第6回APLJシンポジウム - APLJ Symposium 6
The APU Journal of Language Research
WELCOME
Please bring your Zoom device and earphones to access translation during the plenary and presentations from 13:00 to 14:35
Francisca Maria Ivone, Ph.D.
Universitas Negeri Malang, Indonesia
Making Informed Decisions: Integrating Technology in Language Teaching and Learning
In this presentation, we explore the integration of technology in language teaching and learning through the lens of three research approaches: determinist, instrumental, and critical. As technology becomes increasingly essential in language learning and instruction, reshaping traditional practices and offering innovative learning avenues, it prompts fundamental questions of who, why, what, how, and when. We start by examining the "who" of technology integration, considering the roles and responsibilities of language teachers and learners. Understanding their involvement lays the groundwork for exploring the "why" behind technology integration, analysing its purpose and impact on language learning and communicative competence through the determinist lens. Subsequently, we delve into the "what," exploring the numerous technological tools and platforms available for language learning. Employing the critical approach, we examine the socio-political implications of technology integration. Moving forward, we manage the "how" of technology integration into language instruction, guided by the instrumental approach to optimise outcomes. Furthermore, we assess the "when" of technology integration, considering the timing and sequencing within language learning contexts. By examining these questions and approaches, the presentation aims to empower language educators with the insights needed to navigate technology-enhanced language teaching and learning effectively, bridging the gap between practice and research.
Kevin Crowley
Ritsumeikan APU
From Inspiration to Impact:
Beginner’s Guide to Language Research Design, Execution, and Publication
In the pursuit of satisfying our intellectual curiosities, the conceptualization of research projects should be grounded in a blend of intellectual curiosity and a desire for practical application. This symposium presentation will guide attendees through the journey from idea to the process of research design, execution, and publication. Included in the presentation is a structured approach for identifying methodologies, recruiting participants, and establishing collaborations with course coordinators, colleagues, program directors, ethics committees, and possibly even outside institutions. The final important step of working with the editorial board in the process of revising one’s manuscript is also described. This presentation embodies the essence of a research endeavor, one that transcends résumé fluffery and resonates with the researcher's intrinsic motivation for knowledge, self-improvement, and societal betterment. Attendees will gain a better understanding of the research process and be inspired to pursue their own scholarly inquiries.
Izumi Koyama and Benjamin Rentler
Ritsumeikan APU
A Qualitative Study on Students' Experience of the Japanese-English Communication Skills (JECS) Course
日英コミュニケーションスキルコース受講生の経験に関する質的研究
本発表は、APU言語研究論叢9巻に掲載されたAPUにおける日英合同言語授業（JECS）コースに関する研究に基づく。発表者らは2022年の秋学期に行われたJECSコース受講生の授業振り返りシートから、JECSコース受講生がこのコースをどのように体験し、何を得たのかを質的研究手法により探った。その結果、受講生はこのコースを通して、協働作業力、批判的思考力、自律学習力など様々なスキルや有意義な経験を得ていることが明らかとなった。発表では、JECSコースが開講された背景と研究対象としたクラスについて概説し、研究から得られた知見を共有するとともに、発表者らが研究を行う上で直面した課題を共有し、参加者との質疑応答を行う。
This presentation is based on a study of the Japanese-English Combined Classroom (JECS) course at APU, published in APU Language Studies Review Volume 9. The presenters used qualitative research methods to explore how JECS students experienced the course and what they gained from it, based on the JECS students' class reflection sheets from the fall semester of 2022. The results revealed that students gained a variety of skills and meaningful experiences through the course, including the ability to work collaboratively, think critically, and learn independently. In the presentation, the presenters will provide an overview of the background of the JECS course and the classes studied, share findings from the research, share challenges they faced in conducting the research, and engage in a question and answer session with the participants.
大原 哲史, 石村 文恵
立命館アジア太平洋大学
学生の主体的な学びを促す教室活動ー拡張的学習への新たな教育的アプローチをめざしてー
日本語教育学会の会員の方は、学会HPの「マイページ」から論文をダウンロードしてください。会員でない方は図書館にある「日本語教育」186号から論文をご自身でコピーしてください。
本稿は，日本の大学における初級日本語授業で，経験の意識化を通して学生が主体的な学びを構築するための新たな教室活動についての実践報告である。従来の大学の初級日本語授業では「教員が学生に知識を伝達する」という教員と学生の関係をもとに段階的な学生の言語知識の獲得をめざした教室活動が主になっている。しかし，このような活動では学びに関わる行為の主体性はあまり学生に移譲されない。そこで，本研究では，「社会文化的アプローチ」の視点と「活動理論」の枠組みを援用し，学生と教員が協働して学びを作り上げる「Target Activity」という活動を初級日本語授業に取り入れ，学生の主体的な学びを促した。Target Activityは，教室の位置付けを「教室外で有効と思われる言語知識を教える場所」から「教室内外で得た学生の経験の共有とその意識化を通して学びを構築および拡張させる場所」と捉え直し，大学の日本語授業における新たな教育的アプローチをめざしたものである。
布尾 勝一郎
立命館アジア太平洋大学
「やさしい日本語でまなぶ介護専門用語集」の開発と拡充―介護福祉士国家試験を目指す外国人介護労働者を対象として―
布尾のメールボックス（BⅡ棟1階）に、論文の別刷りを置いておきます。ご希望のかたは、一部ずつお取り下さい。
介護分野の労働力不足を背景として、日本における外国人介護労働者の受け入れが拡大している。 EPA 介護福祉士候補者、在留資格「介護」、「技能実習」、「特定技能 1 号」といった受け入れの枠組みが設けられ、介護労働者の多様化、多国籍化が進んだ。日本で継続的に就労するには、日本語で実施される介護福祉士国家試験の受験が重要な意味を持つ。そこで、筆者らは、外国人介護労働者が国家試験 受験に際して介護専門用語を学習するためのウェブサイト教材として、「やさしい日本語でまなぶ介護専門用語集」を開発した。学習者の母語や文化的背景を問わず学習が可能になること等を重視し、やさしい日本語(平易な日本語)を用いて専門用語の説明を行った点が特徴である。本教材の機能としては、 多言語による検索やタグによる絞り込み等が備えられており、様々な活用法が想定される。本稿では、開発の具体的な方法(語彙の選定、やさしい日本語による説明の付与、翻訳、サイトの開発など)やサイト開発上の課題について述べる。そのうえで、サイトを一般公開した後に行ったコンテンツの拡充や、今後の展開についても触れる。
Lindsay Mack
Ritsumeikan APU
From proofreader to mediator: the roles negotiated by NNES tutors in EFL writing tutorials
Click on link on campus or off campus if you have the VPN
Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework of symbolic interactionism, a mixed method approach was employed. Data were collected from 16 pre- and post-semester tutor interviews, 30 tutorial observations and a tutee survey with 24 respondents. It was found that rather than adopting a precisely defined role such as peer mentor or foreign language instructor the tutor adopted multiple roles: proofreader, translator, coach, teacher, and mediator. Each role is negotiated through each interaction with individual tutees. The roles put forth encompass a new way for NNES tutors to effectively tutor in EFL settings.
Paul Sevigny, Lance Stilp, and Maiko Berger
Ritsumeikan APU
High-Frequency Vocabulary: Moving from Recognition to Recall Level on Quizlet
This study expands arguments calling for a more rigorous approach to high-frequency vocabulary list-based learning in EFL learning environments. Test and flashcard item designs were validated through quantitative (midterm and final test) and qualitative (survey) results to explore the impact of digital flashcards designed to build recall-level comprehension on both timed gap-fill and traditional multiple-choice posttests. Quizlet was chosen as the platform due to the affordance it provides teachers to create flashcard content and monitor practice. The results showed that multiple-choice, recognition-level test items result in a 20% overestimation of knowledge relative to gap-fill posttests. Additionally, a post-semester survey of 138 Japanese, pre-intermediate students of English showed a highly positive response to the recall-focused practice and testing system. The results demonstrate that for high-frequency L2 vocabulary, a paradigm shift from form-meaning recognition to form-meaning recall is an important direction for high-frequency vocabulary instruction and testing.
*Lindsay Mack, co-author of this paper is leading another discussion, so cannot be at this discussion.
Kent Jones
Ritstumeikan APU
Verbal classrooms: Fluency activities through structure control practice
This paper describes an approach based on the principles of Skill Acquisition Theory which aims at helping students acquire spoken fluency and grammatical control through a system of practice called the Verbal Classrooms approach. In this approach, students move from the most basic aspects of spoken language to complex structures through a series of dynamic and dialogic activities. These activities encourage smoothness of speech, an increasing rate of speech, eye contact, and grammatical accuracy all in a fast-paced and lively classroom environment. The results of a survey of 159 Japanese university students with beginner to low-intermediate English proficiency who participated in the activities over several weeks is also provided, showing evidence that the approach is both enjoyed and seen as effective by university-age Japanese learners of English.
John Collins
Nippon Bunri University, Oita
Improving Student Motivation, Engagement and Learning Outcomes in Online ESL Classes using Kahoot! Quizzes
The following article reports the results of a survey conducted regarding student perceptions of the use of Kahoot! Quizzes in online undergraduate ESL classes during the Covid19 pandemic. Within a broader framework of gamification and intrinsic motivation, the survey focused on learning engagement, motivation, anxiety, and learning outcomes. Questions relating to quiz length, time, and frequency were also asked. The survey took place against a backdrop of ongoing online classes and a desire on the teacher’s part to raise student motivation and engagement. A total of 77 undergraduate students at the Nippon Bunri University College of Business and Economics and the College of Engineering completed the survey and the results indicated overall support for the use of Kahoot! as an effective way of boosting both student motivation, engagement, and learning outcomes.
Billy Priest
Ritsumeikan APU
Gamification in the L2 classroom: Engagement and Motivation
As part of ongoing efforts to increase student engagement, motivation, group cohesion, and classroom participation and to reduce absenteeism and behavior issues, action research was begun this semester (Spring, 2024) in which a variety of games and game-like aspects have been integrated into three university-level English-language classes at the CEFR B1 level. These include a semester-long game that the class plays as a team; many smaller games that students play as individuals, pairs, and small groups; and low-cost material rewards. This presentation will introduce some of these games, their integration into curriculum, and briefly discuss the early results of introducing gamification in this context. Evidence at this point is strictly anecdotal, based on the teacher’s observations of the classes in action. From these observations, it appears that, even at this early point of the semester, students are more engaged in classroom activities, completing in-class and homework assignments more consistently, attending more regularly, communicating more frequently about their tardiness or absence when it happens, and interacting more positively with each other and the instructor. Instructor’s motivation and engagement are also, unexpectedly, improved. Action research will continue through the semester. Recommendations for further, more formal, research will be made.
Christine Yu-Ting Hung
Ritsumeikan APU
Interaction with Multimodal Resources in an Introductory Chinese Class
Many students and teachers believe that it is difficult for students in introductory Chinese classes to interact with native Chinese speakers due to lack of Chinese linguistic knowledge. This research attempts to understand how students with limited Chinese linguistic knowledge and native Chinese speakers interact with each other and develop mutual understanding by using multimodal resources. The research analyzes video assignments of three students (two Japanese and one Burmese) in an introductory Chinese class at Ritsumeikan Asia Pacific University. In this Chinese class, students created videos to introduce their daily life as a class assignment while receiving support from native Chinese speakers. The research results indicate that students with limited Chinese linguistic knowledge and native Chinese speakers use a variety of resources including sound, gestures, and/or objects in their interaction to create the videos. This finding implies that it is important for students to not only learn linguistic knowledge but also understand multimodal aspects of language learning and communication so that they can expand their approaches to learning and using languages.
張文青
立命館アジア太平洋大学
認知言語学のアプローチから中国語可能表現の教授法についての検討―フレーズ・リピーティングと実践応用型授業による記憶形成―
Examination on the Teaching Method of Chinese Expressions of Possibility from the Perspective of Cognitive Linguistics Approach―Memory Formation through Phrase Repetition and Practical Application-Oriented Classes―
認知心理学では、知識の保存庫として「長期記憶」という貯蔵庫を理論的に構築してきた。長期記憶は顕在記憶（知識、つまり「わかる」）と潜在的記憶（技能、つまり「できる」）に分類されている。中国語の可能表現を学習するに際し、学習者の助動詞 “能、会、可以” と可能補語の使用における混乱がよく見られる。また、この文法項目に関する先行研究は多くあるが、課題は依然として多い。本報告では、第二言語学習として中国語を学習する者が習得の難しさを感じている可能表現を如何に「わかる」から「できる」へと記憶形成させていくかの教授法を検討し、上記文法項目の習得に関する課題を解決するために、以下の2つの練習を計画している。
(1) 認知言語学の視点からのアプローチによる、視覚提示＋教員による音声
インプットからのフレーズ・リピーティングの繰り返し練習
(2) 使用場面を設定したロールプレイ練習
上記の練習により中国語の言語知識を定着させ、場面応用練習を多く取り入れることで、記憶痕跡を豊富にし、この文法項目を効率よく長期記憶に移行させる。そして記憶形成強化を図り、フレーズ・リピーティングと実践応用型授業の効果を検討した上で教育現場に提案していきたい。
Anya Kumarawati, Monica Nguyen, and Paul Sevigny
Ritsumeikan APU
Analyzing Schemes for Illustrating Second Language Graded Readers
The Community Literacy Activism (CLA) project developed a series of six bilingual stories related to culture groups on campus (Young Adult Multicultural Stories or YAMS (Sevigny & Manabe, 2023)). Initially, we created six illustrations for each story in the series in three versions: upper-intermediate, intermediate, and elementary. Post-publication (StudioCLA.org/stories), the YAMS series is now a dataset for analysis with an eye toward our next series of readers, asking the following question: What new approaches could be taken in illustrating graded readers such as those in the YAMS series? To answer the question, we summarized the original production process. Then we delved into research on reading comprehension (Hillocks & Ludlow, 1984; Bell, 2011; Ramonda & Sevigny, 2019) and dual coding theory (Sadoski, 2005) to discover alternative schemes for illustrating graded readers. Based on our analysis, we concluded that level-specific illustration schemes are preferable. New approaches to illustrating elementary-level readers are suggested. Analysis suggests that illustration planning should include appropriate starting points relative to text completion, illustration styles, illustrator and author collaboration availability, and detailed descriptions of learner needs at each proficiency level.
李娜
立命館アジア太平洋大学
自律的な学びを促進する試み 中国語学習者による自己・ピア・母語話者からの学び
本発表の目的は、中国語学習者の自律的な学習を促進するために、自己学習、ピア学習、および中国語母語話者からの学びを組み合わせた総合的な学習アプローチを探求することである。筆者は自身の中国語Ⅱのクラスにおける教育実践（進行中）について報告する。この春学期は、過去の経験や学生からのフィードバックに基づいて、自己学習とピア学習、そして中国語母国話者からのフィードバックを組み込んだタスク先行型ロールプレイを導入した。学生たちはグループに分かれ、与えられたテーマに沿って台本を作成し、一ヶ月半の学習の結果をもとに、最終的な発表に向けて準備を進める。このプロセスでは、中国語母語話者がTAとして授業に参加し、助け合いながら講師からの指導も受けつつ、常に生のフィードバックが提供されている。春学期中に2回のロールプレイが予定されているが、最終的には、自己やピアからの評価コメント、そして中国語母語話者からのフィードバックを分析し、学習者がより自律的に学ぶ方法を模索する。また、三段階の台本内容を分析することで、授業で学んだ知識との関連性を考察する。
Collette Grant and Ann Herrera
Ritsumeikan Asia Pacific University
Strengthening Long-Term Memory and Improving Academic Performance through Enhanced Integration Across Skills
Within the context of English as a Foreign Language (EFL) learning, the principles of cognitive load theory, specifically frequency, intensity, and depth, play a crucial role in developing robust long-term memory and fostering a propensity for academic success. Frequency refers to the repeated exposure to integrated skill tasks, which reinforces and solidifies knowledge acquisition. Conversely, intensity focuses on employing cognitively challenging tasks that promote deeper understanding and critical thinking skills. Finally, depth delves into engaging with complex topics through discussions and reflections for long-term knowledge retention. Thus, this project aims to promote students' long-term memory and academic achievement through deliberate focus on the integration of vocabulary, grammar, writing, and speaking strategies. Specifically, it targets increasing the frequency and variety of tasks and materials across skills alongside promoting depth and intensity through discussions and lecture video reflections. This approach aims to foster greater intellectual and emotional involvement in learning. Employing a mixed-method approach, the study will be conducted during the Fall of 2024, with two Intermediate English A (IEA) classes constituting the population. One class will serve as the control group, providing a baseline for comparison, while the other class will comprise the experimental group, receiving intervention in the form of reinforced instructions and heightened skills integration. Surveys and interviews with students will also be conducted to get feedback on the impact of skills integration.