Japanese University Students’ Experiences from Participating in an Unsupervised Google Classroom Debate Forum

2020 ◽  
Vol 8 (1) ◽  
pp. 13-32
Author(s):  
Stachus Tu
Keyword(s):  
University Students ◽  
Language Teachers ◽  
Teaching Tool ◽  
Future Studies ◽  
Japanese University ◽  
Japanese Learners Of English ◽  
Japanese Learners ◽  
Online Debate

A question of interest to language teachers who plan on utilizing an online debate forum as a research or teaching tool is “What do students who have participated in an online debate forum think of the activity?” This paper describes a study that focused on an online debate forum accessed through Google Classroom and reports the experiences of Japanese learners of English who used this unsupervised platform to practice their debate skills. The paper also reports improvements to the activity suggested by the participants for future studies.

scholarly journals Examining Katakana Synform Errors Made by Japanese University Students

2020 ◽  
Vol 9 (1) ◽  
pp. 62-72
Author(s):  
Raymond Stubbe ◽  
◽  
Kosuke Nakashima ◽  
Keyword(s):  
Second Language ◽  
University Students ◽  
English Word ◽  
Japanese University ◽  
Frequent Word ◽  
Japanese Learners Of English ◽  
Study Results ◽  
Japanese Learners ◽  
Vocabulary Assessment ◽  
English Students

Laufer (1988) introduced the concept of synform errors, where second language (L2) learners confuse a word for a different but similar looking or sounding L2 word. Stubbe and Cochrane (2016) reported that of 1,187 commonly repeated errors on a Japanese to English non-contextual translation test, 461 were synform errors (39%). This study introduces the concept of katakana consonant pairing synform errors, where Japanese learners of English can confuse one English word for another because some English consonants have no Japanese equivalent, for example, l and v. Words containing these consonants can be transcribed into katakana using the closest Japanese consonant sound: r, b, respectively. This can result in katakana pairings (l-r, v-b), which may lead to confusion for the Japanese learners. “Vest” may be interpreted as “best,” for instance. In the present study, English students at one Japanese university (N = 235) were given a Japanese to English non-contextual translation test containing the lower frequency member of 30 such katakana pairs (“vest” being a much less frequent word than its pair “best,” for instance). Thirty words not having a katakana partner (e.g., shade) from the same JACET8000 frequency levels were also tested. The study results suggest that katakana consonant pairing synform errors are problematic for these Japanese university students. Implications for the classroom and vocabulary assessment are presented.

scholarly journals Comparing the Effectiveness of Word Cards and List Learning with Japanese Learners of English

2019 ◽  
Vol 8 (1) ◽  
pp. 70-75
Author(s):  
Magda Kitano ◽  
◽  
Katsuhiro Chiba ◽  
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Low Frequency ◽  
The Other ◽  
Japanese Learners Of English ◽  
Subject Design ◽  
Learning Techniques ◽  
Deliberate Learning ◽  
List Learning ◽  
Japanese Learners

This study investigated the recall of words learned through two deliberate learning techniques, word cards and list learning. While the literature points to word cards as being more effective, Japanese learners of English are seen to prefer list learning, which may indicate unique learning styles stemming from a non-alphabetic L1. To test the efficiency of the two techniques for Japanese learners, 25 university students of varying English proficiency were divided into four groups. Following the within-subject design, all groups were subjected to both treatments. Twenty low-frequency English words were learned within a 20-min period using one method, and then 20 more words were similarly learned with the other method. Subjects were tested immediately after the treatments, after a 20-min distraction period, and after an interval of 2 weeks. Results from all three testing stages indicated that list learning was more effective than word cards for these students.

Smartphone Assisted Language Learning and Autonomy

2015 ◽  
Vol 5 (3) ◽  
pp. 75-88 ◽  
Author(s):  
Adrian Leis ◽  
Akihiko Tohei ◽  
Simon D. Cooke
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
English Proficiency ◽  
Study Habits ◽  
Free Time ◽  
Language Teachers ◽  
Japanese University ◽  
Taking Charge

In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their own study habits and English proficiency. Our conclusion is that language teachers and learners should be encouraged to use smartphones in the classroom as a means of fueling the desire to learn.

Intelligent CALL

2020 ◽  
pp. 1-23
Author(s):  
John Blake
Keyword(s):  
Natural Language Processing ◽  
Pattern Matching ◽  
Language Processing ◽  
Mobile App ◽  
Language Teachers ◽  
Detection Methods ◽  
Relevant Theory ◽  
Japanese Learners Of English ◽  
Japanese Learners ◽  
The University

This chapter shows readers the importance and application of pattern matching in learning languages; specifically, the application of natural language processing to address specific problems of Japanese learners of English at a public university. The chapter introduces the concepts of patterns, detection, and detection methods. The author turns to the pedagogic application of pattern matching, first discussing the relevant theory, then describing hacks developed by language teachers and learners. The final section describes and evaluates iCALL tools developed at the University of Aizu, including a mobile app and the Pronunciation Scaffolder, a real-time presentation script annotator.

Smartphone-Assisted Language Learning and Autonomy

2018 ◽  
pp. 307-327
Author(s):  
Adrian Leis ◽  
Akihiko Andrew Tohei ◽  
Simon Cooke
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
English Proficiency ◽  
Free Time ◽  
Language Teachers ◽  
Classroom Environments ◽  
Japanese University ◽  
Language Studies ◽  
Taking Charge

This chapter discusses the advantages of using smartphones in an English as a foreign language (EFL) classroom from the perspective of motivation and autonomy among learners. The authors compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom or encouraged to use them for educational purposes, concentrating on whether those using smartphones in their EFL lessons would show tendencies toward being autonomous in their language studies. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking charge of their learning and consider ways to improve their study habits and English proficiency. The conclusion is that language teachers and learners should be encouraged to use smartphones to create more productive classroom environments and as a means of fueling a desire to learn.

Teaching Critical Thinking and Academic Writing Skills to Japanese University EFL Learners

2015 ◽  
pp. 131-147
Author(s):  
Neil Heffernan
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Writing Skills ◽  
Satisfaction Survey ◽  
Self Assessment ◽  
Data Set ◽  
Efl Learners ◽  
Japanese University ◽  
Japanese Learners Of English ◽  
Japanese Learners

This chapter looks at a critical thinking and academic writing skills course designed for Japanese learners of English. The study presents two sets of data from the 87 participants who have taken part in the course since its inception in 2008. The first data set is concerned with actual writing samples from multiple drafts of a medium-sized research project carried out by the student participants. The second data set results from a self-assessment survey given to the learners both at the beginning and end of the 15-week course described in this chapter. Further, results from a satisfaction survey given to learners at the end of the course are presented. The chapter concludes with some pedagogical implications for both Japanese and other Asian EFL learners and how the methods used in the course described within can be replicated elsewhere.

scholarly journals An Exploratory Study: How Vocabulary Instruction Influences Writing Fluency

2020 ◽  
Vol 2019 (1) ◽  
pp. 482
Author(s):  
Wakako Takinami
Keyword(s):  
University Students ◽  
Test Scores ◽  
Exploratory Study ◽  
Vocabulary Instruction ◽  
Writing Fluency ◽  
Future Studies ◽  
Japanese University ◽  
Efl Students ◽  
Target Words ◽  
Explicit Vocabulary

In this research I investigated how vocabulary presentation in explicit vocabulary instruction influenced EFL students’ writing fluency and controlled productive ability. Vocabulary instruction, 10-minute freewriting, and vocabulary pre- and post-tests were given to Japanese university students. ANOVA and Pearson’s product-moment correlation coefficient were used to analyze test scores as well as the number of words, including the number of target words in the students’ compositions. I found students wrote more fluently when target words were presented in sentences than when presented alone. I also found explicit vocabulary instruction helped students improve their controlled productive ability no matter whether the vocabulary was presented as words alone, in collocations, or in sentences. This paper concludes with suggestions concerning vocabulary instruction and possible future studies. 本研究では、明示的な語彙指導における語彙の提示方法がEFL学習者のライティングの流暢さとcontrolled productive ability（統制的発表語彙力）に与える影響について調査を行った。日本人大学生を対象に、授業で明示的な語彙指導、１０分間のフリーライティング、単語テストを行い、作文中の総語数、異なり語数、ターゲット語彙、そして単語テストの点数を分析した。その結果、語彙指導を行う際、単語のみを教えたときよりも例文を用いターゲット語彙を教えたときのほうが学習者の英語ライティングの流暢さが向上することが明らかになった。また、どのようにターゲット語彙を提示しても、明示的に指導をすることで学習者のcontrolled productive abilityは増えることも分かった。本研究の研究結果に基づき、語彙指導、そして次の研究テーマに関する示唆が提示されている。

scholarly journals Adapting a Checklist of Materials Evaluation for a Self-access Learning Center in Japan

2019 ◽  
pp. 339-355
Author(s):  
Atsumi Yamaguchi ◽  
Erin Okamoto ◽  
Neil Curry ◽  
Katsuyuki Konno
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Language Learning ◽  
Future Research ◽  
Learning Center ◽  
Mixed Methods Approach ◽  
Japanese University ◽  
Japanese Learners Of English ◽  
Japanese Learners

Materials evaluation calls for a systematic and principled approach. In reality, however, materials evaluation in language-learning self-access centers (SACs) is significantly lacking in good models. This paper reports on a project undertaken by SAC facilitators in Japan to investigate whether/how a pre-evaluation checklist developed a decade ago at a SAC in New Zealand (c.f. Reinders & Lewis, 2006) could be adapted to their target context. A mixed methods approach was employed where data was obtained via a Likert-scale questionnaire and follow-up interviews. The survey was adapted from Reinders and Lewis and enrolled 103 Japanese university students. The interviews were conducted to eight randomly selected survey respondents. Results show that the modeled checklist can be used as a basis with modifications allowing for contextual differences. The results suggest that Japanese learners of English value visually stimulating materials and require more guided support for them to effectively use materials beyond the classroom. The article provides an adapted checklist designed for Japanese learners of English as well as suggestions for future research.

scholarly journals A Lexical Network Approach to the Acquisition of English Verbs of Memory: The Case of Japanese Learners

2016 ◽  
Vol 5 (1) ◽  
pp. 1-17
Author(s):  
Shun Morimoto ◽  
Keyword(s):  
Average Length ◽  
Human Memory ◽  
Network Approach ◽  
Japanese University ◽  
Japanese Learners Of English ◽  
Average Length Of Stay ◽  
English Speaking ◽  
Two Phases ◽  
Japanese Learners ◽  
Basic Level

The present study investigated the acquisition of L2 English memory verbs, memorize, remember, and recall, by Japanese learners within the framework of a lexical network. In the fields of psychology and cognitive science, the human memory has been conceptualized as consisting of three cognitive phases, namely input, retention, and output. In English, memorize and recall are used for the input and the output phases, respectively, while remember can be used across the three phases. In order to investigate the extent to which Japanese learners of English can appropriately make differential use of these verbs in relation to the above cognitive phases, a test called ‘‘the Memory Verb Acceptability Judgment Test’’ was administered on 173 Japanese university students grouped into three proficiency levels. The results showed that while they were able to accept memorize and recall with high accuracy for the input and the output phases, respectively, they tended to accept remember primarily for the retention phase, failing to fully accept it in the remaining two phases. This tendency was observed even among those learners whose average length of stay in English-speaking countries was 5 years. It was also revealed that basic-level learners tended to over-generalize memorize for the retention phase. Based on the overall results, theoretical and pedagogical implications of the lexical network approach are discussed.

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