Null results for the steal-framing effect on out-group aggression

Whether intergroup conflict is a necessary condition for the evolution of human prosociality has been a matter of debate. At the center of the debate is the coevolutionary model of parochial altruism—that human cooperation with in-group members has coevolved with aggression toward out-group members. Studies using the intergroup prisoner’s dilemma–maximizing difference game to test the model have repeatedly shown that people do not exhibit out-group aggression, possibly because of an inappropriate operationalization and framing of out-group aggression. The coevolutionary model predicts out-group aggression when the actor understands that it will lead to the in-group’s benefit. However, in the game, such an aspect of out-group aggression that benefits the in-group is typically not well communicated to participants. Thus, this study tested the hypothesis that out-group aggression in the game would be promoted by a framing that emphasizes that attacking out-group members enhances the in-group’s gain. Results of two laboratory experiments with 176 Japanese university students in total showed that such a framing did not promote out-group aggression and individuals invested more money to cooperate with in-group members only, avoiding the strategy of cooperating with in-group members to harm out-group members. These results do not support the coevolutionary model.

Talking about oneself

Second language instructors often have students talk about their own experiences rather than abstract impersonal topics. Intuitively, such topics seem more likely to encourage student engagement. Unfortunately, virtually no empirical research has examined the effects of personal prompts on spoken output. To address this gap in research, the current study (N = 117) compares the spoken output of Japanese university English students who responded to a personal prompt with students responding to an impersonal prompt. Output was recorded in transcripts and then analyzed using a battery of measures related to complexity, accuracy, and fluency. Findings showed that personalized prompts were associated with greater fluency. Moreover, there was some evidence that impersonal prompts led to output with greater lexical complexity. Rates of accuracy were similar in both groups. Correlational analysis suggested that lexical sophistication was associated with reduced fluency. The conclusion addresses practical implications and avenues for further research.

Battling With Books: The Gamification of an EFL Extensive Reading Class

Background Extensive reading (ER) classes have become a popular way to promote reading in EFL (English as a Foreign Language) classrooms because ER supports the idea of reading for pleasure. However, reading in the classroom can still become stale if students have little chance to reflect on what they have read or if they become burdened by the reading requirements. Aim In an attempt to create a more energetic ER classroom, we converted the classroom into a game-based environment with the aim of promoting L2 reading enjoyment and motivating students to read in a more focused manner . Method As for specifics, 55 female Japanese university students—divided into two groups based upon English proficiency—participated in a social book reading game called Bibliobattle whereby students discussed their favorite books in small groups. Three iterations of the game were incorporated into the ER classroom as a way to enliven reading activities. Results The game proved largely successful. From the data obtained in the debriefing questionnaires, students mentioned that they were motivated by the activities through reflection on their book’s content and through the sharing of specific details about what they had read with their peers. Although both groups of students indicated their motivation to play the game, this was especially true for the lower level readers—a group that had demonstrated more apathy towards ER in the past. Based upon our experiences while running the game, we recommend that Bibliobattles be implemented as specialized events in the ER classroom as a means to help stimulate a love for reading in a second language; however, it should also be noted that student preparation for such battles is time-consuming, so the number of battles per semester should be limited to a maximum of two per semester.

Reflections on 21st century skill development using interactive posters and virtual reality presentations

In this preliminary research study, Japanese university students created two dimensional (2D) interactive posters and 360° Virtual Reality (VR) presentations using Thinglink software. Students can use Thinglink software to annotate images with photos, videos, and descriptions. Researchers explore the extent to which students believed that creating and presenting their VR and interactive poster presentations improved their 21st century skills of critical thinking, communication, collaboration, and creativity. They thought that creating them helped to develop their communication and creativity skills, and to a lesser extent, their collaboration and critical thinking skills. Researchers consider other avenues and recommend improvements for task design to help students develop collaboration and critical thinking skills.

Students’ perceptions of digital storytelling in primarily asynchronous EFL classes at a Japanese university

This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities.