Presentations

Past Presentations

The Traffic Light Trainer: Say Goodbye to Silent Classes

Location:  PanSIG 2023 (Kyoto, Japan)

Date: May 14th, 2023

Student confidence when speaking in English in front of classmates can often be an issue in communication courses. Students may be unmotivated and hesitant to talk due to feeling under-prepared and anxious about sharing their thoughts with others. However, studies show that if students can plan their speech during pre-task, in-task and post-task stages they will feel better prepared and supported to speak, and demonstrate improved fluency. Furthermore, research indicates that students will participate more if they are allowed to repeat tasks within the same class. The presenters will discuss how combining such findings can be used to get students speaking more and with greater fluency (face-to-face or online) using a system called the Traffic Light Trainer. Across three rounds of speaking, students learn how to plan their speech better, depend less on their notes over time and speak with increasing fluency. A demonstration will be given of how the system works and recent classroom data with Japanese university classes will be shown. Teachers will also see how to apply The Traffic Light Trainer to their own English communication courses.

A Self-Scoring Model for Improving Oral Skills in Large Mixed-Level Classes

Location:  JALT 2022 (Fukuoka, Japan)

Date: November 12th, 2022

Helping students assess and improve their own spoken English within large and mixed-level classes is very challenging. This presentation introduces a unique and effective model which students use independently to score, reflect on, and adjust efforts to improve target language skills across time. Classes which use the model become more motivated and focused, resulting in faster improvements. Participants will be introduced to example materials and lesson plans for applying the model to their own classes. 

Traffic Light Trainer: Goodbye to Silent Classes

Location:  PanSIG 2022 (Nagano, Japan)

Date: July 9th, 2022

Students within English Communication classes often struggle to speak to each other with confidence. They can be unmotivated and hesitate to speak up due to feelings of being under-prepared and anxious to share their opinions (Hann, 2007; Stroud, 2017). However, studies show that students who plan their speech during pre-task, in-task and post-task stages are better prepared and supported to interact with others, and demonstrate better fluency (Bui & Huang, 2018, Stroud, 2019). In addition, research indicates that students will participate more if they are allowed to repeat the same tasks (Fukuta, 2016; Jamalifar & Salehi, 2017). This presentation discusses how combining such findings can be used to get students speaking more and with greater fluency (face-to-face or online) using the Traffic Light Trainer system. Across three rounds of speeches, students learn how to plan speeches better, depend less on their notes and speak with increasing fluency. The presenters will outline how the system works, show recent classroom data that they have gathered with Japanese university students, and detail how to apply the Traffic Light Trainer to any English communication course. Participants will also learn about materials they can use to utilize the system with their own students.

Boost Motivation and Achievement with a SMART Class Design

Location:  PanSIG 2022 (Nagano, Japan)

Date: July 9th, 2022

Many university instructors of low-level English students carry the burden of teaching lethargic, unmotivated classes – a burden increased by online teaching during the COVID-19 pandemic. Research into student motivation can ease the burden, but understanding and applying that research to actual classroom learning is challenging and time-consuming. As stated by Self Determination Theory, students who feel a sense of improvement and achievement within their learning over time are expected to be more motivated to put effort into their work. This presentation will show how a 5-part SMART checklist (not to be confused with SMART goals) created by the presenters can be used to better clarify the efforts that students are expected to make within classes by defining the language use which will be assessed, as well as how their performance will be measured. A full explanation of the SMART checklist acronym will be given by the presenters and examples of how it can be applied to help English communication courses shown. Furthermore, a simple formative assessment sheet, which aligns with the checklist to help students identify their strong and weak areas, will be presented as a practical way for teachers to help students improve their performance autonomously over time.

Making Classes SMART to Boost Student Motivation and Achievement

Location:  JALT 2021 (online)

Date: November 13th, 2021

Students make greater efforts within language learning tasks if they fully understand where their performance is, where it should go, and how to get it there. The presenter will introduce how to raise student motivation and achievement within common English communication tasks with SMART checklists. Participants will see how they can create more confidence and focused classroom environments by applying simple checklists of skills, measures, actions, reasons and time to their own contexts.

Scaffolding Oral Task Difficulty to Enhance Engagement and Performance

Location:  JALT 2021 (online)

Date: November 13th, 2021

Low-level students often struggle to speak up within orally interactive classwork due to problems with confidence, anxiety, and task difficulty. Participants will be introduced to a powerful three-stage scaffolding model for tasks which helps students improve fluency over time by better preparing, checking, and reviewing planned speech. Recent data on the influence of the model on engagement and performance will be shared and guidance given on applying the model to any language learning context.

Making Classes ‘SMART’ to Boost Motivation and Achievement

Location:  PanSIG 2021 (online)

Date: May 16th, 2021

Self-Determination Theory states that all humans possess the motivation to improve and feel a resultant sense of achievement (Reeve, Deci & Ryan, 2004). One problem which can hinder such motivation and progress for students studying English is a lack of clarity of the expectations for their oral performance. Research shows that students will make greater efforts if they are shown where their performance ‘is’, where it should ‘go’ and ‘how’ to get it there (Atkin, Black, & Coffey, 2001). In addition, clarifying the purpose of the learning for real-world use beyond the classroom will further motivate students to improve. This presentation explains how such theories of learning and human psychology can be applied to language learning classrooms by using original ‘SMART’ checklists, designed specifically for second language oral tasks. These checklists better define and direct students’ efforts so that classes demonstrate higher levels of motivation and resultant achievement in learning English speaking skills. By clarifying oral task Skills, Measures, Actions, Reasons and Time, students become more focused on and confident at improving their speaking skills over time. The presenter will give clear examples of how to create and apply these SMART checklists to existing oral tasks to motivate and engage students.

Generating Interactive Classrooms with a Scaffolded Three-Stage Model

Location:  PanSIG 2021 (online)

Date: May 16th, 2021

Oral interaction between students is an essential part of the learning process for developing English speaking skills. However, issues with student language levels, confidence, anxiety and task difficulty can lead to a hesitancy to ‘speak up’ and participate. Classroom-based studies show that students who can plan their speech for oral interactions during pre-task, online and post-task stages are better prepared and supported to interact with others, and demonstrate better fluency. In addition, students will participate more actively and become more fluent with their language use if they are allowed to repeat the same task several times. The presenter will demonstrate how such research findings can be combined to create a powerful task design model which helps students become more confident and fluent at speaking with others in English. The model scaffolds the learning with three stages of oral interaction with increasing difficulty for preparing, checking and reviewing task plans. By doing so, students (especially those of a low-level) can become increasingly confident and fluent within second language oral interactions at a comfortable and realistic pace. The presentation will conclude with simple instructions for teachers to apply the model to their own classes to improve confidence, participation and oral fluency.

Technology for Engaging Learners in Online Intercultural Exchange 

Location:  International Conference on Education and E-Learning (ICEEL), London, U.K. 

Date: March 8th, 2020

The medium and mode of communication used for Online Intercultural Exchange (OIE) can play an important role in engaging partners with each other across time. 23 Japanese university learners were given guidance on and a free choice of technology to use for their online interaction with American partners during a four-week exchange program. Survey findings showed that the most engaging technology used was a messaging application called ‘Whatsapp’. Reasons reported for this preference included familiarity and ease of use, lower stress levels with a written mode of communication, and ease of setting up online groups. Implications for these findings, as well as recommendations for improving learner engagement in OIE are summarized.

Leadership Education, Students, and a Global Context 

Location: The Global Higher Education Conference 2019, Tokyo, Japan

Date: June 8th, 2019

Leadership education is designed to support student learners in becoming leaders in a global context; individuals who are critical thinkers and capable of adapting to change. Three elements identified as effective in leadership education include knowledge, praxis, and reflection (Harvey and Jenkins, 2014). Through the lens of these three elements, what effective instructional strategies for teaching leadership in Japan are needed? This exploratory case study addresses this question through the experience of two international university professors teaching seminar classes focused on leadership. In working to engage a demographic of students from diverse communities, the designed community and the designed dialogue require intention (McDowell, 2018). This study presents the operationalization of the intention behind the praxis of leadership. The professors’ approach to leadership will serve as the context for the knowledge or classroom content taught at each university; approaches that are distinct, yet share similarities. The praxis or application occurred when 40+ students from both university seminar classes collaborated in designing and participating in two, day-long leadership workshops in 2018, which included ten leadership sessions each day. Reflection occurred before, during, and after each of the leadership workshop days. Challenges and successes of the element of praxis, or the application of leadership content, to create a community with two distinct publics will be shared. Findings demonstrate that leadership education is strengthened when the demographic complexity of participants is handled directly, with the intention of being inclusive of the diversity of both Japanese and international students. 

The Use of Technology to Support Theories of Learner Engagement 

Location: ICEIT conference, Cambridge, UK

Date: March 2nd, 2019

An engaged classroom atmosphere is an essential component of learning. Despite this, learners are not always motivated to actively engage within work, demonstrated by a lack of behavioral, emotional and/or cognitive engagement. By considering the commonalities between well-established theories of engagement, key factors for further engaging learners during class time can be better understood. This paper focuses on summarizing such theories and how the use of readily-available technology can support them in a learning environment. The consensus in the literature is that learners will become most engaged when expected performance is well clarified, goals are set within the learning, immediate and clear feedback is provided on performance, work is appropriately rewarded, and performance is tracked over time. An overview of technology-based research which can support the learning in theses ways is given. Recommendations for instructors to create more engaged classes by implementing and evaluating such technology are then provided. 

Learner goal-setting with classroom technology 

Location: JALT national conference, Shizuoka, Japan

Date: November 25th, 2018

Goal-setting theories, such as Achievement Goal Theory and Self-Determination Theory, help explain how goals within learning motivate students to become better at classwork. Focusing on performance-related goals has been shown to promote higher levels of engagement and improvements within classroom learning across time. However, providing clear, immediate and detailed feedback on goals for commonly used classroom tasks, such as discussions, is challenging. Technology can be potentially used to help bridge this gap. However, little research has examined the effects of using classroom technology to implement goal-setting and help students easily set, monitor and reflect upon specific goals for tasks. Thus, this paper investigated the effects on learning of using CALL (and potentially MALL) to support classroom goal-setting.

English Oral Communicative Competence among Japanese University Students 

Location: JBCA conference, Tokyo, Japan

Date: September 29th, 2018

The presenter will start by discussing the current level of English oral communicate competence among Japanese university students and how those students may often react when asked to undertake English discussions in groups. An introduction to the theory behind Task Based Language Teaching (TBLT) will then be given, along with why it may have the potential to create more capable speakers of English before they enter the business world after graduation. Following this, the challenges which the approach currently faces within Japanese educational institutes will be discussed and how such challenges have lead the presenter to his line of research. Two recent classroom-based studies related to TBLT group discussion task design will be explained, and their findings used to make practical recommendations for instructors in Japan. The presentation will conclude with an overview of future research directions and participants will have an opportunity to ask questions. 

Planning and Group Discussion Performance 

Location: JALT National Conference 2017, Tsukuba, Japan

Date: November 18th, 2017

Group discussions are commonly used within Japanese language learning classrooms as a way to encourage verbal interaction and development in the use of the target language. However, a lack of participation within such tasks is often typical within universities, especially for English non-major students. Silence among group members is often attributed to factors such as ‘culture’ and ‘shyness’ (Cheng, 2000; Harumi, 2010; Littlewood, 1999), but a lack of preparation to present individual viewpoints, as well as how to respond to opposite opinions, also acts as a barrier (Chang, 2011; Hann, 2007; Nakatsuhara, 2011). Research into the effects of pre-task planning on monologue style tasks has been plentiful in recent years (Bygate & Samuda, 2005; Kawauchi, 2005; Skehan, 2014; Wang, 2014) and suggests a positive impact on spoken performance. Such effects may also be applicable to classroom discussions and planning research needs to be extended to investigate group oral task settings. However, studies which examine the effects of pre-task planning on student performance within discussions are sparse. The presenter will explain a classroom-based study in which different pre-discussion planning tasks were used to boost oral participation and second language use performance by English non-major student during group discussions. Both positive and potentially negative effects will be discussed in detail and recommendations made for teachers who use group discussions within their own language classrooms. Handouts will be provided. 

Maintaining Learner Engagement through Goal-Setting 

Location: Task-Based Language Teaching 2017 Conference, Barcelona, Spain

Date: April 19th, 2017

‘Engagement’ is becoming an increasing used term within the field of language teaching to explain the extent to which learners becomes actively involved in tasks. Recent TBLT research has focused upon measuring engagement using a combination of performance variables related to emotional, behavioral, and cognitive acts within learner speech (Philp & Duchesne, 2016). Emotional engagement has been measured by using self-reported learner surveys addressing feelings towards doing tasks (Skinner, Kidderman & Furrer, 2009), behavioral engagement by using measures such as words spoken and turns taken (Dornyei & Kormos, 2000) and cognitive engagement by measuring persistence to explain opinions, reasons and examples (Helme & Clarke, 2001). Increases in these measures across both whole task-time and from task-to-task demonstrates improved levels of engagement and are desirable for teachers. Goal-setting theories, such as Achievement Goal Theory (Elliot, 1999), have been used to explain how learners can become more engaged in learning. An experiment involving 88 English students within a Japanese university adopted a mixed-method approach to assessing the impact on engagement of implementing goal-setting into discussion tasks. Half of the learners set, monitored and tracked progress of spoken goals across time (words spoken, as well as opinions and reasons given) while the other half did not. Pre and post-experimental surveys measured learner affective disposition towards discussions. Weekly task recordings examined changes in engagement measures across task-time (for four time quarters), as well as from task-to-task. Results showed a strong effect for goal-setting on several observed engagement measures across all four quarters of discussion time, as well as from task-to-task. However, similar effects of goal-setting on affective disposition towards discussions were not present within survey data. The implications for such findings for classroom oral tasks will be discussed for both teachers and researchers. Limitations and future directions for the research will also be addressed.   

Second Language Group Discussion Participation: A Closer Examination of ‘Barriers’ and ‘Boosts’ 

Location: The International Conference on Education and Learning 2017, Tokyo, Japan

Date: August 17th, 2017

Levels of learner oral participation within classroom discussions have been examined within second language research in recent years, with the belief that maximizing oral production of speech can improve use of the L2. Persistent discussion silence among East Asian learners is often attributed to issues such as learners being culturally bound or too shy to share opinions. Such research lacks learner self-reported data on specific reasons for such silence, as well as practical recommendations for instructors struggling with such non-participation within classroom environments. Thus, this study examined the root causes of silence, according to students themselves, and summarizes steps necessary for boosting the participation of discussion group members. Extensive interview data from six instructors of English within a university in Japan and survey data from 131 of their Japanese learners was collected and analyzed. 14 identified ‘barriers’ and 15 potential ‘boosts’ to learner oral participation were identified and categorized under 1) task design, 2) group set-up and 3) instructor actions. This paper concludes with recommended actions for instructors to nurture oral participation within classroom group discussions.

Assessing Learner Task Engagement

Location: Task-Based Language Teaching in Asia 2016, Kyoto, Japan

Date: June 26th, 2016

By examining case-studies of learners undertaking tasks, this presentation discussed the practicality of defining, measuring, and utilizing learner task ‘engagement’ data. The presentation concluded with a review of key questions remaining for engagement in the field of TBLT, along with suggestions for future research.

Engaging Learners in Discussions through Feedback

Location: JALT 2015 Conference, Shizuoka, Japan

Date: November 21st, 2015

Low-level learners in large classes may not become engaged in L2 group discussion tasks, due to a lack of clarity in goals and feedback on progress across time. Goal-setting theories can explain what kind of goal-setting can help students become more engaged in discussions. An experiment involving 70 university students in Japan examined the use of a goal-setting feedback system to enhance student engagement in discussions and will be explained in detail.

Planning and Group Discussion Task Performance

Location: TBLT 2015 Conference, Leuven, Belgium

Date: September 16th, 2015

This presentation discusses the task design, implementation and effects of pre-task planning for group oral discussion tasks in a language classroom. Experimental results also reveal potential effects of both guided strategic planning and rehearsal on task performance for learners with Japanese universities.

Effects of Preparation on Discussion Participation

Location: JALT National Conference, Ibaraki, Japan

Event Date: November 21st, 2014

Low-level language learners can often find participating in second language classroom discussions challenging. Issues with forming and supporting opinions, responding to other viewpoints, structuring speech across time, and L2 grammar use can often result in quiet or silent group discussions. One approach to reducing such a heavy cognitive load for students is pre-discussion planning. Important design factors to consider for discussion planning include the group size and style of planning, as well as the planning focus. An experiment involving 82 low-level Japanese university students examined what combinations of planning group size and style were preferred by students planning to take part in discussions. For ten minutes of planning time the students generally reported preferring to plan in groups using a mixture of oral rehearsal and written planning. The reasons for such preferences, as well as the implications of the findings for teaching discussion skills to low-level learners, are discussed. 

Student engagement in learning vocabulary with CALL 

Location: EUROCALL 2014 Conference, Groningen, Holland

Event Date: August 21st, 2014

Ensuring that students are engaged in learning is a key concern for instructors across many fields. With regards to vocabulary in language learning, teachers should provide students with tasks which promote high levels of motivation and resultant engagement. The recent trend of online systems which have dynamic, collaborative, and even competitive style approaches can potentially take students to new levels of physical and psychological engagement in and out of the classroom. Despite new found enthusiasm for such systems, there is currently little data regarding student engagement in using such systems when compared to textbooks or other more traditional paper-version approaches. Recent survey data from 131 Japanese university students on the use of a vocabulary learning system (Quizlet) was collected. Findings unsurprising showed a clear improvement in the overall engagement of students through using an online system to learn vocabulary. However, A great deal more research is needed to ensure that such engagement amongst students actually leads to better learning and acquisition of words compared to traditional paper-based learning methods.

Improving Learner Engagement in Tasks

Location: TBLT in Asian International Conference, Kinki University, Osaka, Japan

Event Date: May 17th, 2014

Task-Based Language Teaching (TBLT) has been continuously questioned as an approach to language teaching in Confucian heritage cultures. Issues with classroom silence, overuse of the L1 by students, classroom discipline, and discomfort with expectations placed upon students are seen as common problems in countries such as Japan (Carless, 2002, 2007; Tanaka, 2007). An effective way to give TBLT a much greater chance of overcoming these issues is by focusing upon student engagement. This refers to focusing on three main factors. The emotional (positive attitudes and reactions towards the instructions and tasks), behavioral (actual physical participation in tasks), and cognitive (investment in learning the skills required and tactics needed to complete tasks) engagement of students (Fredericks, Blumenfeld, & Paris, 2004). The strength of these factors can be influenced by teachers with the use of some simple and readily available classroom techniques. Workshop attendees will be guided through three key approaches. Firstly, (1) power sharing techniques between teacher and students can potentially improve their engagement levels, by giving them more opportunities to take control of their own learning (Stroud, 2013a). Secondly, (2) using appropriate engaging task design can lead to students becoming more involved in their tasks with task design focusing on getting students’ attention and interest (Stroud, 2013b). A third technique is (3) the use of readily available classroom technology. Units such as hand-held recording devices and student response systems (SRSs) can enforce student engagement by bringing classrooms closer together and giving students quick and accurate feedback on their learning (Draper & Brown, 2004; Hinde & Hunt, 2006.). 

Collaborative and Competitive Online Language Learning

Location: TESOL International Conference, Portland, USA

Event Date: Mar 29, 2014

Quizlet is a free online vocabulary learning system which encourages collaborative and competitive in and out-of-class learning. Workshop attendees will be shown a brief demonstration of its application in learning and be provided with a free step-by-step set-up guide for courses. A demo-class will then be set up on the spot and participants given an opportunity to practice basic and alternative applications (including grammatical instruction, collocation matching and discourse register for example). The potential pedagogical impact of the system’s use will then be discussed with recent university student survey feedback and advice for effective syllabus implementation given.

Language Cloud – The Next Generation of Course Management Systems

Location: TESOL International Conference, Portland, USA

Event Date: Mar 29, 2014

Language Cloud is a next-generation Course Management System designed specifically for Language Teaching. Attendees will receive an initial demonstration of its unique syllabus layout, simple mark-up tools, analytical capabilities and integrated “marketplace” available for merging existing language learning applications. Following this, an example class will be set up and participants given the chance to experience the system from both a student and teacher standpoint. Recent student survey findings for a Japanese university will be then be discussed and in-depth advice provided for using the system from an instructor’s perspective. Handouts will be provided to participants with regards to system usage.

Making the switch to online course management

Location: JALT CALL 2014 Conference, Nagoya, Japan

Event Date: June 7th, 2014

There are a whole range of different Course Management Systems (CMS) available for language teachers to choose from nowadays and choosing the right one for your own needs is not an easy decision. Different CMSs have various benefits and drawbacks compared to each other which can affect both the teachers who operate them and the students who use them (in a positive or negative way). In addition, making the switch over to using a new system will have its problems. The presenter will discuss experiences with selecting and recently switching university courses from a paper-based environment to a fully paperless one with Language Cloud. A brief demonstration of the system will be given and experimental findings from Japanese university communication and writing course students using the new system will be shown and discussed. Student survey feedback included opinions of using the system to receive and submit coursework, preferred access (mobile devices versus computers), and general suggestions and comments for improving the system. A discussion of the findings will take place and attendees will be invited to share their own experiences of switching to online course management. Advice will then be offered to those thinking about making the switch over to paperless classroom environment based on the presenter experience in doing so. In additional, handouts with advice for first-time users of Language Cloud will be provided at the end of the presentation. 

Boosting Student Group Discussion Participation

Location: JALT International Conference, Kobe, Japan

Event Date: Oct 26, 2013

Common issues leading to low levels of student participation during group discussion work include a lack of student motivation or confidence and high levels of anxiety. A new approach to tackling these issues is the use of the CARCS model of motivational design. By focusing on improving Control, Attention, Relevance, Confidence and Satisfaction (CARCS) for students during discussion tasks, participation can be boosted through increased levels of motivation. 

Welcoming Big Brother to the Classroom: Recording to Enhance Learning

Location: Tech Day Plus Conference, Otemai University, Itami, Japan

Event Date: Sept 28, 2013

The benefits to learning of recording include providing students with feedback, meta-cognitive learning opportunities, a record of work undertaken, and clearer defined goals. The presenter will explore the merits (and issues) with recording in the classroom and leave time for discussion of its application. A suggested implementation guide for incorporating recording into classes will be provided, as well as handouts.