Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Conversation Classes Enhanced By International Tutors
J. F. Maune
Hokusei Gakuen University, Japan
Junior College English department students take required conversation classes at least two times a week. One class a week includes three tutors who hail from a variety of countries. This presentation will describe a highly appraised, 15-year-old, international conversation tutor program. Various aspects of the program including rationale and perceived benefits, tutor classroom activities, tutor feedback on classroom design, teacher response to in-class tutors, and administrative concerns such as hiring, scheduling, and liaising with teachers and office staff will be presented.
Developing Learner Autonomy through Proofreading
A. T. Smith
Toyo University, Japan
Although having students proofread their own work may seem like a dull and obvious task hardly worth mentioning in the language classroom, if utilized effectively it can be a valuable tool for improving student language ability and developing learner autonomy. By combining personalized teacher feedback with proofreading, students can gain confidence recognizing, correcting, and eliminating repeated mistakes and unnatural language usage. This poster presents the results of a survey on attitudes toward proofreading given to university students who completed an academic writing course in English. Practical advice will be offered to language teachers on incorporating proofreading guidance into their lessons.
Scaffolding Better Student Presentations
Kindai University, Japan
Many of the presenter's students seemed to approach presentations as recitations of reports. They would read aloud, focusing exclusively on content, while completely ignoring aspects of performance and slide design which would have made their speeches more interesting and accessible to their audience. In response, awareness-raising activities and demonstrations were created to scaffold the students towards giving more engaging presentations. This interactive poster presentation will highlight some of these, such as matching photos of gestures with underlined sections from sample speeches, and peer-assessment rubrics which incorporate photos to illustrate (rather than simply describe) each rubric item.
MALL Reading Activities and Brain Activity
J. D. Dunn
Tokai University, Japan
This poster reports results of a study into metacognition in a digital learning environment. Activities developing metacognitive skills (i.e. self-awareness), and their effect on reading comprehension testing are measured. In this study, mobile tablets are used to promote metacognitive development in reading. The impact of this metacognitive development is measured through self-report questionnaires, standardized test scores, and brain activity as measured by portable EEG machines which will be in use during the presentation. The findings presented in this study suggests that a notable change is happening in the brain after the metacognitive activities are introduced.
Learner Autonomy and Technology Enhanced Textbooks
D. J. Mills, D. Olsson
Ritsumeikan University, Japan
In this poster session, the presenters will explain how mobile device
accessible textbooks were utilized to facilitate greater engagement and
autonomy in a first-year EFL course for Economics students. In this course, 33 students used their personal mobile devices to access textbook media and work in groups to complete assignments. Information regarding student satisfaction with the course as well as their perceptions of the benefits and disadvantages of the method employed was gathered through a questionnaire and reflective writing activity. Six constructs of satisfaction were explored through the survey instrument including, instructor, materials, set-up, interaction, outcomes, and overall satisfaction.