2014Callplusworkshop_Program_Draft2 (2)

CALL-Plus Workshop 2014
大学英語教育学会(JACET) 北海道支部
全国語学教育学会(JALT) 北海道支部
Joint JACET/JALT Hokkaido Chapter Meeting
11 月 8 日 (土) Saturday, 8 November Schedule (案:v6)
Organized and Supported by: 札幌学院大学英語教育研究会 http://englishforum.sgu.ac.jp/callworkshop/
Room
Time
10:00
10:10
10:50
11:30
A-201
A-202
Welcome to the JACET/JALT CALL-Plus Workshop: Room A-201
Collaborative
Teaching
with
Moodle, Peter Ruthven-Stuart &
Bob Gettings
- Beginners Workshop
- Experienced Teachers
Workshop
- One-on-one Consulting
Blending in-class surveys with
Moodle questionnaire, Haidee
Thomson
Facilitating Collaboration with
PoodLL, Peter Ruthven-Stuart
12:10
1:00
1:10
C-312 / B-201
Overcoming Barriers in English
Writing for University Students
through Computer-Assisted Writing
Fluency Exercises
Matthew Ryczek
Extensive Reading Consultations Face to Face to Face
Emilia Fujigaki
Measuring the Effectiveness of
Commercial Language Learning
Websites
Brian Nielsen & Robert McGuire
---C-312
Team Cooperation in Speakingfocused Balanced Skills Classes
David Hyre
C-312
Will it Blend? Unboxing the Product,
Tim Blankley & Michael Haase
Lunch: SGU Cafeteria: 6th Floor, G-Kan Building
Chapter Presidents’ Welcome: Yasushi Kawai, JACET Hokkaido and Mary Virgil, JALT Hokkaido
Keynote Presentation
Unleashing Potential! 可能性を引き出す:
Changing Students' Attitudes Towards English Through Teacher Collaboration 教員のコラボレーションを通して学生の英語に対する姿勢を変える
Haruhiko Tsuri, Kate Sato, Pete Schinckel, Helen Takahashi, Matt Cotter
Room B-201
2:10
2:35
Transitioning from a Flipped
classroom
to
a
Blended
Classroom:
the
future
of
education
Megan Shafer
3:00
Developing a College Freshman
Course for Spoken Language
analysis, Goh Kawai
3:25
Enhancing
instrumental
motivation for English among
Japanese undergraduates
Kenta Hosoki
Dream in English: Cloud and Desk
Resources, Don Hinkelman, Rob
Olson, Ken Friesen
3:50
4:15
University
English
Needs Analysis
Yasushi Kawai
4:40
Junior High School Teacher Talk
Analyses
Noriaki Katagiri
5:00
6:00~8:00
Education
Using English during an Internship in
Singapore – Vocabulary Analysis
Hiroko Miura, Toshiyuki Sakabe, Akiko
Shibata, Masashi Takemura, Megumi
Yamada, Hisashi Naito
An ESP approach to overseas study
program
for
business
administration students
Hisashi Naito & Mark Matsune
Strategies
for
Synchronously
Teaching English Online,
Joe Tomasine
Playing Games - Building
Students’ Prior Knowledge
Ken Friesen
On
Controlling Seating Assignments for
a More Active Classroom
David Campbell
B-201
Supporting English and International
Understanding from a Distance
Using Internet Cloud and Digital
Tablets
Norihito Kawana
B-201
Implementing
MICE
(Meetings,
Incentives, Conventions, Exhibitions)
in English Classes
Yukie Ueno, Kyoko Morikoshi, &
Tomohiko Oda
B-201
An Intercultural (Japan-Canada)
Exchange
Using
Student-Made
Videos in Moodle, Jennifer Claro
B-201
Nice to meet you: Teaching the
Speech Act of Greetings in Japan
Bricklin Zeff
Closing: JACET Hokkaido and JALT Hokkaido, Room B-201
Networking Party: Sapporo Station area (to be announced, 3000~4000 yen)
第１４回札幌学院大学英語教育研究会
Joint JACET Hokkaido/JALT Hokkaido Chapter Meeting
CALL-Plus Workshop
Theme:
Teacher Collaboration
Saturday, 8 November 2014
10:00 am – 5:00 pm
Sapporo Gakuin University, A-kan Building, 2F, Ebetsu, Hokkaido, Japan
All teachers of foreign languages welcome (schools and universities)
Call for Presentations: http://englishforum.sgu.ac.jp/callworkshop/
Keynote Presentation:
Unleashing Potential! 可能性を引き出す :
Changing Students' Attitudes Towards English Through Teacher Collaboration 教員のコラボレーションを通して学生の英語に対する姿勢を変える
New data shows that almost 43% of high school
students in Hokkaido do not understand what is
being
taught
to
them
during
English
class. Furthermore, over 53% of high school
students in Hokkaido dislike learning English. This
presentation will look at addressing the problem
by outlining a course made by using a fresh
approach to teacher collaboration, which strikes a
balance between teacher independence and teacher
interdependence. This presentation will look at the
practicalities of designing a university course in
such a way, as well as the advantages and
disadvantages for both the students and the teachers involved.
新しいデーターは、北海道の高校生の約４３％が英語の授業で教えられている内容を
理解出来ていないということを示唆している。さらに、５３％を超える北海道の高校
生が英語を学ぶのが嫌いであると示している。このプレゼンテーションは、教員のコ
ラボレーションに対して教員の主体性と相互依存のバランスを図るという斬新なアプ
ローチを用いることでコース
の概略を述べて考察してい
る。また、このような方法で
大学のコースの設定の実用性
と、関係する学生と教員の両
者の長所や短所にも同様に考
察している。
Presenters: Haruhiko Tsuri, Peter
Schinckel, Helen Takahashi, Kate
Sato, and Matt Cotter; faculty of
Sapporo Gakuin University.
Unleashing Potential! 可能性を引き出す:
Changing Students' Attitudes Towards English Through Teacher Collaboration
教員のコラボレーションを通して学生の英語に対する姿勢を変える
Presenter Information:
Haruhiko Tsuri
Before becoming a head teacher Tsuri sensei worked as an English teacher for 24 years of which
12 were at Shimizugaoka HS, in Muroran, in its special English programme. He came onto the
Sapporo Gakuin team, to run the teacher trainer programme in the English Department after
retiring from being Head of Chitose High School.
Peter Schinckel
Before accepting a full time teaching position at Nihon Daigaku High School, Peter was a full
time instructor at Sapporo Gakuin University for over 4 years. He has been involved in teaching
EFL to children and adults for the last fourteen years. Peter holds a MEd in TESOL and is
currently working on a Masters of Applied Linguistics. He is particularly interested in
bilingualism and student motivation.
Helen Takahashi
Helen Takahashi has been teaching English in Japan for twenty years and has taught from
kindergarten through to university level. She has an MA in TEYL (Teaching English to Young
Learners) from the University of York (UK) and currently teaches part-time at Sapporo Gakuin
University and Ebetsu International School. She has a particular interest in foreign language
learning in elementary schools and Content and Language Integrated Learning (CLIL) where
students learn more about the world through English.
Kate Sato
Kate has been teaching EFL since 1989, has worked in three continents and taught all age
groups. Kate worked as an Academic Consultant for Pearson Education for children’s materials
and also founded Kitopia English Kindergarten in 2002 teaching children through to elementary
school in an English immersion program. Kate came on full-time at Sapporo Gakuin University
after teaching two years part-time and is currently pursuing a MSc in Educational
Leadership from Leicester University.
Matthew Cotter
After becoming a licensed primary school teacher in New
Zealand, ‘Matt’ came to Sapporo in 1999 as an ALT. After
briefly going back to primary teaching in England he
then returned to Sapporo to teach English part
time at Shoshi Gakuen High School,
Hokkaido University of Education and the
Hokkaido University of Science. During this
time he also completed his MA in TESOL. Matt is
now a full time instructor at Sapporo Gakuin
University and is especially interested in anxiety
when speaking a second language, out of classroom
English learning and discriminatory language of
indigenous peoples.
-- Schedule of Presentations—
Refreshments and Registration: from 9:30 am.
Welcome to the JALT/JACET CALL-Plus Workshop (10:00-10:10am) Room A-201
---------------------------------------------------------------------------------------------------------------------------1. Collaborative Teaching with Moodle:
Peter Ruthven-Stuart & Bob Gettings (10:10-11:30 A-201)
2. Overcoming Barriers in English Writing for University Students through Computer-Assisted
Writing Fluency Exercises:
Matthew Ryczek (10:10-10:50 A-202)
3. Extensive Reading Consultations - Face to Face to Face:
Emilia Fujigaki (10:50-11:30 A-202)
4. Team Cooperation in Speaking-focused Balanced Skills Classes:
David Hyre (10:50-11:30 C-312)
5. Blending in-class surveys with Moodle questionnaire:
Haidee Thomson (11:30-11:50 A-201)
6. Facilitating Collaboration with PoodLL:
Peter Ruthven-Stuart (11:50-12:10 A-201)
7. Measuring the Effectiveness of Commercial Language Learning Websites:
Brian Nielsen & Robert McGuire (11:30-12:10 A-202)
8. Will it Blend? Unboxing the Product:
Tim Blankley & Michael Haase (11:30-12:10pm C-312)
Chapter Presidents’ Welcome: Mary Virgil, JALT Hokkaido and Yasushi Kawai, JACET Hokkaido
(1:00-1:10pm) Room B-201
---------------------------------------------------------------------------------------------------------------------------
--Keynote Presentation-9. Unleashing Potential! 可 能 性 を 引 き 出 す :
Changing Students' Attitudes Towards English Through Teacher Collaboration 教員のコラボレーションを通して学生の英語に対する姿勢を変える
Haruhiko Tsuri, Kate Sato, Pete Schinckel, Helen Takahashi, Matt Cotter
(1:10-2:10 B-201)
--------------------------------------------------------------------------------------------------------------------------10. Transitioning from a Flipped classroom to a Blended Classroom: the future of education:
Megan Shafer (2:10-3:00 A-201)
11. Using English during an Internship in Singapore – Vocabulary Analysis:
Hiroko Miura, Toshiyuki Sakabe, Akiko Shibata, Masashi Takemura, Megumi Yamada,
Hisashi Naito (2:10-2:35 A-202)
12. An ESP approach to overseas study program for business administration students:
Hisashi Naito & Mark Matsune (2:35-3:00 B-201)
13. Supporting English and International Understanding from a Distance Using Internet Cloud
and Digital Tablets:
Norihito Kawana (2:10-3:00 B-201)
14. Developing a College Freshman Course for Spoken Language analysis:
Goh Kawai (3:00-3:25 A-201)
15. Enhancing instrumental motivation for English among Japanese undergraduates:
Kenta Hosoki (3:25-3:50 A-201)
16. Strategies for Synchronously Teaching English Online:
Joe Tomasine (3:00-3:50 B-201)
17. Implementing MICE (Meetings, Incentives, Conventions, Exhibitions) in English Classes:
Yukie Ueno, Kyoko Morikoshi, & Tomohiko Oda (3:00-3:50 B-201)
18. Dream in English: Cloud and Desk Resources:
Don Hinkelman, Rob Olson (3:50-4:15 A-201)
19. University English Education Needs Analysis:
Yasushi Kawai (4:15-4:40 A-201)
20. Playing Games - Building On Students’ Prior Knowledge:
Ken Friesen (3:50-4:40 A-202)
21. An Intercultural (Japan-Canada) Exchange Using Student-Made Videos in Moodle:
Jennifer Claro (3:50-4:40 B-201)
22. Junior High School Teacher Talk Analyses:
Noriaki Katagiri (4:40-5:00 A-201)
23. Controlling Seating Assignments for a More Active Classroom:
David Campbell (4:40-5:00 A-202)
24. Nice to meet you: Teaching the Speech Act of Greetings in Japan:
Bricklin Zeff (4:40-5:00 B-201)
Closing: JALT Hokkaido and JACET Hokkaido
(5:00pm) Room A-201
---------------------------------------------------------------------------------------------------------------------------Networking Party: 6:00-8:30 Sapporo Station area (to be announced, 3000-4000 yen)
CALL – Plus Workshop 2014
Abstracts
Session I: Morning Workshops
1. Collaborative Teaching with Moodle
Peter Ruthven-Stuart, Future University Hakodate
Bob Gettings, Hokusei Gakuen Junior College
10:10-11:30
(A201)
In this hands on workshop you will discover how to use the free open-source learning management system Moodle with
particular emphasis on those features and functions that afford collaboration between teachers. The technical level of the
workshop will be adjusted to suit the audience, so prior experience of using Moodle is not required.
Unlike collaboration between students, which is informed by a constructivist theory of learning, the concept of collaboration
between teachers is agnostic as to what beliefs teachers have vis-a-vis teaching and learning. Consequently, the presenter
will demonstrate many of the ways that teachers can use Moodle to work with their colleagues, regardless of their
pedagogical beliefs. Working with other teachers can occur at different levels of intensity. At the less intensive level
teachers may simply want an online venue to share material. At a more intense level, teachers may want to share material
with each other between separate courses. At an even more intense level of collaboration, teachers and even teacherassistants may want to create, team-teach and maintain a single online course. Moodle can cater to all these levels of
collaboration. Participants will have access to their own Moodle course (found in http://vle.c.fun.ac.jp/workshop/) during
and after the workshop.
Biodata: Peter Ruthven-Stuart has been teaching university students for 18 years. As an administrator of five actively
used Moodle sites he is interested in how Moodle and other technologies can be used to enhance his students' learning
experiences. His research interests include in vocabulary acquisition and online collaborative learning.
2. Overcoming Barriers in English Writing for University Students through Computer-Assisted
Writing Fluency Exercises
Matthew Ryczek, Asia University
10:10-10:50 (A-202)
This presentation will introduce an innovative writing fluency classroom activity using computers with the aim to improve
learner confidence in their English writing ability. The activity was the focus of a recent action research project involving
first-year students at Asia University in Tokyo. Throughout the semester students participated in weekly guided free writing
activities in a computer lab as one component of a four skills English communication course. Using the Google Forms
application the instructor was able to record the number of words written by each student in class and provide individual
progress reports to them with the aim of increasing their confidence in their English writing ability. The presenter will
explain the writing fluency project in detail, as well as discuss its effectiveness as an English learning tool based on the
results of the study for other educators to incorporate into their classrooms.
Biodata: Matthew has been teaching English at Japanese universities for over six years and currently teaching as a
Visiting Faculty Member at Asia University in Tokyo. He is interested in improving the quality of in-class English
education that students receive at the university level through developing and implementing new teaching techniques and
strategies.
3. Extensive Reading Consultations - Face to Face to Face
Emilia Fujigaki, Sapporo International University
10:50-11:30 (A-202)
Two years ago the READ MORE project for students at our university has offered an introduction into Extensive Reading
method. This project was launched with an aim to help students achieve long-desired fluency in EFL in general and reading
fluency in particular. This is an extracurricular, voluntary project available to students from all departments. In this
presentation I will talk about a) changes in students' attitude toward reading in English and their first steps toward
autonomous learning b) contents of the consultation hours c) materials used for ER instruction (readability, levels) d)
changes in reading speed and comprehension e) impact on reading in L1.
For the long time ER was perceived as a kind of supplementary activity, but this presentation will argue importance and
necessity of implementing ER into English curricula, not only for English majors but for all EFL learners.
2年前、英語の教授法として多読を紹介する際にREAD MOREプロジェクトが本学で提供された。このプロジェクトの目標は、
学生から長く望んだ英語の「流ちょうさ」、特にリーディングの分野、に関して手助けすることだった。このプロジェクト
はボランティア的で、カリキュラム外で、そして様々な学部の希望者を相手にしている。今回のプレゼンテーションは、以
下のトピックを含めている。ア）英語で読むことに関して学生の気持ちの変化と自己学習に向けての一歩 イ）コンサルテ
ーションアワーの内容について ウ）インストラクションに使った書物・テキスト（読みやすさ、レベル） エ）読むスピ
ードと理解度の変化 オ）母国語で行う読書に対する影響。長い間多読は、単なる補助的なアクティビティーとして考えら
れ、それほど重要と思われなかった。今回のプレゼンテーションを通して多読は英語のfluency・流ちょうさに対して不可欠
だと言及できる。
Biodata: Emilia Fujigaki, MA in Art Education from Copernicus University in Poland, Torun, presently helds a teaching
position at Sapporo International University, taught herself English through extensive reading while in Japan, has taught
English for 32 years to all age groups, at SIU lectures also in Japanese on Art History and topics related to Western Culture.
4. Team Cooperation in Speaking-focused Balanced Skills Classes
David Hyre, Sapporo International University
10:50-11:30
(C-312)
Over the long haul, all learners need work not only in speaking, but also in reading, writing grammar, vocabulary and
pronunciation in order to help them retain items and structures less frequently they encounter in everyday conversation. A
variety of skills and language components, particularly with language overlap, will also accommodate the substantial
portion of learners who do not learn efficiently through listening and speaking. One major issue in the area of teaching
balanced skills with a balanced teaching approach is how to get everyone in a school or department working together and
teaching similar material consistently. This presentation introduces techniques for introducing balanced skills with balanced
methods along with variety into collaborative conversational classes while maintaining a high level of speaking and
listening so that learners may also directly improve speaking proficiency.
Biodata: David is an EFL professional with over thirty years of experience in four teaching and learning foreign language
in four countries.
5 . Blending In-class Surveys with Moodle Questionnaire
Haidee Thomson, Muroran Institute of Technology
11:30-11:50
(A-201)
We all know that catering to student needs is important, in this presentation I will outline an interactive task-based lesson
where students worked in small groups to carry out an English learning needs analysis. In small groups students worked
together to decipher the meaning of two provided survey questions and then asked those questions to classmates in other
groups. They then re-grouped to combine their results and present their findings to the class. After the group presentation,
students re-visited the survey questions through the Moodle questionnaire. After engaging with the questions and processing
the concepts through the class activity, the language and concepts were revisited through the Moodle questionnaire. The
follow-up use of Moodle questionnaire provided the teacher with easy to analyze data in order to inform further lesson
planning. I will share the results of this survey from four English Communication classes and share obse rvations helpful for
those interested in implementing such a survey in their classes.
Biodata: Haidee works at Muroran Institute of Technology. She is interested in developing course materials which meet
learner needs and interests.
6 . Facilitating Collaboration with PoodLL
Peter Ruthven-Stuart, Future University Hakodate
11:50-12:10
(A-201)
In this demonstration, the audience will learn about PoodLL; a suite of free multimedia plugins for Moodle, the open-source
learning management system. For those who already use Moodle, this demonstration will help them learn how to install, set
up, and use PoodLL. On the other hand, those unfamiliar with Moodle will gain an appreciation of what can be done with
free open source multimedia tools. The PoodLL plugins include features such as audio and video recording, and a
whiteboard. Once installed into a Moodle system, both students and teachers can use these tools to add multimedia to
anything in which the HTML editor is used. This is significantly easier than having to create correctly formatted multimedia
offline and then upload those files to Moodle. Having taken the audience through the steps of setting up and using the
plugins, the presenter will then showcase an ongoing international collaborative teaching project in which Japanese and
Chinese students use the audio and video recording tools to 'meet' each other online. Attendees will be given access to the
presenters' Moodle system (http://vle.c.fun.ac.jp/workshop/)) after the demonstration. They will also be able to access the
official PoodLL demonstration site (http://demo.poodll.com/).
Biodata: Peter Ruthven-Stuart has been teaching university students for 18 years. As an administrator of five actively used
Moodle sites he is interested in how Moodle and other technologies can be used to enhance his students' learning
experiences. His research interests include in vocabulary acquisition and online collaborative learning.
7. Measuring the Effectiveness of Commercial Language Learning Websites
Brian Nielsen, Hokkai Gakuen University
11:30-12:10
Robert McGuire, Musashi Women’s Junior College
(A-202)
In seeking a blended learning solution, it is tempting to incorporate third-party commercial language learning sites to
integrate traditional classroom teaching with online learning. Such learning websites do not require customization, usually
have a wide appeal, and are much less expensive and time-consuming than developing online courses or in-house materials.
However, how can the effectiveness of such learning websites be measured? Particularly since students are simultaneously
receiving other learning input from other face-to-face classes and independent learning. This presentation reports the results
of a one-year study that attempted to investigate the effectiveness of three popular commercial language learning websites
through the following detailed analysis: a) a correlation that would describe the level of relationship between learning gain
as measured on an independent test instrument and actual website usage; b) the level of change in students’ attitudes toward
each website over long-term usage; and c) the accuracy of student-reported site usage, as compared against actual site usage
data obtained from usage reports downloaded from the administrative interface of each website. The results suggest that
teacher monitoring and how the sites are integrated into the overall course play an important role in student engagement.
Biodata: Brian Nielsen is a lecturer at Hokkai Gakuen University in Hokkaido, Japan. He has worked as an educational
technologist in both the Middle East and Japan. His research interests include CALL and professional development for
language teachers. Robert McGuire is an Associate Professor at Musashi Women's Junior College in Sapporo. His research
interests include data analysis methodology related to second language acquisition research.
8. Will it Blend? Unboxing the Product
Tim Blankley, Kokugakuin University
Michael Haase, Kokugakuin University and others
11:30-12:10
(C-312)
Though CALL has had a relatively short history as an approach to language pedagogy, the development and application of
useful approaches in the classroom still needs to be reassessed and harnessed to the benefit of the learner, not just to the
benefit of the teachers, universities and companies touting the latest approaches. In practice therefore we come across
arguments stressing the shortcomings of CALL. Adopting a critical perspective, this presentation will explore several
pertinent criticisms that compel us to take notice. In addition we will look at the CALL experience from a user's perspective
and offer a practical model for evaluating/choosing course software. Covering these points should provide CALL teachers
with the necessary knowledge to better realize the benefits of CALL.
Biodata: Michael Haase holds Masters in TESL and works as a lecturer at Kokugakuin University, Hokusei Gakuen
University and Hokkai Gakuen University. He has taught for over 15 years in Germany, Japan and Russia. He has interest in
the betterment of blended approaches to CALL. Tim holds a Masters degree (MED) in TESOL and has 20 years teaching
experience. He developed a macro skills curriculum for non-English majors at Kokugakuin, Hokkaido. His professional
interests include CALL, TBLT, and extensive reading and listening.
-------------------------------------------------------------------------------------------------------
--Keynote Presentation-9. Unleashing Potential!
Changing Students' Attitudes Towards English Through Teacher Collaboration
Haruhiko Tsuri, Kate Sato, Pete Schinckel, Helen Takahashi, Matt Cotter
1:10-2:10 (B-201)
(See abstract on first page)
-------------------------------------------------------------------------------------------------------
Session II: Afternoon Workshops
10. Transitioning from a Flipped Classroom to a Blended Classroom: The Future of Education
Megan Shafer, Hokkaido International School
2:10-3:00 (A-201)
Art is often viewed as a separate skill set, one that is reserved for the talented few and isolated from the curriculum. But it
has been shown that art is not only something that all students are capable of creating, but it is actually an essential way of
learning and accessing knowledge. This talk will discuss the benefit of arts integration across the curriculum, in all subjects.
Participants will leave this talk with a clear foundation of the benefits of arts integration and will have examples of ways to
integrate the arts for every subject.
Biodata: Megan is currently teaching at Hokkaido International School in my seconds year as the high school science
teacher. I have done extensive work in the area of flipped learning and teaching. I attended an arts integrated school before
researching arts integration for my own career. I have an interest in pursuing leadership roles in the future with a focus on
curriculum reform.
11. Using English during an Internship in Singapore – Vocabulary Analysis
Hiroko Miura, Toshiyuki Sakabe, Akiko Shibata,
2:10-2:35
(A-202)
Masashi Takemura, Megumi Yamada, Hisashi Naito
While many Japanese small and medium sized companies advance into overseas markets, the issue is to develop human
resources with a competent English ability. This study aims to analyze how Japanese college students use English during
internship abroad and also what issues need to be addressed in human resource development. For eight days in August,
2012, Japanese university students were placed at local companies during two-week stay in Singapore. One of them worked
at a catering company and in a ramen restaurant. He had studied in Finland for three months and rated himself A1.3 for
Spoken Production of CEFR-J before the internship. All his conversations were recorded, and the data was put into writing.
The total number of words during the internship was 17,000 words. The quantity of utterances was increased daily. As a
result of an analysis using JACET8000, level 1 accounts for 90% while level 2 is 6% and level 3 is 2%. There is no clear
increase of vocabulary. His self-evaluation of Spoken Production of CEFR-J drastically changed from A1.3 to B1.1.
Although he worked only eight days, it was proven that the internship had some positive effects. On the other hand, it
showed that a short-term overseas internship was not enough to increase vocabulary to communicate well without
misunderstanding.
Biodata: Hiroko Miura teaches at Toshiyuki Sakabe Hokkaido University of Science; Akiko Shibata teaches at Sapporo
Otani University; Masashi Takemura teaches at Hokusei Gakuen University Junior College, Megumi Yamada teachers at
Hokkaido Pharmaceutical University; and Hisashi Naito teaches at Hokkai Gakuen University.
12. An ESP approach to overseas study program for business administration students
Hisashi Naito & Mark Matsune, Hokkai Gakuen University
2:35-3:00 (A-202)
There is a growing necessity for Japanese people to interact in global business environments. This presentation will report
on a two-semester overseas study program offered to undergraduate students majoring in business administration. The main
objective of this program is for the students to acquire English communication skills that they can use with business people
overseas and improve their autonomous learning skills. The program had three basic aims for the students: (1) Experiencing
a World Englishes environment through the 3-week ESL program at a university in Canada, (2) Encountering foreign
corporate culture through an introductory comparative corporate analysis, (3) Using English in social and business settings
through on-site studies at a Canadian winery and large scale retail chain. After completing the first semester preparatory
components and the "study abroad" component, students completed a follow-up report on their experiences. The reports as
well as their self-evaluation based on CEFR-J showed this short term experience was undeniably effective in raising their
self-efficacy of English use.
Biodata: Hisashi Naito and Mark Matsune teach at Hokkai Gakuen University.
13. Supporting English and International Understanding from a Distance Using Internet Cloud
and Digital Tablets
Norihito Kawana, Sapporo International University
2:10-3:00 (B-201)
When it comes to support for English and international understanding at schools located in areas far from big cities, some
problems including time and cost may be discouraging. However, advanced Internet Cloud environment and digital tablets
could solve such problems. The key is to build a virtual community using tools such as e-portfolios and community
boards, and to develop digital textbooks based on community information collected in the region. By showing two
examples, this presentation will explain the following topics: 1. an ideal Cloud for distance education 2. the meaning of
virtual community 3. face-to-face learning through Live-Video talks 4. the importance of reflection by e-portfolios 5. the
role of community boards 6. the difference between printed textbooks and digital textbooks and 7. the procedure of making
attractive and effective digital textbooks.
Biodata: Norihito Kawana has an MA in TESEL from Northern Arizona University and is a professor at Sapporo
International University. He has developed motivation-oriented material and e-learning sites for English learners.
14. Developing a College Freshman Course for Spoken Language analysis
Goh Kawai, Hokkaido University
3:00-3:25
(A-201)
We are developing and deploying a hands-on course where students acquire the technical skills for using computers to
analyze spoken language. This course is suited for students who desire to (a) use technical English, (b) present using
computers, and (c) analyze time series. During class, students use their own (not the school's) computers to give
presentations in English. Each week, students receive assignments. Examples of assignments include installing software,
reading instructions, collecting speech, analyzing waveforms, and preparing presentations. Assignments are structured
incrementally, and require substantial hands-on effort. Students need to work on their own computer, because they must
bring one to class to give presentations. Students are encouraged to work together outside of class to complete assignments.
The course's content is sufficiently complex, and the presentations are sufficiently realistic as to mimic poster sessions in
academic conferences. All assignments, reading material, software manuals, and classroom instruction is in the English
language. Students may ask for help in English or Japanese, in person or via email.
Biodata: Goh Kawai is an associate professor of EFL and education engineering at Hokkaido University. He designs and
evaluates learning environments for learning spoken language. He conducted research and development of spoken language
processing technologies in California and Oregon, USA prior to coming to Sapporo. Goh has a BA in linguistics, an MA in
educational technology, and a PhD in information and communication engineering. http://goh.kawai.com/
15. Enhancing Instrumental Motivation for English among Japanese Undergraduates
Kenta Hosoki, Otaru University of Commerce
3:25-3:50 (A-201)
The major purpose of this study is to raise instrumental motivation among freshmen of Japanese college students through
enhancing understanding the social needs of English by longitudinal study with an educational intervention. Japanese
college students tend not to study English compared to high school students of Japanese mainly because they lose a strong
instrumental motivation, college entrance exam. (Kaneko, 2012; Naganuma, 2006; Kida, 2008, Berwick & Ross,1989) In
order to enhance the instrumental motivation, 100 students (four English classes of freshmen) were shown four different
videos about necessity of English in different days. 50 students (out of 100 students who watched the videos) did discussion
activity based on the each video right after watching them. Through the comparison of the result of questionnaire conducted
before and after of the intervention, it was proved that necessity of English enhance instrumental motivation. (I’m still on
the way.)
Biodata: Kenta Hosoki studies in the Graduate School of Otaru University of Commerce.
16. Strategies for Synchronously Teaching English Online
Joe Tomasine, Hokusei Gakuen University High School
3:00-3:50
(A-202)
This presentation will draw from an ongoing study in one pilot online language lab school to make recommendations for
more meaningfully connecting with students in order to facilitate student’s investment into a community of learners.
Online synchronous English language instruction is rapidly increasing in part because it can bring together teachers and
students from across the globe into the same classroom space (Healey 2008). Yet little is known about what instructors can
do to make online English teaching as socially and cognitively robust as on the ground teaching.
Drawing from a sociocultural framework, instructors in this video-based, synchronous classroom aimed to achieve cognitive,
social and teaching presence through social interaction, guided participation, critical reflection, and a skills-based curricular
framework (Stavredes 2012; Merrill 2002). Findings and implications from the first semester of data collection and analysis
reveal normative (including social and cultural expectations), technological and logistical challenges to facilitating cognitive,
social and teacher/learner presence in the synchronous virtual video-based English classroom. Strategies to address these
challenges were developed through a reiterative process of teaching, data collection and analysis. I will share these findings
and key strategies that facilitated English language instruction to meaningfully engage English language learners in a
synchronous virtual classroom.
Biodata: Joe Tomasine is an English instructor at Hokusei Gakuen University High School; his research interests include
English as a Second / International / Heritage Language and language education in the online, synchronous environment.
17. Implementing MICE (Meetings, Incentives, Conventions, Exhibitions) in English Classes
Yukie Ueno, Sapporo University
3:00-3:50 (B-201)
Kyoko Morikoshi, Hokusei Gakuen University
Tomohiko Oda, Sapporo University
Japan has been taking active measures to promote tourism in order to revitalize its economy and community. Along with
tourism, the importance of MICE, which stands for Meetings, Incentives, Conventions, & Event/Exhibitions, has been
discussed among government officials and industry professionals. Including MICE in English language teaching materials
is worthwhile because both language skills and communication skills are critical for MICE business. MICE business-people
need to write a bid paper and it needs to persuade its readers. This presentation presents the rationales why MICE is vital in
university English classes and also shows authentic original teaching materials extracted from MICE websites and the
handouts that the authors made. It also reports on feedback from teachers and students.
Biodata: Yujie Ueno and Tomohiko Oda teach at Sapporo University. Kyoko Morikoshi teaches at Hokusei Gakuen
University. They are not afraid of mice.
18. Dream in English: Cloud and Desk Resources
Don Hinkelman, Sapporo Gakuin University
Rob Olson, Komazawa University-Tomakomai
3:50-4:15
(A-201)
When teaching teams build materials together, it forces them to clarify aims and assessments for a course. At Sapporo
Gakuin University, five teachers made a project to build online interactive materials with accompanying paper resources for
first year university students. The curriculum is called Core 1 and Core 2, which covering two semesters, and the title is
"Dream in English". This presentation outlines the difficulties and success in merging differing teaching strategies into a
common syllabus. The final product is not final at all, but a process of creating and rebuilding an integrated array of cloud
resources and desk resources in annual editions. All resources are available as Open Educational Resources (OER).
Biodata: Don Hinkelman teaches English communication skills (conversation, presentations, discussion, report writing)
and intercultural communication at Sapporo Gakuin University. He has published “Blending Technologies in Second
Language Classrooms” with Palgrave-MacMillan. Robert Olson is an Associate Professor of English and scuba diving at
Komazawa University-Tomakomai. He is the illustrator of the Cultural Dinosaur series. Don and Rob are two of many
authors of the Dream series.
19. University English Education Needs Analysis
Yasushi Kawai, Hokkaido University
4:15-4:40
(A-201)
This presentation reports the results of a questionnaire regarding English education at Hokkaido University. Participants
were chosen from three groups. The first group consisted of the faculty. Four hundred and thirty-eight out of 1,346
professors completed a paper-and-pencil questionnaire. Freshmen comprised the second group. An online language learning
platform, Glexa, was used for this investigation. Nine hundred and sixty out of 2,556 students responded. The third and final
group were undergraduate sophomores, juniors, seniors, and all graduate students. Out of approximately 15,000
upperclassmen, 693 answered the questionnaire via the website. Results indicated that freshmen favor conversation classes
while upperclassmen and professors preferred academic language proficiency oriented classes such as reading, writing, and
presenting academic papers. About one-fifth of the upperclassmen also reported that they use English every day. Both
undergraduate and gradu ate students expressed a desire to have more contact with international students.
Biodata: Yasushi Kawai teaches at Hokkaido University.
20. Playing Games - Building On Students’ Prior Knowledge
Ken Friesen, Sapporo Gakuin University and others
3:50-4:40
(A-202)
Effective classroom instruction is encouraged by using what students already know and building on that; by linking what is
being taught to what is already known. There is a plethora of research (Peshkin, 1992; Protheroe & Barsdate, 1992; & Lee,
1992) to support the idea that finding something familiar from the student’s cultural background, and incorporating this into
classroom activities, helps make instruction more meaningful. And one thing all Japanese students know are the games
Baba-Nuki, Shinkei-Suijaku, and Bingo. These games provide a platform for interactive play through which students
practicing language functions, develop communicative strategies, and master grammatical features of the language. They
also provide enjoyment, motivation, adrenaline, social interaction, and yes, even emotion, all of which help to reduce the
feeling of anxiety often associated with learning a foreign language. This presentation will demons trate how the games
Baba-Nuki, Shinkei-Suijaku, and Bingo have been adapted to the EFL language classroom in the Dream In English One
textbook.
Biodata: Kenlay Friesen has taught English for over 20 years in Taiwan, Canada, and Japan. He has lived in Sapporo for
about 15 years. He is currently teaching at Sapporo Gakuin University, Hokusei Gakuen University, and Sapporo University.
21. An Intercultural (Japan-Canada) Exchange Using Student-Made Videos in Moodle
Jennifer Claro, Kitami Institute of Technology
3:50-4:40 (B-201)
In a recent online intercultural exchange, university students in Canada and Japan made videos of themselves speaking as
well as cultural videos and posted them in a private Moodle website.
Recorded videos may be better than text only for online communication because:
1) Videos contain multimodal information like facial expressions, intonation, etc., which can help to increase understanding;
2) Live video chat is too fast for many beginning and intermediate students. With student-made videos, students have time
to reflect and to prepare;
3) Students can take videos of not only themselves but of the culture they live in. These culturally rich videos can be used to
explore the daily life and traditions of another country, deepening cultural understanding.
Because students make the videos themselves, student motivation may increase. The presenter will show some student-made
videos and discuss why they may be useful for both language learning and deepening cultural understanding.
Biodata: Jennifer Claro is an English lecturer at the Kitami Institute of Technology, Japan. She is also a Ph.D. student at
the Ontario Institute for Studies in Education of the University of Toronto. Her research interests include culture and its
effects on foreign language learning, technology in EFL, and motivation.
22. Junior High School Teacher Talk Analyses
Noriaki Katagiri, Hokkaido University of Education
4:40-5:00
(A-201)
The presenter gives a brief report on analyses of junior high school non-native language instructor speech. Two English
language classes conducted by non-native instructors were transcribed and analyzed through the COLT Part B scheme. The
presenter modified the COLT Part B scheme so that teacher student verbal interactions could be analyzed in relatively less
time length once full transcriptions were obtained. The presenter also developed a new transcription format that would be
used to import transcriptions to the modified COLT Part B scheme. The presentation explains the transcription format and
the modified COLT Part B scheme that enables quantitative and qualitative teacher and student verbal classroom
interactions. It then reports on analysis results of teacher talk given in L1 and L2. They will be displayed quantitatively and
qualitatively in the modified COLT Part B grid. The audience will learn application of classroom transcriptions t o the
COLT Part B scheme and its potential pedagogical implications to both non-native instructors and their students.
Biodata: The author received his Ph.D. at Hokkaido University in 2013. He used to teach English to high school students
in Sapporo for 27 years until the spring of 2014. He is currently teaching English communication at Hokkaido University of
Education in Asahikawa. His research interests include classroom speech, corpus linguistics, and pre- and in- service
teacher training.
23. Controlling Seating Assignments for a More Active Classroom
David Campbell, Obihiro Univ. of Agriculture & Veterinary Medicine 4:40-5:00
(A-202)
With the changes in university education in Japan starting in 2004 there has been an increased focus on improving the
classroom learning experience for students by promoting faculty development (Eades, Goodman and Hada 2005). The goal
is to improve the teaching techniques of instructors to make classes more interesting and meaningful for the students. Being
concerned with how a teacher presents material or assigns grades is important, but those aspects are just parts of creating an
active learning environment and if you ignore the other elements you will find it difficult to create a dynamic interactive
classroom experience that enhances student learning. This presentation exams the importance of managing seating
assignments in a classroom to improve communication among students and between the students and the instructor to build
a sense of community which can enhance student motivation and reduce disruptive behavior.
Biodata: David Campbell is an assistant professor in the Department of Human Sciences at Obihiro University of
Agriculture and Veterinary Medicine in Obihiro, Hokkaido, Japan. He has over 30 years of experience teaching English to
all ages of students. His current research interests are Moodle, a learning management system, and the use of ICT in tertiary
education in Japan.
24. Nice to Meet You: Teaching the Speech Act of Greetings in Japan
Bricklin Zeff, Hokai Gakuen University
4:40-5:00
(B-201)
Greetings in Japan and the West differ in distinctive ways, yet some greeting practices are considered universal. The
temporal greeting of "good morning" is typically acknowledged with a response of "good morning" in most languages.
What makes this type of response differ from other responses often stems from the politeness rules related to particular
social contexts. Nevertheless, in all contexts, the same set of issues needs to be considered for the production of an
appropriate greeting. These include turn taking, face, and spatial and temporal issues. Goffman (1971) points out that, in
most cultures, the fact that an individual can return a greeting when one is made to him exhibits a kind of control of the
situation. According to Ide (1989) and Matsumoto (1988), in certain Japanese social exchange contexts, this control does
not exist with all participants. Other elements unique to Japanese greetings can be problematic within certain contexts. The
"bow" as a form of greeting in Japan, when compared with the "handshake" in the West, brings a number of sociopragmatic
problems into play. Does this mean that "greetings" need to be explicitly taught in the language classroom? This
presentation will explore this question. Furthermore, the presenter will introduce some of the research in the area of
teaching speech acts in general, and more specifically greetings.
Biodata: Bricklin Zeff teaches at Hokkai Gakuen University.