The Japanese government has capitalized on the 2020 Tokyo Olympics to boost business, constructio... more The Japanese government has capitalized on the 2020 Tokyo Olympics to boost business, construction , culture, technology, tourism, and education. Among the most ambitious plans are the new cur-ricula for English language education in elementary schools to be enacted by academic year 2020 (MEXT, 2017). For fifth and sixth graders, the new curricula shifts English from an ungraded foreign language activity to a mandatory, assessed subject that pupils study each year for 70 classroom hours-double the previously allotted 35. Third and fourth graders begin studying English as a foreign language activity for 35 hours each year, whereas the previous requirement for fourth grade and below was zero. Ohashi (2018) stated that "some schools do have activity-based English in earlier years though such provision is the exception rather than the norm" (p. 112). One significant implication is that Japanese homeroom teachers are now expected to teach considerably more English language content than ever before.
In a push to promote and improve English Education, the Japanese government has instigated numero... more In a push to promote and improve English Education, the Japanese government has instigated numerous policy reforms from elementary school through senior high school. The most ambitious plans relate to elementary school instruction. From 2020, fifth and sixth grade students will study English as a mandatory subject with double the number of classroom hours, and third and fourth grade students will be required to study English as a foreign language activity. There is concern, however, that elementary school teachers charged with teaching English may lack confidence in English communication, particularly in the teacher talk used to engage students. To better understand these constraints, this paper examines the importance of teacher talk, reports on observations in six Japanese elementary school classrooms, and provides direction in choosing the language of communication in different situations. Analysis of the transcribed data reveals that while many teachers may be proficient at English greetings and display questions, there are ample opportunities to expand English teacher talk by increasing the amount of general classroom instruction issued in English.
This research project examined the listening section of the English language curriculum which pri... more This research project examined the listening section of the English language curriculum which primarily addressed bottom - up processes. Upon analysis, the authors revised the listening syllabus to better suit the needs of the students. Rather than choosing only a bottom-up approach, or only a top-down approach, the authors sought a compromise to address both needs. We also attempted to increase learner engagement through personal story telling which can be accessible, easily distributed, and easily supplemented through the Moodle learning management system. The project is called Listening for Meaning. This paper will discuss the method and explore the implementation of the supplementary material through analysis of feedback from both the students and the teachers who used the new materials.
Throughout the field of English language education, communication skills are increasingly being e... more Throughout the field of English language education, communication skills are increasingly being emphasized. Within the Japanese university context this is particularly the case. There are however many challenges to fostering a communicative classroom. These challenges include learners accustomed to teacher-centered approaches and passive behavior in the classroom. Additional complications inherent to compulsory study include variations in learners’ motivation, interest, and proficiency. This paper presents an attempt to improve learner engagement in speaking activities as part of a project of ongoing curriculum renewal.
This study investigated the short and long-term effectiveness (as measured by pre, post, and dela... more This study investigated the short and long-term effectiveness (as measured by pre, post, and delayed post-tests) of two popular but little researched vocabulary learning approaches: 1) vocabulary notebooks and, 2) a Computer Assisted Language Learning (CALL) program with spaced repetition. A third group, the control group, was not given a treatment. The participants included 140 first-year Japanese university students studying English as a second language. Results indicate that similar statistically significant gains were made, in terms of increases in vocabulary scores, from the pre to post-tests for both the CALL and vocabulary notebook groups. In terms of longer term gains, the CALL group performed slightly better. The use of both approaches, with respect to pedagogical soundness and future usability, is discussed. The researchers caution against using vocabulary notebooks and recommend that teachers take into account a number of factors before considering a particular CALL program.
In 2003, the Japanese ministry of education (MEXT) introduced potentially far reaching reforms to... more In 2003, the Japanese ministry of education (MEXT) introduced potentially far reaching reforms to EFL curricula in high schools entitled “The National Action Plan to Cultivate ‘Japanese with English Abilities’” (the Action Plan). However, given the failure of previous attempts at reform, there was some doubt as to whether the Action Plan would meet with success. This paper investigates the state of policy implementation through a review of the literature and presentation of new research. By means of a multi-regional five site study (N=309), first year university students were asked about the EFL lessons they experienced in their senior high schools. The study finds that many schools are meeting at least some of the aims of the Action Plan, but few if any are meeting all of them. Relevant issues and apparent trends are explored and discussed.
Students were video recorded performing similar tasks at both the outset of the academic year in ... more Students were video recorded performing similar tasks at both the outset of the academic year in April and towards the year-end in December. Student participants (N=123) viewed both videos in December and completed identical questionnaires with regard to both videos. The questionnaire sought to elicit students’ (1) satisfaction with their English ability, (2) interest in speaking English, (3) ability to interact in English, (4) enjoyment of communication in English, and (5) confidence in speaking English. Mean scores for all items were higher (all statistically significant) for the December videos. In a similar survey comparing students’ perceptions of improvement during their eight months of study, learners participating in the video treatment (N=143) reported higher scores of improvement than the control group (N=107) for all items (2, 4, and 5 achieving statistical significance). Initial results appear to indicate that student videos are correlated with a positive effect upon students’ interest in, enjoyment of, and confidence in speaking English, but not with perceptions of increased general English ability or ability to interact in English. The findings are applicable to teachers and advisors of individual learners, who wish to empower their students in realizing progress for language learning endeavors that can sometimes seem tenuous.
A socio-cultural approach has been taken in investigating student perspectives of CALL instructio... more A socio-cultural approach has been taken in investigating student perspectives of CALL instruction for EFL, specifically the use of three Moodle applications: forums, glossaries, and quizzes. This action research study employed open-ended survey questions and focus groups to examine student perceptions of the Moodle applications with regard to the provision of affordances (van Lier, 2004), noticing (Schmidt, 1995) and comprehensible output (Swain, 1985, 1995). Results indicate that students were largely appreciative of the forum exercises for the learning affordances and for the enabling of meaningful interaction. Quizzes were also popular for the affordances provided. Glossary activities were found to be lacking due to inadequate cognitive processing of vocabulary, insufficient repetition, other preferred methods of study, and ambiguous feeling with regard to the use of hyperlinks. Student participants also made a number of suggestions as to how the Moodle applications can be used more effectively.
International Journal of Pedagogies and Learning, 2011
This paper investigates the role of corrective feedback in the writing curriculum. The literature... more This paper investigates the role of corrective feedback in the writing curriculum. The literature on corrective feedback is reviewed to reveal under what conditions students can most benefit from such activity. The study presented here involves written corrective feedback provided in the form of error codes. Students review their errors, and mark and correct their errors in online grammar logs. Student testimony indicates that students benefit from the grammar log activity in the increased noticing and analysis that is necessary in order to complete the grammar logs. Greater awareness of students’ own output is shown to be useful in language learning.
The Ministry of Education, Culture, Sports, Science and Technology, has ambitious plans to enhanc... more The Ministry of Education, Culture, Sports, Science and Technology, has ambitious plans to enhance Japanese students' level of English proficiency (MEXT, 2013). However, regular Japanese classroom teachers, particularly at the elementary school level, often have little training in teaching or speaking English (Fukushima, 2018). Not surprisingly, many of these teachers also lack confidence in using English (Nakajima & Okazaki, 2013). This paper describes the development and implementation of a grant-in-aid project devised as an attempt to bridge the gap between the national MEXT objectives and current practice in local elementary schools. The outcome of the project was the development of a free app which provides examples of classroom English teacher talk in context and enables users to practice this language. Although the app seems to address a genuine need and was positively evaluated during trialing, it has proved difficult to connect it to its intended audience of elementary school teachers and, consequently, its impact has been limited. The paper serves as a critical evaluation of the project, focusing on the challenges faced during the implementation stage.
In this study we examined an institution-wide trial of a commercially available online vocabulary... more In this study we examined an institution-wide trial of a commercially available online vocabulary recycling program. Participants were given a 30-item pretest before repeated instruction using the program. The same test instrument was administered again at the end of the semester as a post-test and a final time following the summer holidays as a delayed post-test. The tests revealed the extent of gains during use of the program as well as attrition occurring over the summer holidays. Participants completing at least 50 sessions of between 20 and 30 minutes over the course of a semester improved their test scores by about 30%. Equally important, participants demonstrated through survey results and through an in-class reflection activity that they found the program to be beneficial, helpful in developing vocabulary skills, and an important part of the course. The authors discuss challenges in implementing a new program along with interventions to help learners.
The Japanese government has capitalized on the 2020 Tokyo Olympics to boost business, constructio... more The Japanese government has capitalized on the 2020 Tokyo Olympics to boost business, construction , culture, technology, tourism, and education. Among the most ambitious plans are the new cur-ricula for English language education in elementary schools to be enacted by academic year 2020 (MEXT, 2017). For fifth and sixth graders, the new curricula shifts English from an ungraded foreign language activity to a mandatory, assessed subject that pupils study each year for 70 classroom hours-double the previously allotted 35. Third and fourth graders begin studying English as a foreign language activity for 35 hours each year, whereas the previous requirement for fourth grade and below was zero. Ohashi (2018) stated that "some schools do have activity-based English in earlier years though such provision is the exception rather than the norm" (p. 112). One significant implication is that Japanese homeroom teachers are now expected to teach considerably more English language content than ever before.
In a push to promote and improve English Education, the Japanese government has instigated numero... more In a push to promote and improve English Education, the Japanese government has instigated numerous policy reforms from elementary school through senior high school. The most ambitious plans relate to elementary school instruction. From 2020, fifth and sixth grade students will study English as a mandatory subject with double the number of classroom hours, and third and fourth grade students will be required to study English as a foreign language activity. There is concern, however, that elementary school teachers charged with teaching English may lack confidence in English communication, particularly in the teacher talk used to engage students. To better understand these constraints, this paper examines the importance of teacher talk, reports on observations in six Japanese elementary school classrooms, and provides direction in choosing the language of communication in different situations. Analysis of the transcribed data reveals that while many teachers may be proficient at English greetings and display questions, there are ample opportunities to expand English teacher talk by increasing the amount of general classroom instruction issued in English.
This research project examined the listening section of the English language curriculum which pri... more This research project examined the listening section of the English language curriculum which primarily addressed bottom - up processes. Upon analysis, the authors revised the listening syllabus to better suit the needs of the students. Rather than choosing only a bottom-up approach, or only a top-down approach, the authors sought a compromise to address both needs. We also attempted to increase learner engagement through personal story telling which can be accessible, easily distributed, and easily supplemented through the Moodle learning management system. The project is called Listening for Meaning. This paper will discuss the method and explore the implementation of the supplementary material through analysis of feedback from both the students and the teachers who used the new materials.
Throughout the field of English language education, communication skills are increasingly being e... more Throughout the field of English language education, communication skills are increasingly being emphasized. Within the Japanese university context this is particularly the case. There are however many challenges to fostering a communicative classroom. These challenges include learners accustomed to teacher-centered approaches and passive behavior in the classroom. Additional complications inherent to compulsory study include variations in learners’ motivation, interest, and proficiency. This paper presents an attempt to improve learner engagement in speaking activities as part of a project of ongoing curriculum renewal.
This study investigated the short and long-term effectiveness (as measured by pre, post, and dela... more This study investigated the short and long-term effectiveness (as measured by pre, post, and delayed post-tests) of two popular but little researched vocabulary learning approaches: 1) vocabulary notebooks and, 2) a Computer Assisted Language Learning (CALL) program with spaced repetition. A third group, the control group, was not given a treatment. The participants included 140 first-year Japanese university students studying English as a second language. Results indicate that similar statistically significant gains were made, in terms of increases in vocabulary scores, from the pre to post-tests for both the CALL and vocabulary notebook groups. In terms of longer term gains, the CALL group performed slightly better. The use of both approaches, with respect to pedagogical soundness and future usability, is discussed. The researchers caution against using vocabulary notebooks and recommend that teachers take into account a number of factors before considering a particular CALL program.
In 2003, the Japanese ministry of education (MEXT) introduced potentially far reaching reforms to... more In 2003, the Japanese ministry of education (MEXT) introduced potentially far reaching reforms to EFL curricula in high schools entitled “The National Action Plan to Cultivate ‘Japanese with English Abilities’” (the Action Plan). However, given the failure of previous attempts at reform, there was some doubt as to whether the Action Plan would meet with success. This paper investigates the state of policy implementation through a review of the literature and presentation of new research. By means of a multi-regional five site study (N=309), first year university students were asked about the EFL lessons they experienced in their senior high schools. The study finds that many schools are meeting at least some of the aims of the Action Plan, but few if any are meeting all of them. Relevant issues and apparent trends are explored and discussed.
Students were video recorded performing similar tasks at both the outset of the academic year in ... more Students were video recorded performing similar tasks at both the outset of the academic year in April and towards the year-end in December. Student participants (N=123) viewed both videos in December and completed identical questionnaires with regard to both videos. The questionnaire sought to elicit students’ (1) satisfaction with their English ability, (2) interest in speaking English, (3) ability to interact in English, (4) enjoyment of communication in English, and (5) confidence in speaking English. Mean scores for all items were higher (all statistically significant) for the December videos. In a similar survey comparing students’ perceptions of improvement during their eight months of study, learners participating in the video treatment (N=143) reported higher scores of improvement than the control group (N=107) for all items (2, 4, and 5 achieving statistical significance). Initial results appear to indicate that student videos are correlated with a positive effect upon students’ interest in, enjoyment of, and confidence in speaking English, but not with perceptions of increased general English ability or ability to interact in English. The findings are applicable to teachers and advisors of individual learners, who wish to empower their students in realizing progress for language learning endeavors that can sometimes seem tenuous.
A socio-cultural approach has been taken in investigating student perspectives of CALL instructio... more A socio-cultural approach has been taken in investigating student perspectives of CALL instruction for EFL, specifically the use of three Moodle applications: forums, glossaries, and quizzes. This action research study employed open-ended survey questions and focus groups to examine student perceptions of the Moodle applications with regard to the provision of affordances (van Lier, 2004), noticing (Schmidt, 1995) and comprehensible output (Swain, 1985, 1995). Results indicate that students were largely appreciative of the forum exercises for the learning affordances and for the enabling of meaningful interaction. Quizzes were also popular for the affordances provided. Glossary activities were found to be lacking due to inadequate cognitive processing of vocabulary, insufficient repetition, other preferred methods of study, and ambiguous feeling with regard to the use of hyperlinks. Student participants also made a number of suggestions as to how the Moodle applications can be used more effectively.
International Journal of Pedagogies and Learning, 2011
This paper investigates the role of corrective feedback in the writing curriculum. The literature... more This paper investigates the role of corrective feedback in the writing curriculum. The literature on corrective feedback is reviewed to reveal under what conditions students can most benefit from such activity. The study presented here involves written corrective feedback provided in the form of error codes. Students review their errors, and mark and correct their errors in online grammar logs. Student testimony indicates that students benefit from the grammar log activity in the increased noticing and analysis that is necessary in order to complete the grammar logs. Greater awareness of students’ own output is shown to be useful in language learning.
The Ministry of Education, Culture, Sports, Science and Technology, has ambitious plans to enhanc... more The Ministry of Education, Culture, Sports, Science and Technology, has ambitious plans to enhance Japanese students' level of English proficiency (MEXT, 2013). However, regular Japanese classroom teachers, particularly at the elementary school level, often have little training in teaching or speaking English (Fukushima, 2018). Not surprisingly, many of these teachers also lack confidence in using English (Nakajima & Okazaki, 2013). This paper describes the development and implementation of a grant-in-aid project devised as an attempt to bridge the gap between the national MEXT objectives and current practice in local elementary schools. The outcome of the project was the development of a free app which provides examples of classroom English teacher talk in context and enables users to practice this language. Although the app seems to address a genuine need and was positively evaluated during trialing, it has proved difficult to connect it to its intended audience of elementary school teachers and, consequently, its impact has been limited. The paper serves as a critical evaluation of the project, focusing on the challenges faced during the implementation stage.
In this study we examined an institution-wide trial of a commercially available online vocabulary... more In this study we examined an institution-wide trial of a commercially available online vocabulary recycling program. Participants were given a 30-item pretest before repeated instruction using the program. The same test instrument was administered again at the end of the semester as a post-test and a final time following the summer holidays as a delayed post-test. The tests revealed the extent of gains during use of the program as well as attrition occurring over the summer holidays. Participants completing at least 50 sessions of between 20 and 30 minutes over the course of a semester improved their test scores by about 30%. Equally important, participants demonstrated through survey results and through an in-class reflection activity that they found the program to be beneficial, helpful in developing vocabulary skills, and an important part of the course. The authors discuss challenges in implementing a new program along with interventions to help learners.
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the provision of affordances (van Lier, 2004), noticing (Schmidt, 1995) and comprehensible output (Swain, 1985, 1995). Results indicate that students were largely appreciative of the
forum exercises for the learning affordances and for the enabling of meaningful interaction. Quizzes were also popular for the affordances provided. Glossary activities were found to be lacking due to inadequate cognitive processing
of vocabulary, insufficient repetition, other preferred methods of study, and ambiguous feeling with regard to the use of hyperlinks. Student participants also made a number of
suggestions as to how the Moodle applications can be used more effectively.
the provision of affordances (van Lier, 2004), noticing (Schmidt, 1995) and comprehensible output (Swain, 1985, 1995). Results indicate that students were largely appreciative of the
forum exercises for the learning affordances and for the enabling of meaningful interaction. Quizzes were also popular for the affordances provided. Glossary activities were found to be lacking due to inadequate cognitive processing
of vocabulary, insufficient repetition, other preferred methods of study, and ambiguous feeling with regard to the use of hyperlinks. Student participants also made a number of
suggestions as to how the Moodle applications can be used more effectively.