The presentation went well, learned a lot and for those who saw please have a look here, presentation posting on the way!
Yoshida Kensaku is a very thought provoking, engaging researcher. Speaking from my own experience, after every lecture I have seen by him, I have a deeper understanding of English education in Japan. If you have a chance to hear him speak on March 21st by all means please attend. To register either fax the pdf or register at the Academia’s main site. http://www.pref.kanagawa.jp/cnt/f7807/
First I want to thank Steve Cornwell and all of the staff, guest speakers, and all the wonderful people I met at the Osaka ACLL/ACTC 2014! I look forward to next years event and I strongly recommend this conference in order to get a broader view of languge teaching practice and research across Asia!
Regarding my presentation, if you would like references to the literature I mentioned please click here.
Also since there has been a lot of interest in what we do with our writing program… here is the pdf of my powerpoint. Enjoy!
In addition, there will be a video coming up soon on how to make an example-driven style of feedback for writing, so please stay tuned….
This is great adivce to the language teacher! I certainly agree with everything here but I am a little weary of giving stickers unless it is given sparingly. My answer to the forth point is to tell jokes in class if you are the teacher, particulary jokes that involve both L1 and L2 words. It could help students remember certian vocabulary if it is presented in a pun. But don’t overdo it though. My colleauges can attest to this!
I find myself in the classroom in an unfamiliar position. It’s not the fact that I’ve given up teaching that makes this a new experience for me. It is the fact that I’m a student again. I’m learning Spanish and am sitting behind the desk, no longer the decision-maker who tells the learners what to do, but the student awaiting instructions and wondering if I understood them.
I’m rediscovering how uncertain, vulnerable and anxious it can feel to be a language student. Most of the reading, writing, listening, speaking and (most importantly) thinking in the target language (TL) happens in the classroom. I know I am there to improve my language; my motivation as an adult learner is high, yet I have to admit I could speak…
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Greetings fellow teachers, researchers and everyone on the Internet!
I am presenting a poster about my work with in-service Japanese teachers of English for junior and senior high schools at The International Symposium on Innovative Teaching and Research in ESP at the University of Electro Communications, Tokyo, on February 22, 2014. This time the focus will be on a writing workshop at our institution that we offer online using Moodle.
What makes this moodle writing course unique is the fact that we provide three types of feedback:direct, audio and data-driven.
The focus in particular will be on the data-driven part of the workshop and how the participants feel about encountering this type of feedback.
This poster is also a chance for me to engage with other corpus and data-driven learning specialists in the field and get some ideas on how to approach this course with a research agenda, especially one focused on obtaining quantitative, as well as qualitative data.
It is not that I am biased toward qualitative research, but most CALL and data-driven, corpus research has been primarily this way for a long time now. (Chambers 2007, Boulton 2008) and so the demand is high for this type of approach.
The symposium will also host a variety of speakers, Stefan Gries (UCSB, USA),
Winnie Cheng (Hong Kong Polytechnic University, China)Laurence Anthony (Waseda University, Japan), Theron Muller (Toyama University, Japan). Just to meet and talk with anyof these specialists of the field would be a very speciai opportunity indeed.
I also want to thank Shi Jie (Universityof Electro-Communications, Japan) for setting up this symposium. Much appreciation and thanks in advance for her hard work.
If you plan to be at the symposium, please feel free to find my poster. According to the schedule the poster session goes from 2-3:30, so have a chat with me if you are around.
See you there,
Oh p.s.♥ Happy Valentines Day! ♥
Boulton, A. (2008). Evaluating corpus use in language learning: State of play and future directions. Paper presented at the Amerian Accociation of Corpus Linguisitcs, Brighham Young University.
Chambers, A. (2007). Popularising corpus consultation by language learners and teachers. In E. Hidalgo Tenorio, L. Rodríguez-Navarro, J. Santana (Eds.). Corpora in the Foreign Language Classroom: Selected papers from the Sixth International Conference on Teaching and Language Corpora (TaLC 6). (pp. 3-16). Kenilworth: Rodopi.
For those who want a video tour of the site by the creator himself. Look no further. Enjoy and learn!
Just wanted to add that coming up this month I and my colleauges of the English teacher training division for the Kanagawa Institute of Language and Culture Studies (神奈川県国際言語文化アカデミアの外国語にかかる教員研修事業. will be giving a forum on our Advanced Leader Teacher program at this coming JALT conference at the Kobe Convention Center, Portopia, Kobe, Hyogo, Japan October 25th – 28th, 2013
The title of the presentation: A Voyage of Reflective Teaching
The Advanced program gathers 20 English teachers who teach in high schools in Kanagawa, supporting them in action research and professional development in order to create “leader teachers” who will be the hub of change and professional development in their schools.
This program has entered its third year and we will present the changes we have noticed in our participants and the process in promoting that change.
Our presentation will be on Monday October 28th, 10:10-11:40 in room 407 at the convention.
For more information:
The presentation abstract:http://jalt.org/2013/abstract.php?p=71
Jalt2013 information (in English and Japanese) http://jalt.org/conference
Our institute (in Japanese) :http://www.pref.kanagawa.jp/cnt/f7807/
Our program (in Japanese) http://www.pref.kanagawa.jp/cnt/f440038/
(in English) http://group14teachers.renshuishere.com/
why [has] technology, to date, had very little impact on improved learning outcomes? This could be because we continue to use technology to reinforce 19th century teaching practice to meet out-dated assessment models. Most of the world’s curriculum and assessment systems are based around fact recall rather than actually demonstrating that you have learned something and can deploy it within a problem-solving situation.
See on www.wise-qatar.org