Conference Agenda

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).

 
Session Overview
Session
Poster 2 - 4F
Time:
Saturday, 19/May/2018:
3:00pm - 4:00pm

Location: 4th floor corridor

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Presentations

Measuring ER by Effect of Time on Reading

H. E. Care, K. Kobayashi

Aichi Shukutoku University, Japan

The presenters summarize the implementation of an ER program in the context of a quarter system in a Japanese university. We explore adjustments from student feedback, and reports from current student staff who act as monitors and role models during weekly ER sessions outside of the classroom. The presenters will further build on their previous exploration of connections between amount of time read during this program and reported attitudes towards ER as well as changes in reading speeds and students` future reading plans.


Flipping a Global Topics Classroom

A. Verla

Nihon University

It is said that flipped classrooms promote active learning and student engagement (Bergmann & Sams 2012). This poster will share observations from a flipped classroom project. Students learned the skills needed to research, present, discuss, and reflect on a variety of global topics in the spring semester. Using those skills and their newfound autonomy, they collaborated and designed each lesson in the fall semester. They chose the weekly topics, created presentations, drafted discussion questions, led group discussions, and reflected on the process weekly. This poster will share not only the instructor’s reflections on the project but also the students'.


Vocabulary learning strategies (VLS) in ELT coursebooks

C. Murray

Osaka City Board of Education, Japan

This study investigates VLS treatment in three commercially available ELT coursebooks. Although research exists on teachers helping students acquire the VLS which help them become autonomous vocabulary learners, the role of coursebooks has not been fully explored. Based on Littlejohn’s (2011) framework, analysis consists of: determining the exact number and nature of VLS; analysing the effectiveness of VLS and their instruction; and deducing the coursebooks’ underlying principles regarding VLS and VLS instruction. The amount of attention and level of appropriate instruction VLS receive vary, however, overall, this study finds the coursebooks’ treatment insufficient to foster autonomous or regular VLS use.


What We Learned: An Adventure Communication Project

P. Lyon, J. Eades

Kanda University of International Studies, Japan

Project Adventure (PA) is a US-based program that was designed to develop learner's teamwork, cooperation, and communication skills using problem-solving and team-building activities. While it was designed to be conducted in L1, it has been adapted as an Adventure Communication Program (ACP) to improve students' communication skills in an EFL context by presenting challenges that require students to set goals, solve problems and reflect on their experiences in their L2. In this poster presentation, we will share our experience teaching an ACP course in L2, highlighting positives and challenges.



 
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