interviews with invited conference speakers Mehrasa Alizadeh, Dat Bao, and Judith B. O’Loughlin, in the presence of a live audience. Each interviewee was selected so that speakers from a variety of disciplinary backgrounds within applied linguistics could be represented, with the interviews designed to explore diverse interests so as to establish commonalities, promote mutual understanding, and create a space for new insights to emerge between practitioners in the field. The paper opens with a description of the aims, rationale, and format of the session, followed by reflective accounts of each of the interview exchanges. It concludes by addressing the themes and insights that emerged during this interactive session, as a way to evaluate the potential of forums with a dialogic emphasis.
このフォーラムは、三人の招待されたスピーカー（Mehrasa Alizadeh, Dat Bao, and Judith B. O’Loughlin）のインタビューを取り上げたものでる。始めにそれぞれのスピーカーをインタビューし、その後、三人で討論しもらった。その結果が研究者たちの助けとなるよう、応用言語学のそれぞれの違った専門分野の専門家がお互いから何を学ぶか、共通点は何かを観察した。本論文は、このフォーラムの全員の参加者の意見を反映したものである。
このフォーラムは、三人の招待されたスピーカー（Mehrasa Alizadeh, Dat Bao, and Judith B. O’Loughlin）のインタビューを取り上げたものでる。始めにそれぞれのスピーカーをインタビューし、その後、三人で討論しもらった。その結果が研究者たちの助けとなるよう、応用言語学のそれぞれの違った専門分野の専門家がお互いから何を学ぶか、共通点は何かを観察した。本論文は、このフォーラムの全員の参加者の意見を反映したものである。
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Augmented reality (AR) and virtual reality (VR) are expanding into various fields of education. Thanks to AR and VR, teachers can bring a whole new dimension to the realm of language education, resulting in enhanced learning and increased... more
Augmented reality (AR) and virtual reality (VR) are expanding into various fields of education. Thanks to AR and VR, teachers can bring a whole new dimension to the realm of language education, resulting in enhanced learning and increased motivation and engagement. With smartphones and inexpensive VR headsets, teachers are able to take a step forward in blurring the boundaries between the real and virtual worlds, giving their students immersive learning experiences. However, many ELT practitioners are not familiar with or keen on integrating AR/VR-related learning tools and resources into their classes (Bonner & Reinders, 2018; Santos et al., 2016). To get readers more acquainted with AR/VR uses in language education, the author first outlines the basic concepts within this area of research and practice. An AR/VR application is introduced in detail, followed by discussion on the use of this app in language learning.
拡張現実（AR）および仮想現実（VR）は絶えず様々な教育分野に拡大している。ARとVRによって、学習の強化やモチベーションとエンゲージメントの向上が可能となり、言語教育の領域に全く新しい次元をもたらすことができる。スマートフォンや安価なVRヘッドセットの使用によって、現実世界と仮想世界の境界を曖昧にすることで、学生は没入型の学習体験を得られる。しかし、ELT実務家の多くは、AR・VR関連の学習ツールとリソースを教育実践に統合する方法に馴染みがなかったり、統合自体に関心がない現状がある（Bonner & Reinders, 2018; Santos et al., 2016）。読者の言語教育におけるAR・VRの使用法に関する詳細な理解を深めるために、まずこの分野の研究と実践の基本的な概念を概説する。また、AR及びVRアプリケーションについて詳しく説明した上で、このアプリケーションを言語学習に使用する方法について説明する。
拡張現実（AR）および仮想現実（VR）は絶えず様々な教育分野に拡大している。ARとVRによって、学習の強化やモチベーションとエンゲージメントの向上が可能となり、言語教育の領域に全く新しい次元をもたらすことができる。スマートフォンや安価なVRヘッドセットの使用によって、現実世界と仮想世界の境界を曖昧にすることで、学生は没入型の学習体験を得られる。しかし、ELT実務家の多くは、AR・VR関連の学習ツールとリソースを教育実践に統合する方法に馴染みがなかったり、統合自体に関心がない現状がある（Bonner & Reinders, 2018; Santos et al., 2016）。読者の言語教育におけるAR・VRの使用法に関する詳細な理解を深めるために、まずこの分野の研究と実践の基本的な概念を概説する。また、AR及びVRアプリケーションについて詳しく説明した上で、このアプリケーションを言語学習に使用する方法について説明する。
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This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an... more
This research investigates the use and application of quality assurance rubrics and standards for online/blended course design within the context of teaching English for general academic purposes (EGAP). In an attempt to reform an existing blended course of EGAP, the Quality Matters® Higher Education Course Design Rubric (fifth edition) has been used to assure the quality of course design and development from the outset. After the course was implemented with a cohort of undergraduate students at Osaka University, it was peer-reviewed by a certified reviewer affiliated with Quality Matters (QM). The first round of peer review yielded a score of 70 out of a total of 99, resulting in failure to meet several QM standards. Based on the suggestions and recommendations of the reviewer, the course was further revised in terms of content and interface, and it was reviewed for a second time by the same reviewer, this time yielding a full score of 99. This study highlights the importance of quality assurance in online/blended course design and development, particularly in the context of teaching English to university students.
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With the increase in the number of blended courses in higher education over the past few years, it is now increasingly important to assure the quality of online education by evaluating blended (or hybrid) courses from various aspects such... more
With the increase in the number of blended courses in higher education over the past few years, it is now increasingly important to assure the quality of online education by evaluating blended (or hybrid) courses from various aspects such as consistency of learning objectives with assessment, learning materials and technology used, and pedagogical and technical support among others. This article describes the evaluation phase of a blended course of English for general academic purposes (EGAP) targeting second-year undergraduate Japanese students mostly from the Faculties of Law, Letters, Economics, and Human Sciences at Osaka University. In this study, the researchers adopted an inclusive approach to blended course evaluation. In order to ensure the course quality from the outset, the Fifth Edition of Quality Matters Higher Education Course Design Rubric was utilized as the major reference. As part of the evaluation process, students' perception on the usefulness of the course was also measured quantitatively and qualitatively through an attitudinal survey instrument and open ended reflection questions. Eventually, to add an outsider positionality, the blended course was peer-reviewed by a certified reviewer from Quality Matters (QM) after having been self-reviewed by the researchers. The findings of the evaluation survey demonstrated students' overall satisfaction with the course, and their responses to the open-ended questions provided further insight into the educational and technical difficulties they encountered. The QM peer review also yielded a score of 70 out of 99, resulting in failure to meet the essential standards. However, comments from the peer reviewer guided the refinements and improvement of the course design, and the course currently meets all the requirements of the Higher Education Course Design Rubric (Fifth Edition) upon amendment. This study discusses the implications for design, development, and evaluation of English-as-a-foreign-language blended courses and provides practical tips for online/blended course designers. Further refinements to the existing course can be made in the future by implementing it several times with various groups of students.
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IN THIS ISSUE Message from the Officers 1 Announcing a New Kind of Conference 3 A Review of Mondly: Learn Languages in VR 4 A Brief Report on GLoCALL2018 Conference 8 Workshop - MAVR x JALT Kyoto Joint Event 13 Abstract 13 Presenter Bios... more
IN THIS ISSUE
Message from the Officers 1
Announcing a New Kind of Conference 3
A Review of Mondly: Learn Languages in VR 4
A Brief Report on GLoCALL2018 Conference 8
Workshop - MAVR x JALT Kyoto Joint Event 13
Abstract 13
Presenter Bios 13
Austin Pack 14
Alex Barrett 14
Registration Information 14
MAVR members participating in SXSW! 14
Special Thanks to Parisa Mehran 15
Seeking Publications Chair 15
Three Must Read Articles 15
MAVR Podcast 15
This episode is hosted and produced by Josh Brunotte. 15
Upcoming MAVR Events 16
MAVR x Kyoto JALT Workshop 16
PANSIG 2019 16
Legal Issues in Immersive Learning 16
Hands on MAVR: Immersive Reality Platform Training 16
Message from the Officers 1
Announcing a New Kind of Conference 3
A Review of Mondly: Learn Languages in VR 4
A Brief Report on GLoCALL2018 Conference 8
Workshop - MAVR x JALT Kyoto Joint Event 13
Abstract 13
Presenter Bios 13
Austin Pack 14
Alex Barrett 14
Registration Information 14
MAVR members participating in SXSW! 14
Special Thanks to Parisa Mehran 15
Seeking Publications Chair 15
Three Must Read Articles 15
MAVR Podcast 15
This episode is hosted and produced by Josh Brunotte. 15
Upcoming MAVR Events 16
MAVR x Kyoto JALT Workshop 16
PANSIG 2019 16
Legal Issues in Immersive Learning 16
Hands on MAVR: Immersive Reality Platform Training 16
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This paper draws upon the concept of the Scholarship of Teaching and Learning (SoTL) and reflective practice widely known in higher education and how it is in line with incorporating learning analytics in the classroom to promote... more
This paper draws upon the concept of the Scholarship of Teaching and Learning (SoTL) and reflective practice widely known in higher education and how it is in line with incorporating learning analytics in the classroom to promote data-driven reflection-on-action. It begins with a brief introduction to SoTL, its history, and how to practice this approach. It then moves on to introducing reflection-on-action and reflection-inaction in connection to SoTL. Following that, a case study is described in which a blended course has been designed, developed, and implemented targeting Japanese undergraduate students. In this report, learning analytics data in the form of course reports generated by the learning management system have been utilized to investigate users' access to and contribution to the discussion boards. These statistics are used as an indicator of the level of social presence within the course. The data has shown that the students were not so enthusiastic about communicating with the instructors, TAs, and other peers online. The few number of posts on the discussion boards, despite the large class size, is evidence for this observation. Some suggestions have been made with the aim of fostering social presence in the current course and other similar fully online/blended courses.
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In recent years, universities in Japan have made efforts to respond to the urgent call for internationalization of education by reforming their policies, particularly with regard to English language education. Osaka University as one of... more
In recent years, universities in Japan have made efforts to respond to the urgent call for internationalization of education by reforming their policies, particularly with regard to English language education. Osaka University as one of the most prominent Japanese institutions of higher education is also moving toward online education to provide flexible learning opportunities for its students, and facilitate the internationalization process. The current study reports the findings of a needs analysis study as the initial step in designing an online English for General Academic Purposes (EGAP) course at this university. A Likert-type questionnaire, an open-ended question, and semi-structured interviews were utilized to collect data from the students (N=278) and the English instructors (N=12) as key stakeholders. According to the results, the students assessed their listening and speaking as lower than other skills and expressed their desire to improve their oral/aural skills so as to be able to use English in meaningful communicative situations. The instructors also stressed the importance of meeting these perceived yet less addressed needs, which is in line with the internationalization policy. The findings of this study are intended to inform the subsequent stages of online course design and development.
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This report is based on my presence at the 25th annual conference of EUROCALL hosted by the University of Southampton, the UK. I have organized my observation into several sub-headings, beginning with some basic information about the... more
This report is based on my presence at the 25th annual conference of EUROCALL hosted by the University of Southampton, the UK. I have organized my observation into several sub-headings, beginning with some basic information about the conference, moving on to the plenary speeches, presentation by Japan-based researchers, to information about EUROCALL 2018.
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CALL tools have provided learners and teachers with numerous ways to enhance out-of-class learning experiences. This article provides technology based tools that can be utilized for learning Japanese as a second language (JSL). These JSL... more
CALL tools have provided learners and teachers with numerous ways to enhance out-of-class learning experiences. This article provides technology based tools that can be utilized for learning Japanese as a second language (JSL). These JSL CALL tools facilitate autonomous and ubiquitous learning that can take place anywhere and anytime. Portals and websites containing useful links for learning Japanese will be listed, as well as apps for mobile devices. The criteria for selecting the resources discussed below were as follows: (a) the popularity of the resource as indicated by the large number of users and/or ratings and reviews, and (b) the authors' own personal use of and experience with them. This list of resources, although by no means exhaustive, reviews the current state of the practice of JSL CALL tools.
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This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as... more
This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and development of the blended course are explained with a focus upon assessing Japanese students' English language needs and their e-learning readiness. Additional points discussed include the way in which the iteration process has allowed for the discovery of some opportunities and problems at the early phases of the blended course design and development, and the refinements that were made to enhance opportunities and to mitigate the difficulties.
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In recent years, there has been a burgeoning interest in Augmented Reality (AR) technologies, especially in educational settings to edutain (i.e. educate and entertain) students and engage them in their learning. This study reports the... more
In recent years, there has been a burgeoning interest in Augmented Reality (AR) technologies, especially in educational settings to edutain (i.e. educate and entertain) students and engage them in their learning. This study reports the results of the use of an AR application called BlippAR to augment poster carousel tasks in a blended English course offered at Osaka University. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application is described, and the overall positive user experience is reported, along with displaying a sample of collaborative student-generated AR posters. The rewards and challenges of having students design AR content are also discussed.
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The Mixed, Augmented, and Virtual Reality (MAVR) SIG is JALT’s newest SIG. It was formed by a dedicated group of researchers who are passionate about exploring and furthering research related to augmenting learning processes with... more
The Mixed, Augmented, and Virtual Reality (MAVR) SIG is JALT’s newest SIG. It was formed by a dedicated group of researchers who are passionate about exploring and furthering research related to augmenting learning processes with ubiquitous technology. It should be known, however, that MAVR research is about much more than just emerging technology. It is also about the approaches to the design of learning that employ these technologies. MAVR learning environments push for just-in-time information delivery and seek to adapt the environment to the needs of learners. While augmented and virtual technologies are not new, they are evolving and integrating themselves into all facets of our lives. Current MAVR members are developers and designers in addition to researchers who create tools and environments to enhance and facilitate learning. In doing this we have found, as have other researchers around the world, that AR pushes users to go out of the classroom and explore, and VR takes learners to new forms of classrooms.
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Mixed, Augmented, and Virtual Realities (MAVR) is not a new concept or area of study, but it is an area that is beginning to be implemented at a larger scale in many other fields. Environments that employ these tools and concepts are... more
Mixed, Augmented, and Virtual Realities (MAVR) is not a new concept or area of study, but it is an area that is beginning to be implemented at a larger scale in many other fields. Environments that employ these tools and concepts are being applied to medicine, engineering, and education. There are many working in this area connected to language education in Japan; the authors and many others are working to form a new JALT Special Interest Group, the MAVR SIG. The following is a primer to the current state of the research into MAVR and a discussion of where the field may be headed. Please contact the authors if you are interested in getting involved in the MAVR SIG.
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Assessing learner readiness for online learning is the starting point for online course design. This study thus aimed to evaluate Japanese learners' perceived e-readiness for learning English online prior to designing and developing an... more
Assessing learner readiness for online learning is the starting point for online course design. This study thus aimed to evaluate Japanese learners' perceived e-readiness for learning English online prior to designing and developing an online EGAP (English for General Academic Purposes) course at Osaka University. A sample of 299 undergraduate Japanese students completed a translated and adapted version of the Technology Survey developed by Winke and Goertler (CALICO Journal 25(3): 482–509, 2008). The questionnaire included items about respondents' ownership of and access to technology tools, their ability in performing user tasks from basic to advanced, their personal educational use of Web 2.0 tools, and their willingness to take online English courses. The informants were found to have personal ownership and/or adequate access to technological devices and the Internet at home or at the university. While their keyboarding skills have been reported as relatively low, the self-assessment data indicates that the participants know about general Web 2.0 tools and utilize them in daily life but not within educational settings. The students were also in general unwilling to take online courses, either fully online or blended. This finding further highlights the necessity of digital literacy training before implementing the prospective online course with a focus on EGAP.
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As part of a PhD project, an in-depth needs analysis was carried out to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The results were primarily intended to guide the design... more
As part of a PhD project, an in-depth needs analysis was carried out to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The results were primarily intended to guide the design and development of an online English
for General Academic Purposes (EGAP) course. The findings further revealed a pressing need for launching and maintaining self-access language learning facilities which could provide learners with independent and semi-guided learning opportunities addressing their
needs and interests. In this paper, the importance of establishing a self-access language learning center at Osaka University will be proposed with the goal of fostering learner autonomy. In fulfilling this objective, practical suggestions and overall guidelines will be outlined based on a number of language learning center observations in Japan. It is hoped that this writing will serve as a stimulus to strengthen the status of English language teaching at Osaka University.
for General Academic Purposes (EGAP) course. The findings further revealed a pressing need for launching and maintaining self-access language learning facilities which could provide learners with independent and semi-guided learning opportunities addressing their
needs and interests. In this paper, the importance of establishing a self-access language learning center at Osaka University will be proposed with the goal of fostering learner autonomy. In fulfilling this objective, practical suggestions and overall guidelines will be outlined based on a number of language learning center observations in Japan. It is hoped that this writing will serve as a stimulus to strengthen the status of English language teaching at Osaka University.
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Iranian universities have recently displayed a growing interest in integrating CALL into teaching/learning English. The EAP context, however, is not keeping pace with the current changes since EAP courses are strictly text-based and... more
Iranian universities have recently displayed a growing interest in integrating CALL into teaching/learning English. The EAP context, however, is not keeping pace with the current changes since EAP courses are strictly text-based and exam-oriented, and little research has thus far been conducted on using computers in EAP classes. Hence, this study was conducted to explore CALL experiences of an EAP class in an Iranian university while focusing upon the participants’ attitudes toward CALL, the constraints and affordances of CALL integration in EAP, and its effectiveness in enhancing language skills “in a low-resource setting”. To this aim, 25 undergraduate students, their instructor, and a teaching assistant participated in this study. Several instruments were employed to collect data quantitatively and qualitatively. The outcomes of these e-experiences were also analyzed. The findings revealed that the participants generally held positive attitudes toward implementing CALL. They also believed that incorporating CALL into the classroom contributed to the improvement of English language skills. Yet, some challenges emerged in terms of the following barriers in using CALL within EAP courses: infrastructural, institutional, technological, pedagogical, psychological/personal, and sociocultural/political. Finally, several potential solutions were suggested to ameliorate the opportunities and minimize the costs of CALL in the Iranian context.
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Mastering the temporal system of a second language and being able to correctly implement this knowledge especially in spontaneous production is a challenging task to accomplish. That is why most learners often have problems using... more
Mastering the temporal system of a second language and being able to correctly implement this knowledge especially in spontaneous production is a challenging task to accomplish. That is why most learners often have problems using appropriate tenses in oral and ...
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There is an increasing amount of research and development happening around the use of virtual and augmented reality in education, also known as immersive learning. This case study seeks to merge vocational training and language learning... more
There is an increasing amount of research and development happening around the use of virtual and augmented reality in education, also known as immersive learning. This case study seeks to merge vocational training and language learning and explore the application of virtual reality in tourism education. The study was conducted with 22 students in the Department of Global Tourism at a university in western Japan. The students were first trained to create virtual tours of their hometowns with Google Tour Creator. They then guided classmates on virtual tours of their hometowns in English, using smartphones and mini VR glasses. A survey study was conducted following the tours to evaluate students’ experience in terms of virtual presence, attention and satisfaction, perceived usefulness and future use of VR, as well as the benefits and challenges of the activity. The findings of this study have important implications for the use of virtual reality in tourism education.
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This research study is an attempt at designing, developing, implementing, and assessing the quality of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The study has... more
This research study is an attempt at designing, developing, implementing, and assessing the quality of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The study has been conducted in several iterative stages as explicated below.Following Michael Allen's Basic Successive Approximation Model (SAM1), the researcher began with carrying out a thorough language needs analysis study to investigate the needs and difficulties of Japanese students as far as learning English at university classes and using it for communicative purposes was concerned. To this end, questionnaire data were collected from 278 Japanese undergraduate students enrolled at Osaka University. In order to further clarify the language needs and difficulties of Japanese learners, twelve instructors teaching Practical English courses were also interviewed. The findings of this stage indicate that students and instructors invariably underline the importance of improving learners' listening and speaking abilities alongside other skills in academia and at workplace so as to help promote the ultimate goal of internationalization and to nurture 21st Century global citizens.Continuing with the next stage, the researcher designed and developed a blended course of English for general academic purposes to replace the old course of “Practical English (e-learning)". Among the major differences of the old versus the new course are the use of a placement test, provision of content at three different levels of proficiency, integration of four language skills, inclusion of free speaking and writing tasks, focus on global themes, addition of a group project, and utilization of open educational resources resulting in the course being free of charge for students. The new course, titled Osaka University Global English Online (OUGEO), was hosted on the university learning management system,Blackboard Learn, locally known as CLE (Collaboration and Learning Environment). The entire course content, including syllabus and guidelines, weekly study materials, exercises, and assignments, were uploaded on CLE by March 2017.Osaka University Global English Online was subsequently implemented in the spring semester of 2017-2018 with 86 undergraduate students mainly from the Faculties of Law, Letters, and Economics. Similar to other face-to-face courses, OUGEO was also expanded over fifteen weeks, with the exception of having only five face-to-face classes. The remaining ten weeks were run online, during which the students were required to access the designated learning materials for each week on the learning management system and submit the related assignments. Regarding the face-to-face classes, the first session was allocated to orientation and getting the students familiar with the course, how to access the content, and where to submit their assignments as well as informing them of ways to contact the instructor and teaching assistants when need arose. The last session was also spent on giving the final exam, which was created on the learning management system and scored automatically. The second face-to-face class, however, was dedicated to training the students in doing poster presentations and overlaying videos on their posters using an augmented reality (AR) application called BlippAR.As a group term project, the students created posters on global themes and presented them during two face-to-face classes, with seven groups as presenters and seven others as listeners each time. This poster presentation carousel task required the listener groups to move from one poster station to the next in a circular fashion and to use the BlippAR app to view the AR content created by their classmates. The purpose of this user experience study was to analyze students' views toward the use of BlippAR in language classes and its usefulness. The students' responses to a user experience questionnaire indicated that the majority of the respondents found BlippAR an engaging tool for language learning, which made learning more interesting, yet many believed that the app per se did not contribute to improving their English skills.
In attempt to evaluate the course both internally and externally, two types of quality assessment were administered. First, the students enrolled in the course were asked to fill out an evaluation questionnaire toward the end of the semester, in which they reflected their opinions on the usefulness and pace of the course, quality of teaching, availability of support, and ease of navigation among others. They were also given an opportunity to share any qualitative comments they had through an open-ended question. Overall, most of the students agreed that the course helped them improve all their skills, in particular oral/aural skills, and that they were in general content with it and felt that the course met their language needs to a great extent. Nevertheless, there was a consensus regarding the existence of some technical difficulties, for instance in submitting speaking assignments online.With regard to external evaluation of the blended course, it was assessed using the Quality Matters Higher Education Course Design Rubric (Fifth Edition) both by the researcher first and later by a peer reviewer affiliated with Quality Matters. Some revisions were made during the self-review prior to getting the course peer reviewed. The first round of peer review yielded a score of 70 out of 99,resulting in failure to meet the Quality Matters standards of course design. Nonetheless, the course currently meets all the standards of the Higher Education Course Design Rubric upon amendment with a new score of 99/99. The researcher believes that there is still room for improving the course by rerunning it with several groups of students, getting it further refined and fine-tuned to the needs of Japanese learners as well as by solving the technical problems which occasionally occurred during the implementation phase.The current study bears significant implications for online/blended course designers and developers. It explicates examples of best practice and demonstrates potential pitfalls threatening the smooth flow of online language teaching and learning. It also has important implications for faculty development and strongly advocates the need to train faculty to design, develop, and evaluate their courses following mainstream standards while meeting students' needs and preparing them for living in the globalizing society of this century.
本論文はe-Learningシステムを用いたオンライン授業と対面授業を組み合わせたブレンド型授業の開発から評価までの実践研究をまとめたものであり，日本人大学生向けに英語を教育するためのコース開発においてデザイン過程から得られる知見と，開発した教授法を用いて実際に教育を実施して得られた知見に関する一連の研究を取りまとめたものである．本邦においては，従来のこのようなコース開発と評価が，開発者の個人的なアイディアや経験によりおこなわれ，完成された授業法についても体系的な評価もほとんど行われていないのに対して，本論文では広範な関連研究の調査に基づいて学習者のニーズ分析を行い，それに基づいてe-Learning教育法を開発し，本学学生向けの実際のブレンド型授業を実施している点が評価できる．本論文の主な成果としては，次の三点が認められる．
第1には，学習者，教育者に対してのニーズ分析を行い，学習者が自身の語学能力習得の必要性を，在学中の学習・研究という状況と，社会に出てからの職業的要求に場合分けして意識していること，英語４技能のうち，リスニングと，スピーキングの現状の達成度を他の技能より低く評価していることなどを明らかにした．同時に，学習者，教授者共にコミュニケーション能力の向上を重視しており，教育の国際化の方針とも一致しているが，これらが現状では十分に考慮されていないことなどを明らかにした．
第２には，設計された教材の中で，拡張現実（Augmented Reality）を用いた教材を学習者自らが作成する課題を実施することで，情報技術が学習者にどのような影響を与えるかを主に質問紙を用いて，質的および量的に分析している．その結果，対象となった学習者では，拡張現実を利用した教材を作成する技術的な困難性にも関わらず，課題に対する集中力と動機づけが増すことを明らかにし，このような最新の情報技術を教材に取り込むことの可能性を明らかにした．
第３には，学習者，教育者を調査対象としたニーズ分析に基づいて設計されたコースに対して，ルーブリックを用いた評価を実施し，定量的な評価結果を得ると同時に，評価に基づいた授業デザインの改良を実施している．このようなルーブリックを用いたe-Learning教材評価は本邦では例がなく，米国において開発された，Quality Matters™Higher Education Course DesignRubric (Fifth Edition)用いた．その結果，本論文でのデザイン手法で開発された授業法には，一定評価が得られ，わずかな修正で，適用したルーブリックを用いた評価基準を満たせることが明らかとなり，一連のデザイン手法の有効性を示すことができた．
これらの一連の研究は，体系だったオンライン教材の開発と評価に関して重要な知見を与えるもので，その学術的意義は大きいと考えられる．これらの成果は，それぞれ専門学術論文誌やトップカンファレンスに採録されている．また，一連の研究を通じて今後の情報技術を用いた教材開発プロセスに関しても大きな知見を得ることができている．
以上のように，本論文は今後さらに利活用が進むと期待されるブレンド型のe-Learning 授業の開発と進展に重要な成果を挙げた研究として，情報科学および言語教育学の進展に寄与するところが大きい．よって，本論文は博士（学術）の学位論文として価値のあるものと認める．
In attempt to evaluate the course both internally and externally, two types of quality assessment were administered. First, the students enrolled in the course were asked to fill out an evaluation questionnaire toward the end of the semester, in which they reflected their opinions on the usefulness and pace of the course, quality of teaching, availability of support, and ease of navigation among others. They were also given an opportunity to share any qualitative comments they had through an open-ended question. Overall, most of the students agreed that the course helped them improve all their skills, in particular oral/aural skills, and that they were in general content with it and felt that the course met their language needs to a great extent. Nevertheless, there was a consensus regarding the existence of some technical difficulties, for instance in submitting speaking assignments online.With regard to external evaluation of the blended course, it was assessed using the Quality Matters Higher Education Course Design Rubric (Fifth Edition) both by the researcher first and later by a peer reviewer affiliated with Quality Matters. Some revisions were made during the self-review prior to getting the course peer reviewed. The first round of peer review yielded a score of 70 out of 99,resulting in failure to meet the Quality Matters standards of course design. Nonetheless, the course currently meets all the standards of the Higher Education Course Design Rubric upon amendment with a new score of 99/99. The researcher believes that there is still room for improving the course by rerunning it with several groups of students, getting it further refined and fine-tuned to the needs of Japanese learners as well as by solving the technical problems which occasionally occurred during the implementation phase.The current study bears significant implications for online/blended course designers and developers. It explicates examples of best practice and demonstrates potential pitfalls threatening the smooth flow of online language teaching and learning. It also has important implications for faculty development and strongly advocates the need to train faculty to design, develop, and evaluate their courses following mainstream standards while meeting students' needs and preparing them for living in the globalizing society of this century.
本論文はe-Learningシステムを用いたオンライン授業と対面授業を組み合わせたブレンド型授業の開発から評価までの実践研究をまとめたものであり，日本人大学生向けに英語を教育するためのコース開発においてデザイン過程から得られる知見と，開発した教授法を用いて実際に教育を実施して得られた知見に関する一連の研究を取りまとめたものである．本邦においては，従来のこのようなコース開発と評価が，開発者の個人的なアイディアや経験によりおこなわれ，完成された授業法についても体系的な評価もほとんど行われていないのに対して，本論文では広範な関連研究の調査に基づいて学習者のニーズ分析を行い，それに基づいてe-Learning教育法を開発し，本学学生向けの実際のブレンド型授業を実施している点が評価できる．本論文の主な成果としては，次の三点が認められる．
第1には，学習者，教育者に対してのニーズ分析を行い，学習者が自身の語学能力習得の必要性を，在学中の学習・研究という状況と，社会に出てからの職業的要求に場合分けして意識していること，英語４技能のうち，リスニングと，スピーキングの現状の達成度を他の技能より低く評価していることなどを明らかにした．同時に，学習者，教授者共にコミュニケーション能力の向上を重視しており，教育の国際化の方針とも一致しているが，これらが現状では十分に考慮されていないことなどを明らかにした．
第２には，設計された教材の中で，拡張現実（Augmented Reality）を用いた教材を学習者自らが作成する課題を実施することで，情報技術が学習者にどのような影響を与えるかを主に質問紙を用いて，質的および量的に分析している．その結果，対象となった学習者では，拡張現実を利用した教材を作成する技術的な困難性にも関わらず，課題に対する集中力と動機づけが増すことを明らかにし，このような最新の情報技術を教材に取り込むことの可能性を明らかにした．
第３には，学習者，教育者を調査対象としたニーズ分析に基づいて設計されたコースに対して，ルーブリックを用いた評価を実施し，定量的な評価結果を得ると同時に，評価に基づいた授業デザインの改良を実施している．このようなルーブリックを用いたe-Learning教材評価は本邦では例がなく，米国において開発された，Quality Matters™Higher Education Course DesignRubric (Fifth Edition)用いた．その結果，本論文でのデザイン手法で開発された授業法には，一定評価が得られ，わずかな修正で，適用したルーブリックを用いた評価基準を満たせることが明らかとなり，一連のデザイン手法の有効性を示すことができた．
これらの一連の研究は，体系だったオンライン教材の開発と評価に関して重要な知見を与えるもので，その学術的意義は大きいと考えられる．これらの成果は，それぞれ専門学術論文誌やトップカンファレンスに採録されている．また，一連の研究を通じて今後の情報技術を用いた教材開発プロセスに関しても大きな知見を得ることができている．
以上のように，本論文は今後さらに利活用が進むと期待されるブレンド型のe-Learning 授業の開発と進展に重要な成果を挙げた研究として，情報科学および言語教育学の進展に寄与するところが大きい．よって，本論文は博士（学術）の学位論文として価値のあるものと認める．
Research Interests:
This study analyzes 19 students' interaction patterns with 6 video lectures in a blended course, using log data and video viewing behavior. We took into account the actions that learners took during the online coursework by checking their... more
This study analyzes 19 students' interaction patterns with 6 video lectures in a blended course, using log data and video viewing behavior. We took into account the actions that learners took during the online coursework by checking their screen captures and face recordings to delve more deeply into the nature of their evolving interactions and decisions. The results have revealed the existence of four groups of learners. Our findings provide evidence for the importance of triangulating data sources on learners' video watching behavior to enhance feedback provision to at-risk learners and lower dropout rates.
Research Interests:
This workshop targets instructors who are willing to venture “the road not taken” by moving beyond being mere consumers of digital technology into future developers of their own customized immersive learning experiences. Alongside the... more
This workshop targets instructors who are willing to venture “the road not taken” by moving beyond being mere consumers of digital technology into future developers of their own customized immersive learning experiences. Alongside the rapid advancement of technology and changing tastes of learners, a growing number of platforms are being developed by giant tech companies, like Google, which (will) allow anyone without a solid knowledge base of app development and coding to build their own tools and resources. One group of people who could greatly benefit from this change is language teachers and educators. In order to empower teachers with the ability to create immersive educational apps and websites, one necessary skill to gain is 3D modeling. It might sound intimidating at first glance, but in fact, there are numerous software programs with a variety of functions to easily develop original 3D models. In this workshop, we aim to learn the basics of a computer graphics open source software program called Blender with which very basic to professional 3D models can be created. Three-dimensional models created in Blender could be exported to teacher-created/third-party apps and websites so as to provide language learners with more engaging and visually appealing content. In order to make the best use of this professional development workshop, attendees are recommended to bring their own devices as well as download and install Blender in advance (https://www.blender.org/download/).
Research Interests:
Doing a Master’s or PhD in TESOL can be a daunting task with countless challenges along the way. Many of us have experienced moments of frustration trying to revise dissertation drafts on the most widely used word processor, Microsoft... more
Doing a Master’s or PhD in TESOL can be a daunting task with countless challenges along the way. Many of us have experienced moments of frustration trying to revise dissertation drafts on the most widely used word processor, Microsoft Word. More often than not, one single change to a lengthy Word document could mean hours of labor-intensive revision, attempting to ensure that tables and figures are numbered and placed correctly, the references all follow the APA style, full terms corresponding to acronyms have been written out upon first mention, and so on and so forth. Given that the JALT community includes many members doing graduate degrees, this presentation introduces a document preparation system known as LaTeX in order to assist those graduate students in revising thesis drafts more easily and efficiently. Unlike Microsoft Word which is a what-you-see-is-what-you-get (WYSIWYG) word processor, LaTeX uses markup tagging to turn plain text into rich text. The presenter will talk about the basics of creating a document such as a thesis or journal manuscript using an online LaTeX editor, called Overleaf, and instruct the audience on how to utilize it for writing a dissertation.
Research Interests:
Augmented reality (AR) and virtual reality (VR) are constantly expanding into various fields of education. Thanks to AR and VR, we can now bring a whole new dimension to the realm of language education resulting in enhanced learning and... more
Augmented reality (AR) and virtual reality (VR) are constantly expanding into various fields of education. Thanks to AR and VR, we can now bring a whole new dimension to the realm of language education resulting in enhanced learning and increased motivation and engagement, as evidenced in the literature (Godwin-Jones, 2016). With ubiquitous devices such as smartphones and inexpensive VR headsets, we are able to take a step forward in blurring the boundaries between the real and the virtual world, giving our students immersive learning experiences. However, similar to any new technology introduced, many ELT practitioners are not familiar with or keen on integrating AR/VR-related learning tools and resources into their classes. In order to get the audience more acquainted with AR/VR uses in language education, the presenter will first outline the basic concepts within this area of research and practice. She will continue with demonstrating an AR mobile application, Blippar, and a VR application, Google Expeditions, using smartphones and Google Cardboard. She will also discuss the use of these apps in language learning contexts while providing ideas for augmented/virtual-reality-enhanced classroom tasks and activities. Finally, JALT’s newly formed Mixed, Augmented, Virtual Realities in Learning (MAVR) SIG will be introduced as a way for attendees to further explore AR and VR applications in language pedagogy.
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning and Technology, 20(3), 9-19.
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning and Technology, 20(3), 9-19.
Research Interests:
Virtual reality (VR) has turned into a buzzword over the past few years as tools and devices continuously get cheaper and better. Google Expeditions is a VR educational tool that allows teachers to take students on virtual field trips... more
Virtual reality (VR) has turned into a buzzword over the past few years as tools and devices continuously get cheaper and better. Google Expeditions is a VR educational tool that allows teachers to take students on virtual field trips without leaving their physical space. Having the Google Expeditions mobile application connected to a local network, the teacher can lead a tour guiding the students in the VR environment and monitoring their actions while calling their attention to specific points of interest in a virtual space. There are numerous ways Google Expeditions could be integrated into EFL/ESL lessons in the form of role-plays and field trips. In this workshop, the presenter will first give the audience a brief introduction to virtual reality, VR headsets, and apps. The attendees will then get a hands-on experience of a virtual tour built around a lesson designed to develop oral/aural skills. Following that, they will split into groups to brainstorm their own classroom tasks and activities powered by Google Expeditions. This session will be wrapped up with a discussion of ways to create one’s own VR content.
Participant level of VR expertise: Absolute beginner to savvy
Device needed: An Android/iOS smartphone with Google Expeditions installed
Participant level of VR expertise: Absolute beginner to savvy
Device needed: An Android/iOS smartphone with Google Expeditions installed
Research Interests:
In spite of the widespread consensus on the necessity of reviewing previously-taught vocabulary to aid retention, often times teachers fail to do so due to time constrains or the uninteresting, repetitious nature of review activities.... more
In spite of the widespread consensus on the necessity of reviewing previously-taught vocabulary to aid retention, often times teachers fail to do so due to time constrains or the uninteresting, repetitious nature of review activities. This presentation is a report on the use of an online game-based platform called Kahoot which can be used to resolve this problem and help teachers make room for review components in their lessons while boosting students’ engagement. Kahoot (https://kahoot.com/) is a free web-based student response system (SRS). Similar to most online SRSs such as Socrative, the teacher could create quizzes displayed to students on a screen, which they can respond to using either the Kahoot mobile application or a browser on a computer or any device with Internet connection. Unlike other SRSs, Kahoot is a game-based platform, with game elements such as accumulation of points, competition, and leaderboards. The game-like quizzes have a visually-appealing, user-friendly interface and can be played both individually and in teams. Moreover, the platform allows users to play games without creating personal accounts. In order to experiment with this tool, the presenter utilized it in two reading/writing classes she taught at Otemae University in the fall semester of 2017-2018. The classes consisted of mainly second-year undergraduate students majoring in International Relations and/or English Communication. To review the vocabulary from previous lessons, a Kahoot game was played at the beginning of every class, which took about 10 to 15 minutes depending on the length of the quiz. Observing the students’ behavior during the games, the majority looked completely engaged in the activity and enjoyed playing vocabulary games with their classmates. At the end of the semester, the instructor asked them to write their opinions on Kahoot, what they liked about it, and any difficulties they encountered. Most of the students unanimously agreed that Kahoot games were highly interesting and some mentioned that they were great review tools different from conventional classroom activities. Regarding the difficulties, some students expressed their unwillingness to use cellular data on their mobile phones for playing the games (as WIFI access was limited or unavailable), and some said that the games consumed too much battery. For upcoming semesters, the presenter plans to use Kahoot not only as a review tool but also as a measure for formative assessment, given that the system is capable of keeping record of all students’ performance.
Research Interests:
Pre-service teacher education is highly important at research-focused universities. At such institutions, training is mostly centered on conducting research while there is minimal focus on educating students in course design and teaching.... more
Pre-service teacher education is highly important at research-focused universities. At such institutions, training is mostly centered on conducting research while there is minimal focus on educating students in course design and teaching. To bridge this gap, the Center for Education in Liberal Arts and Sciences, Teaching and Learning Support Division at Osaka University has established an advanced liberal arts program called the Future Faculty Program (FFP). This program targets graduate students wishing to pursue a career in academia. Having completed the program herself, the presenter will provide the audience with a reflective report on the FFP, its strengths and limitations.
Research Interests:
A number of Japanese universities have created their in-house learning management systems. Some of these systems are available only in Japanese and thus pose difficulties to non-Japanese users. This presentation aims at reinforcing... more
A number of Japanese universities have created their in-house learning management systems. Some of these systems are available only in Japanese and thus pose difficulties to non-Japanese users. This presentation aims at reinforcing participants’ knowledge of LMS terms in Japanese. In particular, we will play a Kahoot game in order to evaluate and consolidate the learning of LMS-related words/phrases.
Research Interests:
This poster presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting second-year undergraduate Japanese students at Osaka University. In general,... more
This poster presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting second-year undergraduate Japanese students at Osaka University. In general, the course aims to develop students’ practical English skills to help them advance to higher levels of conversational and academic English up to B2 and C1 levels of the Common European Framework of Reference (CEFR). The basic Successive Approximation Model proposed by Allen (2012) has informed the design and development of the online course. In order to ensure course quality from the outset, the Quality Matters® Higher Education Rubric (Fifth Edition) has also been utilized as the major reference. The pedagogical practices within this fifteen-week course hinge on recent approaches in ELT, including project-based language learning and digital storytelling. As part of the evaluation process, students’ perception on the usefulness of the course has been measured quantitatively and qualitatively through an attitudinal survey instrument and open ended reflection questions. Furthermore, to deploy learning analytics, data generated by the learning management system Blackboard Learn, also known as CLE (Collaboration and Learning Environment), has been analyzed to further delve into students’ performance, track their progress, and provide insights into ways to improve it. Eventually, to examine learner achievement and the fulfillment of learning outcomes, students’ scores on the placement test, weekly assigned tasks, as well as quizzes and the final exam have been taken into account.
Research Interests:
As online English courses are growing in popularity exponentially in higher education, providing electronic feedback is also gaining currency, as students might feel disconnected, unengaged, and unsupported if they are not provided with... more
As online English courses are growing in popularity exponentially in higher education, providing electronic feedback is also gaining currency, as students might feel disconnected, unengaged, and unsupported if they are not provided with effective feedback. The provision of electronic feedback can be enhanced through multimodality, particularly in asynchronous online environments. There are also a number of factors such as social presence and collaboration which are related to feedback effectiveness. This study aims to explore the use of online interaction platforms available on Blackboard Learn and web-based tools such as VideoNot.es to provide multimodal electronic feedback in an online course of English for General Academic Purposes (EGAP), entitled Osaka University Global English Online. Additionally, the current study has examined how Japanese learners of English perceive the multimodal electronic feedback they have received on their online writing and speaking tasks. The perceived usefulness of the provided feedback has also been investigated in relation to learner collaboration and sense of presence in the online course. To collect data, the participants were asked to respond to a set of surveys and open-ended questions. The findings indicate that the majority of students value the multimodality of the feedback on their productive tasks. Furthermore, the students’ perception of social presence and collaboration has been found to be related to their perception of feedback usefulness. Finally, practical implications for providing effective online multimodal feedback as well as further facilitating collaborative online environments are discussed.
Research Interests:
Immerse yourself in an augmented reality enhanced learning environment by working in a group to solve a series of puzzles and adventures using virtual and augmented reality technologies as learning technologist, Eric Hawkinson from... more
Immerse yourself in an augmented reality enhanced learning environment by working in a group to solve a series of puzzles and adventures using virtual and augmented reality technologies as learning technologist, Eric Hawkinson from TEDxKyoto Interactive guides you through the possibilities of mixed reality technologies for learning, engagement and more
Research Interests:
As part of a work in progress, this poster presentation focuses on the design and development phases of an online course of English for General Academic Purposes (EGAP), which has been referred to as Osaka University Global English... more
As part of a work in progress, this poster presentation focuses on the design and development phases of an online course of English for General Academic Purposes (EGAP), which has been referred to as Osaka University Global English Online. Initially, two mainstream models of instructional design for online course delivery—namely, ADDIE and SAM—will be briefly reviewed. The ADDIE model is a generic, systematic, linear, step-by-step process, known as waterfall model, which consists of five ordered phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Unlike ADDIE’s five giant sequential steps, SAM (Successive Approximation Model) is an iterative, cyclical, and agile approach to instructional design which tries to address the roadblocks in the way of instructional designers in repeated small steps. Following that, the intertwined design and development phases of the prospective online course will be explained in detail, which include the following: Assessing students’ needs and technological skills, defining the course overall goal and learning objectives, determining online course technologies, requirements, accessibility, connectivity, and support system, developing course syllabus, instructional materials, tasks and activities, objective-based assessment, management strategies for team teaching, and formative and summative course evaluation. Copyright restrictions, the use of Open Educational Resources (OERs), as well as several e-learning authoring tools and their merits and demerits will also be discussed. Finally, issues related to quality assurance will be touched upon with reference to the Quality Matters Higher Education Rubric.
Research Interests:
In this interactive poster presentation, Mixed, Augmented, and Virtual Realities (MAVR) are first defined, and their differences are pointed out based on the reality-virtuality continuum. The significance of MAVR, its merits and... more
In this interactive poster presentation, Mixed, Augmented, and Virtual Realities (MAVR) are first defined, and their differences are pointed out based on the reality-virtuality continuum. The significance of MAVR, its merits and challenges, and the contribution it can make to education are then discussed. Following that, the integration of MAVR in language teaching and learning is drawn upon. Some Augmented Reality (AR) and Virtual Reality (VR) applications, such as Aurasma, Blippar, Google Expeditions, are demonstrated, and a number of resources on the integration of MAVR in English language education are introduced; for example, Paul Driver’s learner-generated AR realia. Finally, MAVR future trends and directions are forecasted.
Research Interests:
This session presents the results of a thorough needs analysis prior to the design of an EGAP course at Osaka University. Using semistructured interviews and a questionnaire, data were collected from the three main groups of stakeholders:... more
This session presents the results of a thorough needs analysis
prior to the design of an EGAP course at Osaka University.
Using semistructured interviews and a questionnaire, data were
collected from the three main groups of stakeholders: English
language policy makers, instructors of English, and students.
The findings of the current ongoing study are intended to inform
the subsequent stages of online course design and its evaluation.
prior to the design of an EGAP course at Osaka University.
Using semistructured interviews and a questionnaire, data were
collected from the three main groups of stakeholders: English
language policy makers, instructors of English, and students.
The findings of the current ongoing study are intended to inform
the subsequent stages of online course design and its evaluation.
Research Interests:
When one thinks of Japan today, technology quickly springs to mind alongside the images of sushi, cherry blossoms, and kimonos. Japan is in fact a technology-driven country that manufactures millions of high-tech gadgets; however, digital... more
When one thinks of Japan today, technology quickly springs to mind alongside the images of sushi, cherry blossoms, and kimonos. Japan is in fact a technology-driven country that manufactures millions of high-tech gadgets; however, digital literacy levels are comparatively low amongst its generation of digital natives. Anecdotal evidence suggests that while Japanese university students are skillful at using smartphone applications such as LINE and are even occasionally addicted to gaming, many are not avid technophiles when it comes to education. Therefore, availability and accessibility of computer technology do not necessarily guarantee its usability, and that is why technology has not yet been normalized in Japanese educational settings. As an initial step in designing and developing a web-based EGAP (English for General Academic Purposes) course at Osaka University, this study seeks to assess Japanese learners’ perceived e-readiness for learning English online.
An adapted version of the Technology Survey, developed by Winke and Goertler (2008) and translated into Japanese by the researchers, was used to collect data from a sample of 175 undergraduate Japanese students majoring in both humanities and sciences. The questionnaire items asked about respondents’ ownership of and access to technology tools (such as PCs, laptops, printers, and webcams), their ability in performing user tasks from basic to advanced (e.g., copying and pasting texts and editing videos), their personal educational use of Web 2.0 tools (for instance, blogs, wikis, podcasts, and social networking websites), and their willingness to take online English courses. Overall, the results indicate that students have personal ownership and sufficient access to digital devices as well as the Internet either at home or on campus.
Despite having low keyboarding skills in English, they also have a solid command of knowledge and practice of Web 2.0 tools for daily life, but not for educational purposes. This might explain why around 40% percent of the students are reluctant to take online courses which makes CALL-focused digital literacy training an essential element in implementing the prospective EGAP online course. The present study further highlights the importance of assessing learners’ CALL readiness prior to the delivery of an online course.
An adapted version of the Technology Survey, developed by Winke and Goertler (2008) and translated into Japanese by the researchers, was used to collect data from a sample of 175 undergraduate Japanese students majoring in both humanities and sciences. The questionnaire items asked about respondents’ ownership of and access to technology tools (such as PCs, laptops, printers, and webcams), their ability in performing user tasks from basic to advanced (e.g., copying and pasting texts and editing videos), their personal educational use of Web 2.0 tools (for instance, blogs, wikis, podcasts, and social networking websites), and their willingness to take online English courses. Overall, the results indicate that students have personal ownership and sufficient access to digital devices as well as the Internet either at home or on campus.
Despite having low keyboarding skills in English, they also have a solid command of knowledge and practice of Web 2.0 tools for daily life, but not for educational purposes. This might explain why around 40% percent of the students are reluctant to take online courses which makes CALL-focused digital literacy training an essential element in implementing the prospective EGAP online course. The present study further highlights the importance of assessing learners’ CALL readiness prior to the delivery of an online course.
Research Interests:
A comprehensive needs analysis was conducted to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The findings revealed that there is a pressing need for launching a CALL-based... more
A comprehensive needs analysis was conducted to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The findings revealed that there is a pressing need for launching a CALL-based language center at this university which could contribute to the status of ELT.
Research Interests:
Learning Kanji as a major obstacle to mastering Japanese is evident to any learner from a non-Kanji background including the presenters. In this poster, mainstream Kanji teaching methods and learning strategies such as repetition,... more
Learning Kanji as a major obstacle to mastering Japanese is evident to any learner from a non-Kanji background including the presenters. In this poster, mainstream Kanji teaching methods and learning strategies such as repetition, association, and visualization will first be reviewed. Then, the facilitating use of technology in retaining Kanji will be explored. Following that, several Kanji iOS and web-based applications (e.g., Perfect Master Kanji, Anki, WaniKani, and KanjiPictoGraphix) will be demonstrated to analyze the pedagogical methods and approaches behind them and the extent to which the developers of these applications have taken brain research into account. Finally, the use of mnemonics as one of the most effective methods in learning Kanji will also be explicated while referring to the ease of storing visual information in the brain.
Research Interests:
An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential skills needed for success in today’s world such as critical thinking and collaboration. Using Jenkins’ (2009) inventory, we... more
An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential skills needed for success in today’s world such as critical thinking and collaboration. Using Jenkins’ (2009) inventory, we investigated the curriculum orientations of Iranian school teachers particularly in terms of the precedence they give to critical thinking and students’ interests and needs. The participants endorsed curriculum innovation and valued the development of higher-order thinking skills and students’ 21st century concerns such as digital literacy. The results of this study will be further examined by comparing and contrasting the Iranian with the Japanese curricular practices.
Research Interests:
Reflecting upon our experiences of learning academic writing, we will introduce some useful resources which can help both native speakers and learners of English develop an academic tone and style indispensable to scholarly writing. The... more
Reflecting upon our experiences of learning academic writing, we will introduce some useful resources which can help both native speakers and learners of English develop an academic tone and style indispensable to scholarly writing. The resources to be reviewed in this presentation include non-digital and digital materials such as phrasebanks and corpora.
Research Interests:
Iranian universities have recently displayed a growing interest in integrating CALL (Computer Assisted Language Learning) into teaching/learning English. The EAP (English for Academic Purposes) context, however, is not keeping pace with... more
Iranian universities have recently displayed a growing interest in integrating CALL (Computer Assisted Language Learning) into teaching/learning English. The EAP (English for Academic Purposes) context, however, is not keeping pace with the current changes since EAP courses are strictly text-based and exam-oriented, and little research has thus far been conducted on using computers in EAP classes. Hence, the present action-research study was carried out to explore CALL experiences of an EAP class in an Iranian university while focusing upon the participants’ attitudes toward CALL, the constraints and affordances of CALL integration in EAP, and its effectiveness in enhancing language skills in a low-resource setting. To this aim, 25 female undergraduate students, their instructor, and a teaching assistant participated in this study. Several instruments, including questionnaires, semi-structured interviews, informal discussions, non-participant observations, and diary entries were employed to collect data quantitatively and qualitatively. The outcomes of these e-experiences (e.g., blog entries, peer e-comments, and e-feedback) were also analyzed. The findings revealed that the participants generally held positive attitudes toward implementing CALL, which indicates promise for the application of technology in EAP courses. They also believed that incorporating CALL into the classroom contributed to the improvement of English language skills (particularly in reading and writing). Yet, some challenges emerged in terms of the following barriers in using CALL within EAP courses: infrastructural (e.g., lack of formal plans, policies and processes, insufficient funding resources, lack of investment and financial support), institutional (e.g., lack of organizational and administrative support, lack of professional development and training), technological (e.g., lack of equipment, facilities and resources, lack of IT support, outdated hardware, lack of appropriate software, slow internet connectivity, limited access to technology, students’ low digital literacy, technical difficulties), pedagogical (e.g., inauthentic interaction, shortage of time, faculty workloads, curricular restrictions), psychological/personal (e.g., lack of confidence, lack of motivation, technophobia, student anxiety), and sociocultural/political (e.g., the Internet filtering, security issues, copyright regulations, hegemonies of CALL). Finally, several potential solutions were suggested to ameliorate the opportunities and minimize the costs of CALL in the Iranian context. There are also implications for teachers, administrators, and teacher educators in low-tech contexts.
Research Interests:
Service quality in higher education is of paramount importance worldwide. However, this issue has not been adequately addressed within the Iranian academia. Considering PhD programs, service quality is of enormous significance since... more
Service quality in higher education is of paramount importance worldwide. However, this issue has not been adequately addressed within the Iranian academia. Considering PhD programs, service quality is of enormous significance since candidates get prepared for their future careers as prospective faculty members. The current study thus seeks to explore the perceptions and expectations of Iranian academics on the quality of both academic and non-academic services they receive and the challenges they face. A number of Iranian TEFL-major professors and PhD students/candidates participated in this study. The SERVQUAL questionnaire, a validated and reliable instrument, was initially employed to quantitatively measure the five service quality dimensions (i.e., tangibles, reliability, responsiveness, assurance, and empathy). Following that, in-depth interviews were conducted to qualitatively uncover the hidden stories behind the perceptions and expectations of the participants. The participants generally perceived the service quality of their higher education institutions to be unsatisfactory and far from their expectations. They were confronted with a set of challenges which can be categorized as the following: educational, bureaucratic, economic, and socio-cultural. Finally, some solutions were suggested to alleviate the obstacles standing in the way of Iranian academics.
Research Interests:
Extended Abstract Introduction Researchers studying computer-assisted language learning (CALL) in low-source settings have often adapted the instruments validated for high-source countries (Rahimi & Hosseini, 2011). Although there may... more
Extended Abstract
Introduction
Researchers studying computer-assisted language learning (CALL) in low-source settings have often adapted the instruments validated for high-source countries (Rahimi & Hosseini, 2011). Although there may be no danger inherent in adapting such instruments, the translated instruments may fail to consider unique cultural and linguistic elements, given that life style and cultural values of the low-source settings can be highly incompatible with high-source settings (Li, 1998). Aryadoust, Akbarzadeh, and Akbarzadeh (2011, p. 53) argued that certain cultural differences can result in “[t]ranslation difficulties” and affect the underlying structure of self-assessments and attitude instruments.
The present study aims to develop and validate a CALL instrument for Iranian EFL learners. CALL has been adopted in a number of educational programs in Iran. However, only recently have a few researchers begun to address EFL learners’ attitude toward using computers and the constituent structure of CALL instruments (e.g., Atai & Dashtestani, 2011). These studies, however, have not laid out a well-articulated validity argument for the instruments they have used. In addition, although they have employed Likert scales, they have not examined the functionality of response categories and their thresholds and construct representativeness of the instruments (Bond & Fox, 2007). Because of these limitations and because only few CALL questionnaires appropriate to Iranian EFL learners yet exist, it is necessary to develop a reliable instrument to perform further research into Iranian EFL learners’ attitude toward CALL.
Attitude
A number of researchers have suggested that attitude is composed of cognitive, affective, and behavioral dimensions (Mantle-Bromley, 1995). The cognitive dimension includes beliefs or knowledge concerning objects or people; the affective dimension is related to individuals’ emotional perceptions and evaluation of the objects and people; and the behavioral dimension refers to individuals’ intention to use objects or their actions associated with them. These components function in unison and can predict the individual’s reaction to objects or people (Hogg & Vaughan, 2011).
However, Ajzen (2005, p. 20) argued that the multidimensional model of attitude has often been “a source of confusion” for the researchers attempting to examine the empirical multidivisibility of the components. Given that the items measuring the cognitive and affective dimensions are significantly correlated, only one factor has often emerged in the studies where factor analysis has been applied. It is thus plausible to presume that dividing attitude into several major dimensions is unlikely to be an empirically well-established assumption.
Attitude toward CALL
Despite the significant role of attitude in the use and acceptance of computer technologies, no universally accepted definition of the computer attitude construct yet exists. Many researchers have validated the aforementioned tripartite attitude model to study CALL users’ attitude using internal consistency analysis (e.g., Smalley, Graff, & Saunders, 2001). However, rigorous psychometrical data analysis techniques have recently yielded fairly different models. Vandewaetere and Desmet (2009, p. 370) applied factor analysis and found that the CALL attitude construct is multi-divisible with four emerging dimensions: CALL’s effectiveness, “surplus value of CALL”, “teacher influence”, and inhibition to CALL. This lack of agreement between the psychometrical data analysis research and traditional methods suggests that—depending on the attributes of the population and precision of the data analysis tools—the commonly adhered-to dimensions of attitude toward CALL may not always emerge. It is therefore highly important to scrutinize the underlying structure of CALL surveys before using them for research purposes.
Methodology and Results
Developing the Persian CALL Instrument (P-CALLAI)
We initially performed a careful survey of the relevant literature to define the construct domain and its dimensions. We examined the extant instruments which measure CALL attitude constructs and assembled a large universe (or domain) of survey items out of which 27 were selected, translated into Persian, and back-translated into English to evaluate the quality of translation. Seven students participated in a think-aloud study which showed that items were overall clear, although one of the participants stated that she had difficulty choosing a response from the four-category Likert scale: Strongly Disagree (1), Disagree (2), Agree (3), and Strongly Agree (4). The instrument was administered to 127 respondents and the collected data were subjected to principal components analysis and Rasch-Andrich rating scale model (RSM).
Principal Component Analysis
The data were subjected to principal components analysis, where two major components emerged: cognitive-affective (14 items) and language skills component (5 items)—due to cross-loading or low loading coefficient, eight items were deleted. This finding resonates with Ajzen’s (2005) argument which questions the empirical divisibility of cognitive and affective factors in attitude models.
Rasch-Andrich rating scale model (RSM)
Each of the components were independently subjected to Rasch-Andrich rating scale model (RSM) to examine their Rasch model reliability, item features, and psychometric features of the Likert scale.
Initially, we subjected the 14 cognitive-affective items to RSM analysis to examine their psychometric features. The person and item Rasch model reliability coefficients of this dimension were .98 and .53, respectively, indicating the presence of several distinguishable person trait levels but fewer item difficulty level. Next, the infit and outfit mean square (MNSQ) coefficients and step difficulty of items were examined. MNSQ fit statistics showed the presence of erratic patterns in the data: The optimal fit range is between 0.5 and 1.5. Values below 0.5 indicate the presence of too much expected data and those greater than 1.5—which would be of a major concern—likely indicate the presence of construct-irrelevant variance (Aryadoust, 2013).
The erratic fit statistics of item 17 (infit MNSQ=1.69; outfit MNSQ=2.37) and item 18 (infit MNSQ=1.75; outfit MNSQ=1.93) indicated that they were likely contaminated by a source of construct-irrelevant variance and were therefore eliminated from the scale. The rest of the items all fitted the RSM reasonably well.
Next, we examined the features of the scoring categories of the Likert scale. We checked the monotonic increase of the threshold—the threshold is an item endorsibility level on the scale where the respondents begin to have a higher probability to choose a higher scoring category. Every Likert scale with N scoring point has N-1 thresholds. The three thresholds of the scale in this study had a monotonic increase, meaning that lower thresholds had lower difficulty and higher thresholds had higher difficulty (threshold 1 = -1.74; threshold 2 = -.09; and threshold 3 = 1.83).
Subsequently, we fitted the language skills component (5 items) into the RSM and examined the Rasch model reliability, item features, and psychometric features of the Likert scale. In brief, the scale had a high reliability; the Likert scale’s thresholds increased monotonically; and all items fitted the RSM, indicating that the scale was not contaminated by potential construct-irrelevant factors.
Conclusion
This study set out to investigate the psychometric quality of the Persian CALL instrument (P-CALLI). We used principal components analysis and rating scale model (RSM) to validate the instrument. A two-component solution was found to be the best model where cognitive and affective items clustered as one component and items regarding the use of CALL in learning English skills loaded on the second component. This finding is in line with the previous studies which showed that cognitive and affective dimensions are not empirically separable. To establish the validity of CALL attitude and attitude theories, it is important to use rigorous psychometrical methods which can examine the presence of construct-irrelevant factors. This requirement has not been fulfilled in a large number of previous studies which have relied heavily on the internal consistency of the instruments.
Introduction
Researchers studying computer-assisted language learning (CALL) in low-source settings have often adapted the instruments validated for high-source countries (Rahimi & Hosseini, 2011). Although there may be no danger inherent in adapting such instruments, the translated instruments may fail to consider unique cultural and linguistic elements, given that life style and cultural values of the low-source settings can be highly incompatible with high-source settings (Li, 1998). Aryadoust, Akbarzadeh, and Akbarzadeh (2011, p. 53) argued that certain cultural differences can result in “[t]ranslation difficulties” and affect the underlying structure of self-assessments and attitude instruments.
The present study aims to develop and validate a CALL instrument for Iranian EFL learners. CALL has been adopted in a number of educational programs in Iran. However, only recently have a few researchers begun to address EFL learners’ attitude toward using computers and the constituent structure of CALL instruments (e.g., Atai & Dashtestani, 2011). These studies, however, have not laid out a well-articulated validity argument for the instruments they have used. In addition, although they have employed Likert scales, they have not examined the functionality of response categories and their thresholds and construct representativeness of the instruments (Bond & Fox, 2007). Because of these limitations and because only few CALL questionnaires appropriate to Iranian EFL learners yet exist, it is necessary to develop a reliable instrument to perform further research into Iranian EFL learners’ attitude toward CALL.
Attitude
A number of researchers have suggested that attitude is composed of cognitive, affective, and behavioral dimensions (Mantle-Bromley, 1995). The cognitive dimension includes beliefs or knowledge concerning objects or people; the affective dimension is related to individuals’ emotional perceptions and evaluation of the objects and people; and the behavioral dimension refers to individuals’ intention to use objects or their actions associated with them. These components function in unison and can predict the individual’s reaction to objects or people (Hogg & Vaughan, 2011).
However, Ajzen (2005, p. 20) argued that the multidimensional model of attitude has often been “a source of confusion” for the researchers attempting to examine the empirical multidivisibility of the components. Given that the items measuring the cognitive and affective dimensions are significantly correlated, only one factor has often emerged in the studies where factor analysis has been applied. It is thus plausible to presume that dividing attitude into several major dimensions is unlikely to be an empirically well-established assumption.
Attitude toward CALL
Despite the significant role of attitude in the use and acceptance of computer technologies, no universally accepted definition of the computer attitude construct yet exists. Many researchers have validated the aforementioned tripartite attitude model to study CALL users’ attitude using internal consistency analysis (e.g., Smalley, Graff, & Saunders, 2001). However, rigorous psychometrical data analysis techniques have recently yielded fairly different models. Vandewaetere and Desmet (2009, p. 370) applied factor analysis and found that the CALL attitude construct is multi-divisible with four emerging dimensions: CALL’s effectiveness, “surplus value of CALL”, “teacher influence”, and inhibition to CALL. This lack of agreement between the psychometrical data analysis research and traditional methods suggests that—depending on the attributes of the population and precision of the data analysis tools—the commonly adhered-to dimensions of attitude toward CALL may not always emerge. It is therefore highly important to scrutinize the underlying structure of CALL surveys before using them for research purposes.
Methodology and Results
Developing the Persian CALL Instrument (P-CALLAI)
We initially performed a careful survey of the relevant literature to define the construct domain and its dimensions. We examined the extant instruments which measure CALL attitude constructs and assembled a large universe (or domain) of survey items out of which 27 were selected, translated into Persian, and back-translated into English to evaluate the quality of translation. Seven students participated in a think-aloud study which showed that items were overall clear, although one of the participants stated that she had difficulty choosing a response from the four-category Likert scale: Strongly Disagree (1), Disagree (2), Agree (3), and Strongly Agree (4). The instrument was administered to 127 respondents and the collected data were subjected to principal components analysis and Rasch-Andrich rating scale model (RSM).
Principal Component Analysis
The data were subjected to principal components analysis, where two major components emerged: cognitive-affective (14 items) and language skills component (5 items)—due to cross-loading or low loading coefficient, eight items were deleted. This finding resonates with Ajzen’s (2005) argument which questions the empirical divisibility of cognitive and affective factors in attitude models.
Rasch-Andrich rating scale model (RSM)
Each of the components were independently subjected to Rasch-Andrich rating scale model (RSM) to examine their Rasch model reliability, item features, and psychometric features of the Likert scale.
Initially, we subjected the 14 cognitive-affective items to RSM analysis to examine their psychometric features. The person and item Rasch model reliability coefficients of this dimension were .98 and .53, respectively, indicating the presence of several distinguishable person trait levels but fewer item difficulty level. Next, the infit and outfit mean square (MNSQ) coefficients and step difficulty of items were examined. MNSQ fit statistics showed the presence of erratic patterns in the data: The optimal fit range is between 0.5 and 1.5. Values below 0.5 indicate the presence of too much expected data and those greater than 1.5—which would be of a major concern—likely indicate the presence of construct-irrelevant variance (Aryadoust, 2013).
The erratic fit statistics of item 17 (infit MNSQ=1.69; outfit MNSQ=2.37) and item 18 (infit MNSQ=1.75; outfit MNSQ=1.93) indicated that they were likely contaminated by a source of construct-irrelevant variance and were therefore eliminated from the scale. The rest of the items all fitted the RSM reasonably well.
Next, we examined the features of the scoring categories of the Likert scale. We checked the monotonic increase of the threshold—the threshold is an item endorsibility level on the scale where the respondents begin to have a higher probability to choose a higher scoring category. Every Likert scale with N scoring point has N-1 thresholds. The three thresholds of the scale in this study had a monotonic increase, meaning that lower thresholds had lower difficulty and higher thresholds had higher difficulty (threshold 1 = -1.74; threshold 2 = -.09; and threshold 3 = 1.83).
Subsequently, we fitted the language skills component (5 items) into the RSM and examined the Rasch model reliability, item features, and psychometric features of the Likert scale. In brief, the scale had a high reliability; the Likert scale’s thresholds increased monotonically; and all items fitted the RSM, indicating that the scale was not contaminated by potential construct-irrelevant factors.
Conclusion
This study set out to investigate the psychometric quality of the Persian CALL instrument (P-CALLI). We used principal components analysis and rating scale model (RSM) to validate the instrument. A two-component solution was found to be the best model where cognitive and affective items clustered as one component and items regarding the use of CALL in learning English skills loaded on the second component. This finding is in line with the previous studies which showed that cognitive and affective dimensions are not empirically separable. To establish the validity of CALL attitude and attitude theories, it is important to use rigorous psychometrical methods which can examine the presence of construct-irrelevant factors. This requirement has not been fulfilled in a large number of previous studies which have relied heavily on the internal consistency of the instruments.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Invited talk at the Japan Association for Language Education and Technology (LET), Kansai Chapter, Fundamental Theory SIG July 2018 Meeting, hosted at Kwansei Gakuin University, Nishinomiya-Uegahara Campus
Research Interests: Instructional Design, Augmented Reality, Learning Management Systems, Blended Learning, Project-Based Learning, and 18 moreQuality Assessment of Online Programs, LMS, Open Educational Resources (OER), Blackboard LMS, Needs Assessment, Online Course Design, Needs Analysis, Japanese learners of English, Poster Presentation, E-Learning Readiness, Quality Matters, E-readiness, Practical English, EGAP, BlippAR, ADDIE model, Successive Approximation Model, and English for General Academic Purposes
A Picture is worth a thousand words, as the saying goes, but not every picture is so. As teachers, we are occasionally asked to develop our own print/digital materials for English classes, and we might want to add some images here and... more
A Picture is worth a thousand words, as the saying goes, but not every picture is so. As teachers, we are occasionally asked to develop our own print/digital materials for English classes, and we might want to add some images here and there to aid comprehension, make the content more visually appealing, or simply to fill empty spaces. At first, it might seem effortless to find images given our immediate access to efficient search engines such as Google Images, but in fact, there is more to finding appropriate visuals for EFL materials than just pushing the search button and downloading the top result images. Aiming to inform teachers about best practices in selecting and laying out images for EFL materials, this presentation will focus on the effective use of visuals in teacher-made EFL materials. Practical tips on issues related to image copyright, the quality and clarity of visuals, and their layout will be provided. Finally, the presenter will introduce some free resources for downloading high-quality images.
Research Interests:
Panel description: Some of SIETAR Kansai’s ongoing goals include involving young people and informing our members of little known topics, as well as stimulating thinking about taken-for-granted stereotypes. With that in mind, we have... more
Panel description: Some of SIETAR Kansai’s ongoing goals include involving young people and informing our members of little known topics, as well as stimulating thinking about taken-for-granted stereotypes. With that in mind, we have invited three young people from Iran, who live and work in Japan, to share their experiences and perspective with us. Rather than a usual presentation, we will have an informal panel where our guests will answer questions about why they came to Japan, what they are doing, and their views on various topics. Audience members will also be able to engage with our guests.
Research Interests: Iran and Iranian Identity
The presenters will give a short introduction to the Persian language. The participants will then learn some survival phrases and how to write their names in Persian as a hands-on activity.
Research Interests:
This talk will take you on a journey to the real Iran. The presenters will briefly introduce the history of Iran (also known as Persia), including various aspects of Iranian culture, literature, cuisine, music, religions, architecture,... more
This talk will take you on a journey to the real Iran. The presenters will briefly introduce the history of Iran (also known as Persia), including various aspects of Iranian culture, literature, cuisine, music, religions, architecture, and heritage sites. Along the way, the history of foreign language education in Iran with the emphasis on the English language will be discussed within its greater educational context.
Research Interests:
In this talk, the presenters will give a short introduction to Iran, its language and culture. Following that, the history of foreign language education in Iran will be discussed with the focus on the English language. Finally, TEFL... more
In this talk, the presenters will give a short introduction to Iran, its language and culture. Following that, the history of foreign language education in Iran will be discussed with the focus on the English language. Finally, TEFL programs at Iranian Universities will be briefly overviewed.
Research Interests:
In this talk, we will be giving a short introduction to Iran and its language and culture. The audience will get familiar with some interesting facts about the Persian language, the history of Iran, and Iranian culture including cuisine... more
In this talk, we will be giving a short introduction to Iran and its language and culture. The audience will get familiar with some interesting facts about the Persian language, the history of Iran, and Iranian culture including cuisine and music.
Research Interests:
This talk will take you on a journey to the unseen Iran. The presenters will briefly introduce the history of Iran (also known as Persia), including various aspects of Iranian culture, literature, cuisine, music, religions, architecture,... more
This talk will take you on a journey to the unseen Iran. The presenters will briefly introduce the history of Iran (also known as Persia), including various aspects of Iranian culture, literature, cuisine, music, religions, architecture, and heritage sites. Along the way, the history of foreign language education in Iran with the emphasis on the English language will be discussed within its greater educational context.
Research Interests:
The presenters will shortly introduce the audience to the Persian language. The participants will then learn some survival phrases and how to write their names in Persian as a hands-on activity.
Research Interests:
In this speech, I talked about the pivotal role that Osaka University students could play in helping OU shine on the international stage. As 21st Century citizens in this globalized society, it is highly important for us not only to... more
In this speech, I talked about the pivotal role that Osaka University students could play in helping OU shine on the international stage. As 21st Century citizens in this globalized society, it is highly important for us not only to develop our knowledge and skills in our own fields of study and research, but also to equip ourselves with four indispensable skills, namely communication, critical thinking, collaboration, and creativity. The four Cs may not have been greatly stressed within the Japanese context so far due to the great value attached to respect and politeness, but it is about time we start to cultivate them in ourselves. In conclusion, I shared with the audience a quote by Brian Tracy about communications skills − that all the four Cs can be learned. They are not the skills we are born with. “It’s like riding a bicycle or typing. If you’re willing to work at it, you can rapidly improve the quality of every part of your life” and any institution you belong to.
Research Interests:
Research Interests: Iran and Iranian Women
Research Interests:
Research Interests:
This talk will give a brief overview of the history of Iran (also known as Persia), including various aspects of Iranian culture such as the Persian language and literature, cuisine, and religions. In addition, the history of foreign... more
This talk will give a brief overview of the history of Iran (also known as Persia), including various aspects of Iranian culture such as the Persian language and literature, cuisine, and religions. In addition, the history of foreign language education in Iran will be discussed within its greater educational context.
Research Interests:
TEFL programs in Iran have been offered for over two decades. However, the quality of these programs has rarely been addressed. Considering PhD programs, service quality is of enormous significance since candidates get prepared for their... more
TEFL programs in Iran have been offered for over two decades. However, the quality of these programs has rarely been addressed. Considering PhD programs, service quality is of enormous significance since candidates get prepared for their future careers as prospective faculty members. Based on the findings of a recent study (Mehran & Alizadeh, 2015), there exists a set of challenges which can be categorized as the following: educational (e.g., inaccessibility to scientific databases, inadequate facilities, unprofessionalism, excessive workload), bureaucratic (e.g., entropy, red tape), economic (e.g., insufficient funding), and socio-cultural (e.g., irreverence, authoritarianism, power abuse, favoritism, unethical conducts). In this presentation, the obstacles standing in the way of Iranian academics will be discussed, and some solutions will be suggested.
Research Interests:
The presenters will explain the history and writing system of the Persian language along with an overview of Persian calligraphy. Participants will learn some survival phrases and how to write their names. This section will end with a... more
The presenters will explain the history and writing system of the Persian language along with an overview of Persian calligraphy. Participants will learn some survival phrases and how to write their names. This section will end with a hands-on activity to further expose the audience to the language.
Research Interests:
In this interactive poster presentation, Mixed, Augmented, and Virtual Realities (MAVR) are first defined, and their differences are pointed out based on the reality-virtuality continuum. The significance of MAVR, its merits and... more
In this interactive poster presentation, Mixed, Augmented, and Virtual Realities (MAVR) are first defined, and their differences are pointed out based on the reality-virtuality continuum. The significance of MAVR, its merits and challenges, and the contribution it can make to education are then discussed. Following that, the integration of MAVR in language teaching and learning is drawn upon. Some Augmented Reality (AR) and Virtual Reality (VR) applications, such as Aurasma, Blippar, Google Expeditions, are demonstrated, and a number of resources on the integration of MAVR in English language education are introduced; for example, Paul Driver’s learner-generated AR realia. Finally, MAVR future trends and directions are forecasted.
Research Interests:
Research Interests:
This is a short write-up on Google Expeditions for the the JALT MAVR SIG Newsletter, Volume 2, Issue 1. I wrote about Google Expeditions and how it can be used in classroom settings.
Research Interests:
What Is MAVR?
How to Bring MAVR to Your Classroom
How We Made Augmented Reality a Reality at Osaka University
What Inspired Us to Form the JALT MAVR SIG
How to Get Involved with the JALT MAVR SIG
How to Bring MAVR to Your Classroom
How We Made Augmented Reality a Reality at Osaka University
What Inspired Us to Form the JALT MAVR SIG
How to Get Involved with the JALT MAVR SIG