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Vocabulary is key in second language acquisition, and high school students in Japan are expected to know 3000 English words by graduation, studying from vocabulary workbooks chosen by the school. This presentation reports on a comparative analysis of two popular vocabulary workbooks, using a vocabulary coverage analysis based on the British National Corpus High Frequency Word List. This analysis will show how the vocabulary students are introduced to differs according to the vocabulary workbook used. It will also examine how relevant the vocabulary the students learn is to the most commonly used words in English.
How Interview Tasks in Chat Rooms Affect Speaking
Nagoya University Graduate School
The approach to using tasks with technology seems particularly relevant for maximizing language learning as it can engage students in practical use. Despite this emerging interest between task-based learning and the use of technology, the questions of how effective is doing tasks online compared with traditional face-to-face tasks remain under-researched. The current study found that simple interview tasks using chat rooms affect complexity and fluency in speaking output in comparison with face-to-face tasks. The results show tasks done in chat rooms had higher lexical diversity and produced more words in the post-test speaking test.
How Self-Efficacy Beliefs Spur Student Achievement
Onomichi City University, Japan
Improving students' English speaking ability is a major concern for educators in Japan. Although self-efficacy beliefs have been found to be a powerful indicator of student success, self-efficacy is still a relatively new field in EFL research in general and especially within the area of EFL speaking. Therefore, in this poster presentation, I will use a meta-analysis of the literature to introduce how student self-efficacy beliefs can provide an effective tool to improve teaching practice. I welcome discussion and feedback from attendees interested in educational psychology and a social cognitive theory approach to understanding student achievement.
Facebook Videos Uploads: Major Motivator
C. P. Madden
Seikei University, Japan
The results of two years of research using Facebook Secret Groups to get mid-level university students talking and listening to English outside of class will be shown. Secret Groups are completely private; only members can share videos and comments so that students feel safe to express themselves. Over 100 questionnaire results will be graphed showing students’ motivation and confidence in speaking English after this course. Creating a Facebook Secret Group, adding members, and suggestions for methods and materials that increase motivation and confidence will be fully explained.